Chapter 10 Content-Area Learning

   Content-area learning is definetly enhanced with music. In any subject a long can make a topic come to life. Some of the greatest songs we learned as kids I still get asked to teach in my classroom. As a teacher it is our goal to encourage and engage each student with the use of one or all of the senses.
   Simple songs can help anyone learn just about anything. How about using the hokey-pokey to teach left from right. Or the song about the 50 United States.... Just the other day I taught my kinder kiddos a song about manners. Another great source of songs.

http://www.schoolhouserock.tv/

Chapter 9 Neuroscience of Learning

   I think as a teacher we are alway trying to arouse and maintain my students attention. This chapter talks about using the ball machine during a tennis practice. What about using technology as a tool to arouse our students' attention? The proper program and/or application is an essential key in maintaining their attention. It is my hope as an educator that any new gadget or new program will achieve success. I mean we are Ed Tech majors right?

Chapter 11 Motivation

   Maslow broke down the psychological needs of people or more importantly our students needs. His theory is based that if a persons basic and physiological needs are met they will be successful. In my experience I have noticed that my kiddos work better when they have a full tummy of food. In addition, our faculty spends quite a bit of time caring for other basic needs like clothing and school supplies. We are always reminded of how fortunate our campus is because it is brand new. I believe putting value and worth into what we have and do is very important to me and my students.

http://leansigmateam.hotpromo.us/wp-content/uploads/MASLOW.jpg

Chapter 8 Development and Learning

   Learning and appyling Piaget's theories are, in my opinion, invaluable tools. The basic understanding of students brain and cognitive developmental stages and are very important. It makes my job challenging when teaching kindergarten and then fifth grade. Reason is not an available choice for a kindergarten student whereas giving a class of fifth graders a choice in the classroom might just save your sanity. Also teaching using abstract thinking at a young age might not be an option. Reasoning and abstract thinking starts becoming apparent in students at about fourth grade. So is thinking out of the box even an option before the third grade?

   After doing a little extra reading on Piaget I discovered this brain game website...
                                     http://www.lumosity.com/

Chapter 7 Cognition and Instruction

   As one of the resident experts for this chapter I wanted to expand a bit of the technology and instruction. This chapter pays close attention to the application of technology in a classroom setting. I wanted to stress that although this chapter seems a bit dated when speaking about technology it is important to remember that this is a section on technology integration. I think this part of the chapter did a good way of breaking down the various venues a teacher can use with technology.
   Some examples of Simulations and Games:
      http://www.funbrain.com/
      http://www.brainpop.com/
      http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
      http://www.gameclassroom.com/

Some examples of e-Learning:
      http://www.skype.com/
      http://www.wiziq.com/
      http://www.schoology.com/

Chapter 6 Constructivist Theory

     Rodriguez Elementary and Socially Mediated Learning

   My principal has done a fantastic job of displaying socially mediated learning at my campus. She has brought a number of volunteer and paid mentors. Our literacy and math coaches work with the students on a consistant basis. In addition, college students from the local university aid in helping our students too. We support a reading PALS group that comes wekly in addition to parent volunteers. Although my campus is low socio-econmic you would never know by the all hands on deck approach.
  She also maintains a strict monitoring system that requires both students and teachers to become accountable for their hard work or lack of. This gives the faculty a weekly check-in system.

Chapter 5 Cognitive Learning Processes

   I remember a teach in high school having us write down the steps to making a peanut butter and jelly sandwich. When I was finished the teacher asked, "What do I spread the jelly with? "A knife of course," and his response.... "What does a knife do?"
   The teaching of concepts is something that I think as a teacher I try to not take for granted and do my best to constantly check for understanding in the class room. The steps of teaching using objects and breaking down their use and characteristics to their basic form.

Chapter 4 Cognitive Information Processing Theory

   Minimizing Forgetting of Academic Learning, in other words... Make Learning Fun. Anytime you can put a song to a concept, a toy, or an activity to help with understanding it makes the task of learning fun. I remember as a girl learning multiplication with a little toy you could the tab down to check your answer. I recently stumbled across one in a toy store and picked it up for my third grader. He has been playing with it ever since.
  Very often in my music class I will review a past concept before introducing a new one, this definetly helps when explaining the new concept.

Chapter 3 Social Cognitive Theory

Here's my question for the day.... Why can students learn from modeling at school and yet not so much at home?
  For example... In high school I was on swim team. I would spend hours perfecting my strokes, increasing my times and working on my endurance. I would attend both the morning and the afternoon practices and crave the one on one attention of a specialist to encourage and correct/model the perfect stroke. Then I would go home and listen to my mom harp on me about taking a shower. Everyone in my family bathed, but at 14 I didn't feel the need to shower more than a couple of times a week. I had perfectly good modeled behavior, heck my mom even went as far to buy all of my favorite products and yet it never worked. Actually I'm not even sure when it clicked in my head that smelling good is better than smelling bad.
  So my question again. Why can students learn from modeling at school and yet not so much at home? Maybe it's just me be stubborn or smelly?

Chapter 2 Premack Principle

I'm finding this part of the chapter quite interesting. When I googled Premack Principle I came up with a number of articles/websites mostly about training your dog. Then I found this one... "STOP Prograstinating! Use the Premack Principle." Ok I said time to do my homework, but first let me read this article.
   After reading the paragraph in the book and this article I can sum up his principle easily by saying, do your homework first before updating your Facebook status.
   This is an excellent method for those students that might be more challenging in your classroom. By giving them choices and puting them in a order of completion students can be successful.

Check out this website: http://gettingstronger.org/2010/12/stop-procrastinating-use-the-premack-principle/

My first blog for EDCI 6304

Welcome to my EDCI 6304 Blog! I will be using this blog to reflect, comment, critize what I have read for the week.