A blog for my college students who have chosen the best profession on the planet: teaching. You are the next generation of innovative, passionate, informative, collaborative, data-driven, forward-thinking educators.
"I went to the woods because I wanted to live deliberately, I wanted to live deep and suck out all the marrow of life, to put to rout all that was not life and when I had come to die - discover that I had not lived." - Henry David Thoreau, Walden
"If you build world class facilities, you will get world class students. If you build prisons, you'll get prisoners."
- Bill Strickland, Make the Impossible Possible
Module 1: Week 4
Welcome to week 4! This week our efforts will be concentrated on wrapping up our first learning module: Students as Learners. In addition, we will be adding to our "building a classroom environment" techniques as we read some fascinating articles about designing a classroom that enhances learning.
Take a moment to think about the environment in which you learn best. Consider its location, lighting, design, as well as what it feels like to be in that space. What words would you use to describe it? These are the words that you should have in mind when design your classroom.
As I reflect on the classrooms in my old high school, I can't think of one that I can remember being safe and comfortable in. I do, however, remember the concrete walls (which were bare) as well as the long rows of students desks. No wonder I didn't like being in school.
How can we, as educators, create quality "learning spaces" that appeal to learning styles and have a theoretical foundation? What shoulda positive learning environment look and feel like? These are the questions I ask you to think about as we wrap up our first module.
Essential Questions:
How can Ed theory be used to create an engaging an effective classroom activity/lesson?
What are the most critical concepts from Module 1?
How can educators create and implement a positive classroom environment?
Learning Objectives:
Apply Concepts (DOK level 4) of Module 1 by Creating (DOK level 4) a map of a classroom lesson/activity that contains the major components of the unit.
Critique (DOK level 3) the multiple ways to create an effective classroom environment.
Cite evidence (DOK level 3) from educational theory to demonstrate the connection between theory and practical strategies in the classroom.
Standards Addressed:
RIPTS: 3.1, 3.2., 3.3, 4.1, 4.4, 6.1, 6.2, 8.2
Learning Plan:
1. Forum Discussion Board - Please participate in this week's discussion by signing onto Canvas once on or before Thursday and a second time no later than Sunday. This discussion will concern Module 1 topics and #2 below.
2. Textbook - Please read chapters 5 and 6 in your textbook.
4. Module I Performance Assessment - Please click the following link to take the digital performance assessment for Module I. Module I Performance Assessment - Click HereYour assessment is due no later than 2/18.
“Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.”
― Elizabeth F. Barkley, Student Engagement Techniques: A Handbook for College Faculty
Module 1: Week 3
Welcome to week 3! If it was up to me, we would concentrate on this week's topic for a month. I feel very strongly that student motivation and classroom management are the most important topics that educators must understand. Perhaps the reason why these topics get little attention in teacher training programs and in schools is because people disagree about the practical application in the classroom. However, without applicable classroom strategies and skills even the most well-educated teacher with interesting content may be an ineffective educator.
While in graduate school, I had the opportunity to work as a long-term instructor in a high school classroom. I was placed with a teacher and was asked to be her classroom assistant. Although the days were long and I had no real authority in the class, I can honestly say that this was the most valuable experience I ever had as a teacher-in-training. I learned more about classroom management and what I didn't want my classroom to look like than any "Teaching for Dummies" book could've ever taught me. As an "observer" I saw what worked and what didn't.
In my opinion, classroom management and establishing a positive classroom climate of high expectations is both an art and a science. A teacher is the creator of their classroom and it is their responsibility to create a positive environment grounded in respect and rapport. While this may seem obvious, it is easier said than done. Effective classroom models use a combination of creativity and theory to structure every element of their environment. Although, to the observer, the end product looks effortless - it takes time, planning, and continuous effort. Our goal this week is to map out a specific theory-based plan of action to create an environment that is organized and promotes high expectations.
I have asked that your spend your time this week reading the text and watching/reading the resources in #3 below. Then, complete a digital exit ticket under "Learning Activity."
Have a great week!
Essential Questions:
How can educators assist students to work hard towards remote goals?
What supports can teachers put in place to help students know what they have to do and know that they have achieved their goals?
What can teachers do to motivate low-achieving students?
How can we make students feel invested in their own learning?
How can teachers effectively keep the whole class involved while minimizing behavioral issues?
How can teachers purposefully create a learning environment of respect and rapport?
Learning Objectives:
Identify patterns (DOK level 2) of effective classroom management and its impact on student motivation.
Investigate (DOK level 3) the varied approaches of the Behavioral Learning Theory to determine (DOK level 2) the appropriate use of each.
Assess (DOK level 4) the multiple principals of reinforcement in the classroom.
TED Talk: Peter Gärdenfors - How to Motivate Students? 3. Discussion Board - Please participate in this week's discussion by signing onto Canvas once on or before Thursday and a second time no later than Sunday. This discussion will concern chapters 10 and 11 in the book and #2 above. 4. Learning Activity - Digital Exit Ticket - Please click HERE for the Exit Ticket This ticket is due on or by 2/11. Note that by clicking "submit" on the exit ticket, your responses will be recorded and sent to me. Therefore, nothing needs to be uploaded to Canvas for this assignment. 6. Educational Theorist Spotlight of the Week: Albert Bandura
“If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away.”
- Henry David Thoreau
"You don’t get harmony when everybody sings the same note."
– Doug Floyd "The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids." -Theodore Sizer, Brown University
Note: Before you begin, be sure to check the Canvas message that was sent to you regarding this week.
Module 1 - Week 2:
Welcome to week 2 of module 1! You made it. I hope that you have found our activities and lessons to be informative and valuable thus far. This week we will be concentrating our efforts on understanding exactly how students learn and what teachers can do foster quality learning by appealing to different learning modalities.
I specifically recall a class I had that just didn't seem to want to learn. I tried everything! I put on every circus act that I could think of and still, even when I felt like I was standing in front of them with my clown costume on, they wouldn't break. I have an affinity for technology, as you probably realized, and remember spending one sleepless night after another surfing my favorite educational sites for guidance. The more I read, the more I realized that the dog and pony act that I was putting on had to go.
I decided to focus my efforts on two specific students. I dedicated the next month to learning about them. I looked at their work and wrote down the questions they asked in class. I observed their interactions with others and noted their interests and hobbies. Then, I designed a pared down lesson for them. I took into account all of the data that I had collected and created a simple lesson plan "just to try" the following day.
I followed a Brain-Based Learning lesson about the elements of early civilizations and it worked! My two student "targets" were engaged, smiling, participating, and then - at the end-of-class assessment - proved that they had, in fact, learned! The lesson was simple and fun. It was during this lesson that I realized that I needed to let go of what I thought good teaching was and take more risks to appeal to all different types of learners.
I hope this portion of the unit will encourage you to do the same. Learning is meant to be a connection of minds. Teachers should try to create learning environments where all students can access the material in equitable ways that best suit individuals needs and skills. This, in turn, helps students want to learn.
The following quote is the quote that changed my teaching and my student's learning.
“The word education evolved from the Latin educare, which means to ‘draw out’ or ‘lead forth.’ The original definition of the word, then, suggests that schooling can facilitate the expression of what is contained
within one’s mind, heart, and the deepest recesses of being.”
- Linda & Bruce Campbell and Dee Dickinson, Teaching & Learning Through Multiple Intelligences
Essential Questions:
What is a "learning style"?
What instructional methods can a teacher use to engage all types of learners at one time or another?
How can the Multiple Intelligence Theory be used to guide instructional design?
What other tools and methods can strengthen different intelligences?
What is differentiation and how can it be used to enhance learning?
How can educators attempt to meet the needs of diverse students?
Learning Objectives:
Evaluate multiple ideas of classroom activities and conclude which would be the most effective for a targeted learning style
Compare the multiple ways that students learn and identify specific strategies that can be used to enhance learning based on learning intelligences.
Differentiate instruction to address critical learning issues and scenarios.
Relate the multiple intelligence theory to how students learn, grow and interact.
Analyze the components of a differentiated classroom and determine the most effective ways to support students by using related theory. Standards Addressed: RIPTS: 2.7, 3.1, 3.2, 3.3, 4.1, 4.4, 7.1, 8.2 Learning Plan: 1. Read - chapters 9and chapter 12 in your Slavin text. Be sure to prioritize this reading. It will serve as the basis for the class performance assessment at the end of Module I.
2. Please watch the TED video below:
TED Talk: Temple Grandin - The World Needs All Kinds of Minds (see video below)
3. Discussion Board - Please participate in this week's discussion by signing onto Canvas once on or before Thursday at 11:55 pm and a second time before Sunday at 11:55 pm. This discussion will concern #2 above and #4 below. Please remember: You are required to post twice a week (on or by Thursday and again before the board closes on Sunday evenings). Refer to the Suggested Weekly Schedule (located in the Announcements section of Canvas) for support on how to structure your learning.
4. Articles and Videos: Please chooseat least two articles to read from Group A and another two from Group B - then watch the TED video above. The more you read, the more knowledgeable you'll become!
*Many of our articles are from ASCD, the national educational leadership organization. This site allows access to a certain number of articles per month. Please let me know if you hit your limit at any time. I'm happy to make digital copies of any of the articles you are interested in.
Group B: Differentiation Differentiation Video: Click HERE by famous education scholar Carol Tomlinson
5. Differentiation In Practice - Classroom Case Studies: View the following short videos to see differentiation in real classroom as a case study.
Differentiated Instruction at Highlander Institute, RI - A Case Study
Differentiating Instruction: A Guide and Case Study for
Teaching English Language Learners
Differentiation Within the Inclusion Classroom Model - A Case Study
How Differentiated Instruction and Formative Assessment Work at Wake Forest Elementary:
A Case Study
Consider how each video approaches individualized instruction in a different way. And yet, all instructors differentiate to focus on the mastery of learning objectives and actively work to close gaps through creative instructional strategies.
Food for Thought: How does this approach to learning connect to the educational theory regarding child or brain development you've read about thus far?
Extra Support - Multiple Intelligence's Presentation Click through the slideshow below for direct instruction and valuable theory about this week's topic.
Critical Terms to Know: Please be sure that you are familiar with the following terms and legislation:
Module 1: Week 1: (Please be sure that you have read the previous post below before you start. Also, be sure to check the "Announcement" section of Canvas - our PC home base - for important course information.)
Welcome to Educational Psychology! This week we begin our quest to bridge theoretical and practical elements of education. Our first module, Students as Learners, asks us to consider the multiple theoretical foundations of teaching methodology. While learning about theorists doesn't seem like an exciting topic, it is! It provides us with a valuable framework that we willbuild upon throughout the semester to become effective educators. Through reflection and conversation, you will realize just how many Ed Psychology concepts you use and will use on a daily basis in your classroom. So, for the next week, continue to ask yourself the following essential questions:
What would this educational theory look like in practice?
What strategies can I use in the classroom to implement the idea behind this theory?
How do these theories of education assist both the teacher and the student?
When would I use one theory of teaching over another theory in my classroom?
How can an understanding of educational theory lead to a more student-centered classroom experience?
Learning Objectives: Learner-centered goals this week.
Analyze (Depth Of Knowledge level 4) the purpose and role of theory in education.
Evaluate (DOK level 3) multiple scholarly sources to better understand the connection between psychology and approaches to effective teaching.
Compare (DOK level 3) your experience in education with modern education practices.
Assess (DOK level 3) the validity of a education theory or concept as it relates to students as learners.
Create (DOK level 4) a concise summary of a notable theorist of education (their theory as well as applicable teaching strategies that are support by his/her theory).
Differentiate (DOK level 3) between multiple instructional strategies to determine how each reflects education theory.
Wondering what a DOK level is? Check out this link: DOK for Teaching Explained Link to a DOK chart for your own personal teaching use: DOK wheel
Learning Plan: A step-by-step action plan for your asynchronous learning.
I encourage you to reach out at any time for support, clarification, or 1:1 work time. I am ready to support you in any way I can this semester. Please don't hesitate to reach out.
1. Start of Semester Survey - Please take a moment to complete the following course survey. Your responses will be used to gain a better understanding of your knowledge and background as an educator/future educator. Please click HERE to take the survey I look forward to learning more about you and your needs for this semester.
3. Online Discussion - Comment on the questions posed on the Canvas discussion after watching the video in #2. Go to the "Discussions" tab in Canvas and click on the forum titled "Module 1 - Week 1." Read the prompt provided. Please remember to provide one quality response on or before this Thursday evening at 11:55 pm and then post again (responding to the post labeled "Part II of Discussion") on or before Sunday at 11:55 pm when the discussion board closes. Please use the discussion supports in the "Discussion" section of Canvas under "Start Here" to guide your responses.
4. Book - Read chapters 1, 2, and 3 in your textbook, Educational Psychology: Theory and Practice.The information you will gain by reading these chapters will form the cornerstone of class discussions, activities, and assessments. It is your responsibility to keep up with the reading assignments every week. Please keep in mind that these first three chapters will require a significant amount of time to read/review. The weight of this reading assignment is heavier than most as it is our foundation for the course. Therefore, please get started as soon as possible.
5. Educational Theorists and Concepts "Jigsaw" Assignment - Click HERE to view the assignment Due 1/28 to Canvas(Assignments section) by 11:59 pm.
6. Ed Psych Concept of the Week: Constructivism (one of many approaches to teaching and learning)
This "word cloud" was created using one of my favorite education technology tool called Wordle. See http://www.wordle.net/ for more details.
Welcome to our class blog site. Below you will find some information about the teaching methodology and practices that will be used in Ed Psychology.
Teaching Methods - This class will follow the seminar model and workshop model of education. It is my goal to create an engaging class environment that models how effective teachers conduct classes. Gone are the days where the teacher is at the front of the class preaching to rows of students. I will facilitate lessons that will be tailored to your needs and interests. Please feel comfortable asking questions and providing feedback. I would like you to walk away from the class with valuable tools and strategies that you have seen and experienced in our course and could easily implement in your own classroom.
Use of blog - I opted to use the blog as our center for experiencing the application of Ed Psychology in the modern teaching environment. This blog will be the place to go to find our weekly schedule, objectives, resources, and assignments. Please check our blog often to stay on top of tasks. We will use Canvas for discussions and assignment submission as well as the official grade book.
Technology in Education - I have a deep passion for educational technology. Modern educators use technology to reinforce and enhance learning. Many of the strategies you will experience are ones I use on a daily basis in my own classroom. I have found that using technology engages students, makes learning appealing, and strengthens real-life skills that our students will need after they leave the confines of the classroom.
Please be aware that I do understand that many of you will be new to these modern technologies. Rest assured knowing that I will provide any and all supports to you as your begin your journey. I know that, if you fully participate in all aspects of this course, you will be a more reflective and employable teacher. There is no better feeling than knowing you can reach your students by appealing to their interests - which almost always has to do with technology!
Expectations - It is my expectation that you will trust the design of the course and follow the teaching plan. Each module adds information to the one before it. To not read the assigned readings would be a disservice to your future students as every element of this course is devoted to making you a strong and effective educator. When it comes to this class - you will get what you put in.
* Please note - The newest post is always on the top of the blog. For older resources and posts, scroll down or click "older posts" on the bottom right side. * Please be sure to sign on to Canvas (via Providence College's site) and read our welcome overview and supporting documents. Click HERE for a digital student guide for our course.
