I found these articles discussing the brain in relation to learning to be both relevant and enlightening. The article I found particularly interesting was, “Willingham: ‘Student Learning Styles’ is bunk”. What I took from this is that students are prone to learning styles based on interests and past experiences, not because of a biological make ups or predispositions to a learning styles. I think this idea makes sense. Growing up, I performed best when I memorized information, and displayed this understanding on a test. I always dreaded writing papers, and believed that I was a terrible writer. In my junior year of high school, I was forced to do an excess amount of writing because that was the focus in English class that year. I found that the more I wrote and edited papers, the better I became at writing. This idea along with the idea that the brain is “malleable” (Roth, 2009), makes me think that constantly catering to a student’s learning style is not always the best idea. As a teacher I plan on teaching my students in diverse ways so they can build different skills, and have experiences within and outside of their comfort zones. The Roth article (2009) states,” that people are able to improve the wiring in their brains with training”. This reinforces the idea that teaching students using different instructional styles, not just the one that caters most to them, may help improve students’ brain functions and their development as a learners.
I do believe it is important for teachers to understand their students’ learning styles though. If a student is struggling to learn a concept, this information may help the teacher meet the student’s needs. I believe both a child’s strengths and weaknesses need to be addressed when planning instruction.
Basically i agree with everything you said. Learning styles came into fashion because Howard Gardner, a Harvard professor, did research stating there are multiple intelligences. This was interpreted by educators to mean they should teach to a child's strength—or learning style. I could never quite buy this because kids use different ways to learn depending on what they are trying to learn! Nancy
After reading the articles posted for this week, I began to think about my personal experience in the classroom. Since I am currently interning/student teaching at a Boston Public School, I see, first-hand, a lot of the damage discussed in the first article; which discusses socioeconomic status and the negative effects it has on children. I was extremely surprised to hear that their academic success compared to wealthy children is comparable to someone that has suffered from a stroke. I enjoyed reading about some of the interventions that teachers have taken, like physical activity and its correlation to academic benefits, and allowing students to struggle with mathematics in order to feel challenged and progress. In regards to the article that talked about the different learning types, the teachers I work with now administered a “learning style” test in the beginning of the year and posted the results on the wall. I can see how this could help some students learn, but I have not seen the results be utilized in a productive way since. I think that there is a lot of truth to these strategies, logically, but it all really depends on the students and the environment. Some students won’t struggle through math problems because they are already too reliant on help, or they simply do not care to struggle through. In my own experience with students who struggle with math, I find it hard to make someone understand something, even with all of the new strategies that have been added to the curriculum. I think that that type of teaching is something that must be explained through a program/professional development. I agree that there are various ways that teachers could adjust material to make it more accommodating to students’ specific learning style/needs but with the new standards it is very difficult to be creative in that sense, which is really too bad. I am in a fourth grade classroom now, and at times I feel that it is almost too late to begin building executive functioning through activities. There is so much pressure on students and teachers to achieve certain test scores, that it is much more difficult, especially given the more rigorous curriculum becomes with age, to stop and try and fix their fundamental processing abilities. Aside from IEPs and school support staff, as a public school teacher there is little opportunity to make these types of interventions.
Don't give up and don't be afraid to voice an opposite opinion. You might be surprised at how many other teachers agree with you. Also, do try out some of your ideas when you have your own classroom! Nancy
I found these articles to be fascinating and enlightening, and in relation to my own learning experiences in reading and mathematics I think I see connections to the research. In school, I excelled in reading and struggled in mathematics. Perhaps, as one of the articles points out, I was “hardwired to acquire literacy skills easily,” but not so adept at math. If I had been taught in an environment that allowed for periods of frustration than maybe I would have gained some sense of pride or accomplishment when I finally made progress. Instead, I was able to maintain a passing grade, while never fully understanding the content. Had I been provided with the opportunity to struggle in a nurturing environment instead of a sink or swim environment than I may have eventually been able to train my brain to adapt and think in new ways through my learned experiences. I think, more so an awareness of, than emphasis on learning styles and/or multiple intelligences is important to a teacher’s understanding of his or her students. I do think, whether through biology or through learned experiences, that different individuals learn in different ways and/or are skilled in different areas (kinesthetically, musically, spatially, etc.). Understanding students’ strengths and challenges can help a teacher create an environment that best meets each student’s needs, however, student expectations or performance should not be limited or constrained to these styles or intelligences, as noted by some of the current research mentioned in the articles. The brain is constantly “growing” - mapping, rerouting, making new connections from new information, so varying teaching strategies, accommodations, and learning environments is beneficial for all student’s brain development and learning. It’s important to have an awareness of learning styles and multiple intelligences, but student’s should not be defined by these traits or characteristics because it actually limits their learning and intellectual growth. As the Willingham article points out, some educational policy is based on the THEORY of multiple intelligences, not sound research, and it is still up for debate whether or not this may actual be detrimental to children’s learning. New research is constantly impacting educational policy, and it is often hard to keep up, but I think a safe way to ensure students’ learning needs are being met is to vary instruction in all subjects on a daily basis (even if means a little more work for the teacher).
As you get experience, what seems like a little more work will not after 5 or so years, so keep doing what you think is best! If you are able to keep up with the research it will help you make decisions. If not, go with your gut! Nancy
1. As a young student I struggled in certain areas of school. Math, for instance, and organization were very difficult for me. I was pulled out for extra math support and went to a math tutor after school. I can’t say with certainty that all of that extra work helped as much as maturity and brain growth did. Looking back, I truly believe that my brain wasn’t ready for the concepts and skills that were forced on me each day. As an adult, math is easier and I actually enjoy it. I think as teachers we often think that if we can just explain it differently to a struggling student, they’ll “get” it, but because of my own experience I think that may not always be the case. I think it is dangerous and limiting to make future predictions about a child based on their current performance and background. I think it is always important to leave room for the possibility of growth, and let the student know that growth is possible too. 2. I have read many articles in the past that stressed the importance of multiple intelligences and how important they are for teaching. This was the first article I read that introduced me to the notion that it may not be as important as we thought. I have mixed feelings about this idea. I have noticed with students over the years that they have certain strengths and certain weaknesses and that these strengths and weaknesses affect their learning. I think it helps them to know also what these strengths and weaknesses are to help develop their own learning. What I think this article addresses is how not everything in your life will be presented to you in ways that best suit your needs. As much as it is important for us teachers to consider students learning styles as we teach, it is also very important to teach them how to learn in a variety of ways, not just what works best or their brains.
Very well said! i can't imagine deciding as an elementary teacher, which way is best to teach each student. As you pointed out with your math experience, people keep changing all through their lives, so always try something you are not sure about as a teacher, and always be ready to switch gears! Nancy
I found the reading for this week very interesting. I absolutely understand the need for children to move throughout the day, especially young children. In the first grade classroom I currently work in there are often long stretches of time where the class is being asked to “sit still” and “be good listeners”. I think it is unrealistic to expect 19, 6 and 7 year olds to sit and give their full attention to an adult voice for 3- 4 hour stretches of time without being given any opportunity to move around the room or do something active. Their bodies are wiggling for a reason and sometimes it’s best to acknowledge the movement rather than squash it and make children feel bad for it.
I believe there is some truth behind the theory of multiple intelligences. I think that most people have a way they learn best, but that they should also be open to trying to do things in ways that might be less automatic. As a teacher of young children, I have seen how difficult it can be to ask children to do something a certain way if they have decided it is too hard for them. I think there is a fine line between holding high expectations of children and knowing what those expectations should be for each child. For some children, sitting at a meeting area for over 15-20 minutes may be too long, and they may benefit from being allowed to stand up, or go for a short walk to the water fountain before coming back to sit again. That does not mean that every whim of every child should be catered to, but that teachers should be aware of how children learn best. It is important to remember that if one method of teaching is not working that the teacher should have another way of approaching it.
When I was in elementary school, and even through high school and my undergraduate studies, math was a challenge for me, and reading and writing came more easily. I always felt like math would continue to be a challenge because it always had been. I always went into my math work feeling discouraged. As a result, I became an English major at college and only took the lowest, required math courses because they were such a source of stress for me. As a teacher now, it is still a subject I am nervous about, but I try to keep an open mind about not passing on my own biases to my students.
It is okay to admit to your students that math is not your best subject. You could ask them to help you or to explain something to one of their classmates if you are unsure how to explain it. It is very good for a teacher to learn along with her/his students. Nancy
1) I found all of the articles interesting. As I think about my time in the classroom, I think about what I've heard from students and teachers. I've heard teachers say that there are some students who are just "low" and that there are some that are just "high." I have a hard time categorizing students like this especially after reading the Roth article. I really liked the following quote: "Writing in the journal Neuron, brain researchers Marcel Just and Timothy Keller said that after just six months of intensive remedial reading instruction, children who had been poor readers were not only able to improve their skills, but grew new white-matter connections in their brains." I think that we shouldn't just label students high or low, but work to give them the best education that we can. I also found the Toppo article interesting. I believe that parents do play a big role in their children's education. I've seen students who have had parents do their homework for them or just tell them answers. I think that does a huge injustice for those children because they are learning independence. I think we need to be aware of students' economic status, but don't let that define them educationally. 2) I don't think that we need primarily focus on learning styles or multiple intelligences for our students. I think that we need to know our students' strengths and weaknesses. Through informal and formal instruction teacher need to modify their instruction.
Categorizing students is the most harmful thing we can do. If they need extra help, just put it that way. It would be wonderful if all students in a classroom could get "extra help" in something! Nancy
I really enjoyed this week's readings on the brain. There was such a vast amount of research and information given. But the one common theme I took away was that through (intensive) interventions there are ways to reconfigure the brain, despite previous beliefs. In Roth's article, he stated " there has been an explosion of studies showing just how adaptable and malleable the human brain is..." In my current role as a student teacher it certainly reminds me of the need for consistency, repetition, and trying various approaches if one is not working. The other thing that stood out is a need to push children to learn to challenge them. As the Rutgers Method of Math showed, children learn best and achieve higher scores when they are given the opportunity to get frustrated with a problem. Math was always my favorite subject throughout all my years of school, so naturally, my curiosity is constantly piqued with anything math related. All of the articles proved very informative and showed the importance of educators understanding the workings and abilities of the brain, especially in children.
I found Roth’s article, “Learning, adaptation can change brain connections, CMU researchers say” to be quite interesting. At first I agreed with the article, in that people can eventually learn what they would like as long as they practice and persevere. However, after giving it more thought and thinking about my own learning experiences, I’m not so sure. Some people are just more scientifically minded, while others are more artistic and creative. I think a lot of it is biological and dependent on the individual and his or her environment. Some people might just pick things up on their own, while others could have the support at home and in school, but still not be as able. As a child, my brother and I didn’t receive much academic support from our parents. We are only a year a part so one year we happened to be in the same science class. I found that I spent more time studying for the class and yet, he still performed better than I did. It seemed to just come more naturally to him than it did for me. In regards to Yeung. B., “Kids Master Mathematics When They’re Challenged but Supported,” I think about the students who struggle with math in the classroom I student teach in. While I think this strategy may work for some, it definitely wouldn’t work for the already struggling students. I think it would just create unnecessary pressure to those students; so it is important to be cautious of how strategies are being applied in a classroom. I think as teachers, it is a part of our job to stay educated on the latest studies and theories of how children work. In order to nurture students’ learning to the best of our ability, teachers must understand their students individual learning styles. Each student is unique in his or her own way, and by teaching to the different learning styles, students will have the opportunity to discover what works best for them.
Everyone certainly got something from these articles. As I said before, sometimes teachers need to follow their gut while other times research helps guide the gut! You all seem inclind to do both so as I've said, you are all going to be great teachers. Nancy
1. The brain research articles made me think about how important a well-functioning brain is for children to succeed in school. One of the things we do in my classroom is "Brain Gym", which involves a series of movements that cross the mid-line (like using your arms to draw giant figure-eights in the air) which help children focus and "turn on" their brains. However, the research articles made me realize that it might not be enough to have your brain "turned on" in order to learn; without a cognitively stimulating environment, healthy diet, and developmental learning opportunities, a brain cannot function (or grow) at its optimum capacity. This also made me think about the importance of breakfast each morning and recess each day - nutrition and exercise are some of the basic building blocks of brain health but recess is often the first thing to be removed from a packed school day schedule!
Additionally, the math articles made me think about the zone of proximal development and how struggling a bit isn't necessarily a bad thing! I can remember the first day we were introduced to long division in school; I was so excited by the challenge of it and was motivated by that challenge to keep struggling through tough problems. It is through "productive struggle" (as we phrase it at my practicum school) that learning to new levels of understanding and comprehension occurs!
2. I think that Casey put it nicely when she said that an awareness, rather than a categorization of, multiple intelligences is helpful for teachers and students. Personally, I know that I learn best by doing something - it's not enough for someone to simply talk to me about it, I have to practice and experience it myself to gain a true understanding of a new task, topic, etc. I think the key is to understand how each child comes to "experience" learning, and try to instruct in ways that hit on a variety of learners. I think, for the most part, this is something that experienced/knowledgeable teachers already do, and the theory behind differentiated instruction!
I find the brain to be so fascinating. The articles were very interesting and really got me thinking about the students in my classroom, how they are all different and benefit from exposure to all learning styles. I have found that presenting material in various ways is beneficial to all learners. Interests also play into learning and what holds each students attention. I find that warm up activities are a great way to transition between subjects. I also spend time after the explanation to offer an example that we do together just to make sure that everyone is clear on what is being expected.
Students come from all different backgrounds and different families, I can be sensitive to these situations and offer support within the classroom setting. Whether it is incorporating the weekly spelling words in an activity in the ABC center to give all students extra support so that they are all better prepared for their test on Friday or working in small groups at the back table during a math lesson to offer support, reinforcement and clarity so that they may better understand the concept and homework for that night and for the assessment at the end of the Unit. I always keep the saying "Tell me and I forget, teach me and I remember, involve me and I learn." in the back of my mind. Incorporating all of the learning styles benefits everyone! Differentiation works and will soon become second nature!
1) What do you like to do when they are not in school? 2) What are some things you do to be a good reader? 3) What is something you do to be a good student? 4) What are some things that interest your child? 5) What is your favorite subject to learn in school? 6) How do you like to work in school? With a partner, alone, or in a group? 7) Are there things you would like to share or teach to the class this year? 8) Name 2 things you are really good at? 9) Name a friend you have in this class? 10) What is your favorite school lunch?
The answers I got to these questions were completely different depending on the child. Children, who seem to be struggling readers, did not put reading as their favorite subject in school. At this point in the school year, almost all of the students were on the same page of knowing how to be a good reader. Most said to focus because it is stressed a lot in this classroom. They also told me how they use picture cues to figure out what a word means if they can’t “tap it out.” Some of the groups that I use in LLI, were ones who did not know how to be a good reader. I used this as a getting to know you activity with the children with things they have in common with other children. It was also a great way for me to incorporate things they liked to learn about and how they liked to learn.
My school is starting to use the Common Core more often than the Massachusetts curriculum which makes me somewhat hesitant after reading the Pennington article. I feel there is no long term agreement on the educational standards and they are often changing which leaves teachers feeling unsuccessful when they are unable to fulfill them to their students at a constant rate of change. While collecting memories of my personal days of elementary school, and comparing them to what I see in schools today, undemanding is not a term I would use. Children are expected to comprehend much more material today, and are assessed on it constantly. If children are falling behind benchmark, the stress level increases. Is there time anymore for “break” or “downtime?” Sure, if you consider doing work you clearly don’t understand a break. Like not being able to keep up with your classmates isn’t stressful enough, they don’t get much down time which adds to their stress level. And for what? Oh yes…. Those silly common core bench mark assessments that are coming up very soon. It also worries me to think who is making the CCSS. To answer the questions in the article in the very last line, Yes, yes, and yes.
I found these articles discussing the brain in relation to learning to be both relevant and enlightening. The article I found particularly interesting was, “Willingham: ‘Student Learning Styles’ is bunk”. What I took from this is that students are prone to learning styles based on interests and past experiences, not because of a biological make ups or predispositions to a learning styles. I think this idea makes sense. Growing up, I performed best when I memorized information, and displayed this understanding on a test. I always dreaded writing papers, and believed that I was a terrible writer. In my junior year of high school, I was forced to do an excess amount of writing because that was the focus in English class that year. I found that the more I wrote and edited papers, the better I became at writing. This idea along with the idea that the brain is “malleable” (Roth, 2009), makes me think that constantly catering to a student’s learning style is not always the best idea. As a teacher I plan on teaching my students in diverse ways so they can build different skills, and have experiences within and outside of their comfort zones. The Roth article (2009) states,” that people are able to improve the wiring in their brains with training”. This reinforces the idea that teaching students using different instructional styles, not just the one that caters most to them, may help improve students’ brain functions and their development as a learners.
ReplyDeleteI do believe it is important for teachers to understand their students’ learning styles though. If a student is struggling to learn a concept, this information may help the teacher meet the student’s needs. I believe both a child’s strengths and weaknesses need to be addressed when planning instruction.
Basically i agree with everything you said. Learning styles came into fashion because Howard Gardner, a Harvard professor, did research stating there are multiple intelligences. This was interpreted by educators to mean they should teach to a child's strength—or learning style. I could never quite buy this because kids use different ways to learn depending on what they are trying to learn!
ReplyDeleteNancy
Brain Research Blog Assignment:
ReplyDeleteAfter reading the articles posted for this week, I began to think about my personal experience in the classroom. Since I am currently interning/student teaching at a Boston Public School, I see, first-hand, a lot of the damage discussed in the first article; which discusses socioeconomic status and the negative effects it has on children. I was extremely surprised to hear that their academic success compared to wealthy children is comparable to someone that has suffered from a stroke. I enjoyed reading about some of the interventions that teachers have taken, like physical activity and its correlation to academic benefits, and allowing students to struggle with mathematics in order to feel challenged and progress. In regards to the article that talked about the different learning types, the teachers I work with now administered a “learning style” test in the beginning of the year and posted the results on the wall. I can see how this could help some students learn, but I have not seen the results be utilized in a productive way since. I think that there is a lot of truth to these strategies, logically, but it all really depends on the students and the environment. Some students won’t struggle through math problems because they are already too reliant on help, or they simply do not care to struggle through. In my own experience with students who struggle with math, I find it hard to make someone understand something, even with all of the new strategies that have been added to the curriculum. I think that that type of teaching is something that must be explained through a program/professional development. I agree that there are various ways that teachers could adjust material to make it more accommodating to students’ specific learning style/needs but with the new standards it is very difficult to be creative in that sense, which is really too bad. I am in a fourth grade classroom now, and at times I feel that it is almost too late to begin building executive functioning through activities. There is so much pressure on students and teachers to achieve certain test scores, that it is much more difficult, especially given the more rigorous curriculum becomes with age, to stop and try and fix their fundamental processing abilities. Aside from IEPs and school support staff, as a public school teacher there is little opportunity to make these types of interventions.
Don't give up and don't be afraid to voice an opposite opinion. You might be surprised at how many other teachers agree with you. Also, do try out some of your ideas when you have your own classroom!
ReplyDeleteNancy
I found these articles to be fascinating and enlightening, and in relation to my own learning experiences in reading and mathematics I think I see connections to the research. In school, I excelled in reading and struggled in mathematics. Perhaps, as one of the articles points out, I was “hardwired to acquire literacy skills easily,” but not so adept at math. If I had been taught in an environment that allowed for periods of frustration than maybe I would have gained some sense of pride or accomplishment when I finally made progress. Instead, I was able to maintain a passing grade, while never fully understanding the content. Had I been provided with the opportunity to struggle in a nurturing environment instead of a sink or swim environment than I may have eventually been able to train my brain to adapt and think in new ways through my learned experiences.
ReplyDeleteI think, more so an awareness of, than emphasis on learning styles and/or multiple intelligences is important to a teacher’s understanding of his or her students. I do think, whether through biology or through learned experiences, that different individuals learn in different ways and/or are skilled in different areas (kinesthetically, musically, spatially, etc.). Understanding students’ strengths and challenges can help a teacher create an environment that best meets each student’s needs, however, student expectations or performance should not be limited or constrained to these styles or intelligences, as noted by some of the current research mentioned in the articles. The brain is constantly “growing” - mapping, rerouting, making new connections from new information, so varying teaching strategies, accommodations, and learning environments is beneficial for all student’s brain development and learning. It’s important to have an awareness of learning styles and multiple intelligences, but student’s should not be defined by these traits or characteristics because it actually limits their learning and intellectual growth. As the Willingham article points out, some educational policy is based on the THEORY of multiple intelligences, not sound research, and it is still up for debate whether or not this may actual be detrimental to children’s learning. New research is constantly impacting educational policy, and it is often hard to keep up, but I think a safe way to ensure students’ learning needs are being met is to vary instruction in all subjects on a daily basis (even if means a little more work for the teacher).
As you get experience, what seems like a little more work will not after 5 or so years, so keep doing what you think is best! If you are able to keep up with the research it will help you make decisions. If not, go with your gut!
ReplyDeleteNancy
1. As a young student I struggled in certain areas of school. Math, for instance, and organization were very difficult for me. I was pulled out for extra math support and went to a math tutor after school. I can’t say with certainty that all of that extra work helped as much as maturity and brain growth did. Looking back, I truly believe that my brain wasn’t ready for the concepts and skills that were forced on me each day. As an adult, math is easier and I actually enjoy it. I think as teachers we often think that if we can just explain it differently to a struggling student, they’ll “get” it, but because of my own experience I think that may not always be the case. I think it is dangerous and limiting to make future predictions about a child based on their current performance and background. I think it is always important to leave room for the possibility of growth, and let the student know that growth is possible too.
ReplyDelete2. I have read many articles in the past that stressed the importance of multiple intelligences and how important they are for teaching. This was the first article I read that introduced me to the notion that it may not be as important as we thought. I have mixed feelings about this idea. I have noticed with students over the years that they have certain strengths and certain weaknesses and that these strengths and weaknesses affect their learning. I think it helps them to know also what these strengths and weaknesses are to help develop their own learning. What I think this article addresses is how not everything in your life will be presented to you in ways that best suit your needs. As much as it is important for us teachers to consider students learning styles as we teach, it is also very important to teach them how to learn in a variety of ways, not just what works best or their brains.
Molly Urban
Very well said! i can't imagine deciding as an elementary teacher, which way is best to teach each student. As you pointed out with your math experience, people keep changing all through their lives, so always try something you are not sure about as a teacher, and always be ready to switch gears!
DeleteNancy
I found the reading for this week very interesting. I absolutely understand the need for children to move throughout the day, especially young children. In the first grade classroom I currently work in there are often long stretches of time where the class is being asked to “sit still” and “be good listeners”. I think it is unrealistic to expect 19, 6 and 7 year olds to sit and give their full attention to an adult voice for 3- 4 hour stretches of time without being given any opportunity to move around the room or do something active. Their bodies are wiggling for a reason and sometimes it’s best to acknowledge the movement rather than squash it and make children feel bad for it.
ReplyDeleteI believe there is some truth behind the theory of multiple intelligences. I think that most people have a way they learn best, but that they should also be open to trying to do things in ways that might be less automatic. As a teacher of young children, I have seen how difficult it can be to ask children to do something a certain way if they have decided it is too hard for them. I think there is a fine line between holding high expectations of children and knowing what those expectations should be for each child. For some children, sitting at a meeting area for over 15-20 minutes may be too long, and they may benefit from being allowed to stand up, or go for a short walk to the water fountain before coming back to sit again. That does not mean that every whim of every child should be catered to, but that teachers should be aware of how children learn best. It is important to remember that if one method of teaching is not working that the teacher should have another way of approaching it.
When I was in elementary school, and even through high school and my undergraduate studies, math was a challenge for me, and reading and writing came more easily. I always felt like math would continue to be a challenge because it always had been. I always went into my math work feeling discouraged. As a result, I became an English major at college and only took the lowest, required math courses because they were such a source of stress for me. As a teacher now, it is still a subject I am nervous about, but I try to keep an open mind about not passing on my own biases to my students.
Corey
It is okay to admit to your students that math is not your best subject. You could ask them to help you or to explain something to one of their classmates if you are unsure how to explain it. It is very good for a teacher to learn along with her/his students.
DeleteNancy
1) I found all of the articles interesting. As I think about my time in the classroom, I think about what I've heard from students and teachers. I've heard teachers say that there are some students who are just "low" and that there are some that are just "high." I have a hard time categorizing students like this especially after reading the Roth article. I really liked the following quote: "Writing in the journal Neuron, brain researchers Marcel Just and Timothy Keller said that after just six months of intensive remedial reading instruction, children who had been poor readers were not only able to improve their skills, but grew new white-matter connections in their brains." I think that we shouldn't just label students high or low, but work to give them the best education that we can. I also found the Toppo article interesting. I believe that parents do play a big role in their children's education. I've seen students who have had parents do their homework for them or just tell them answers. I think that does a huge injustice for those children because they are learning independence. I think we need to be aware of students' economic status, but don't let that define them educationally.
ReplyDelete2) I don't think that we need primarily focus on learning styles or multiple intelligences for our students. I think that we need to know our students' strengths and weaknesses. Through informal and formal instruction teacher need to modify their instruction.
Brie
Categorizing students is the most harmful thing we can do. If they need extra help, just put it that way. It would be wonderful if all students in a classroom could get "extra help" in something!
DeleteNancy
I really enjoyed this week's readings on the brain. There was such a vast amount of research and information given. But the one common theme I took away was that through (intensive) interventions there are ways to reconfigure the brain, despite previous beliefs. In Roth's article, he stated " there has been an explosion of studies showing just how adaptable and malleable the human brain is..." In my current role as a student teacher it certainly reminds me of the need for consistency, repetition, and trying various approaches if one is not working.
ReplyDeleteThe other thing that stood out is a need to push children to learn to challenge them. As the Rutgers Method of Math showed, children learn best and achieve higher scores when they are given the opportunity to get frustrated with a problem. Math was always my favorite subject throughout all my years of school, so naturally, my curiosity is constantly piqued with anything math related.
All of the articles proved very informative and showed the importance of educators understanding the workings and abilities of the brain, especially in children.
I found Roth’s article, “Learning, adaptation can change brain connections, CMU researchers say” to be quite interesting. At first I agreed with the article, in that people can eventually learn what they would like as long as they practice and persevere. However, after giving it more thought and thinking about my own learning experiences, I’m not so sure. Some people are just more scientifically minded, while others are more artistic and creative. I think a lot of it is biological and dependent on the individual and his or her environment. Some people might just pick things up on their own, while others could have the support at home and in school, but still not be as able.
ReplyDeleteAs a child, my brother and I didn’t receive much academic support from our parents. We are only a year a part so one year we happened to be in the same science class. I found that I spent more time studying for the class and yet, he still performed better than I did. It seemed to just come more naturally to him than it did for me. In regards to Yeung. B., “Kids Master Mathematics When They’re Challenged but Supported,” I think about the students who struggle with math in the classroom I student teach in. While I think this strategy may work for some, it definitely wouldn’t work for the already struggling students. I think it would just create unnecessary pressure to those students; so it is important to be cautious of how strategies are being applied in a classroom.
I think as teachers, it is a part of our job to stay educated on the latest studies and theories of how children work. In order to nurture students’ learning to the best of our ability, teachers must understand their students individual learning styles. Each student is unique in his or her own way, and by teaching to the different learning styles, students will have the opportunity to discover what works best for them.
Everyone certainly got something from these articles. As I said before, sometimes teachers need to follow their gut while other times research helps guide the gut! You all seem inclind to do both so as I've said, you are all going to be great teachers.
ReplyDeleteNancy
1. The brain research articles made me think about how important a well-functioning brain is for children to succeed in school. One of the things we do in my classroom is "Brain Gym", which involves a series of movements that cross the mid-line (like using your arms to draw giant figure-eights in the air) which help children focus and "turn on" their brains. However, the research articles made me realize that it might not be enough to have your brain "turned on" in order to learn; without a cognitively stimulating environment, healthy diet, and developmental learning opportunities, a brain cannot function (or grow) at its optimum capacity. This also made me think about the importance of breakfast each morning and recess each day - nutrition and exercise are some of the basic building blocks of brain health but recess is often the first thing to be removed from a packed school day schedule!
ReplyDeleteAdditionally, the math articles made me think about the zone of proximal development and how struggling a bit isn't necessarily a bad thing! I can remember the first day we were introduced to long division in school; I was so excited by the challenge of it and was motivated by that challenge to keep struggling through tough problems. It is through "productive struggle" (as we phrase it at my practicum school) that learning to new levels of understanding and comprehension occurs!
2. I think that Casey put it nicely when she said that an awareness, rather than a categorization of, multiple intelligences is helpful for teachers and students. Personally, I know that I learn best by doing something - it's not enough for someone to simply talk to me about it, I have to practice and experience it myself to gain a true understanding of a new task, topic, etc. I think the key is to understand how each child comes to "experience" learning, and try to instruct in ways that hit on a variety of learners. I think, for the most part, this is something that experienced/knowledgeable teachers already do, and the theory behind differentiated instruction!
I find the brain to be so fascinating. The articles were very interesting and really got me thinking about the students in my classroom, how they are all different and benefit from exposure to all learning styles. I have found that presenting material in various ways is beneficial to all learners. Interests also play into learning and what holds each students attention. I find that warm up activities are a great way to transition between subjects. I also spend time after the explanation to offer an example that we do together just to make sure that everyone is clear on what is being expected.
ReplyDeleteStudents come from all different backgrounds and different families, I can be sensitive to these situations and offer support within the classroom setting. Whether it is incorporating the weekly spelling words in an activity in the ABC center to give all students extra support so that they are all better prepared for their test on Friday or working in small groups at the back table during a math lesson to offer support, reinforcement and clarity so that they may better understand the concept and homework for that night and for the assessment at the end of the Unit.
I always keep the saying "Tell me and I forget, teach me and I remember, involve me and I learn." in the back of my mind. Incorporating all of the learning styles benefits everyone! Differentiation works and will soon become second nature!
Jessica Todd
ReplyDeleteJanuary 28, 2014
1) What do you like to do when they are not in school?
2) What are some things you do to be a good reader?
3) What is something you do to be a good student?
4) What are some things that interest your child?
5) What is your favorite subject to learn in school?
6) How do you like to work in school? With a partner, alone, or in a group?
7) Are there things you would like to share or teach to the class this year?
8) Name 2 things you are really good at?
9) Name a friend you have in this class?
10) What is your favorite school lunch?
The answers I got to these questions were completely different depending on the child. Children, who seem to be struggling readers, did not put reading as their favorite subject in school. At this point in the school year, almost all of the students were on the same page of knowing how to be a good reader. Most said to focus because it is stressed a lot in this classroom. They also told me how they use picture cues to figure out what a word means if they can’t “tap it out.” Some of the groups that I use in LLI, were ones who did not know how to be a good reader. I used this as a getting to know you activity with the children with things they have in common with other children. It was also a great way for me to incorporate things they liked to learn about and how they liked to learn.
My school is starting to use the Common Core more often than the Massachusetts curriculum which makes me somewhat hesitant after reading the Pennington article. I feel there is no long term agreement on the educational standards and they are often changing which leaves teachers feeling unsuccessful when they are unable to fulfill them to their students at a constant rate of change. While collecting memories of my personal days of elementary school, and comparing them to what I see in schools today, undemanding is not a term I would use. Children are expected to comprehend much more material today, and are assessed on it constantly. If children are falling behind benchmark, the stress level increases. Is there time anymore for “break” or “downtime?” Sure, if you consider doing work you clearly don’t understand a break. Like not being able to keep up with your classmates isn’t stressful enough, they don’t get much down time which adds to their stress level. And for what? Oh yes…. Those silly common core bench mark assessments that are coming up very soon.
It also worries me to think who is making the CCSS. To answer the questions in the article in the very last line, Yes, yes, and yes.