Module 5
Chapters 12, 14 and 15 is what I read this week!
Chapter twelve was about motivation in learning and teaching. It seemed very informational and I did my research unit on this chapter. It was descriptive of different students and how their behavior is but a symptom of what is really happening inside to motivate, reinforce positively or negatively. Intrinsic and extrinsic motivation is explained and it seems to shed light into how both types of motivation can be useful but intrinsic is longlasting and will allow the person to overcome obstacles and hardships more than rewards which are temporary immediate and elusive. I was interested to see ow the Maslow's hierarchy of needs explain how certain needs are more pressing than others at certain times. I had learned about Maslow's theory and thought it was sequential. Physiological come before safely, love and belonging, esteem, cognitive, aesthetic and finally self-actualization (466). It is interesting to learn that these needs do not always follow the sequence. I have personal experience that many times higher needs have become the most important when the basic needs have not been met yet. In table 12.6 on page 426, Woolfolk provides clear insightful messages that as educators we can state and promote a positive, safe and productive learning environment or prevent it from taking place. Even though I use many strategies both voluntarily and involuntarily that support motivation, I noticed that involuntarily I have individually scored performance on a student contest, and emphasized competitiveness, which is deemed as a strategy that does not support motivation to learn. I learned how it affects group dynamics and learned that I needed to reestablish a safe discussion place.
Chapter 14
In chapter fourteen, Woolfolk discusses the characteristics of good teaching. "It involves more than simply content knowledge. Expert teachers know that introspection and being reflective teachers is essential." I notice that no group of students is the same and or learn the same way at the same degree. Another meaningful contribution in this chapter is the discussion of the Common Core Standards, " which were adopted by thirty-five states in 2017 but which 10 states either replaced them or rewrote." At the district I work, we use the common core to align our curriculum using both a content and language objective.
Chapter 15
the last chapter for this module emphasizes assessment and grading. In this chapter, Woolfolk presents how an assessment provides numbers to measure performance. Woolfolk explains that there are formative, interim and summative. Formative allows us to modify our instruction and reteach the material or enrich instruction depending on what the students' scores show us. interim or middle assessment measures growth and summative assessment at the end of the unit to see if students have grasped the material. We were also exposed to different types of assessments formal and informal.such as exit tickets and journals. In ESL, we constantly assess language and content vocabulary development through both formal as the standardized tests: ACCESS. MAP, we also use exit slips and journals in order to notice deficiencies. We observe and reflect on patterns in our students' English level development.
Chapter twelve was about motivation in learning and teaching. It seemed very informational and I did my research unit on this chapter. It was descriptive of different students and how their behavior is but a symptom of what is really happening inside to motivate, reinforce positively or negatively. Intrinsic and extrinsic motivation is explained and it seems to shed light into how both types of motivation can be useful but intrinsic is longlasting and will allow the person to overcome obstacles and hardships more than rewards which are temporary immediate and elusive. I was interested to see ow the Maslow's hierarchy of needs explain how certain needs are more pressing than others at certain times. I had learned about Maslow's theory and thought it was sequential. Physiological come before safely, love and belonging, esteem, cognitive, aesthetic and finally self-actualization (466). It is interesting to learn that these needs do not always follow the sequence. I have personal experience that many times higher needs have become the most important when the basic needs have not been met yet. In table 12.6 on page 426, Woolfolk provides clear insightful messages that as educators we can state and promote a positive, safe and productive learning environment or prevent it from taking place. Even though I use many strategies both voluntarily and involuntarily that support motivation, I noticed that involuntarily I have individually scored performance on a student contest, and emphasized competitiveness, which is deemed as a strategy that does not support motivation to learn. I learned how it affects group dynamics and learned that I needed to reestablish a safe discussion place.
Chapter 14
In chapter fourteen, Woolfolk discusses the characteristics of good teaching. "It involves more than simply content knowledge. Expert teachers know that introspection and being reflective teachers is essential." I notice that no group of students is the same and or learn the same way at the same degree. Another meaningful contribution in this chapter is the discussion of the Common Core Standards, " which were adopted by thirty-five states in 2017 but which 10 states either replaced them or rewrote." At the district I work, we use the common core to align our curriculum using both a content and language objective.
Chapter 15
the last chapter for this module emphasizes assessment and grading. In this chapter, Woolfolk presents how an assessment provides numbers to measure performance. Woolfolk explains that there are formative, interim and summative. Formative allows us to modify our instruction and reteach the material or enrich instruction depending on what the students' scores show us. interim or middle assessment measures growth and summative assessment at the end of the unit to see if students have grasped the material. We were also exposed to different types of assessments formal and informal.such as exit tickets and journals. In ESL, we constantly assess language and content vocabulary development through both formal as the standardized tests: ACCESS. MAP, we also use exit slips and journals in order to notice deficiencies. We observe and reflect on patterns in our students' English level development.
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