Blog about your thoughts on how, when, and why teachers used the various learning theories in practice.

I observed two classes for this blog, a Kindergarten class, and a 4th-grade class. The teachers in both classes used different methods to teach their students and utilize different tools to reinforce the students’ learning. Different learning theories were present in the classroom and were made prevalent in the interactions between the teacher and students.

In the Kindergarten classroom, they were listening to a story and the teacher was asking recall questions to the students. Before reading the story, the teacher pointed out students who sat quietly on the carpet and gave compliments out loud. As soon as the teacher gave compliments to the chosen students, she gave them points through ClassDojo, a classroom management program that keeps track of positive and negative points. This positive reward system is an example of the behaviorist principle because other students started to exhibit the desired behavior after witnessing their classmate get positive rewards. By using the positive reward system, the teacher is able to control the behavior of her students and predict the desired outcome. While reading the story, the teacher would often pause and start calling out students who were attentive and listening. This enforced proper behavior during the activity and allowed other students the chance to correct their behavior. The students would soon learn that correct behavior before, during, and after a lesson would often yield positive rewards.

In the 4th grade classroom, they were doing math workshops and rotating every couple of minutes to different stations. The learning theory that was being showcased here was the social constructivist theory. Students were grouped together in each station and had a common goal to achieve. On one station, students were tasked to group solve multiplication problems and check with each other if they got the right answer. Often, one student would finish first and then help the other students get the answer right. Another student would check their classmate’s work to make sure they showed their solving process. In another station, students were on Chromebooks playing a math-based adventure game called Prodigy. This game allowed them to connect over the internet and use their avatars to fight each other by solving math problems. The opposing students would get the same question and the game would check to see who answered correctly and who answered correctly first. The teacher chose this activity because it enforced math concepts that the students were learning in class, it was fun for the students and fostered positive social skills.

Overall, the techniques that were used in both classrooms represented the different learning theories well. It is easier to understand the learning theory in action, rather reading it in a text. Observing these teachers reinforced my understanding of the different learning theories and gave me a few ideas on how to implement them in my classroom.

Blog about the experience a student has during the staggered entry process.

My school does not do a staggered entry process, but I have read experiences from other schools. According to other schools, not all kindergarten students arrive on the same day. Before the school year starts, kindergarten students are scheduled to come on certain days. For example, the week is broken up into three staggered entry days, and only a third of the kindergarten class comes on each day.

Each kindergarten teacher only sees a third of their class and assesses them accordingly. Students are automatically placed in small groups and do different activities throughout the day. A teacher can set up assessment stations in the classroom and have the students rotate as they finish each activity. Students also follow their regular schedule and attend any special classes (art, music, technology, physical education) assigned that day.

During class, students do different activities while the teacher assesses their progress. In a typical rotation, a student plays with puzzle blocks, then goes to another station and draws a picture. In another station, a student works with another student to craft and glue a flower together. During this time, a teacher talks with another student and asks interview type questions. Since there are only a few students in the class, it is easier for them to follow and understand classroom rules with minimal distractions.

Discuss the benefits of a staggered entry process.

Small group classes allow teachers to more attentive to each student. Also with small group classes, students are able to follow and learn classroom learns better since they are able to practice several times. Another benefit of a staggered entry process is that students are more accurately assessed for their educational needs. The teacher can effectively assess students one on one if they only see a part of their class.

Discuss your concerns.

Since a teacher only sees a part of their class each day, they would need to repeat their assessments and lessons for each class. This repetition can get tiring for the teacher, and assessment quality might diminish. Another concern with a staggered entry is that some students who did not see each other some days might not work well together. Also, at the end of the staggered entry process, students are usually marked with just a score. Without taking account of personality and learning styles, it can be difficult to place students in a class that’s best for them.

How would you improve the staggered entry process at your school?

Since we do not have a staggered entry at our school, I would suggest improvements for other schools. Along with assessing students, teachers can also make time to meet with their parents. Getting to know the parents can be just as important as getting to know the students. Another improvement would be to do group assessments and assess how students work well with each other. Kindergarten is an important transition for a child, and it must be open to improvement if we are to effectively serve each child.

• Complete the philosophic orientation assessment from project 3.
  • Discuss areas of the philosophical orientation assessment that were strong and some areas that were not strong for you. (Results)
    • My strongest areas were Progressivism and Existentialism, while Behaviorism was my weakest area. I am a firm believer in educating the student to make their own informed decisions about their education and solving problems through means of experience. During my years as a student, I have often tried my best to solve problems my own way, either by extensively searching for a solution or looking to others for experience. Students should be not be spoon fed every bit of information that is given to them, rather allow them to swallow and digest in their own accord. My weakest area was Behaviorism, which is a philosophy that believes behavior can be predicted and scientifically studied. This area is weak for me because it is the opposite of my strongest educational philosophy. At some level, I believe behavior can be predicted, but it should not be the main component in educating students. Behavior can be controlled by placing structure and rules in classroom. Students need structure, and with structure comes with good managed behaviors.
  • What do your results mean for you as an educator?
    • As an educator, the results paint a good summary of my teaching style. I firmly believe minimal modeling of the lesson, and then allowing the students to figure out their problems and come up with solutions based on trial and error. Most of my lessons include projects and classwork that empowers students to solve problems and learn by persevering. However, these results also challenge me to think about methods to teach unmotivated students, or students who shut down if they feel discouraged or need a lot of direction.
  • Based on research from your projects, what type of classroom environment do you think you will encourage?
    • Based on my research, I would encourage a knowledge centered classroom environment. My lessons and assignments rely on researching power and using the Internet resources to support student learning. For example, I am teaching middle school students in using Microsoft Word. The first project they are doing is an animal research report, which needs to be formatted in a specific way. This project allows them to use the Internet to research about animals while applying what they know about Microsoft word to format the report.
• Discuss your results of the multiple intelligences assessment. (Results)
  • What they mean for you as an educator. Consider your areas of strength and weakness. How will this information impact your teaching?
    • According to my multiple intelligences assessment, my strongest area is Logical-Mathematical, while my weakest area is Naturalistic intelligence. As a computer science and technology teacher, a strong Logical-Mathematical intelligence makes sense to me. Teaching technology requires logical thinking, as well as applying reasoning as to why we use technology today. With subject areas such as coding and software programs, students need logical steps to learn concepts and abstract ideas. After students are introduced to those concepts then I apply project based learning methods to further enrich the lesson. My weakest area is Naturalistic, since personally it is hard for me to connect to nature at an educational level. In order to personally grow as an educator, I may include technology lessons with naturalistic elements.
• After pondering your favorite teacher add the following to your blog post.
  • Briefly describe the teacher. Include his/her name, grade level, subject, and any other relevant information.
    • My favorite teacher was my high school band teacher, Mr. Carvalho. My school included a middle school and a high school, so my band teacher taught from grades 6-12. Mr. Carvalho taught concert band, pep band, and jazz band.
  • In what ways did this teacher demonstrate effective teaching and assessment?
    • He demonstrated effective teaching by breaking huge goals into small attainable goals. For example, when we are practicing our music, he would often break up the whole band into sections based on each instrument, and allow each section to practice a part of the music that needed the most practice. Also, during whole band practices, we would focus on a small section of the music, and practice that section until we were comfortable with it. He would assess our mastery over the music piece by starting the section slowly and eventually increasing our beat.
  • Which of the philosophical orientations best capture this teacher’s approach to teaching? Why do you think so?
    • The philosophical orientation that describes my teacher the most would be Progressivism. He believed that concert music was a great way to help students discipline themselves and commit to improving, not only in music, but overall in life. Similar to sports being an outlet for students, band served as an outlet to make mistakes and improve oneself. He taught us to look deeply into the music and allow it to play in our minds as we practice.
  • Do you believe new research on student-centered education would change how your favorite teacher taught?
    • Not by a lot, since my teacher focuses on the student player and how the student performs, rather than perfecting the piece. During the time between practices, he developed friendly relationships with his students, and used that to make a strong connection between him, the student, and the music piece.
  • Using the research you have studied throughout this course, how do you believe the field of teaching has changed and evolved since you had this experience with your teacher?
    • Technology certainly has changed a lot since my experience with this teacher. Coupled with the multiple learning environments, different philosophies, and multiple intelligences, there are more ways than before to teach concepts and ideas to students. Since my time in high school, there is a shift from teacher centered classrooms to student centered classroom. Today, band class could have student led practices while the band teacher facilitates and monitors student progress. Rather than having whole band practices, student leaders can guide younger players just as well as band directors.

1. Discuss the policy implications for the students and teachers you have observed at all three levels.
   • Educational policies are designed to create an overreaching and general environment for all students. Each student is entitled to an education, and by law it is up to the school to provide necessary services and accommodations for students with special needs. For students in lower elementary grades, teachers are tasked to identify students with learning challenges, based on how they react to content in the first few days. A student may be an ELL student, an English Language Learner, so they may refer the student to an ELL teacher for additional support. Another student might be slower in grasping a concept, in this case a paraprofessional will step in and provide additional help for the student. Title I and Title III programs are designed to set students with challenges on a path to success. Laws and policies are set in place as to protect students from educational negligence. The most important time to provide these services starts at lower elementary, this way a student will struggle less as they move up grade levels. Upper elementary and middle school students do still have these services, since some students carry their learning disability throughout their educational career.
2. How do educational laws and policies promote a diverse learning environment? How is teacher diversity encouraged? Consider specific examples from your own classroom experiences.
   • The creation of an IEP is an example of an educational law and policy that promotes a diverse learning environment. These specialized plans for students tells the teacher what is the best way for the student to learn. Accommodations for students with learning disabilities encourage creative teaching and presenting information in unique ways.
   • Teacher diversity is encouraged by the professional development that our administration provides. In my school, we have an ongoing professional development that is centered around a book called The Skillful Teacher by Jon Saphier. This ongoing PD encourages teachers to broaden their teaching skill set and set themselves to become great teachers. Diversity amongst teachers is defined by the teaching style each teacher has in the classroom.

Thanks for joining me!

Good company in a journey makes the way seem shorter. — Izaak Walton