Module 1 Chapters 1, 2 & 3 View
Hi everyone!
In reading chapters 1,2 and 3 of Woolfolk's "Educational Psychology, there was a lot of interesting concepts I would like to share. Chapter one, for example, was an excellent introduction and provided a foundation of vocabulary and background knowledge to the subsequent chapters. It was informative to learn how the (NCLB) Act affected Education and how (ESEA) is behind the pressures and demands for high expectations for teachers and students. It was interesting to see the requirements for standarized assessments reporting requisites. Good teaching in page 10, provided the Danielson's framework's 6 components of domain 1 which are: knowledge of content and pedagogy, of students, of resources, setting objectives and designing coherent instruction and assessments. I had the opportunity to see how this works first hand at my current position since we participated in "formal literacy walk-through," and found it extremely informative to identify what is good teaching and what to avoid. In page 21 we are presented with a table which depicts different approaches to research used which we can access depending on the type of information we are seeking. Finally, in page 22 the foundation for is established or what is a theory, principle, empirical data. In table 1.4 we find factors that support student achievement in grades k-12, these include behaviors, classroom management and instructional approaches or strategies.
In chapter two, did not fall behind, the author got more in depth of how the brain is developed and how it functions. I had taken some previous classes which covered briefly these components. Nevertheless, i was taken by how instruction positively affects the brain. Since I push in to teach ESL students during guided reading, I was thrilled to read that using different approaches such as "multiple approaches that teach sounds, spelling, meanings, sequencing, vocabulary through reading, writing discussing and explaining, drawing and modeling can indeed help students learn to read," I find this fascinating because I currently teach ESL and this are the strategies we use besides accessing schema in their native language if possible to transfer knowledge to L2. While the author establish the foundations for theories in the previous chapter, she really explained the relationship between theorists such as Piaget and his Stages of Cognitive development, ( in page 48). I nave experience the reaction of students being forced to perform a formal operational task which is possible for an adolescent while still being at a concrete operational stage in 4th grade. The students reaction was frustration at not being able to perform the task. Vygotsky and his theory of zone of proximal development we learn to scaffold and provide support instruction when a student can perform a task at a certain level on his/her own, but can perform at a higher level with assistance. I often think, it is difficult for educators to release knowledge to students but it is essential to see how far they can do on their own, and once we can find the zone of proximal development, aid them in moving forward with support, until they can do that too.
Finally, In chapter 3, The social context of development it was helpful to know why teachers are required to know the students and how their learning process can be affected by personal issues such as divorce, relationships with peers and child abuse at home. I have personally experienced on certain occasions students who are normally attentive and engaged acting up or being withdrawn, and after having a brief session of "from 1-5, How do you feel today?" before a lesson have learned that something happened at home or school that day which after discussing it stopped affecting the student. Table 3.2 on page 94 displayed useful indications of potential abuse.This chapter also included the sections in which other variables that can affect education are discussed. Woolfolk includes the psycho social development theory of Erickson in which we see the development at different age stages in which certain needs need to be met to move to the next. It is evident that it trust, autonomy and initiative are not supported in the preschool years the students may have issues that may affect how he/she interacts with relationships later in life. If the student is not encouraged to be industrious with affirmations, he/she will develop a sense of inferiority. We often see children who struggle because they are stuck in a stage of development. I think as teachers there is so much we can consider when dealing with students how there sense of identity is influence by gender, sex difference in self concept, ethnicity, I have encounter many situations in which a student may not feel part of the group or judge if he/she is different and this can affect the way he/she feels about self and prevent him/her from engaging in learning. Piagets' theory is also an angle presented in which if the student is not ready based on ability we can frustrate a child by presenting him/her with tasks beyond his/her capacity. In page 104 table 3,5 we realize that the general self concept of an individual is based on their abilities both academic and non academic. for adolescents this evolves while they self evaluate and compare themselves to others. In contrast children usually have a positive view of self but it can be affected by actions and words that adults and other children may carelessly express.
This was an interesting read, and I am looking forward to learn more! I just wanted to share a bit of what I am reading.
In reading chapters 1,2 and 3 of Woolfolk's "Educational Psychology, there was a lot of interesting concepts I would like to share. Chapter one, for example, was an excellent introduction and provided a foundation of vocabulary and background knowledge to the subsequent chapters. It was informative to learn how the (NCLB) Act affected Education and how (ESEA) is behind the pressures and demands for high expectations for teachers and students. It was interesting to see the requirements for standarized assessments reporting requisites. Good teaching in page 10, provided the Danielson's framework's 6 components of domain 1 which are: knowledge of content and pedagogy, of students, of resources, setting objectives and designing coherent instruction and assessments. I had the opportunity to see how this works first hand at my current position since we participated in "formal literacy walk-through," and found it extremely informative to identify what is good teaching and what to avoid. In page 21 we are presented with a table which depicts different approaches to research used which we can access depending on the type of information we are seeking. Finally, in page 22 the foundation for is established or what is a theory, principle, empirical data. In table 1.4 we find factors that support student achievement in grades k-12, these include behaviors, classroom management and instructional approaches or strategies.
In chapter two, did not fall behind, the author got more in depth of how the brain is developed and how it functions. I had taken some previous classes which covered briefly these components. Nevertheless, i was taken by how instruction positively affects the brain. Since I push in to teach ESL students during guided reading, I was thrilled to read that using different approaches such as "multiple approaches that teach sounds, spelling, meanings, sequencing, vocabulary through reading, writing discussing and explaining, drawing and modeling can indeed help students learn to read," I find this fascinating because I currently teach ESL and this are the strategies we use besides accessing schema in their native language if possible to transfer knowledge to L2. While the author establish the foundations for theories in the previous chapter, she really explained the relationship between theorists such as Piaget and his Stages of Cognitive development, ( in page 48). I nave experience the reaction of students being forced to perform a formal operational task which is possible for an adolescent while still being at a concrete operational stage in 4th grade. The students reaction was frustration at not being able to perform the task. Vygotsky and his theory of zone of proximal development we learn to scaffold and provide support instruction when a student can perform a task at a certain level on his/her own, but can perform at a higher level with assistance. I often think, it is difficult for educators to release knowledge to students but it is essential to see how far they can do on their own, and once we can find the zone of proximal development, aid them in moving forward with support, until they can do that too.
Finally, In chapter 3, The social context of development it was helpful to know why teachers are required to know the students and how their learning process can be affected by personal issues such as divorce, relationships with peers and child abuse at home. I have personally experienced on certain occasions students who are normally attentive and engaged acting up or being withdrawn, and after having a brief session of "from 1-5, How do you feel today?" before a lesson have learned that something happened at home or school that day which after discussing it stopped affecting the student. Table 3.2 on page 94 displayed useful indications of potential abuse.This chapter also included the sections in which other variables that can affect education are discussed. Woolfolk includes the psycho social development theory of Erickson in which we see the development at different age stages in which certain needs need to be met to move to the next. It is evident that it trust, autonomy and initiative are not supported in the preschool years the students may have issues that may affect how he/she interacts with relationships later in life. If the student is not encouraged to be industrious with affirmations, he/she will develop a sense of inferiority. We often see children who struggle because they are stuck in a stage of development. I think as teachers there is so much we can consider when dealing with students how there sense of identity is influence by gender, sex difference in self concept, ethnicity, I have encounter many situations in which a student may not feel part of the group or judge if he/she is different and this can affect the way he/she feels about self and prevent him/her from engaging in learning. Piagets' theory is also an angle presented in which if the student is not ready based on ability we can frustrate a child by presenting him/her with tasks beyond his/her capacity. In page 104 table 3,5 we realize that the general self concept of an individual is based on their abilities both academic and non academic. for adolescents this evolves while they self evaluate and compare themselves to others. In contrast children usually have a positive view of self but it can be affected by actions and words that adults and other children may carelessly express.
This was an interesting read, and I am looking forward to learn more! I just wanted to share a bit of what I am reading.
I enjoyed reading your blog, especially how you bridged what you were reading to what you were seeing in the classroom. I think personal experiences do a lot to reinforce what we are learning and I cannot wait to get into a classroom as an aide this year to also connect what I read to what is happening with student. Thank you for sharing!
ReplyDelete