Module 43 Blog

Module 43 Blog: How did you feel about taking standardized tests in secondary school? In what ways did your high school prepare you for standardized tests? If you had the ways and the means how would you do it differently? When I was in secondary school, the only standardized tests I had to take were the SATS and the ACTS since I went to private school. I know I had it pretty easy since most schools had their own state standardized tests, but even just the tests I had to take stressed me out. In school they would give us practice exams and explain to us the importance of taking the tests and doing well. The days leading up to both tests were pretty stressful for me and I really thought that my tests scores would depict where I would get into school. Our school not only gave us the practice SAT, but also gave us the option of taking weekend classes to prepare ourselves for the tests. I personally could not take the weekend classes because there were expensive and I could not pay for them, but if I could I would have taken them. Those that were able to take them seemed to be better prepared for the tests than I had been. If I had the chance to do it all over again, I think I would try to find a way to take the classes. I would also have spent more time preparing for it. I was so stressed out for the test that I barely slept the night before, so I think if I could do it over again I would relax and sleep better. In the end though, I did the best that I could at that time, but more prep could have benefited me.

Assessment Pamphlet

Case Study

Assignment: In addition to the criteria for what constitutes quality work and having student self-assess, list some additional guidelines for Miss Wren to remember when developing a rubric. In order to make the most of grades and increase her students’ chances of success, what should Ms. Wren keep in mind when grading her students?

One of the most important aspects that the rubric for the oral book report needs to include is reliability and validity. This means that the rubric should keep the grading consistent for each student no matter what the student’s work ethic or likeability is. In terms of validity, Ms. Wren needs to remember that the rubric needs to measure what it is intended to measure. A way to make sure that the rubric is reliable is by assigning a specific number of points in total which can be reached by achieving the different requirements. This allows her students to get an equal grade as long as they understand the conditions or qualities of the presentation. Students will be able to know what is expected of them all, which hopefully gets rid of any bias. As a result of making the rubric as a class, students won’t have to feel as if they lack knowledge or struggle with a certain part of the assignment due to race, gender, or class. In conclusion, by having her students aware of the rubric of the requirements and actually having a say, Miss Wren will have made the students’ expectations clear and fair for all of her students.

            When it comes to grading her students, Miss Wren should keep a few things in mind to increase her students’ chances of success. Every student has their own individual strengths and weaknesses. She needs to understand that some of her students may be able to conduct a good book report, but struggle when it comes to presenting it with confidence. Miss Wren should also take into consideration how well her students attempted the assignment or how much effort was put in. It is important that Miss Wren encourage her students and not make them fearful of being graded on it. She should also congratulate them for trying to do their best work on the assignment.      

Module 42 Blog

Blog: Differentiate between formative and summative assessment and give examples of how each might be used in your own teaching situation.

            Formative assessment and summative assessment are very different. Assessment that occurs before or during instruction is formative. Formative is also usually ungraded and helps form instruction. For example, I might use formative in my own teaching by giving my students in class activities after I teach them a lesson. So say that we learned a lesson on math, I might have my have my students play a math game, just so I can get an idea of whether or not they understand the concept. I could also do what some of my classes now do, which is to have a pop quiz but not actually grade it. On the other hand, summative occurs after instruction. It summarizes students’ accomplishment and is usually graded. In my class, I could use summative assessment by having a big chapter test after covering all the information with them. Another way to assess them this way would be by having them do graded projects or papers.    

Module 34 Blog

Module 34 Blog: Do you think it is generally true that first graders have more curiosity and are more motivated to learn than sixth graders or high school students? If so, can you explain the decline? Be careful to consider the development that occurs during this time period.

            I think sometimes it is true that first graders have more curiosity and are more motivated to learn than sixth graders or high school students. When you are in first grade there is just so much to learn because it is basically the beginning of your educational career which I think makes kids curious. Everything is new to them in the beginning. Over time I think that a good portion of the curiosity may be lost, but as we get older we become more motivated to learn. Maybe not in sixth grade, but as a high school student we become very motivated in order to get into college and strive for a career. I think that the decline of curiosity may be that once we have a basis of knowledge and we get older, we may become more interested in other things such as our social life, which can take away from our curiosity in school. As time goes on we begin to develop our intrinsic and extrinsic motivations which are the reasons as to why we strive for things. As a first grader our motivations are different then by the time when we reach high school. Usually when you are younger, you are in school because you have to be and your parents motivate you to go, but over time our own ideas and opinions start to motivate us.  

  

Module 33 Blog

Blog: Can children learn in school if they are hungry or feel unsafe in their neighborhood? Take Maslow’s hierarchy of needs into account when answering this question. What criticisms would you offer about this hierarchy?

            Maslow suggested that humans have a hierarchy of needs ranging from lower-level needs for survival and safety to higher-level needs for intellectual achievement and finally self- actualization. Self-actualization was the term he used for fulfilling one’s potential. The lower- level needs were for survival, then safety, followed by belonging and then self-esteem-deficiency needs. Then he labeled the three higher-level needs-intellectual achievement, then aesthetic appreciation, and finally self-actualization which are the being needs. In my opinion, I think that it would be difficult for a child to learn in school if they are hungry or feel unsafe in their neighborhood. When I child is hungry, I think that they don’t have the energy to focus and retain information. I also think that if they feel unsafe in their neighborhood then school may be a bit of a safe haven for them to relax, but if the school is in their neighborhood then they will not feel safe at school. Either way having a child that feels unsafe will have a hard time at school because they will be worried about everything else that is going on around them. I think that in order for us to reach the level of self-actualization, we need to have our other needs met first which is why I believe that those should be our higher-level of needs. I think that Maslow’s theory does not take every type of person into consideration. Some people’s higher and lower needs are different from others. I think this hierarchy needs to take a look at people and how their different needs vary. A child that comes from a rough home life is going to have their higher need for things such as safety, whereas a child who comes from a very nurturing and loving upbringing will more than likely be looking to fill their own potential. 

Module 11/12 IQ Test

http://www.iqtest.com/

·       How did taking the test make you feel? Why do you think that IQ tests are so popular?

When I first started taking the test I felt ready, but as soon as I saw the questions I became overwhelmed. There were a good amount of questions and I felt rushed to answer them. Doing it all the work in my head can be very frustrating. I would rather have had a piece of paper or something that I could use to write things down and see.

I think IQ tests are so popular because it is part of human nature to want to strive to be the smartest and compete against one another. People also want to know where the stand when it comes to intelligence.

·       Do you think the test is an accurate representation both of your intelligence and of your abilities as a student?

No, I do not really believe that this test is an accurate representation of both my intelligence and my abilities as a student. I think that one test cannot determine your intelligence, especially when most of it seems to relate to math, which is not my strongest area. I am good at solving other problems though in different subjects, which the test does not show. I also think that overall I am a pretty good student, and an IQ test cannot determine that. The effort and work that I put in at school I think determines my abilities as a student. I also like to take my time on things and write things down which allows me to do better and I could not do that on the IQ test.

·       Although the test you took is most likely not the most reliable or valid test, how would you approach IQ testing with your own students?

In my opinion, I don’t think I would even approach IQ testing with my students. I don’t think that they need to be rated on their intelligence by one test especially when each individual student is different. They all learn differently, and are better in some areas than others which would make the test not fair. Each student has different needs in order for them to learn so one test could not possible determine realistic results for them.

Module 10 Bullying/Teasing Question

Question: Is there a difference between teasing and bullying? How can teachers determine when their intervention is necessary? How can teachers determine when a student is being bullied? When should teachers report bullying to the parents?

            In my opinion there can be a small difference between teasing and bullying depending on the situation. Teasing can be done in a friendly way between family, friends, or others such as teachers. It can be considered bullying though if it hurts the person and is meant to be really offending. The intent from the person who is teasing can determine whether it is bullying or not. The emotional or physical reaction from the person can also determine it. Determining when intervention is necessary or when a student is being bullied can be tough task for a teacher. Most of the time when a student is being bullied they are afraid to speak up about it and keep to themselves making it difficult for a teacher to notice. I think that through watching her students interact she may find some teasing going on and check with the student in private after class to see if the student is okay. If the victim says that they are upset by it then the teacher needs to take action but if the student says they are okay then the situation should still be watched over. If the teacher finds that the teasing continues and it is upsetting the student or affecting them in any way, that is bullying and then contacting parents and a principle to address the situation may be necessary. With bullying being such a common issue these days, I don’t think it should take that much for it to be reported because when things don’t get reported things can go terribly wrong.   

Module 8 Parenting Styles

Module 8 Question: Television families often portray a variety of different parenting styles. Choose a television family and classify the kinds of parents according to the styles provided in the text (authoritative, authoritarian, permissive, and neglectful.) Then describe the children in these families. Answer the following questions: 1. What kinds of challenges do these children face? How do they deal with them? 2. What kinds of things challenge these parents? How do they respond? 3. To what extent do the children’s activities and behaviors seem to result from their parenting?

            One family that is portrayed on television is the Pritchett and Dunphy family from the show “Modern Family.” There are multiple families in the show that form one big family. Jay has two older children and a stepson (Manny) with his wife Gloria. Gloria seems to be a very authoritative parent because she sets the rules but also tries her best to be comforting to her son. Jay on the other hand is a bit of a combination. You get the sense that his two grown up children were parented in a rejecting way but he also comes off as an authoritarian parent. His oldest son brings up how he does not feel that his father accepts him for who he is but you can also tell that he likes to be in control of situations and is trying his best to become a better father especially since he now has a stepson. Their son Manny likes to take chances especially because he comes off as pretty girl crazy. His mother Gloria is very supportive of Manny and his ideas, while Jay seems to try to change his mind about his ideas. When things go wrong, both parents are there to tell him what he did was wrong and to explain how to go about it the right way next time.  

            Then Jay’s daughter Claire Dunphy and her husband Phil Dunphy have three children named Haley, Alex, and Luke. I think that the parents have a combination of parenting. They seem to be both authoritative and also permissive. The children are always having some sort of trouble whether it is love, friendship, school, or any other problem. The parents usually start out being very permissive about the situation at hand, and then they discuss things and realize that as parents they are obligated to set boundaries and rules. These parents have a hard time coming up with what is an appropriate punishment or rule and then following through with it. I think that their children try to get away with things because their parents are the way that they are but when it comes down to it, they always get caught.

            The other part of the family is Jay’s son Mitchell who is married to his husband Cameron. They have an adopted daughter Lily who is always getting into some sort of trouble. I see their parenting style as permissive because they are so loving and warm to their daughter but she is always getting into trouble and they don’t have much control over it. In one episode Lily seemed to have learned swear words and they could not stop her from saying them. She also went through a phase where she would not stop flickering lights. They feel as though Lily should be able to express herself, but then when she gets out of control, they have trouble saying “no”. Together they love their daughter and come together to try to parent her, but they have a hard time making rules for her, often conflicting over the subject. 

Module 5 Question

Question: What are the efficacy implications for teaching students inside the zone of proximal development?

          

  There are a few implications for teaching students inside the zone of proximal development. The zone of proximal development is a phase at which a child can master a task if given appropriate help and support. Teachers need to be more in depth when teaching in the zone of proximal development. Students are able to learn and achieve things on their own but they need help from parents or teachers to truly understand. Teachers have students work on problems alone to test if they are eligible to be in the zone of proximal development. It can be hard to tell if students are struggling but if they seem to be chatting with one another, then you can assume they night be having a hard time. Students can receive the extra help that they need when teachers help them individually, thus correcting their individual problems.

Module 4 Blog

The text states that “adolescents appear to need more intense emotional stimulation than either children or adults.” What implications does this have for instruction? Peer-to-peer confrontations? Student-to-teacher confrontations.

According to the text, adolescents appear to need more intense emotional stimulation than either children or adults. As a teacher it is their job to make sure they take that into consideration. Adolescents are at a time in their life where it can be hard to relate to what they are trying to learn. Teachers may need to think of ways or lessons that can relate to them at this particular time in their life. Adolescents tend to have a lot of change going on with themselves and their peers so their mind can easily be all over the place especially while dealing with emotions.  Teachers may need to really invest in making lessons interesting to keep their students engaged. When it comes to adolescents and their peers it can be a very emotional time in their life. They are not only trying to figure out who they are but also who their friends are. At this point in their life they may be confused and have a hard time figuring out what is right and what is wrong. At this age peers can play a big part in shaping the person you will become. Student-to-teacher confrontations are also a little different as an adolescent. Teachers become more of a role model for adolescents at this time because students find that they can trust or confide in them more. They may feel more comfortable talking to them about some things then maybe their parents.  

Cluster 1, Module 2 Reflection

            A qualified teacher can be defined in many different ways. According to “Teacher Research Informing Policy: An Analysis of Research on Highly Qualified Teaching and NCLB”, there are many things that they use to define a qualified teacher. A quality that they need to have is experience and content knowledge. They also need to have received a bachelor’s degree or higher. Another component a qualified teacher needs to have is teacher certification which allows them to effectively teach. These qualifications of a teacher can be assessed in a few ways. One way it can be assessed is based on academic achievement of the students being taught. Another way it can be assessed is by the amount of time they have spent teaching or their experience. I’m sure they also assess how they did in school from their college transcripts.

            Good teaching may be thought of in different ways and can also be measured. If a teacher has majored or minored in a specific subject that they are teaching then they are more likely to be a better teacher since they have the skills. Good teaching can also be defined as someone who cares for their students and works hard to help them learn based on their individual needs. They also inspire and motivate their students to be interested in the material. Good teaching can be measured based on their students’ success and what their students learn from their teachers.

            Qualifications do make a difference when it comes to teachers. I think teachers really do need to have a good background because if we had just anyone teaching then who knows if we would learn the right things. They may not have the experience they need or the skills to be able to teach students with all different learning backgrounds. It is important that students learn the right way and also learn lessons of significance. Schooling and experience gives teachers the background they need so if they don’t have it then it makes them unqualified.

            School systems work to meet the requirements of No Child Left Behind in many ways. They work by making sure that every student, no matter what their background or needs are, have a qualified teacher. School systems should try to find a way to provide alternate certificates for teaching. These certificates can allow for teachers to use their knowledge to help students reach their full potential on standardized tests. This could help those schools that could not necessarily afford to pay for good teaching. All in all, the No Child Left Behind policy is there to try to make sure that students can reach their full potential and keep up with school standards no matter what the situation may be.      

           

            

Module Question 2

Module Question 2:      

New research on education is constantly conducted to better understand learning and improve teaching. How do you think teachers can use this research? How might teachers in classrooms and researchers collaborate? Do you think teachers can also be researchers? If so, how? If not, why not?

            Teachers can use this research on education to their benefit. I think that through research teachers can find the different ways that students learn and what the statistics show about how they learn the best. From that they can apply that to their own teaching methods to find a way to make students effectively learn more. It can also give them helpful methods and tools when it comes to teaching students with all different needs and struggles. Teachers in classrooms and researchers can collaborate by using what teachers find and experience in the classroom and comparing and contrasting that with what the researchers find in their studies to determine better methods of teaching. Together they may find through studies and experience ways to better understand and make teaching skills better.

            Yes I do believe that teachers can also be researchers. I think on a daily basis it is a teacher’s job to not only teach but study and watch their student’s behavior. Teachers always want to find a way to better themselves and help their students. I’m sure teachers also like to do research as a side job of teaching. They want to do whatever they can to learn and make a difference for themselves and their students.        

            

Ed Psyche Module Question 1

ED Psyche Module Question 1

“Does good teaching make a difference? Has it made a difference in your learning or perhaps in your life outside the classroom or in a career choice? How should effective teaching be assessed by administrators?”

            In my opinion good teaching can definitely make a difference. I think that the way a teacher teaches can be all the difference in making a class interesting. It can also be the difference between actually learning and getting an education or just sitting there getting by. I also think that for students who aren’t the best students or those who struggle, a good teacher can make all the difference in motivating them and even engaging them into the material. To me one of the big differences of a good teacher is the difference between one that views their occupation as just a job or as a calling to help others and care for their students’ well-being. Sometimes you may even find that the subjects you like are because of past teachers whose style of teaching actually made learning fun.

            I think that good teaching has definitely made a difference in my learning as well as in my life outside the classroom. When I was younger I really struggled with reading and I had one teacher that didn’t give up on me and actually took an entire summer to tutor me and before the summer was over I was right where I needed to be. She made all the difference for me and because of her I no longer had to struggle and feel embarrassed to read. I have also had other teachers in the past that have made learning seem like something valuable and not just something you have to endure. These teachers have made me come to find that school isn’t always so bad. I am now in the process of trying to pick my career and I am actually considering becoming a teacher myself and if not a social worker. All I know is that I hope to one day be able to teach a child, whether it be my student or my own child, that it is okay to struggle and just help them to overcome it. When it comes to assessing effective teaching, I think that administrators should really look at the student’s opinion of a teacher because when an administrator is with a teacher they may act differently from how they truly are in class with their students. That may give them a better idea of how effective the teaching is.