Cana

Constructivist Conversations

11-10-10    INTASC Standards **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. **   **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. **   Observations: Theorists Bandura---Kimberly -American psychologist working at Stanford -Social Learning (Cognitive) Theory (includes attention, memory and motivation) -behaviors learned observationally -Four conditions of effective modeling: attention, retention, reproduction, motivation)   -Triadic Model (behavior, environment, person) –all influence each other    Bruner---Connie    -American Psychologist    -Three big C’s (constructivism, content structure, culture)    -against competition    -categorization    -three stage notion (action, iconic, abstract)    -story telling is very important    a. Preparation    b. FRUSTRATION    c. Incubation    d. Illumination (light bulb)    e. Elaboration (once we learn, we can teach someone else)    Granny Goose, Miss Anne Tillie Williams, Queen Anne, Land of the Green Glass Doors---strategy used to prep, frustrate, incubate, illuminate, elaborate. Say things that she likes, but doesn’t like. All things must have double letters. The Dislikes don’t.    Frustration first. Explanation why later.    Teams:    Memorization---Ryan & Chris    -Used group/class involvement for each of their activities -wrote agenda on the board -If something is so important, it will eventually be remembered. (hence, string on finger) -Mnemonic devices are very useful. CC’s: Creativity Video---look for it to use in future teaching for creativity She used lots of Creativity quotes and images from google. It was her first time creating a video with sound, music and commentary. Pat Conroy Movie---New teacher (male, white) has first day at new school. He meets the principle (black, female). She introduces herself, but is not very impressed with him. She talks about the students as “babies.” The school is a one room structure. She rings the bell for the students to come in. They file in quietly looking at him with wonder and suspicion. He smiles at them. They sit down not saying a word, waiting. “Good morning, babies.” She puts them down saying they are slow and lazy, but they can learn if they work. He tries to be funny as she introduces him, whispering his name behind her back. They laugh, and she doesn’t like it. He begins by talking about his good looks. Then he gives them an easy command: move the chairs and come around me. Repeat my name. He uses rule of three; try three times. They can’t or won’t, so he says practice “oy” like there is a tennis ball in your mouth. He tries something different asking what country do we live in, what’s two and two, how many fingers am I holding up. He pauses for long periods of time to see if they will answer or at least attempt it. After class, he complains to the principal about the basic things the students didn’t even know like how to spell their names, the alphabet and their birthdays.

10-27-10

INTASC Standards **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.** **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.**

Midterm observations: Part II

Me

Chris He used a funny card to keep everyone’s attention.

Sabrina She created a cute, colorful book to represent hers through the eyes of students.

Chelsea A creative story is a great way to change something that’s plain into something that’s really interesting.

Kimberly Something creative that relates to the age of the kids can really keep their attention like her box.

Ryan I will make my students yodel.

CCs:

YouTube Video---14 year old girls yodels on America’s Got Talent. She taught herself from videos starting at age seven.

** 10-20-10 **

INTASC Standards **3. Diverse Learners -** **The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.** **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.**

CCs:

Marva Collins Video---Chicago teacher who started the West Side Prep school to help students learn that were considered below average. She claimed success. C. Murray said that there was no hard evidence to prove the improvement of these 34 students. She worked in a neighborhood that was run down and predominantly black. She helped to build the students confidence. She told them that they could be anything they want to be in life. She pushed their education cutting out P.E. and art from the curriculum. Her classroom was crowded and cramped, but she kept them focused by constantly walking around and checking their progress. Years later, they have all found 33 of them. Most went to college and all have become successful men and women.

Midterm Observations:

Erin -Henry Herbert Goddard, PhD in Psychology -Focused on evolution, speciation, hereditarian position, Eugenics -Advocate of Mendelian genetics; translated the Binet-Simon Intellegence Scale -Insight –This man thought too hard about getting rid of bad genes. -Strength –He helped draft the first state law to have schools provide special education.

Connie -Arthur Jensen, American Educational Psychiatrist -focused on race, cultural bias in testing and education -G factor, hereditary view of intelligence -Insight- Jenson -Strength-He won an award, the Kistler Prize, for contributing a connection between the human genome and human society.

Marjori -Carol S. Dweck, American Psychologist, currently teaching at Stanford -focused on process of learning, praise can make all the difference -Theory about process: Entity (shy away) theory and Incremental (seek out) theory of intelligence -Insight-She is a very optimistic person when it comes to others’ learning abilities. -Strength-She uses praise to encourage students

Midterm Part II (name and tip to steal)

Marjori Used a strategy as an activity. We got up to find insights from others.

Connie Handed out a poem and everyone read a line. It was very fun and interesting.

Bryan Used funny, creative drawings.

Erin Related insights and strategies to biology with animals and plants. This can be useful for any subject to help relate information.

AnnaLaura Used her own past experiences with students to talk about her insights and strategies.

10-13-10

INTASC Standards **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.** **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.**

Midterm Observations:

Ryan -Charles Spearman, English Psychologist -Father of Classical Test Theory -the “g” factor theory -great PowerPoint

Chelsea -Alfred Binet, self learned in psychology -explored the mind capabilities -developed the Simon-Binet scale intelligence test -nice costume and use of small intelligence tests with the class

Kimberly -Francis Galton, African explorer who traveled and recorded information about the people, land, weather and other things that surrounded him -created the weather map -studied heredity; coined the term “eugenics” -discovered that fingerprints were a unique personal identity -neat drawing activity to remember facts

Me -Anne Anastasi

Sabrina -Louis Leon Thurstone -created the Theory of Primary Mental Abilities (word fluency, verbal comprehension, spatial visualization, number facility, associate memory, reasoning, perceptual speed) -good use of class for reading slides

Bryan -J.P. Guilford, gifted and talented guru -U. of Nebraska, U. of Cornell for Ph.D., taught grades 1-8, professor -created the structure of Intellect model that could identify learning abilities and disabilities Discovered Personality Theory and measurement -great class involvement

Chris -Florence Laura Goodenough -studied in Pennsylvania and went to 11 different schools, Bachelor of Science, Master of Arts, Ph. D. in Psychology -instructed the first African American that received a Bachelor’s in Psychology -Contributions-draw man, draw woman test for children; measurement of intelligence by drawing; gender bias -very informative presentation

AnnaLaura -Lewis Terman -professor at L.A. Normal School and Stanford University -refined Simon-Binet intelligence test and called it the Standford-Binet test -believed intelligence was measureable and called it the Intelligence Quotient (IQ) -studied gifted children, “Terman’s Termites,” for over 35 years (flaw-all were male and middle/upper class) -really good use of power teaching strategies

10-6-10

INTASC Standards **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.** **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.**

CCs:

---For Good from Wicked-the song is about thanking others for the great learning experiences that can make a person good.

Observations:

Kimberly is teaching Space Buttons: Power Teaching to get bonus stars. She explains how the class will go and then gives an explanation of what Space Buttons is. It is an exercise to help relax. It also helps to refocus the students.

Connie is teaching the Cross Crawl: She tells us the goals of the class and explains what the exercise is. She tells us the advantages of working in the midfield which is using both sides of the brain. It helps with using scissors, tying shoes, looking, listening, writing numbers and letters and other sensorimotor activities. Then we do an activity to practice using both sides of the brain. We got extra credit. Yay!

Sabrina is presenting Howard Gardner. He came up with the Theory of Multiple Intelligences. All human being possess at least one of these intelligences. Sabrina has classmates read the slides of her presentation. She explains the eight different types of intelligence and then we turned to our partners to say which ones we think we possess. She finished the presentation with a video of a teacher singing to her class about this concept.

AnnaLaura is presenting Robert Sternberg. He is a psychologist and psychometrician. Triarchic Theory of Intelligence consists of: analytical, creative or synthesis, practical. He also has the Theory of Cognitive Styles; there are four forms of mental self governance: hierarchic, oligarchic, monarchic and anarchic. She uses power teaching methods like “class.”

9-29-10

INTASC Standards **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.** **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.**

CCs:

Differentiation in Action (YouTube video) ---content, process, or products in math lesson. He chooses products to teach the lesson. He’s teaching the class that they use reading in math class. They each get questions to answer. All read the same story with different outcomes based on the group. He gives them two minutes per question, so four minutes total. He does an assessment while they are working and after to check their progress. Needs Assessment is number 1 – watches students to see who is working and who looks lost Understanding is number 2 – Checks their work to see if they understand the questions

Ricky Trione, Blind Artist Persistence – He talks about how he was in two accidents in such a short time; he lost vision in one eye and then the other. Despite his tragedy, he has become a famous artist.

How to teach persistence?

Life Stories for Kids Video There is a lady teaching morals to children through stories. She has really good story telling skills. This keeps the children interested.

Valedictorian Speech Video – She talks about goals and focus. She says that they learned how to make the grades, but could have learned much more if their focus had been on other subjects and the future and less on memorization. Controversial? ---agree on one thing and disagree on another -I agree with her on that schooling should be all about learning and less about grades. -I disagree with her on naming that teacher even if it was with good intentions.

What are the Kids Watching? Video – This video is about gender differences in cartoons. It starts by playing part of Beauty and the Beast. It shows various Disney movies and how all the male characters are very masculine, have to fight and save the ladies. It shows images of how males should look based on characters like Aladdin and Eric from The Little Mermaid.

Gender Stereotype in Education Video – Students talk about gender differences in the classroom.

Observations:

Ryan is presenting Carol Gilligan: He uses PowerPoint to do his presentation. He has classmates read the material about her life and her work. Gilligan focused on the moral development of women. She states there are three levels of moral development: selfish, social or conventional morality, and post conventional or principled morality. Ryan shows a video with the Dukes of Hazard Theme song; he used it because of her findings about men and rules and justice. Ryan uses a video of Gilligan speaking at a seminar about gender differences, masculinity and femininity, and what it is like to be a girl transitioning into womanhood. This was the conclusion to his presentation. Ryan read the first and last slide with classmates reading in between.

Chelsea is teaching us about Karen Horney – She does a great introduction of the life and meaning of this woman. Her PowerPoint is very effective. She explains more in detail each slide. This woman was a pioneer in psychology; it was not really accepted to be a woman in medicine much less psychology. We begin reading bullets of the slide to participate. Chelsea also gave us a handout on Horney’s Theory of Neurosis. She explains the highlights of this theory. As part of her presentation, she adds a video clip from Cheers about neurotic behavior- very funny. Great explanations and interesting presentation.

9-22-10

INTASC Standards **8. Assessment -** **The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.** **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.** **5. Motivation and Management -** **The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.**

Observations:

Marjori is teaching Double Doodle: She uses Power Teaching strategies with extra and dextra credit to get the class motivated. Warm-ups and stations are used to demonstrate her lesson. She shows how to use both hands and arms to make mirror images of shapes. Then we get up to move around to the stations; some are big pieces of paper on the wall and others are small sheets at the table. Each student has to have a marker in each hand and do mirror movements to create shapes. Then we swapped stations; those who had big paper moved to the smaller pages at the table and vice versa. Lastly, we sat back down and did it with all four limbs sitting down. It was slightly difficult. Marjori used music to help us get involved and to relax.

Chris is teaching Gravity Glider: He uses Power Teaching strategies and has a to-do list on the board for us to follow. He explains what we will be doing. We are suppose to move the chairs and tables out of the way. Then he shows us a video that gives a demonstration of the Gravity Glider exercise. It is suppose to relax us, relieve stress and release tension in pelvis and hips. Cross feet, breath in deep, let upper body fall forward. Repeat to the left and to the right then with feet crossed the other way. We also practice it sitting down. Bryan is called up to demonstrate what we all just learned. Then we Power Teach showing our partners what we just learned, too.

Myself---I did a PowerPoint presentation about Sigmund Freud. I had the class read some of it, and then I showed video clips that went with it.

CCs:

Emergent Curriculum Videos: ---Intellectual, social and moral development should be incorporated in all classrooms. How children learn is important for every teacher to know in order to guide students. Looping-being with a teacher for three years.

Differentiation Videos: -Three groups a day for 15 minutes each to have guided reading lessons. Lowest, mid level, and higher readers. Focuses on each student and what she can do to help each one.

Gender Bias Videos: -Bias in children’s books. Girls are taught to rely on a man, and little boys are taught to be tough.

9-15-10   Clips on gender bias:

http://www.youtube.com/watch?v=uL-kivrTM20&feature=related -Interesting…food for thought? Feminist?

http://www.youtube.com/watch?v=N1eDbuSRXEM&feature=related -Classic! She actually provides a legitimate reason. Observations:

Bryan is teaching WATER lesson: Everyone writes their name on a cup and brings it back to the front table. He puts water in each one and then returns the cups to the students. He writes on the board “DRINK THAT WATER.” He talks about the importance of water and asks us to sip on our cups as he teaches the lesson. We need at least 50 ounces of water a day. He asks for eight volunteers and to partner up. We are given cards to read. Each one has a fact about water on it. Using power teaching, we repeat each one to our partner. Bryan asks questions based on the facts. We watched a YouTube video about drinking water. Hilarious rap video!

Erin is teaching OWL lesson: Owls can rotate their heads 270 degrees. We do OWL exercises; then we partner up to show each other. OWLS are a stress reliever that helps refocus and relieve tension. One must use the hand to squeeze opposite shoulder muscle and hoot.

CC:

INTASC Standards **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.** **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 Montessori School---looking for time related experiences. Children move at their own pace. They are not rushed to finish tasks; therefore, they are more precise and careful. Attention to detail is evident. The students even take their time putting away all materials used.

Billy Eliot---Students are in P.E. class. They are running outside. Chum. One boy is a ballet dancer, and his friend is following him to cross around the water. They continue running. Billy is now in normal clothes. He moves with a lack of confidence because he doesn’t want people to see where he is going. He doesn’t want anyone to know what he is up to. He sneaks into the book mobile watching his back to make sure no one saw him or followed. He shows interest in a book then steals it when the librarian is not looking. It is about ballet. He practices in secrecy and is secretly taking classes to practice. He gains confidence as he practices more and more. The teacher reinforces his success with a wink. a. he shows interest b. he practices c. he is satisfied when he gets that reinforcement

9-8-10

INTASC Standards

**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.**

**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.**

**3. Diverse Learners -** **The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.**

**5. Motivation and Management -** **The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.**

(Kolberg) Seabiscuit---Smith looks the horse in the eye like he can really see him and understand him. The horse is being walked by another man. No one believes in this horse nor do they want to give him a chance. They compare him to his legendary father, and how is the opposite. He likes to sleep and is calm. None of these aspects have anything to do with his potential racing ability. Seabiscuit is used to train other horses by losing against them, and he is eventually sold. When he is finally raced, he does what he has been trained to do, to lose. Smith sees him again and wonders what he can do.

Freud – identification with the aggressor Seabiscuit---Smith was watching the horse with a certain curiosity; he passes him and then turns around to watch him again. The horse is put into a stall; he continues to neigh. The young guy walks in and tries to relate to him. He tries to calm him by offering an apple. Once he calms, he is able to ride the horse. Seabiscuit is still aggressive with others. Smith says he just needs to learn how to be a horse again. They decide on a different strategy. They work with him off the track to get him running right again. He also uses the same vocabulary over and over again to encourage and work with the horse.

Fly Away Home---The girl is playing with her geese at the kitchen table. They are still babies. She is arguing with her dad about taking care of them such as when to feed them. The dad goes to the wildlife agency to ask for help about how to take care of these geese. He finds out that they imprint on their parents, and that they follow them in everything they do. That is their method of learning. Therefore, he and his daughter have to accept responsibility for the goslings. Trust is a huge issue in this movie. The girl plays with the geese, petting them and giving each one a name and some attention. Hey Hey Hey. This is what she says to get their attention and get them to follow her. They run behind her in the field.

9-1-10

INTASC Standards 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 Intstructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.

I believe, for the most part, that these two standards can be applied when learning about theorists.Their concepts help us to be able to apply these two INTASC standards in the classroom.

Nature vs. Nurture

Soldier---1996-babies are crying in a hospital. One baby is labeled 1A which means he has been picked for the first draft (nature). There are men in uniforms taking notes on each child deciding which babies to choose. All babies are boys. Boys are now five and are having a lesson watching dogs kill a hog. It is a form of conditioning, brain-washing and desensitization (nurture). It is now Year 8, they are learning motor skills. Todd is given excellent marks. Year 12-boys are running and conditioning their bodies. One is a straggler; a truck comes of behind him. Survival of the fittest.

Birth Order Quiz---I didn’t like the choices I was given; none of them really described me. It said I was more like to be a fourth born. I’m a first born.

Video 1 – Piaget’s Theory---Madeline is fours years and eight months old. Two teenagers demonstrate Conservation, Theory of Mind and Egocentrism. She fails tests on conservation of volume and mass. She doesn’t understand that the water in the glasses is the same amount because in her mind they look like more and less. She also thinks two pieces of chocolate are equal even though some are bigger than the others. She also fails the Theory of Mind test; Madeline believes that a hammer and a feather will break glass because of the way the guy explains it to her. She can’t think abstractly. However she does understand and says Elmo also understands that there are candles in the crayon box.

Piaget’s Four Stages Commercial---Two girls and a woman demonstrate all four stages and how a person would interpret the siren sound at each level. Sensorimotor – baby hears it and wakes up but doesn’t understand where it comes from or what it means. Preoperational – child knows it’s a siren but doesn’t know what it means. Concrete Operational – using reason the adolescent knows you have to stop at a stop sign but doesn’t really understand why. Formal Operational – the young adult understands and knows what it means and what the consequences are as well.

Montessori Schools---It’s a television ad that expresses reasons to go to a Montessori school. Some reasons are: multi-aged grouping; freedom; individual work and schedules; many projects based on child’s decisions; activities using all senses.

Maria Montessori ---This video talks about her life and some of the things she believed. She was born in 1870 in Italy. She was the first woman to study medicine in the country. Maria believed learning is a natural process and that children, naturally, want to learn and should not be forced to. She believed they needed to do this at their own pace.

Vygotsky Pt. 2---A female teachers uses a counting lesson to demonstrate the Zone of Proximal Development. She explains that in between what children can do on their own (Independent Performance) and what they can do with aid (Level of Assisted Performance) is the ZPD. The ZPD grows as the child grows. Teacher says that children should be shown how to do something that is just beyond their zone.

Basic Information---A man is speaking about general information about the life of Lev Vygotsky. He uses brief images and snappy sounds to keep the viewer’s attention. Some information is that he was born in Russia in 1896 and studied at the University of Moscow in 1917. He was a teacher of literature and did research on cognitive and language development.

Social Constructivist Approach to Learning---It is a PowerPoint and speech on Vygotsky and this theory.

Theory---A student is playing with shapes and counting. It is an explanation of the ZPD. The teacher and student work together on counting. The video goes to a PowerPoint on the life of Vygotsky in Russia and then back to his theories and how he thinks children should learn. Scaffolding---This a teaching strategy. A teacher is giving a presentation on Vygotsky and scaffolding. She gives examples of how this is done, on how a teacher or mentor guides a student’s development but not by being a crutch. Examples given were teaching someone how to play the piano or how to make a graph.

Differentiation and Scaffolding---Michelle Rainey of California explains the problems she was having with the learning ability of her class. She decided to change methods and use differentiation and scaffolding. This way she can find ways to help each student be able to reach a mastery level. She makes very clear what to do, how to do it and what she expects of her class. She found that most students had equal results after this even if they were at different skill levels.

Primary Grades Impact on a Lifetime of Learning---Two women discuss the challenges of teaching students with each progressing year. They say it is getting harder because of age centered activities and the lack of physical play. Video games have replaced this live interaction. They discuss how they have implemented some of Vygotsky’s methods to overcome some of these challenges.

ZPD and Scaffolding---A guy draws models of student A and student B. He uses them as examples to explain these concepts. One uses training wheels to ride a bike and the other doesn’t; therefore their ZPDs are different. One needs a little scaffolding, while the other already knows how to ride.

Ken Robinson – Differentiated Teaching---He is very funny. His son is four so he discusses the learning process at that age, what they understand and their fearlessness of being wrong. He also discusses academic inflation, intelligence and the life of Julian Lyn and her success.

Differentiation in Action---A math teacher uses differentiation to teach products. He adapts the lesson to each student’s learning level and ability. The class works in groups to solve problems; one person is chosen by the group the answer the teacher’s questions.

Brief Theory---Kohlberg’s Theory of Moral Development-Pre-Conventional, Conventional, Post-Conventional; it’s a ladder style of development that starts when a child is young up to when is they are in high school.

Theory more in depth---Professor talks about the six stages of moral development. 1st-Pre-Conventional (being more forceful in teaching for the safety of the child), 2nd-Caracter and Reward (people do right for a reward) 3rd-Interpersonal Concordance (peer pressure- being accepted is most important) 4th-Law and Order (decisions made are determined by the legal structure of the U.S. or whichever country) 5th-Post-Conventional-Social contract orientation-have own principals but are still open-minded to those of other people) 6th-Universal ethical principals stage (ex: M.L.K. believing there is higher law than that of the government when it came to citizens rights even if legally he was wrong)

12 year old moral dilemma---Alex is twelve and in the seventh grade. He is being questioned about morals. The child doesn’t agree that the man did the right thing trying to save his wife’s life by breaking into a medicine store. He felt he should have gone to a program to help her. Man doesn’t agree either. Small child doesn’t agree either. Teenager has trouble deciding which is better to do – the moral thing or the legal action.

Moral Theories – This video explains some vocabulary regarding these moral theories.

William Glasser and his Control Theory---webpage explaining the six basic needs people are driven by (survival, power, love, belonging, freedom, fun) and the ten axioms of choice theory.

Dr. Glasser---He speaks about himself and his institute. He explains choice theory and that he came up with it. He says we all make decisions so we should make them on the basis of mental health. Some choices are better than others. There are helpful habits and harmful habits. He doesn’t like the DSM. He doesn’t believe people should be constantly diagnosed according to this book and in turn given drugs “to help.” He says working with your choices is a better way.

Reality Therapy---Dr. Glasser’s process to help patients. It’s method of working with others using Choice Theory. There is counseling and questioning. The creation of the environment is important. The questions are focused on the patient and having them think about what they want and what they want to change. They create a plan and a commitment to work on this.

The Basic Psychological Needs---They are love and belonging, power (recognition, achievement, etc), freedom, fun. In Real Life, a professor talks about these basic needs and how they affected his life. He also tries to get his students thinking about what they mean.

William Glasser’s Reality Therapy---It’s a PowerPoint explaining how to teach students without forcing. Some usable methods in the classroom are class meetings, clearly communicated rules, and use of plans and contracts.

Reality Therapy with Rudolph---This is hilarious. They sing to the “Rudolph” song, but the words are changed to talk about Glasser and this method.

8-25-10

Hoosiers---The townsmen discuss next year’s football season with new coach (who was in the navy). It pertains to tradition and isolation versus change. The coach is a man with good morals, but the town doesn’t want to change strategy. They ask him questions, and the new coach doesn’t respond (strategy).

Hoosiers---The old coach with same strategy for basketball players tells it to new coach. New coach has his own schedule, and that’s the one they will be following. Boys realize it too. Old coach leaves. New coach talks to boys about his plan to learn from each other. One boy is short with no confidence that he can play. Two boys talk while head coach talks. He asks them to be quiet or leave (asserting power). They leave. Good player that no longer plays is watching from back room.

Goodbye Mr. Chips---1950’s movie (all male staff and students) about a teacher who is new at teaching, and the other teachers give him a hard time instead of helping or encouraging him. On the first day, he has trouble with his students who play tricks on him to avoid writing an essay for the hour. They continuously disrupt by asking questions and arguing with each other and eventually fighting. Head of school comes in class when teacher is in the middle of it trying to break up the commotion. He asks to speak with him after class and tells boys they are in trouble.

Power Teaching

8-25-10

Observation Task 1

Magic Math for 7’s Multiplication---This video demonstrated a “fun” method on how to learn the 7’s time tables. He used the 007 theme song and a tic-tac-toe table to make it interesting. He filled in the table from top to bottom and from right to left starting with the number one and ending with the number nine. Then he put numbers 0,1,2 to the left of the top row of numbers in the tic-tac-toe table (7,4,1), numbers 2,3,4 to the left of the middle row (8,5,2) and numbers 4,5,6 to the left of the bottom row (9,6,3). After showing this he moved over the numbers on the left into the tic-tac-toe table, one in front of each number already in place. The answers come out to the first nine 7’s. I found this method more difficult than fun especially since the first multiplication tables are learned in 1st or 2nd grade.

10 Great Motivational Quotes---I really like these quotes. They would go good inside high school classroom, not only to be inspiration for the students but for the teacher as well.

Nature vs. Nurture---There is an ongoing debate on which of these or to what extent each affects a person. Genetics and social influences, I think, both contribute to a person’s character. It can’t be just one or the other because both are a part of our lives.

College-Philosophy Class and Power Teaching---What tools for engagement do you observe? The professor uses the Ten Finger Woo. He makes students repeat what he says after micro-lecturing. He also makes them discuss it with a neighbor after randomly calling on a student to restate what he says. If they can’t repeat it, everyone says “it’s cool.” What strategy for encoding does he use most? He uses a diagram on the board to explain what he is talking about. He constantly refers to it and asks students to re-explain what he says.

College-Aristotle’s Four Causes---What do you perceive to be one of the essentials of power teaching from observing this clip? Making students discuss the present topic with each other and repetitively keeps them actively involved in the class. It also helps them to remember what they are learning.

High School Math on Slope---Make two or more observations about the “essentials of power teaching.” Student involvement is a must. They also have to teach each other what they just learned. Also, there are many attention getters such as clapping and the “tone” response.

6th Grade Math Class Operations---How long does she talk before she expects the S’s to review? She talks another two minutes or so before she has them review. What role does positive reinforcement play here? She can keep the students participating in gestures and neighbor teaching.

4th Grade Teacher is 11 years old here---How does she outline “expectations” or “standards” for participation? She outlines it based on their energy and hand gestures giving out extra credit or dextra credit. How does she keep the discussion open ended? She never responds to their answers. She just continues to call on other students and then have them discuss their agreements and disagreements.

Critical Thinking Skills in Fourth Grade---What impact would this style of teaching make in the schools you have seen? It would be a totally new concept. I think it would be a major adjustment, but it would benefit the students and change up the learning atmosphere giving it more energy.

College Instruction on the Basics of Power Teaching---What role do these elements play in this lesson? Humor-keeps the class interested Gestures-part of power teaching, keeps everyone active and involved Refocusing-keeps class on task What is the most unique thing you see in this clip? The class goes from talking loudly to completely focused when the teacher wants their attention.

Classroom Rules---Compare and contrast the ways he presents the rules. What do you see? He constantly uses gestures to explain which is part of the power teaching method. He presents them for different age levels. He says them, shows them with pictures and shows them with words. All ways are clear and understandable. He suggests they be practiced in a fun way everyday.

Smart Board and Mr. Howard---Where can you find one of the boards to learn how to use them? Most schools use them, and there are in-services on how to use them.

Another Lesson on Power Teaching---Variety is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”? Variety keeps the method from getting boring since the class-yes method is so repetitive. He also changes it up after a few months. Instead of class-yes, he does question-answers from previously learned materials.