Module 2
This week we learned a great deal! we read chapters 4,5,6,8 had a wealth of information.
In chapter 4, the topic of Intelligence was introduced what is intelligence? it is the ability to obtain and use knowledge for solving problems and adapting to the world. Spearman called general intelligence g, referring to a general factor in cognitive ability depicting the performance on mental tests. We were introduced to Gardner's (MI) Multiple Intelligences Theory, both sides of the argument and how it works in a school. a better way to use it according to Woolfolk is to focus not on all in every lesson bust in (narrative -written text, logical quantitative--maps, graphs, charts, aesthetic -examine illustrations, experiential- lab activities,interpersonal- use collaborative structures and existential/foundational- higher order thinking, depth of knowledge questioning. Sternberg's Successful Intelligence. I remember believing that MI was based on research evidence and being overwhelmed into how to address it in class. We used a website "Edutopia," to assess our students. Upon looking at it again, I found out that the MI test was removed, because "although it provided useful intelligence information, the results were not being used appropriately by the instructors." I also would like to share a link which clarifies this topic further found on the same website: "Misundertood and Widely Used MI."
Another meaningful contribution was Steinberg's theory of intelligence. which is broken down into three parts; Analytic, creative and practical. I like his approach in which skills needed for success is the focus and seems similar to the verbs in Bloom's taxonomy. Despite what we make of intelligence public policy protects the rights of students with disabilities and ELL students. Some are IDEA(Individuals with Disabilities Education Act which requires all students to receive an education, in the least restrictive manner based on their IEP( Individualized Education Plan). In addition, Section 504 of the Vocational Rehabilitation Act which also protects students with disabilities from discrimination. I have had to sit in IEP meetings and explain language strengths, concerns, goals for the students I service and can see how these policies influence the meeting procedures.
Chapter five emphasizes language development which allows us to understand how language develops and the stages it involves. This information is helpful because educators are required to understand what are their students' abilities at a certain stage to prepare effective lessons. Another meaningful information presented was diversity in language development, which was informative about bilingualism and even dialect differences used in the classroom. I found it meaningful because there are negative preconceptions and stereotypes often linked. Teaching immigrant students was also discussed as well as teaching English Language Learners. I have seen first hand how not all ELLs are immigrants students, and event immigrant population does not all conform to the "melting pot," assimilation, or "tossed salad," (together with other races, but maintaining one's ethnical/cultural differences). Sometimes it is a mixture as people adapt to a new environment.
Chapter six focused on culture and diversity. I really liked the concept of "culturally relevant pedagogy," in which the foundation is making sure that students must experience academic success, this entails differentiating instruction. students must develop their cultural competence, Using their cultural competence for learning. transferring knowledge from L1 to L2 is an example of this approach. Students must develop a critical consciousness to challenge the status quo.which entails learning information in a broader point of view, taking into account a global perspective in which different people experience events in different ways. Analyzing and critiquing norms, values and policies. I noticed that this is easier to teach at the higher levels but can be modified in more simplistic ways to scaffold the concept.
Chapter eight concentrated on behavioral/cognitive perspective and how every time we learn, we alter our brain, It made sense that what we know determines what we learn because it allows us to question, develop curiosity, creativity, and interest. This reminds me of a common saying "Ignorance is bliss." You can only be happy being ignorant because you are not yet aware of the pitfalls and potential dangers involved. Without knowledge, one doesn't know what to ask, or what one needs to know. Another great contribution is different views on memory and learning, long-term explicit memory, implicit memory and the reasons we forget. I love how associating the information with meaningful things allows us to memorize large amounts of information. In short, we learned a great deal!
In chapter 4, the topic of Intelligence was introduced what is intelligence? it is the ability to obtain and use knowledge for solving problems and adapting to the world. Spearman called general intelligence g, referring to a general factor in cognitive ability depicting the performance on mental tests. We were introduced to Gardner's (MI) Multiple Intelligences Theory, both sides of the argument and how it works in a school. a better way to use it according to Woolfolk is to focus not on all in every lesson bust in (narrative -written text, logical quantitative--maps, graphs, charts, aesthetic -examine illustrations, experiential- lab activities,interpersonal- use collaborative structures and existential/foundational- higher order thinking, depth of knowledge questioning. Sternberg's Successful Intelligence. I remember believing that MI was based on research evidence and being overwhelmed into how to address it in class. We used a website "Edutopia," to assess our students. Upon looking at it again, I found out that the MI test was removed, because "although it provided useful intelligence information, the results were not being used appropriately by the instructors." I also would like to share a link which clarifies this topic further found on the same website: "Misundertood and Widely Used MI."
Another meaningful contribution was Steinberg's theory of intelligence. which is broken down into three parts; Analytic, creative and practical. I like his approach in which skills needed for success is the focus and seems similar to the verbs in Bloom's taxonomy. Despite what we make of intelligence public policy protects the rights of students with disabilities and ELL students. Some are IDEA(Individuals with Disabilities Education Act which requires all students to receive an education, in the least restrictive manner based on their IEP( Individualized Education Plan). In addition, Section 504 of the Vocational Rehabilitation Act which also protects students with disabilities from discrimination. I have had to sit in IEP meetings and explain language strengths, concerns, goals for the students I service and can see how these policies influence the meeting procedures.
Chapter five emphasizes language development which allows us to understand how language develops and the stages it involves. This information is helpful because educators are required to understand what are their students' abilities at a certain stage to prepare effective lessons. Another meaningful information presented was diversity in language development, which was informative about bilingualism and even dialect differences used in the classroom. I found it meaningful because there are negative preconceptions and stereotypes often linked. Teaching immigrant students was also discussed as well as teaching English Language Learners. I have seen first hand how not all ELLs are immigrants students, and event immigrant population does not all conform to the "melting pot," assimilation, or "tossed salad," (together with other races, but maintaining one's ethnical/cultural differences). Sometimes it is a mixture as people adapt to a new environment.
Chapter six focused on culture and diversity. I really liked the concept of "culturally relevant pedagogy," in which the foundation is making sure that students must experience academic success, this entails differentiating instruction. students must develop their cultural competence, Using their cultural competence for learning. transferring knowledge from L1 to L2 is an example of this approach. Students must develop a critical consciousness to challenge the status quo.which entails learning information in a broader point of view, taking into account a global perspective in which different people experience events in different ways. Analyzing and critiquing norms, values and policies. I noticed that this is easier to teach at the higher levels but can be modified in more simplistic ways to scaffold the concept.
Chapter eight concentrated on behavioral/cognitive perspective and how every time we learn, we alter our brain, It made sense that what we know determines what we learn because it allows us to question, develop curiosity, creativity, and interest. This reminds me of a common saying "Ignorance is bliss." You can only be happy being ignorant because you are not yet aware of the pitfalls and potential dangers involved. Without knowledge, one doesn't know what to ask, or what one needs to know. Another great contribution is different views on memory and learning, long-term explicit memory, implicit memory and the reasons we forget. I love how associating the information with meaningful things allows us to memorize large amounts of information. In short, we learned a great deal!
Hey, I really enjoying reading your blog. I liked how you touched on language development and teaching immigrant students since I myself was one of those students. I think when I was growing up the teachers did not really know how to incorporate teaching English Language Learners into the classroom, instead we just go sent off to a one on one session. I also liked how you talked about how different people experience events in different ways. This is so true, one students might be super excited about an event where as another student might have really bad anxiety and feel sick about the event.
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