Module 5 !

This last week of reading and blogging covers chapters 12, 14 and 15.  Chapter twelve talks about motivations and since I just wrote my paper about his topic I have a lot to say about motivation in the classroom.  This chapter also talks about goals and self-worth which are also very important in the classroom and they all go hand in hand.  As a physical education teacher, getting the students to change their ways of thinking to have that growth mindset (p. 478).  Getting the students motivated to get active and to start accomplishing small. smart goals will help increase their self-esteem and self-worth and hopefully get them to keep trying newer and bigger goals, as well as get them to understand that there is always something more to accomplish.  Moving onto chapter fourteen, this section of the book talks about what it talks to become an expert teacher and all the different approaches.  It also talks about adaptive teaching, which in physical education may be a little different than a normal classroom.  When it comes to creating lesson plans to a class where I might have a student without an arm or in a wheelchair, I have to be able to know how to include them into the activity that the class will be doing.  On page 576 it also talks about grouping which is another big thing in physical education.  As a P.E. teacher, I have to know the physical abilities of my students and make sure that I create teams that will be successful and challenging at the same time.  
Then we finally reach the last chapter of this very long, but very interesting book by Anita Woolfolk; chapter fifteen talks about classroom assessments, grading, and standardized testing.  Again physical education testing is a lot different but also very similar in many ways.  I also have had a whole class on this topic itself and can say I am still not 100% on the material.  When it comes to the creating process, evaluation, and scoring f the assessments, I understand those pretty well.  The issue I am having, and it might be because I am not a fan of math, but I struggle with finding the central tendency, standard deviations, the z-scores, and the t-scores.  I do not understand the reasoning for them or how to find them.  So, the ending of this book was not my favorite, but this educational psychology book as a whole was very informative and gave a plethora of excellent examples.

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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...
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Chapter 12 discussed motivation in learning and teaching. The topics included Maslow's Hierarchy of needs, goals and goal orientation, attributions and beliefs about knowledge, ability, and self-worth, and topics about learning (interests, curiosity, emotions, and anxiety). There was one section that made me furrowed my eyebrows. It is on page 479 in Mindsets and Beliefs About Ability section. It was about the choir director who put the students who had the worst singing ability in the back rows while the ones that were the best, he put up front. I have heard of concepts like this before and it offends me. That should not be the way one organizes a choir, let alone a choir of students. The best way is to mix it up in terms of ability. Have a stronger singer stand next to a weaker singer. This helps the weaker singer with matching and builds their confidence. The stronger singer will also benefit by being able to balance their sound so they won't be as overpowering. This is how ...
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