While enrolled in EDU 6132 we had the opportunity to work on multiple group projects. These projects gave us the ability to collaborate, critique, and connect with our colleagues. I believe that my greatest take aways from this class spurred from my group project work and have really opened my eyes to what can be accomplished when people work together. The program standard that I believe fits this kind of take away would be 8.2.
8.2 Growing and Developing Professionally: Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.
To me this standard means to welcome critique and collaboration in all that you do, in hopes to improve what was already great making it even better! Within this class we had the opportunity to complete the Theory to Practice Project, which entailed groups to gather all of the information that we had learned within the class and put it into presentation form. There were multiple phases to this project. Each phase would have us complete it by ourselves. and then join in group collaboration to create a final for the phase. This is an example of one of these phases with my individual work alongside our final.
Sydney’s Phase 3
Group Page Phase3
As you can see the final project is much different from what I had done individually, and without a doubt is much improved. This evidence shows that when minds are put together great things can come from it. From this experience I have found that if each member of a team is heard, as well as open to others ideas, something amazing can achieved. This is a copy of what we created for our project!
When I entered into this class and I saw that there were going to be multiple group projects, I was hesitant to agree that this tactic would enhance my individual learning; but boy was I wrong. Through this project I not only learned so much from the minds of Pressley, McCormick, and Medina, but have also learned so much from my team. Group work may take a little longer and may also require a little bit more patience, but the final product reveals its ultimate pay off. When teaching I would love to give my students the opportunity for group work. I want students to see the benefits that it can have on their learning. I believe that students should not only practice this form of learning, but also understand why group work is so important. In the future one thing that I will have definitely do in my classroom is make sure that all groups members are actively participating. Participation was not a problem in my group but when talking to others in the class some were frustrated with lack of communication. So in hopes to change this before starting group work I will put great importance on communication and equal share.
This week in EDU 6132 we have been researching cognitive development. As a class and individually we have been learning reading on this from Pressley and McCormick’s book Child and Adolescent Development for Educators (2007). Looking at this topic immediately points me to the program standard 3.1.
3.1 Demonstrating Knowledge of Students: Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.
To me this standard states that a teacher must know where their students are cognitively and understand that their students may be in different places. This connects to our reading because for teachers to show understanding of the differing abilities among students, they must have knowledge of the cognitive development. This includes having the ability to help build on their student’s development by using memorization techniques. This discussion post reflects on what I found from this weeks reading and shows my emerging knowledge as a future educator on memorization techniques.
discussion module 4
This post shows evidence that I am indeed learning about how to help my student’s cognitive skills develop, as well as gives examples of how I can build on concepts and account for wide ranges of memorization abilities. I believe as I continue learning about cognitive development and learn more about these sorts of strategies, I will be able to further develop upon this program standard.
After reflecting upon this information and discussing with classmates, I believe that I would personally use the strategies of chunking and personal connections. When it comes to future student learning I think that breaking up information into chunks will allow for a far less memory-demanding lesson. For example if I was teaching parts of a storyline, I would pull apart the lesson. This would entail teaching rising action, plot, falling action, and resolution in four separate parts. This would allow students to learn each portion separately and not confuse the different parts. Along with chunking I would like to utilize personal connection. For example in this same lesson I would have students think about a story in their life and have them pair a portion of their own story with the specific storyline definition. I believe that having a personal connection allows for a great memory connector. I hope to not only use these tools to exemplify 3.1 in my teaching, but to also use these in my own learning. In the future I may label these specific tools in my lesson plans showing my knowledge of the different skills that will be being used in the lesson.
Pressley, M. & McCormick, C.B. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.