Chapter 10 Content-Area Learning

In reading content-area learning, I was disappointed about one thing, the arts are not mentioned. I understand that they are not considered a “core subject” but one can always hope. I feel that motivation and self-regulation, and language comprehension are items that I take into consideration when designing lesson plans. Having said that, the section of this chapter that intrigued me was the “writing to learn” idea mentioned on page 430. The book states that writing has been credited with improving student learning capacity and academic achievement. The language arts teachers at our school are firm believers of this theory. They require students to actively participate in the world that surrounds them, by commenting on events in the form of editorials. Some topics covered were, the border wall, the recycling ban and the Arizona law. The teacher then submitted the articles to the local paper’s “Letters to the Editor”. Over the past couple of months, a good portion of that classes’ letters were published. The students increase in self-efficacy in their potential to be published writers is quite evident. Students were in the computer lab researching literary magazines and online student sites for opportunities to publish more of their work. I couldn’t help but think, this is an excellent example of “writing to learn” and its benefits on student self-efficacy and academic achievement.
Do any of you, have any examples of instances similar to this, or other programs that exist out there?

Chapter 11- Motivational Theories

An amusing side note I must include, is that I thought the reading for this week was chapter 9, the Neuroscience of Learning. Wow, did I have to filter through that a couple of times only to realize that we were supposed to be reading Ch. 11. The theme of Motivation in Chapter 11 is an ideal subject for a teacher. This is one thing I constantly struggle with when designing lesson plans, “how will I motivate my students to learn?” In my teaching experience of almost two years, I have noticed that if the students are motivated the learning comes naturally. The section that appealed to me most in this chapter, was the one devoted to Social cognitive theory. My literature review topic is self efficacy. It makes complete sense to me that a student needs to have confidence in his or her ability to learn before they can start to set goals and expectations. So what are we as teachers doing in our classrooms to try to increase this “Self efficacy” within our students?

Chapter 8- Development and Learning

Chapter 8 discusses development and its affects on child learning. While theories and ideas from familiar names, such as Bruner and Piaget were revisited, the child study movement and the familial influence on learning concept were introduced. One aspect of this chapter that I found very interesting was the section on SES located under familial influences. The book is clear to state that the SES or the socio economic status of a student’s family is not the reason for a student’s lag in development but rather a contributing factor to difficulties in development. (Schunk pg. 350). I work at a school that is specifically geared towards educating the students of lower income families and providing these students with the education and opportunities needed to break the cycle of poverty. I never fully understood the concept of “breaking the cycle” until I started teaching and was able to witness firsthand the affects of a student’s SES on their education. Consider the unfortunately common scenario that applies to a student who lives in a low income home. The student is also the oldest of five children and must help his/her mother/father with feeding, bathing and putting the younger children to sleep. After doing all this, the student must still find the time and energy to complete his/her homework. The next day in class the student has trouble staying awake during a lecture and misses important information concerning an upcoming test. Now this student could be right where he/she is supposed to be developmentally speaking, but because of his/her family’s current financial situation, he/she is experiencing much difficulty. As educators it’s our duty to be aware of our students’ engagement in class and to develop engaging lessons that will increase students’ motivation to learn, but I do feel it is important to maintain a relationship with students’ parents.

Consider the previously mentioned scenario. What are some actions that we, as teachers, could take to aid this student?

Cognition and Instruction

Chapter 7 focuses on cognition and instruction. I found myself most vested in the section concerning technological applications. I am a technology applications instructor for middle school. Two examples of computer based instruction that I implement in my class's curriculum is Mavis Beacon (A typing program) and Learning.com (An online program). The typing program has proved to be an important tool in students reaching their typing goals. Along with lessons, the program tracks student's progress and rewards them with occasional games. After having observed students working with this program over the past year and a half, I have noticed that if a student is having trouble with certain keys on the keyboard, the program will redirect their lessons. Learning.com is an online program in which students log on and complete online lessons that have been assigned by myself. These lessons are standard and have been created by Easytech(If I am correct), all I do is scroll through the list and select the lessons that I feel relate to the current unit. One problem that I have with this program, is that there is no way to differentiate the lessons on the program. I use this program more as a supplement to other modes of instruction, so I am able to differentiate in other areas. However, my concern would be with those who solely use the online lessons. There are also other lessons that have been uploaded by educators around the country, which are extended activities for these lessons. I think it is a valuable tool, but I guess my concern with computer base instruction without instructor added supplementary activities, is the lack of potential for differentiation. My feelings are that this might prove to be a disservice for some students.

My questions for you all out there concerning Computer based instruction are:
Do any form of computer based instruction in your classrooms? If so, what type?

Do you any supplementary material to accompany the lessons?

Do any of you share the same concern that I do concerning differentiation and computer based programs?

Chapter 6- Constructivism

My interest was immediately peaked when I read the names Vygotsky, Bruner and Piaget in the first couple of pages of Chapter 6. My background is in Art Education and these three individuals' theories influenced the very standards that compile the expectations of art education. I supposed it is the relation of the learner to their social environment, the procedural problem solving , and the role of the facilitator that pioneers in art education related to with regards to constructivist theory. Art education has always been struggling to find a way to secure its spot in the curriculum, so when Vygotsky's ,"The Psychology of Art" surfaced, art educators incorporated it into its advocacy arsenal.

Moving on in the chapter, I found the section on "private speech" to extremely interesting as well. "However, overt verbalization can occur at any age when people encounter problems or difficulties"(pg. 250), this sentence made me laugh out loud. As I was reading the various stages of "private speech", I kept thinking to myself, "well I still do this when I lose something". If I can't find my keys, I speak out loud the entire time I am looking for them.

I also agree completely with the the role of the teacher in a constructivist setting. I fully believe that we should be facilitators as much as possible. I feel that if we don't allow students to problem solve on their own, they will never develop those cognitive skills that are necessary to function in society. I am a Digital Arts teacher, as well as art and ceramics; most of my lessons begin with a modeling of a skill and then the students work on their own. If they get stuck, I try to guide them through a series of questions that most of the time leads them to their answer.

My question for you all in other subject areas, Is how do you or how could you approach your lesson in a constructivist manner?

Chapter 5- Cognitive Learning Processes

In chapter 4 we were introduced to Cognitive Information Processing, how our minds or brains process, store, and filter acquired information. Chapter 5 discusses various cognitive learning processes that exist. The underlying them of this chapter, for me, is that in order to reach goals, one must be able to problem solve. In order to efficiently problem solve, one must be aware of one's cognitive process. Self regulation is key to the problem solving process. One must be able to identify a goal, monitor progress towards that goal, and if necessary make changes to meet said goal.
As a teacher, I feel that one of the most important tasks that I must do on a daily basis is problem solve. For example, in planning my lessons, I constantly backward plan. The book mentions that "backward planning" is a problem solving method typical of the novice,as a novice, this statement does not surprise me. I have been teaching for almost two years now, so naturally I find backward planning to be a vital tool. In planning backwards, I am able to avoid leaving out pertinent steps and/or information, that may be necessary for my students to meet and accomplish their goals for my lessons.

Questions for my peers:
Do any of you use backward planning in their classrooms? If so, what are some examples?

Did anyone recognize any strategies that they already incorporate, either in their personal education and/or classrooms? If so, which one(s)?

In reading the section on "Concept Learning", I could not help but wonder, Did the "concept map" develop out of this learning process? What are your thoughts?

Chapter 4-Cognitive Information Processing Theory

While reading chapter 4, there were several instances in which I forgot I was reading about human cognition and thought I was reading about computers. After having read this chapter and filtering through its numerous acronyms (LTM, WM, SM) , I was most intrigued with the process of elaboration that is explained on page 161. Elaboration is described as the process in which information is added to new information to be learned. The book leads us to believe that this is beneficial to the student because it enhances their retention of new knowledge. This process appealed to me, because as I was reading about it, it instantly made me think about how I introduce new lessons in my classroom. At the start of a new lesson, I always begin with a brief recap of the previous lesson and ask the students to remind me of what they learned. I then pick one aspect of the previous lesson which relates to the new one, and begin my introduction there. I also like to ask the students how they think this next skill that they are about to learn will apply to their everyday lives. I have always thought that having the students relate new information to something in their lives would further engage them in the lesson, and now I have learned that this also aids in their retention of the new knowledge. This Chapter served as an "A-ha!" moment for me, my question is....Did any of you experience something similiar as you read it?

Content Literacy Journal Entry No. 4

This fourth section of the module introduced various forms of writing techniques. When incorporated into the class these techniques serve as a point of reflection and recall on the day's or perhaps a unit's lesson. As a teacher, I appreciate the fact that these techniques can also serve as an indicator of student understanding of a lesson. This can be a very useful tool in rewriting lesson plans in order to increase student understanding of key points.

Content Literacy Journal Entry No. 3

The strategies that were introduced this week all centered on vocabulary. Vocabulary is a very important part of our world and day to day lives. My parents were always adamant about my bother and I reading to broaden our minds. In reading, we constantly came across words that were unfamiliar to us. We learned very quickly to keep a dictionary close by, so that we could look up these words. I suppose this is why I found these strategies so fascinating. I just really enjoyed learning about the different formats that vocabulary can be introduced: before, during, and after a lesson.

Content Literacy Journal Entry No. 2

I found this week’s topic on student comprehension to be quite interesting. I keep noticing that the recurring theme of all these strategies is the importance of increasing student anticipation and engagement in lessons. As an art educator I found the pattern guide strategy to be the most appealing. I think that it is a great way to enlist the students’ critical thinking skills. The students must call upon these skills in order to place the events or facts in the correct chronological order. While doing this the students are also recalling the lesson, so it also provides a format for review.

My teaching Philosophy...so far

I feel that the education of tomorrow's society is an important and crucial task. I feel that we, as learners, learn best through our own personal experiences...both successful and not. I think we as teachers should remember this and address the education of today's youth in a similar manner. In my opinion, teaching should imitate a partnership; a partnership between educator and student. Both parties must be present and engaged in the task at hand, in order for the learning process to occur. As a teacher, is it my responsibility to present the resources and information in the best format possible to my students in order to engage them in their learning. Through guided practice the students will learn important concepts critical to their further developement as well educated citizens of our society.

Journal Entry No. 1 for Content Area Strategies

The most significant point that kept circulating through my mind as I went through this week's readings and videos, was that the start of every good lesson should begin with grabbing the student's attention. The various strategies that I read about addressed various content areas, but they all were set up to do the same thing, ignite the student's curiosity. In doing this the instructor has successfully created a classroom of students eager to learn. As an art teacher I found the questionnaire/interest-survey strategy to be quite useful. I think administering a questionnaire at the beginning of the term, would be an extremely useful guide in educating the instructor on what level of art the incoming students are at.

Lesson PLanning and Student Learning

Planning lessons ahead of time is very beneficial to student learning. In being prepared, the instructor is able to use the majority of the time allotted to a lesson for instruction. A good lesson plan should take various factors into consideration, such as the student who finishes early. A well planned lesson will include instructions for the early finisher. Unfortunately a student who is left without anything to do will resort to chit chatting, resulting in the distraction of other students. The lesson planning is also beneficial because it aids in the portrayal of the instructor as a well organized and efficient individual, students are receptive to this.

Culture and Student Learning

The United States is a huge compilation of cultures. Due to this fact, it is crucial that we as teachers, try to familiarize ourselves with our students' cultures. Based on their culture, students will have different learning styles. For example, here in the valley, a larger amount of our students' first language is Spanish. Instructions for assignments may be misunderstood by these students. I think when planning lessons it is important that we keep this in mind and make sure to include visually oriented portions into the discipline. In addition to this, the incorporation of culturally common images, would also aid in engaging the students in the lesson.

The importance of effective classroom management

Effective classroom management and/or procedure plan are both essential tools in maintaining a successful classroom. Classroom Procedures instill responsibility in students. The procedures clearly state exactly what the students are responsible for in the classroom. Classroom management is key because it aids in the elimination of wasted time and ensures that every minute of the class is devoted to the instruction and learning of its' students.

What is effective teaching and how do you know when it is occurring in the classroom?

When a student has acquired knowledge of new information and can accurately apply said new knowledge to everyday life as a result of active engagement set forth by a teacher; then in my opinion, effective teaching has taken place. Personally speaking, I feel that effective teaching is taking place in my classroom(art class), when ....one student correctly explains the steps of a new project to a fellow classmate.....when I look around the classroom and all the students are engaged in the creation of their pieces....when a student uses "art vocabulary" correctly in either asking a question or explaining a desired color combination...but my favorite is witnessing a student admire his or her finished art work with apparent pride in his or her eyes.

99% complete mural

99% complete mural
Originally uploaded by jenrosesegrest

I have been working on this mural since late August. If all goes well we should be installing this coming Sunday. This has been a very educational experience for me, a labor of love. Wish us luck hanging it!
xoxox, jen

me at beachcombers art show

me at beachcombers art show
Originally uploaded by jenrosesegrest

Hello, so its been forever and a day since i updated this blog. I have a goal and of course it includes keeping my blog up. Lots of news to share, but for now I will just post this pic of my booth from the latest art show I did. I now have a fancy schmancy new banner. I hope everyone is doing well, and if I keep up with my goal I should be talking to you very soon;)
xoxo-jen

Alorinna ..a metal smithing queen

Hello all, I know it's been a while and I was rather M.I.A., but I am back and I wanted to give you a heads up on this super duper etsy shop.

Alorinna http://alorinna.etsy.com/

Cate(the creative force behind Alorinna) is my JET (Jewelry Etsy Team) partner. She handcrafts all her jewelry out of metal and wire. She creates some really elegant and timeless pieces. She incorporates copper, silver, and natural gemstones such as peruvian opal in her work.

The picture to the right features one of my favorites pair of earrings from Cate's Alorinna shop. They consist of hammered copper and contain the word "dream" on each of them....truly an uplifting message.

For the month of July, Cate and I have teamed up to help promote eachother's shop. So during the month of July anyone who purchases from both of our shops gets 20%. Leave a message in the notes to buyer stating that you have purchased from both shops and we will send you an updated invoice.

Oh one more thing that I find awesome about Cate is that she shares my love for animals. She is a vegan and donates items to the Etsy for Animals shop. So please stop by and check out her awesome shop and beautiful work.

Yo can also find her on the web here http://alorinna.blogspot.com/

Etsy Buy Handmade alorinna

Awesome article on artists helping animals

This is an article found on Etsy(a website of artisan's shops). This article focuses on artists that use animal friendly products in their creations. A must read for all art lovers as well as animal lovers.

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