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**  Constructionist Conversations November 10, 2010   ** 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development. 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.

**Problem Solving Game**: Granny Goose, Miss Anne Tillie Williams, Queen Anne, Land of the Green Glass Doors Use riddles and puzzles. It is good for children to struggle and think. Ask open ended questions.

Creativity and the Problem Solving Process a. Preparation b. Frustration c. Incubation d. Illumination e. Elaboration (once you figure it out you can teach other people) ** Conreck Video  ** Pat Conroy has his first teaching job in a small black community on an island. Principal is tough and mean. She is a black woman. She tells the teacher to step all over the students and stomp on them. The principal is not welcoming. She doesn’t seem to respect the students. “put your foot on them.” “Most of you are slow, because you don’t think good. You are lazy, lazy,,,can get ahead if you work, work, work. You’re his and he’s yours.” First thing Conroy does is asks the students to look at him. Says he’s handsome. Introduces himself. Uses wit, imagination and doesn’t mind labeling himself as crazy as loon. Asks the students to gather around, changes the room around. Rule of three being used. “Everybody move and get as close as you can.” Pat Conroy. Say my name. The students do not say his name, because they don’t trust him (the teacher). His strategy is to bring them round with his name. He is smart and won’t spend time on it, when student can’t get it. (In some cultures, a student gives the wrong answer and the rest of the kids will keep giving wrong answer to save face.) He is doing needs assessment. Wants to know their prior knowledge. Wants to dignify their responses. What country do we live in…tell me at once. What is the name of the country. (schema) Does anyone know what country we live in. How much is 2 X 2. Leaves lots of time between questions. How many fingers (8). He waited 7 seconds for answer. Only off by two. He found out detailed information on common sense, facts, cultural, family (name and birthdate). Unfortunately, these kids have had very little education. **  Bruner Presentation by Connie   ** Jerome Bruner still alive. 95 years old and still working and thinking. NY, Duke, Harvard, at NYU, The process of education 1960, The culture of education 1996 The three big C’s. Constructivism Content Structure Culture He promoted mutual learning, like power teaching. Against competition. Had these ideas a long time ago. “Picasso did not find the world he produced. He invented it.” He has written a lot about constructionism. To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize. Content Structure – 3 stage notion Action Stage – physical Iconic stage – pictures Abstract stage – thinking He believes in stories and storytelling. Storytelling is important. Need to cultivate. Content Structure – Narrative Bruner did not address poverty and racism, but in his later years has addressed how culture affects education. **  Connie:   ** Use of “Construction Crews.” Use of the big “C” Nice use of quotes. 10 things I learned about Bruner – very clever and well done. **  Bandura Presentation Kimberley   ** 3rd most frequently cited psychologist of all time, still living. Known as the observation modeling and learning theorist. Social cognitive theory of behavior. Motivate and regulate behavior. Observation learning originally focused on aggression. Selective disengagement. Most human behavior is learned observationally through modeling. This coded information serves as a guide for action. Model in triangle – Person, Behavior, Environment all effect each other. **  Kimberley:   ** Great Song Liked model and then examples Liked the change to look at Bandura – a face to a name. **  Memorization Presentation by Ryan and Chris   ** Brainstorming the term memorization Flash cards, tests, facts, memory, repeating, visual aids, true/false, genius, boring, names and dates Mind Map – try to categorize the brainstorming materials. It is a tool for memorizing. A good strategy to use and give you a visual aid. Memorization as an instructional Strategy. Mnemonics Acronym Acrostic Rhyming Image Links Story method Number/Rhyme technique Journey System Roman Room **  Ryan and Chris:   ** Good sequence game. Lots of fun. Nice to use Mind Map in presentation. Good use of conversation with students, respectful and kind.

**Constructionist Conversations October 27, 2010**

INTASC Standard #1. Content Pedagogy - The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. INTASC Standard #6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Ideas to Steal~

Cana: Interpret an idea/concept using paint

Chris: Book that opens up to music. Kid’s will get a kick out of it

Sabrina: Story book about what the kids can expect from the teacher and the class. Loved it!

Chelsea: Presenting morals through stories

Kimberly: Mirror for reflection. Could make a fun activity out of this

Ryan: Establish a productive schedule

**Constructionist Conversations 10_20_2010**

INTASC # 9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

**Henry Herbert Goddard by Erin**

Father of intelligence in1908. Translated the Binet-Simon Intelligence Scale. Did work with mentally disabled people. Hereditary position – Eugenics, discouraged reproduction of people with genetic defects. Believed that those who were feebleminded were inferior. Believed feeblemindedness was caused by transmission of a single recessive gene. Really wanted to sterilize all feebleminded people.

Erin had us laughing with our pro and con stands on Goddard’s. It generated a lot of energy in the room.

**Arthur Jensen by Connie**

American Educational Psychiatrist. Controversial theorist

Studied cultural bias of IQ and determined that cultural bias was not the problem. In 1969 he thought the blacks needed to be educated separately and that they may have a genetic reason why there were not as “smart”. He believed in G factor – one single quality determines intelligence, based on hereditary. Very controversial. Still believes today that black people are not at smart as white and Asian people.

When Connie says, everyone puts their hands together and on the table – eyes here -great technique. Excellent power teaching

**Marva Collins Video**

Marva Collins was an amazing teacher of students that lived in blight and poverty, but managed to become very successful. When you view the video, Marva never sits down. She is dressed in the role of a professional teacher (no jeans). Marva Collins would have 34 students in a crowded classroom and you can see that the students were working hard.

Charles Murray – who wrote the Bell Curve said the success of Marva Collins was antidotal, was not real success. These gains would not last a lifetime. He never called or wrote her or visited her. Murray said their intelligence was a flaw Studies showed he was wrong.

33 students came back for a reunion. They say “You can do whatever you want to do. It is possible.” The teacher inspired them.

Marva Commons taught clear articulate speech. She would tell them they are brilliant every day for 3 or 4 years. She is sagacious, (wise, having or showing acute mental discernment and keen practical sense). The students read many books before college that were on their college and high school reading lists. Inspiring.

Young people coming from the south would not look people in the eye. Confident people look people in the eye. It takes 3 generations to unlearn body language. They don’t look people in the eye, because they are afraid.

**Midterm Presentations**

Name: **Connie**

Highlight: Power teaching poem

Creativity: Loved the poem, so much fun

Strength: Great wording

Idea to steal: Creating a fun poem with a summary of ideas in it. Could be good with parents for back to school night. Could be a good exercise for children as well.

Name: **Bryan**

Highlight: Joking between classmates and teacher

Creativity: Drawing

Strength: Humor

Idea to steal: Drawing ideas on the board – Iconic Studies

Name: **Erin**

Highlight: Learns about plants and animals

Creativity: Associated ideas with objects

Strength: Well thought out associations/symbols

Idea to steal: Have students create a world that symbolizes their ideas on a subject

Name: **Anna Laura**

Highlight: Get control the first day – good to remember, and create a routine.

Creativity: Love the pictures

Strength: Strong insights. Well selected. Shows strong caring for each child.

Idea to steal: Linking past experiences of the students with subject matter being studied


 * Constructionist Conversations 10_13_2010**

INTASC Standard #2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

** Ryan presented Charles Spearman, an English psychologist who lived from 1863 – 1945 **.

The father of classical test theory. The pioneer of the statistical technique called factory analysis.

He discovered the general factor; the “G” factor. The “G” factor theory follows the idea that all intelligent behavior is derived from one metaphorical pool of mental energy. He believed intelligence was in only one part of the brain.

Ryan was very good at having students participate in the lesson.

** Chelsea presented Albert Binet, self-taught psychologist from France. **

Considered the father of IQ testing. Binet worked with Simon to create the Simon Binet Scale.

Binet's objective was to create a tool for educating all children.

Loved Chelsea’s opening exercise and use of “That’s Cool”.

** Kimberly presented Francis Galton.**

Known for his heredity studies and his belief in eugenics, Galton contributed to many fields including geography and meteorology.

Kimberly stepped out of the box and had us drawing.

** Cana presented Anne Anastatsi, an American differential psychologist. **

Anatastsi is known as the test guru.

She extensively examined issues related to test construction, test misuse, misinterpretation and cultural bias.

I liked how Cana asked us to think about situations having to do with cultural bias. She helped us to tie together the concept with our own life.

** Sabrina presented Louis Leon Thurstone. **

Thurstone made contributions to psychology psychometrics statics and the study of human intelligence.

Created the theory of primary mental abilities. Intelligent behavior is not from a general factory, but rather from 7 independent factors called the primary abilities; word fluency, verbal comprehension, spatial visualization, number facility, associate memory, reasoning, perceptual speed.

I liked how Sabrina compared this theory with Gardner and other theorists. Louis’s theory is more about book smarts and Gardner is related to a wider skill base. This is good to know.

** Bryan presented J.P. Guilford, teacher and psychologist. Lived from 1897-1987. **

Guilford is The Gifted and Talented (GATE or TAG) guru.

Concluded that IQ tests could not measure creativity. Experimented with attention and visual perceptions, learning and memory and experimental esthetics

I liked Bryan’s technique of letting the last reader call on the next reader. Students get a chance to be part of the process.

** Chris presented Florence Laura Goodenough. **

Goodenough developed events sampling. She questioned the IQ test and believed mental age may not have the same meaning for all students.

She developed the use of drawings to determine a child’s cognitive ability. This test was designed for preschoolers and offers a non-verbal assessment method of a child’s capabilities. This test is still used in some form today.

I liked how Chris added humor into his presentation.

** Anna Laura presented Lewis Terman, lived 1877 – 1946 and was a professor at Stanford. **

Terman’s major contribution was mental testing. He studied gifted children in a study called Terman's Termites. This is the longest running (over 35 years) study of gifted children and is still active today. He wanted to dispel the myth that gifted children would not be successful later in life, and according to his study, gifted children do very well.

I liked Anna Laura’s slides. They were well laid out and I thought the photo on each page was visually pleasing

** Constructionist Conversations 9/29/2010 ** INTASC Standard #9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

** Clip A. **

Differentiation can be approached 3 ways: Content Process Products

Differentiation means teachers adapt the content to each student’s differences/levels. For example, everyone is reading the same story, but each group has a different set of questions, depending upon their level.

** Clip B. **

Character education. One man with many handicaps discusses how he goes into schools and shows kids his art while building in moral lessons. PERSISTENCE. Who in your class likes to do their work well and doesn’t give up. These students compete just as well with students with much higher IQ. Persistence is a great skill set. How do we teach it?

** Clip C. **

Uses storytelling to help children avoid major pitfalls. Presents the golden rule. Storytelling skills are so important! Watch a good storyteller, study and be a good thief. These storytellers are people you want to mimic.

** Clip D. Valedictorian **

When you have one eye on the goal, you only have one eye on the path. We are so focused on a goal; we do whatever it takes to meet our objective. You learn something operating in this way, but not all you could have. This is the prevalent MRF System: memorize, regurgitate and forget.

Are we mindlessly accepting things as truth? Is the world suppressing our uniqueness? This was controversial speech and the valedictorian naming a teacher directly may have had bad repercussions. However, I think she brings up a good point.

** Gender Clip **

Obvious, not too surprising, but funny, multiple Disney character videos. Sad stereotypic view of men and women, bodies, etc. Will it ever change?

** Gender Stereotype in Education Clip **

In terms of it being a women’s world…is it a woman’s domain in the teaching profession? Some think the playing field is more leveled now and it is more important to be competent. Some people think women are still a little better than men at teaching. There are more woman teachers. There are still biases out there. Gender stereotyping is still going on. Women probably rule until college level. Hah! (See Carol Gilligan below).

** Ryan presentation – Carol Gilligan **

Ryan has the group read the slides and has prepared scripts already handed out to students. Calls people by name.

Ryan did an excellent job of placing important information at the beginning and at the end.

Gilligan is known for “Difference Feminism.” This theory follows the idea that men and women’s have different moral and psychological tendencies. Men consider rules and justice. Women embrace caring and relationships. Ryan found humorous clips to accent these two differences.

Gilligan listed three stages of development: Selfish Social or conventional morality Post conventional or principled morality

Girls resist the initiation practices that would allow them to split their minds from their bodies in their relationships, similar to some men. This is a healthily resistance, grounded in a girls human nature. It costs the women politically and in their standing in the world. Gilligan believes that as the girls become young women they are supposed to not have a voice or a place of their own. This is not a battle between men and woman directly, but will be rectified by a free democracy unconstrained by patriarchy.

This presentation made me want to talk more about her and her theories.

** Karen Horney by Chelsea. **

Chelsea prepares us for what is coming in her talk. She provides a summary of her life and then her theories.

Born in Germany. Moved to Brooklyn. She was a pioneer in psychology. This was unusual for woman of her time. She disputed Freud’s ideas and was asked to step down from her position. She wrote and taught and developed new ideas. Her theory was around neurosis.

Has a clip about neurotic behavior. Used a familiar show and generated a lot of humor.

Compliance: Moving toward strategy someone Aggression: Moving away from people Withdrawal: Alienate yourself

Horney believed that your traits are brought on my experience and can be changed. She believes neurosis only stemming from a turbulent childhood is a false assumption. Also, sexual abuse can make you neurotic, but she believed that being nurtured can turn around that tragedy based neurosis. She also believed women should be equal to men.

I like that Chelsea presented what this theorists ideas means for teachers. Relating the subject to us. In the classroom, express attentiveness and love and this will help children overcome what life has dealt them.

Constructionist Observations 9/22/2010

Presentations
 * 1. Content** Pedagogy **T****he teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.**

** Gravity Glider presented by Chris. **  · Chris clearly explained what we were going to do. · Information was written and verbally presented providing presentation for at least 2 different kinds of learning styles. · Used technology as part of the presentation (video). · Modeling of the Glider technique using a student was a fun activity. Took it beyond the teacher in the front of the classroom. · Used good management techniques. Homework on the same section of the board every day. · There is a video on gravity glider. Improves organization skills and coordination.

** Sigmund Freud presented by Cana ** · Students read the slides · Embedded a video in her presentation. The video was humorous. · Asked if anyone knew another Freudian slip. Dixie did – another racy story. · Then she did a song of Freud by Belafonte. Very funny. Forced us to listen hard. Does that improve our ability to remember? · Showed funny cartoon video about Freud theory. · Great use of resources · Great use of humor · Loud noise at beginning of presentation was a real attention getter.

Video Clips


 * 2. Student Development -** **The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.**

** Emergent Curriculum Conversation - Video Clip ** Looping teacher stays with a student for many years. Gets to know the student well and can guide their emergent curriculum. Documentation is used as a basis for assessment including journals, photographs of the child at play, portfolios, artwork and child’s remarks.

** Modeling Guided Reading FAQ (Differentiation) – Video ** Clip Guided reading provides extra support for struggling readers and allows differentiation. Introduce new skills for students that are reading. Guided reading should be done every day. For the teacher in this video, she meets with the lowest readers every day, mid-level readers three times a week and high level readers once a week.

** Gender Bias in Children’s Books – Video Clip ** Gender stereotypes are still very prevalent in culture, education and first books. Critically analyze underlining issues that books convey. For young child learning from scratch, these gender biased passages could be damaging. Boys must be violent, girls must be quiet and passive, and girls are not complete without a man. Girls are limited in education. The message is find a husband and get married, your looks are most important. This is society’s perception and it is mirrored in many books. Be careful and choosy.

** Constructionist Conversations 9_15 ** INTASC Standards #1 – Content Pedagogy – The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experience that make these aspects of subject matter meaningful for students. INTASC Standards #4 – Multiple Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problems solving and performance skills. Not a quiet classroom. Talking in the background. Some talking or singing to oneself. Montessori skills: Whatever you take out you put away. Students need to get all their own tools and sometimes are required to use and/or wear certain garments. Everything has to be kept on the table. The teacher models specific behaviors and then the children do them. There are all kinds of kits. The teacher will model what to do with the kit. Then, the students are on their own. Encouraged to be responsible. Independent activities. Can also do some cooperative play. ** Bryan’s Presentation: Drink That Water ** INTASC Standards #1 – Content Pedagogy – The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experience that make these aspects of subject matter meaningful for students. Bryan prepares water for everyone. Nice visual on how much water you should drink. Shows 10 cups. Interactive presentation – audience becomes the presenter. Video was fun (too much in the end, learn to edit). Too long to get prepared and present. Have materials ready to go in the classroom, move along. ** Erin’s Presentation: Owl ** INTASC Standards #1 – Content Pedagogy – The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experience that make these aspects of subject matter meaningful for students. Taught us technique and then break up in pairs and practice. Good length. Try it out at home. ** Billy Elliot Clip #1 ** INTASC Standard #2 – Student Development – The teacher understands how children learn and develop, and provide learning opportunities that support a child’s intellectual, social, and personal development. Looks at himself in the mirror. Sighs. Has to stop running. Goes under the bridge. The boy in the back is a chum (best friend). Must have a buddy by 5th grade. Sustaining friendship. Erikson, this child is in stage 2 autonomy. He is taking ballet without the knowledge of his coal mining Dad. ** Billy Elliot Clip #2 ** Trying to make himself invisible. He does not want to be caught or for people to know where he is going. He is sneaking around. He goes to the Library. He gets a book on ballet. He is showing interest. He steals the book with a little help from his friends. Thorndike : Variable A. ** Billy Elliot Clip #3 ** Reading book in the bathroom. Practices in the bathroom. Practice, Practice, Practice. Thorndike: Variable B. ** Billy Elliot Clip #4 & #5 ** Finally smiles when he is doing ballet. Teacher smiles and give reinforcement. Final Clio Running down the street in happiness. Satisfaction, self-fulfillment. I did it with initiative. Thorndike: Variable C.
 * Montessori Clip **

Class 9/8/2010 Seabiscuit Clip. INTASC 2 – Student Development – The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. Clip #1 The horse looked right through him. Who do you think you are? Smith ignored that the horse was hurt (didn’t look at the horses weaknesses). He looked the horse in the eye. Clip #2 The horse did not show much promise. Everyone gave up on him. He seemed lazy and the trainer decided to punish the horse. Punishment creates defiance, anger. Clip #3 Seabiscuit was used to make other horses feel more confident. Seabiscuit was abused and he felt angry and tormented. Clip #4 Eye contact. Talking on the level. Calm. Offerings (food). Smiles. More Eye Contact. Clip #5 Trainer just lets him go. Run till you drop. Give positive reinforcement. Gets excited with him. More reinforcement. Woo. Grade 4 – 6 movie: Fly away home INTASC Standard #5 – Motivation and Management – The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positives social interaction, active engagement in learning, and self-motivation. INTASC 2– Student Development – The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. Clip #1 Goose eggs hatched. They are just babies. Need care. Chicks are on the table. Must feed them every 2 hours and give them lots of attention. Parent says geese can’t stay in the house. Daughter says they must stay because otherwise animals will kill them. The child does not trust the adult. Man talks to ranger. Seeks help. Willing to ask for help. Geese learn everything from their parents. Without the parent influence the geese will not know what do when they start to fly. Clip #2 A first living thing a goose sees becomes their mother – imprinting. First 18 hours for animals (if it is a wooden goose the goose will follow the wood goose). Bonding is to humans as imprinting is to animals.

** INTASC Standard #8 – Assessment **
==== The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and pahysical development of the learner. ==== ** Clip #1 **

Must keep up with the group
** Annotations Week 2 ** INTASC Standard #2 Student Development – The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social and personal development. ** Piaget ** Four Stages of Learning First Stage: **Sensory Motor Stage** Second Stage: **Pre-Operational Stage** Third Stage: **Concrete Operational Stage** Fourth Stage: **Abstract Reasoning** ** Conservation ** ** Theory of Mind ** ** Deductive Reasoning ** ** Conservation of Mass ** ** Balance ** ** Montessori ** Education is a natural process that develops spontaniously in human beings. A child acts on its environment. The Learner constructs knowledge from experience in the world. Learning is natural. The early years are one of great mental growth. Normalization (Montessori concept), concentration is the key. Montessori schools allow children to grow intellectually and emotionally at their own pace. Marie Montessori studied medicine (1st woman in Italy). ** Vygotsky ** Zone of proximal relationship; the area between the level of independent performance and the level of assisted performance. It is here that the teacher needs to focus. Level of independant performance. Best he can do alone. When the teacher structures the activity differently, the child can do better. Level of Assisted Performance. How well the child can perform with assistance. Three important implications for early childhood education. What mediation/action will help the child make the next step in his understanding? Work with teacher or another student more advanced or less advanced. Unassisted performance alone does not give a clear picture of where a child is. The most effective teaching is aimed at the higher end of the students’ abilities. Provide opportunities that are beyond what a child can do unassisted. This will allow children to operate at higher levels of play/learning, but still within their areas of capabilities. ** Lev Vygotsky Russia 1896 ** Cognitive development and relation to learning. His mentors were Sigmund Freud, Piaget and Montessori. How do the children acquire knowledge? Personal and social experience cannot be separated. Childs life is shaped by family, community, social economics, and culture. Much of a child abilities come through play based activities. The mind classifies. Adults and children that surround a person are influential.

** Zone of Proximidal Development (ZPD) ** The child learning a new subject can be helped along by an adult or another child. A subtle process called scaffolding. A painter uses scaffolding to get to parts of the house they cannot reach. ZPD can do the same thing for children learning. Learning and development are not the same thing.

** Social Constructionist Approach to Learning ** Educational and Development Psychology Learning as a social construct. Children are constantly interacting with children, adult’s peers and the community. Ending was grouse. Yes, society has made us a bunch of animals ** Theory ** Children Construct Knowledge Learning can lead development Development cannot be separated from its social context Language plays a central role in mental development Zone of Proximal Development Extra structure/support for a while (scaffolding), then it can be taken away.

Use scaffolding with students until they can internalize the materials, and then you can take the scaffolding away. Provide enough examples and practice until they can do it themselves. Scaffolding might be present in each step, until the student can do the individual steps themselves. Differentiating, Scaffolding and Guiding. Show what you expect and a base-line that every student can participate. Every student needs to same opportunity to perform. Skills to improve. Students performed at a higher level, because they knew what was expected.

** Scaffolding – Self regulated learning in the primary grades ** Social Constructionism (Piaget) Learning is much more than mirroring. V is like Piaget. V studied Piaget. Piaget construction of knowledge is much more the child’s interaction with physical objects. For V it is in concert with humans. V differed from Piaget. He believe learning can lead development. There is a more complex relationship, but there are maturational requirements. Learning impacts development. Early skills can hasten development. ** Lawrence Kohlberg Observations ** How will you work with moral development? ** Pre- Conventional Stage #1 ** Kids learn a fear of punishment/obedience Self-interest Early childhood development Do not understand the concept of right and wrong May have to use punishment to get certain behaviors Some people get stuck in the stage and always need punishment to get them to behave ** Conventional (Stage #2) ** Teens learn to conform to others Rules/laws are upheld Usually occurs around middle school Try to impart the ideas of tolerance and individuality This is the stage of rewards and bribery Children realize if they do certain things people will be good to them. Children are open to this bribery. This view of morality is you only do what’s right if you get something in return Many adults still remain in this stage. What do I get out of it?

** Interpersonal Conformance (First Part of Conventional Stage #3) ** (peer pressure): Concerned about being accepted by their social group. Right and wrong is whatever the group thinks and expects. ** Law and Order (Second Part of Convention Stage #4): ** If I don’t break the law, I am OK. The society determines what is legal and illegal and this is what determines what is right and what is wrong. ** Post-Conventional (Stage #5) ** Young adults develop their own ideas on important issues Alternatives are considered Ideas are based on principles Usually occurs around the college years People have their own moral principles, but people have some doubts. They are willing to discuss them and make compromises. ** Universal Ethical Principle Stage (6th Stage) ** Transcending the current laws and believe in a higher law. Committed to an ultimate moral principal

** Ethics ** : How you look at and understand life ** Moral Theory ** : Frameworks to decide how to act ** Consequentialism: ** Theory that emphasis the results of actions ** Deontology: ** The requirement to act morally irrespective the outcome/consequences. ** Bioethics: ** Principle based theory: 4 parts autonomy (the right individuals to make their own decisions), nonmaleficence (one should avoid causing harm), beneficence (positive steps should be taken to help others), justice (benefits and risks should be evenly distributed).


 * Class 8/25/2010**
 * Hoosiers Clip #1**

The new coach did not respond the myraid of questions and accusations that were hurled toward him. The approach was to not directly confront these people. He listened, but did not respond.

Everyone has their own agenda. Listen a lot and don't take things personally.

INTASC Standard #10: School and Community Involvement


 * Hoosiers Clip #2**

Asserting control of the situation.

Not interested in being popular.

Get their respect.

Direct and clear, did not beat around the bush.

INTASC Standard #9: Reflective Practice


 * Hoosiers Clip #3**

Learn from each other.

Everything has its reason (precursor to allowing change).

Demands respect (from the beginning).

INTASC Standard #5: Motivation and Management


 * Good Bye Mr. Chips**

No support from other teachers.

Mr. Chips lets the class get out of control. Teaching demands you have the ability to exercise authority.

It means everything for Mr. Chips to teach. He is called to teaching. However, Mr. Chips doesn't know his students or how to teach them (yet).

Takes courage to face the students and even more courage to stick by your guns.

Sometimes the lesson is painful, even for the person who is doling it out.

INTASC Standard #9: Reflective Practice

**Power Teaching**

 * The Magic Blackboard; The Sevens**

Agent 007 Music Theme Learning multiplication of 7's using a pattern and tic tac toe squares Fun way to learn and create times table using patterns. Book - Easy Times Tables

INTASC Standard #3: Diverse Learners INTASC Standard #4: Multiple Instructional Strategies


 * 10 Great Motivation Quotes**

Great motivational quotes from well known persons in history. I am inspired and will inspire many others. Need I say more? INTASC Standard #2: Student Development


 * Nature Versus Nurture**

Genes determine our physical characteristics, but also may control how we interepret our environment. What matters is which genes are turned on and off. There is an on-going debate about the influence of parents and culture (exterior social influences) on children. Some researchers say the parent is not influential, it comes from the individual child and culture.This is very controversial. DNA is helping us to learn what makes us tick. The final answer is not known. INTASC Standard #2: Student Development


 * College Philosophy Class**

//What tools of engagement do you observe?//

Physical gestures (claps), vocal gestures (Ah), and positive reinforcement (10 finger whoo) all used for engagement. These keep the students active. Also information is provided in short clips. There is no lengthy lectures.

//What strategy for encoding does he used most?//

Students repeat back to the class or to neighbor. Repetition.


 * College - Aristotle's 4 Causes**

//What do you perceive to be one of the essentials of power teaching from observing this clip?//

I think that power teaching uses the combination of a person's physical and intellectual elements __together__ to successfully teach subjects. A student vocalizes, repeats, gestures and communicates all at the same time. The instructor alluded to whole brain learning. I am guessing that this technique uses many different parts of the brain and that will trigger both long and short term memories to store the information successfully and accurately (as accurate as the brain can be) for future use. Also, the technique does not leave any time for day dreaming. Power teaching demands the attention of the student at all times.

//Make two more observations about the essentials of power teaching.//
 * High School Math on a Slope**

Associate a gesture (and sometimes a vocalization) with each point.

Mirror the instructor.

6th Grade Math Class Operations

//How long does she talk before she expects the Ss to review?//

She talks for approximately 35 seconds.

//What role does positive reinforcement play here?//

Keep them working within the Power Teaching parameters.


 * 4/5th Grade Teacher is 11 years old here**

//How does she outline expectations or standards for participation?//

Use of hand gestures and excitement get extra credit, not enough of these two elements is a dextra credit (bad)

//How does she keep the discussion open ended?// She does not comment individually on the students comments, she just asks for more input from other students. (Great technique!)