1.) Students need a safe, respectful setting.
-allow the students to take part designing and decorating the room
-this would allows the students to feel more comfortable in an environment that they helped create.
2.)Students need varied input for learning.
-have the students become lobbyists for something that is either important or of interest to them
-this will keep them engaged and understanding politics
3.) Students need to learn experientially.
-have the students act as members of the U.N. and attempt to pass legislation
-gives them insight into some of the global politics
4.) Students need timely feedback.
-have the students track their own grades
-this way the students know exactly what their grades are at all times and creates a sense of responsibility
-also make it well know that I am willing to answer any questions about grades and encourage students to maximize their potential
"Multiple Intelligences Review"
In every classroom there is going to be a varying combination of the different intelligences. Through my field experience I have been able to see these varying types, especially in last semester's field placement. In that classroom there were a lot of intelligences that clashed with others. Some of the students were intrapersonal and had to work on their own where as others were interpersonal and wanted to work with others. It was a real challenge for me to find activities that allowed each of these groups to get the best of their education. On top of this you also have the audio,visual, and tactile learning styles. This is one of the things I feel is tough for teachers is to individualize the education making sure that each students is given the opportunity to succeed.
"Implications of Learning Research"
1.)Active learning is more powerful than passive learning
-this is most important to me because it is something that I have personally experienced to help greatly. When students are participating in their own learning it allows them to stay engaged, hence learn more. It is crucial that students do more than sit back and listen to what a teacher/professor has to say.
2.) New information structured in personally meaningful ways is more likely to be retained, learned, and used.
-I have found this to be true as well as the movie that I just got done watching did everything to assist in proving the point. In the Ed 300 course we were discussing how particular groups of Americans (usually minorities) felt that the education they were getting didn't meet their needs. It was because the information that they were getting from their teachers did not appeal to them. If it appears to be of no use to the student, they will not only be unlikely to retain the information but will not listen to it in the first place.
3.) To be remembered, new information must be connected to prior knowledge, and information must be remembered in order to be learned.
-This is why in history courses things move chronologically so that it is easier to understand. It allows events to be explained in the cause/effect manner. I learned the hard way in one of my earlier field placement that when you don't apply what they are going to learn to what they know, they students retain very little of what I taught them. The day after I taught them the lesson they had forgotten most of it. So tying the lessons together is crucial to getting the students to remember the information.
4.) No learning is emotion free; emotions can help or hinder learning.
-appealing to the students emotions can greatly help your lesson and their ability to learn. When a student is frustrated, it isn't always a bad thing. It means that they are being challenged. It means that they will need to use everything that they know to solve the problem. However, if students become frustrated, they can easily just assume that the problem is too difficult for them. Teachers need to ensure students that they are capable of doing the work. Also having the students work together or possibly having peer tudors would also help keep students emotions helpful instead of a hinder.
5.) To be most effective, teachers must balance levels of intellectual challenge and instructional support.
-This sort of ties back into number 4. It is important to challenge to students but it is also key for students to feel that they can accomplish the course work. Also the students may need the teacher to give them an example. Teachers must challenge the students and allow creativity but sometimes it is important to show the students what they want. Within history, the students need to understand the material before it is possible to have them think critically on the topic. That is why we have a textbook or other sources of reading material.
a. What was the most important information you learned during week two?
b. Looking forward, how do you feel you will be able to sue this new information?
c. What questions do you have regarding adolescent development?
a. The most important thing I learned this week is that an active students learns much more than a passive students. Along with that is teaching toward the students. Make sure that what you are teaching them is of interest to them instead of the other way around. It is tough for several older teachers to make the transition because of the generational difference. But with todays society is important that students be able to perform certain tasks by the time that they graduate. The way that we do this now is different than 20 years ago and will be different 20 years from now. Teaching is an ever changing profession in which the clients (students and parents) need to take priority.
b. There are so many ways in which I can apply this information. It is key to find the interests of my students for several reasons. One to show that I have an interest in the students' futures but more importantly to gear my lesson toward them to enhance their learning. Also the way in which I teach is crucial. History tends to be a subject where I lecture and the students take notes while I talk. That needs to be changed. Students need to be more active in the lessons. I see it as my tasks to make history fun again. I enjoy it want everyone else to feel the same way. When I hear people say that they "hated" history that upsets me. It is more probably in the way it was taught than the subject itself. I want to make it so that students are more actively learning in my lessons.
c. How is it possible to teach every lesson to all of the intelligences? It just seems overwhelming to have all of them within a lesson.
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