Module 4
Chapter nine focused a lot on critical thinking and thinking about thinking (metacognition). There was one important concept that I took away from this chapter, and that is teaching students how to learn. This chapter provided with examples of different learning strategies, which are: Planning and Focusing Attention, Organizing and Remembering, Comprehension, Cognitive Monitoring, and Practice. Reading this particular section helped me get ideas and use this strategies in my classroom because it explains it very well and it provides examples. Overall, it was my favorite chapter because it really helps me understand how to teach my students to learn.
Chapter ten focused in the learning environment, knowing how to incorporate collaboration and cooperation in the classroom. It was a great chapter to read, it often times compares what learning in a traditional classroom looks like to other styles of learning. For example, in page 418 it talks about the flipped classroom and in page 410 it starts to talk about implementing technology into the classroom. We are living in the 21st century where technology keeps rising and we have many amazing technological tools available in our hands, of course, some of these could be expensive to use in the classroom but nevertheless, we have many options to choose from. I know that many districts and principals want to implement these tools into the classroom because there is where our future generation of students are going to and as teachers there is where we should go as well. While reading this chapter I was also thinking "could it be that technology could replace teachers?" but in all honesty, I don't believe so, at least not in any time soon. Students need a mediator, a coach, someone to guide them in the right direction and to choose to appropriate materials to enhance their learning. As much as I love to incorporate technology I need to know at what point this will be great for my students.
Chapter eleven talked about social cognitive views of learning and motivation. It starts by distinguishing between social learning and social cognitive theories, and modeling. Modeling is something that every teach I know does, it's very easy for students to copy and imitate what others do. I personally learn the best by observing others. Then it talks about self-efficacy which being able to deal effectively with a particular task -- there are four sources of self-efficacy: Mastery experiences (our own direct experiences), Vicarious experiences (accomplishments that are modeled by someone else), Social persuasion (a "pep talk" or specific performance feedback), and Physiological or emotional arousal (physical and physiological reactions causing a person to feel alert, attentive, wide, awake, excited, or tense). Finally, the most important take away from this chapter is knowing how we as teachers can develop self-efficacy and self-regulated learning -- we should involve students in complex meaningful tasks that extend over long periods of time (page 452), as well as provide students control over their learning processes, and products, allowing them to make choices.
Chapter ten focused in the learning environment, knowing how to incorporate collaboration and cooperation in the classroom. It was a great chapter to read, it often times compares what learning in a traditional classroom looks like to other styles of learning. For example, in page 418 it talks about the flipped classroom and in page 410 it starts to talk about implementing technology into the classroom. We are living in the 21st century where technology keeps rising and we have many amazing technological tools available in our hands, of course, some of these could be expensive to use in the classroom but nevertheless, we have many options to choose from. I know that many districts and principals want to implement these tools into the classroom because there is where our future generation of students are going to and as teachers there is where we should go as well. While reading this chapter I was also thinking "could it be that technology could replace teachers?" but in all honesty, I don't believe so, at least not in any time soon. Students need a mediator, a coach, someone to guide them in the right direction and to choose to appropriate materials to enhance their learning. As much as I love to incorporate technology I need to know at what point this will be great for my students.
Chapter eleven talked about social cognitive views of learning and motivation. It starts by distinguishing between social learning and social cognitive theories, and modeling. Modeling is something that every teach I know does, it's very easy for students to copy and imitate what others do. I personally learn the best by observing others. Then it talks about self-efficacy which being able to deal effectively with a particular task -- there are four sources of self-efficacy: Mastery experiences (our own direct experiences), Vicarious experiences (accomplishments that are modeled by someone else), Social persuasion (a "pep talk" or specific performance feedback), and Physiological or emotional arousal (physical and physiological reactions causing a person to feel alert, attentive, wide, awake, excited, or tense). Finally, the most important take away from this chapter is knowing how we as teachers can develop self-efficacy and self-regulated learning -- we should involve students in complex meaningful tasks that extend over long periods of time (page 452), as well as provide students control over their learning processes, and products, allowing them to make choices.
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