Module 1: Measures of Teacher Effectiveness, General Principles, and the Adolescent Identity.
Overall, the first three chapters of the Woolfolk text focus on a few different things. Chapter one is directed towards the relationship between learning, teaching, and educational psychology. Included are topics like effective teaching, accountability for teachers, different methods used by educational psychologists, and the different theories and the way they relate to education. Chapter two focused solely on cognitive development and the different stages involved. It mentions the developing brain, and how to "Teach" the brain correctly. It also delves into Piaget's and Vygotsky's theories. Chapter three focuses more so on the physical and emotional changes that happen to students. It includes the impact of family, friends, and environmental factors.
Concept 1: Measures of Teacher Effectiveness
Summary: Starting on page 11 of the Woolfolk text, the section discusses the ways to measure effective teaching. Founded by the Bill and Melinda Gates Foundation, the Measures of Teaching Effectiveness conducted research on three thousand teachers to really pinpoint if and how they were affecting their students. Data supports that teachers are more useful and important than technology. They were able to create data by using state test gains data, surveys of student perception, and classroom observations.
Reflection: On page 12-13 the text mentions, "Are you supposed that evaluating a teacher's content knowledge for the subject taught did not make the cut in measuring teacher effectiveness?" Quite honestly, I was. In the school settings I've worked in, I feel that administration observations have been especially focused on what and how exactly the teacher was planning. I thought it was interesting to mention the fact that teachers are the most important aspect of learning.
Included in this section of the text is Table 1.1, which includes all the different "High-Leverage Teaching Practices". I chose this section specifically because I feel that effectiveness is something that I struggle with now. This section gives ideas like "leading a whole-class discussion", "providing oral and written feedback to students on their work", and "setting up and managing small group work", which will really help guide me.
Concept 2: Lessons For Teachers: General Principles
Summary: In Chapter 2, page 44 of the Woolfolk text, different ideas are presented to practice stretching the plasticity of the brain.
* It starts with the basic ideas of what the human brain is capable of. This includes synaptic possibles as well as nature versus nurture and brings up the fact that there are many different ways to teach and learn.
* Cognitive abilities are differentiated by the different parts of the brain. This means that different models are needed for different lessons, such as map/memorization games for geography.
* Plasticity of the brain means that the brain is constantly changing, taking in new information and remapping itself.
* For the brain, change takes time. This means teachers have to be patient and persistent in the way they do things. It also means not over whelming your students.
* Learning disabilities can be brain-based. This means students need to be evaluated and treated to check.
* Students learn and therefore connect by learning about real-life or concrete problems. This makes the information usable and deeper in their memory.
* "The brain seeks meaningful patterns and connections with existing networks". This means that as a teacher, it is your job to build off of what students already know, and help them form these new ideas.
* Give feedback! Students need to know what they are doing because their brains are literally asking for it. Giving them feedback helps them correct and predict what is next.
* Build on bigger ideas. Teachers should break up ideas into more easily understandable parts for clarity.
* Use stories to engage the brain in experiences, beliefs, and ideas.
* Emotions and the way health affects learning. Positive feelings support good learning, whereas having poor nutrition, sleep, and stress can have a negative relationship.
* Giving students responsibility on what they do, how their brains work, and how emotions can affect them. Teaching your students about these ideas gives them better self-efficacy.
Reflection: I chose this section because I liked all the tips it gave. I thought it was important as a teacher to reflect and remember these for when I am actually teaching. I think some of these ideas can get lost in a busy day. For example, a lot of teachers forget about a student's home life or emotional issues. Students can have bad days, and teachers may forget about how strongly it affects their work and brainpower. Another thing I feel gets forgotten is feedback. We all look for a response, so giving feedback is positive, whether it be about good or bad things. For me, this section felt like a "How To". These are extremely important ideas that will help me be a more well-rounded teacher.
Concept 3: Adolescence: The Search For Identity
Summary: Chapter 3, page 99 of the Woolfolk text focuses on the growing adolescence and their own identities. At this time, kids are focused on two processes, exploration and commitment. Exploration is the idea of where teens try out things that may be different than what they know, so they're experimenting with different behaviors, beliefs, and values. Commitment focuses on those choices that are decided after experiencing the different aspects of these values that they receive from exploration. Identity achievement is the sense of commitment one receives once adolescence, and one that they stick with. There are those who struggle with finding an identity experience moratorium, which is met with a pause in decisions. This isn't considered a crisis and is actually healthy for teens and young adults. Some adolescents may deal with identity foreclosure, which means they commit to life options without exploration. In this way, they commit themselves to the goals and values of their families, and not what they really want to do. Identity diffusion occurs when an individual does explore any options. They give themselves very little options for the future and may be more rebellious.
Reflection: This was an important section. I would like to work in a high-school setting, and it's important to understand all these different identities because I'll be exposed to them. I think this is good information to have for situations that may call for it, like for meetings with parents. It'll help me understand how to talk with the parents about their specific students. This was interesting to me because this is something that students may start within the highschool years but can continue through college. That means I may have friends and colleagues that are experiencing these stages of life. This is useful information for students and teachers to know, not only for the school setting but for life.
Concept 1: Measures of Teacher Effectiveness
Summary: Starting on page 11 of the Woolfolk text, the section discusses the ways to measure effective teaching. Founded by the Bill and Melinda Gates Foundation, the Measures of Teaching Effectiveness conducted research on three thousand teachers to really pinpoint if and how they were affecting their students. Data supports that teachers are more useful and important than technology. They were able to create data by using state test gains data, surveys of student perception, and classroom observations.
Reflection: On page 12-13 the text mentions, "Are you supposed that evaluating a teacher's content knowledge for the subject taught did not make the cut in measuring teacher effectiveness?" Quite honestly, I was. In the school settings I've worked in, I feel that administration observations have been especially focused on what and how exactly the teacher was planning. I thought it was interesting to mention the fact that teachers are the most important aspect of learning.
Included in this section of the text is Table 1.1, which includes all the different "High-Leverage Teaching Practices". I chose this section specifically because I feel that effectiveness is something that I struggle with now. This section gives ideas like "leading a whole-class discussion", "providing oral and written feedback to students on their work", and "setting up and managing small group work", which will really help guide me.
Concept 2: Lessons For Teachers: General Principles
Summary: In Chapter 2, page 44 of the Woolfolk text, different ideas are presented to practice stretching the plasticity of the brain.
* It starts with the basic ideas of what the human brain is capable of. This includes synaptic possibles as well as nature versus nurture and brings up the fact that there are many different ways to teach and learn.
* Cognitive abilities are differentiated by the different parts of the brain. This means that different models are needed for different lessons, such as map/memorization games for geography.
* Plasticity of the brain means that the brain is constantly changing, taking in new information and remapping itself.
* For the brain, change takes time. This means teachers have to be patient and persistent in the way they do things. It also means not over whelming your students.
* Learning disabilities can be brain-based. This means students need to be evaluated and treated to check.
* Students learn and therefore connect by learning about real-life or concrete problems. This makes the information usable and deeper in their memory.
* "The brain seeks meaningful patterns and connections with existing networks". This means that as a teacher, it is your job to build off of what students already know, and help them form these new ideas.
* Give feedback! Students need to know what they are doing because their brains are literally asking for it. Giving them feedback helps them correct and predict what is next.
* Build on bigger ideas. Teachers should break up ideas into more easily understandable parts for clarity.
* Use stories to engage the brain in experiences, beliefs, and ideas.
* Emotions and the way health affects learning. Positive feelings support good learning, whereas having poor nutrition, sleep, and stress can have a negative relationship.
* Giving students responsibility on what they do, how their brains work, and how emotions can affect them. Teaching your students about these ideas gives them better self-efficacy.
Reflection: I chose this section because I liked all the tips it gave. I thought it was important as a teacher to reflect and remember these for when I am actually teaching. I think some of these ideas can get lost in a busy day. For example, a lot of teachers forget about a student's home life or emotional issues. Students can have bad days, and teachers may forget about how strongly it affects their work and brainpower. Another thing I feel gets forgotten is feedback. We all look for a response, so giving feedback is positive, whether it be about good or bad things. For me, this section felt like a "How To". These are extremely important ideas that will help me be a more well-rounded teacher.
Concept 3: Adolescence: The Search For Identity
Summary: Chapter 3, page 99 of the Woolfolk text focuses on the growing adolescence and their own identities. At this time, kids are focused on two processes, exploration and commitment. Exploration is the idea of where teens try out things that may be different than what they know, so they're experimenting with different behaviors, beliefs, and values. Commitment focuses on those choices that are decided after experiencing the different aspects of these values that they receive from exploration. Identity achievement is the sense of commitment one receives once adolescence, and one that they stick with. There are those who struggle with finding an identity experience moratorium, which is met with a pause in decisions. This isn't considered a crisis and is actually healthy for teens and young adults. Some adolescents may deal with identity foreclosure, which means they commit to life options without exploration. In this way, they commit themselves to the goals and values of their families, and not what they really want to do. Identity diffusion occurs when an individual does explore any options. They give themselves very little options for the future and may be more rebellious.
Reflection: This was an important section. I would like to work in a high-school setting, and it's important to understand all these different identities because I'll be exposed to them. I think this is good information to have for situations that may call for it, like for meetings with parents. It'll help me understand how to talk with the parents about their specific students. This was interesting to me because this is something that students may start within the highschool years but can continue through college. That means I may have friends and colleagues that are experiencing these stages of life. This is useful information for students and teachers to know, not only for the school setting but for life.
Hi Emily I enjoyed reading your reflection on the ideas of stretching the plasticity of the brain. I personally thought the brain became fixed after a certain age. However, researchers have revealed that the brain never stops changing in response to learning. Like you said one important idea of that the brain seeks is positive feedback. I also believe positive feedback encourages students to succeed and keep trying if they don't meet expectations in a task. I had a student who I worked with during his lunch period on assignments that were overdue. I always provided effective feedback on his effort on the assignments that he was grateful I provided help. He responded to me one day that when he grows up he wants to take my job or role in school. Good feedback is effective for intellectual growth.
ReplyDeleteHey Emily,
ReplyDeleteThank you for sharing. I thought you did a great job explaining the distinct concepts in great detail. I especially appreciated your reflection on the search for the Identity. Looking back at my high-school days and even through my adolescent years, I remember going through that exploration phases where I did not know who or what I wanted to be. I would always tend to ask myself "what my purpose was?". I absolutely agree with you and think it is important to take note of these distinct identities amongst all students, especially because you will be dealing with them on a regular basis.