Reflection on Darius Goes West Project

There was a lot of problems, not with the map measuring (though there was issues with that), but with the third page.

I didn't prepare them enough throughout the week for them to be able to solve the third page without guessing.

I am starting to think that I really do need to write my assessment first, and then plan backwards.

Monday: ratios / proportions using cross-multiplication
Introduce finding scales and proportions (maps)

Tuesday: Unit Conversion (one-step)

Wednesday: Unit Conversion (two-step)

Thursday: Darius Lab with Questions where they put it all together

Friday: Darius / Map Assessment // Alternative Assessment for those who couldn't work on Thursday

That's how the week should have gone.

Reflection for 09/29

Dr. Whalen-Jennings,

Today's class made me very frustrated, because it made me question the reasons that I'm teaching.

It's like I can see the future of what we have to do, and I have no comprehension of it. Like I'm a caveman looking at a credit card machine.

Not only do I not understand how to implement in a SERIOUS way the strategies to extend student memory and retention of information, but I really don't know how to overhaul the way I think about teaching math to accomplish it. I keep running-against the same hurdles: what about the ones who are absent? What about the ones who don't like work and I have to make second-level work for them?

And then the assessment is one DIFFERENT way. What the heck am I supposed to do about having to teach how to take a test? Why can't I just teach what they'll be needing to know?

I just hit a wall when I need to not only teach new material, but also teach RULES to play a game to teach that new information and THEN have them practice it. But I want them to have a way to LOOK BACK and review. Where do notes fit in?

I don't remember any labs or activities I did as a kid. I don't think I did activities. My mind doesn't work that way yet. I'm trying, but it's... It's just so frustrating and I feel like I need PD time JUST to re-work how I teach and present the information.

I don't know how to CONSISTENTLY implement best practices. I have an old bridge and I don't want to patch it up, I want to tear it down and build a better one. But I only know how to patch-up.

Notes for 09/29/2011

If you want to visit Scott's school...

scottje@ensworth.com

Teaching Students' Vocabulary

Building Background Knowledge by Robert Marzano

0871209721

Learning is

social process

active

collaboration

personal

On First Day

Involve Students Quickly

Identify the Value and Importance of the Subject

Set Expectations

Establish Rapport

Reveal Something About Yourself

Establish Your Own Credibility

Establish the Climate For the Class

Introduce the Subject Matter

Use Time Effectively. Everyday.

Use Old Maid (??)

Rise from our Chair, and run to the door.

Rise / Run

To do this, we need to set clear goals from the get-go.

http://keystoteachingsuccess.blogspot.com/

Post Zones on the Board

Have a real worksheet available if not working (alternative assignment)

Alternative Assignment on the Board

Algebra Facebook Page

Review The Lab Rules and PRACTICE talking at appropriate views

Summary of Notes (09/22/2011)

-Self efficacy is knowing you have the skills.

-Meichenbaum = self-regulated learning

-shaping = use of cues, signals, or information

-Premack principle = reward if you do something hard. “Grandma’s Rule”

-classical conditioning = Pavlov

Classical

Operant

Pavlov Unconditional stumuli – food and respond by salivating. Conditional Stimuli – bell – salivate Must pair reinforcement with “food” to get them used to conditional stimuli

Skinner, Watson Little Albert experiment – rabbit experiment, scared of white things after he dropped cymbal (instigated fear response). Skinner box – push the bar and get a pellet. How do you know if something is reinforcing? – it is very personal to the individual. POSITIVE REINFORCEMENT: It’s a good thing! Giving something. Types - tangible - attention - avoidance - sensory input NEGATIVE REINFORCEMENT: Not punishment. Getting rid of something yucky. Ex.) You get an F until you bring in a folder. If you bring in folder you don’t get an F.

Consequences vs. Punishment

Psychodynamic = Freud, Jung, Adler (power is driving factor behind decisions)

Cognitive:

Social Learning Theory

Meichenbaum – self-regulated kids

Albert and Ellis and Aaron Beck à Rational Emotive Behavior Theory

BEHAVIORISM

fixed = happens regulary

variable = random

measure through : intervals or ratios

Intervals = time ratio = number of times

fixed ratio à variable ratio

extinction burst:

Reflection for 09/15

I feel like I'm partly confused about this information.

It seems interesting, and it may seem to be true, but I don't really know what to do with it. I know that there are different stages to moral, character, and individual development... But what do I do with it? How can I use this in a classroom? How can I use what my students are going through to my advantage?

I think I may be looking at it wrong, but I want to manipulate where they are in their developmental stages to succeed in my class. If my job is to raise the students academically as high as possible, why not also raise them developmentally as high as possible?

Garret

Notes for 09/15/2011

PIAGET

Moral Development

· Young – constraint

o POV

§ Absolute point of view

o Rules

§ Inflexible

o Intention

§ Damage most significant

· If I break the lamp… The outcome is more important than the reason

o Punishment

§ It’s just wrong

· Old – cooperation

o POV

§ Differing Viewpoints

o Rules

§ Ambiguous

o Intention

§ Intention factors in

o Punishment

§ “Why is it wrong”

Four Stages

Pre-operational

Concrete Operational

Formal Operations

James Marcia

Identity Theory

For It Definitely Makes it Awesome

For

It Definitely

Makes

It Awesome

Forclosure NEVER EXPLORE ALTERNATIVE

Identity Diffusion INABILITY TO DEVELOP A CLEAR DIRECTION

Moratorium UNDECIDED, EXPLORING MANY ALTERNATIVES

Identity Achievement CLEAR-CUT, DECISIONS ON OCCUPATION AND IDEALOGY (18-22 year olds)

Erik Erikson

We go through 8 stages of life. Each stage is marked by a conflict

1^st Stage Trust V Mistrust (birth to 18 months)

2^nd Stage Autonomy V Doubt

3^rd Stage Initiative V Guilt

4^th Stage Industry V inferiority

5^th Stage Identity V Role Confusion

FITS IN WITH MARCIA

6^th Stage Intimacy V Isolation

7^th Stage Generativity V Self-Absorption

8^th Stage Integerity V Dispair

Karol Gilligan

The female Kohlberg

Reflection for 09/08

Dr. Whalen,

Today, I learned about the nuances in education theory. I thought that scaffolding was about tiered assessment, instead of tiered introduction to new material. It makes me think about how I can challenge my current approach to information. Right now, I introduce new material on one day, and then move onto other material the next day. I need to figure out how to do a more structured approach to my tiered note-taking style. The only problem with that, is that we're doing cornell notes, and I'm trying to figure out a way to approach them in a fluid way that can be used in scaffolded learning.

I also learned about a different type of differentiated instruction (with a test and index cards). I want to try to use that at the end of each nine weeks for a individualized final/midterm/eoc studying. I'm going to talk to my math group and the Avid teacher about incorperating that.

Notes for 09/08/2011

Concrete vs Formal Observational Theory

the ability to work abstractly

Keys to a Great School

• Safe and Orderly Environment 4
• Positive Teacher/Student Relationships 4
• Supportive School Community 4
• High Academic Standard 5
• Structured Schools, clear rules 5
• Participation After School 4

See when I can do an observation / best practice day for the 1st nine weeks