Share one of the chapters or topics you have decided to read and outline--please include the following:
Why you decided on this chapter or topic Your goals regarding this topic/skill/or technique
Any AHAs or main points that you found of interest
Please click on comments to share your ideas
Chapter 2 of Superteaching, “How Students Learn,” deals primarily with an explanation of what physically happens in the brain during learning. I’ve decided on this chapter because I have to admit my ignorance on the parts of the brain, what purpose they serve, and what they have to do with the learning process. Another reason to choose this chapter, frankly, is that it is one of the ones I’ve already read, and I don’t want to fall behind on my coursework.
ReplyDeleteMy goal was quite simply to learn the information. How can I call myself a good teacher if I’m not even aware of how the brain actually learns? More specifically though, I had hoped to gain something concrete that I could incorporate into my classroom that would help student learning. I think I achieved that goal.
“Remember, avoid letting students go home with misunderstandings; make sure they encode the right messages.” This passage was an AHA to me, especially after reading how the brain encodes stimuli. It made me think of the role of closure in the lesson. Sure, I had heard of closure as we are told to use it at my school and it even appears on the teacher evaluation form. However, I had always felt a little silly saying, “all right, let’s look at what we’ve just practiced” because, well, we were just practicing it so why bother saying it one more time? As a result, when time ran short, as it will do during a class period, closure seemed to be the aspect that would get cut. Now I see closure as the brain’s way of clicking “save as” and assigning a file name and a folder to the information so that it can be easily accessed next time. Not having closure would be about as fruitful as typing all your work and then turning the computer off before clicking “save.”
I also found especially useful the affirmation that the brain uses sleep, and dreams, to process the information. I had for a long time intiutively felt that I should present my material in shorter bursts, even if there are more of them, than to present all the material at once – that somehow giving it a day seemed to reinforce it better. Now I know that study of the brain backs up what I had noticed.
I chose Chapter 3 Learning Environment. I selected this chapter because this past week had at least one day where the temperature outside was 80° and the temperature inside was stifling. I wanted to see if I could find any ways to help with the classroom environment.
ReplyDeleteAn AHA moment was reading about the variables that can positively or negatively influence student learning. We have air conditioning in the building (new in the last 2 years) but it doesn’t get turned on until sometime in May. We all know that the weather doesn’t always cooperate and although an 80° day sounds great to all of us on the way to school, without air circulation the school (2nd floor especially) can get very uncomfortable. Temperature was the number 3 variable that matters most to students. The author suggests bringing in fans, checking for air circulation, and periodically leaving and reentering your own classroom to check for temperature changes. I have fans in the room, although they are loud and bring a different distraction, but the thing that was interesting was the comment to leave and reenter the room. I think you get used to the temperature in your own room (good or bad) and you need to remember that the students are having different experiences throughout their day. Even though there is little I can do for the extreme temperature problems I now realize how important it is to recognize and affirm to the students that their concerns are indeed valid.
I chose Chapter One; "How Teaching Changes Lives" It was so interesting to read about the residual effect of memories. I thought it was important for me to remember how the relationship and care you have for a student really has an impact of how the student learns the instant it happens and how it spirals into the future for them. I really want to make sure I give all my students positive experiences so they remember them. We change our students brains on a structural or anatomic basis every day. It is truly amazing how much we can positively do for our students every day. However, it is very sad how one negative situation can affect our students for their lifetime.
ReplyDeleteAn AHA moment was when I was reading about the importance of change on the brain. I found it so interesting that everyday experiences change the brain. "Some events change behaviors and others change personality. When we change our minds or we change our behaviors, our brains become physically different." This concept just amazed me how much our brains change!
One of the chapters I enjoyed most was Chapter 15 "The Productive Nature of Using Rituals."
ReplyDeleteI chose this chapter because I was curious about the title and wanted to read more.
The chapter begins with past practice of teachers expecting their students to sit quietly why they passed on a wealth of information .It also discussed previous views of not socializing, facing forward and just listening.
Thank goodness today we teach in a different manner. We understand that students learn differently and that socialization and problem solving can compliment each other.
According to Jensen, there are 5 criteria for a class ritual. They include:
1. It must solve a recurring problem.
2. It must include and engage everyone.
3. It must be simple and easy to do.
4. It must be highly predictable- the students know when it's going to happen.
5. It must put students in a positive emotional state.
Using rituals is a form of classroom management but it also creates a classroom bond/connection. Making the group seem as a team and creating a calm positive feeling in all students is an advantage of rituals.
I quickly determined that I use rituals in my kindergarten classroom all they time. I often thought it was because the kids enjoyed the predictability and consistency but I now realize there are many more benefits.
My "AHA" moment was that I was able to read new approaches to using rituals in my classroom and I will incorporate many of them this year.