Burris, C., Weiner, K. G., & Mathis, W. J. Issue 5: Can schools close the achievement gap between students from different ethnic backgrounds? (4/27)

Blog post: In class on Tuesday, we are going to have a debate on the issue raised by Burris. If your last name is between Abrin and Kotz, you will be on the "Yes" side. If your last name is between Lee and Yip, you will be on the "No" side. Your blog post will be part of your preparation for this debate.

Question 1: Read the side you're supporting. Of the points made by the author, which one do you feel can be argued the most strongly? Explain your reasons. Which point do you feel is the weakest? Explain.

I think the strongest argument would be the lack of money. Affluent school can provide different opportunities for their students like field trips and different programs for them. Poor schools on the other hand cannot provide that and their students are stuck doing the same thing every day. I feel that it is possible for students in poor areas to bridge the gap, but it is hard to do so with they are not provide the support to do so. I feel that the weakest point of this argument is that there are ways that schools can bridge the gap even with little resources. I know that it is possible, but without a strong plan then there is little chance it will happen.

Question 2: Read the side you're arguing against. Of the points made by the author, which one do you feel can be argued against the most strongly? Explain your reasons.

I think that the points about high-track and low-track can be argued against. They provide data that shows students put on a high track keep on moving up with their classes. I see that as a good point, but I do not feel that without the help and support it will happen. I think that the little resources they have will greatly affect the child’s success. More financial support and support from the community needs to happen before I see that making a big difference.

Individual Differences & Response to Intervention (4/22)

Blog post: In your own words, what is “response to intervention”? What is this approach an alternative to?

Response to intervention or RTI is to help students early on with succeeding in school. It is a way to determine if a student has a learning disability. Many steps are taken to find out if the student has a disability. Before this approach students would be tested with an IQ test or grades from their school year would be looked at to determine if the student had a disability. The RTI takes more time to make sure that the right approach to each student is being made.

Gardner, H. Multiple Intelligences (4/20)

Blog post: Some educators think of intelligence as one "thing" that students have to a varying degree. Other educators agree with Gardner's notion that there are multiple kinds of intelligence. And, still other educators think that the whole idea of intelligence has little practical value. What are your thoughts on this? Give examples to illustrate the points you're making.

I agree with Gardner’s notion that there are multiple kinds of intelligence. I don’t think that just because you are book smart necessarily makes you smart at everything. Some people may have to work harder than others in school, but they could be extremely smart common sense wise. I had a friend in school that always got good greats, but when it came to doing things that didn’t deal with school I was shocked at the things she would do. Some people may also be good at math, but others may have to work harder to be good at it. I think anyone is capable of being good at math it just depends on how hard they work at it. That is why when students are tested on their ability in school and do poorly they think they are not smart. What they don’t realize is just because you don’t perform highly in school does not mean you not smart.

Soltis, J. F., & Philips, D. C. (2009). Perspectives on Learning. Piagetian structures and psychological constructivism. Chapter 5, p. 41-51.

Blog post: According to Piaget, what is a structure and how is it related to learning? Give an example of such a structure from your own learning.

Piaget believed the people learn through their experiences. He made four separate stage of development and they are sensorimotor, preoperational, concrete operational, and formal operational. As a child grows they will be able to look at multiple aspects of a situation. When children grow and master stages they need to be challenged in different ways. The stages help to show me what a child’s level they maybe at and what skill level is average for their age. Offering students advanced math classes or English classes allow students that are able to move up can and those who are not able to are not left behind.

Soltis, J. F., & Philips and Ullucci, K. (April 6)

Soltis, J. F., & Philips, D. C. (2009). Perspectives on Learning. Chapter 3, Behaviorism, p. 21-32.

Ullucci, K. (2005). Picking battles, finding joy: Creating community in the "uncontrolled" classroom. Multicultural Education, 12(3), 41-44.
Blog post: What is your reaction to any of the "behaviorist" teaching practices described in either the Soltis or Ullucci pieces? If you were the teacher, would you respond to the same situation differently? How might you use behaviorist principles to respond differently? From a behaviorist perspective, explain what you would do and why.

I thought that the Soltis piece was a lot of information I already knew, but the Ullucci piece was very interesting. I liked how the teacher found what Andre was good at and because of that he was able to find his place in the classroom. What she was told by an adviser which I thought was a great comment was, “The less you know the more you make up.” I think that what she did was a great way for him to have reward that won’t stop from coming unless he chooses it to. I would maybe use shaping so that Andre skills can keep on improving and he can still feel the reward of doing something well. If she would of used candy or recess as mentioned that would have never lasted because as they found out once the reward is gone so is the action.

Soltis and Santrock (Apr. 1)

Soltis, J. F., & Phillips, D. C. (2009). Perspectives on Learning. Chapter 1, Introduction. New York: Teachers College Press. p. 1-8.
Santrock, J. W. (2009). Educational Psychology. Chapter 1, Educational psychology: A tool for effective teaching. Focus on pp. 1-16; skim the rest.

Blog post: In this module, we turn our attention to the psychology of learning school subject matter. Subject matter refers to the content of school curriculum such reading, math, science, and so on. After doing the readings, describe 3 important questions you can think of related to subject-matter learning. Write several sentences about each question explaining why it is interesting to you.

1.My first question was how do I find a way to teach that helps my students learn best when one way does not work for all? When I am teaching a subject like math I understand that not everyone will catch on as fast, but I don’t want to go too slow where other students are not benefiting because they’re bored. I want to help all of my students learn and not to have them fail because of the way I am teaching. I want to find a middle ground where everyone can be happy.

2.My second question is how do I find a way to motivate my students to learn and want to come to class when they aren’t interested in the subject? I want to find a way to interest them in a subject like math or science so they will want to learn the material. If they don’t want to learn the material I am afraid they will fail and not try. If I am able to interest them maybe they will find something about the subject they wouldn’t of otherwise.

3.My third question is how do I help promote intrinsic motivation in math when so much of it is extrinsic? I know I will be given a set of grading guidelines that can push my students to be extrinsically motivated. Such as if they do poorly on a test, then after that they have to move on to study for the next test. That teaches them to not want to learn what they missed because they have other stuff to study for and they will probably only see a little of it on the exam. I want to allow them as many times as needed to succeed, but I don’t want them to not work hard the first time because they know they can make it up. I feel if I forget about what they did wrong then that makes it seem like it wasn’t important and they shouldn’t work hard to fix mistakes.