Chapter 15

What?
Chapter 15 is about assessment. I had no idea that so many different types of assessments even existed! It's interesting that we can measure many different skills through assessment when consider types other than paper-and-pencil exams. I found it very interesting that motivation was a good reason for assessing our students. A good test can help students retain the information that we give them. The RSVP of an assessment is very important in making our assessments sound and worthwhile. R- Reliability is that our assessments contain consistent questions and are not found to have tricky wording or bias questions. S- Standardization is that we consistently implement our assessments and administer and grade them in exactly the same way for every student. V- Validity of our assessments is that it actually measures the material we taught and wanted the students to remember. P- Praciticality is the ease and usefulness of the assessment to be given and used in a classroom setting. Formal assessments are planned ahead of time and scheduled so that students know exactly when they are going to be so that they have time to prepare for them in advance. An informal assessment can occur during class in many forms and is given on the spur of the moment or comes through mere observation of the students while they perform tasks.

So What?
This is a big and very important topic and skill that I, as a future teacher, need to understand and be able to implement very well in order to be successful in my career. Teachers need to be able to measure student's knowledge and our own teaching skills and assessments help us accomplish these things. If I give poor assessments my students will not be motivated to study, remember information given, or may be confused and frustrated when taking the assessment. Thus my whole purpose for teaching is not fulfilled.

Now What?
I'm excited to begin to tackle the Assessment inventory assignment so that I can put all this assessment knowledge into practice and see how to implement it specifically to my content area. I also need to learn how to write good test questions that aren't confusing and really get students to communicate their level of understanding. I also think that I can use some of these assessment strategies and tools to assess myself as a teacher and from there be able to change and adapt my studying as a student/future teacher.

Educational Research

What?
Descriptive Study is a research study that describes things as they are seen and observed. This is an effective study for finding information about the current state of things without any type of manipulation. Descriptive studies do not give reasons for why things are the way they are.
Correlational Study is a research study that explores the relationships between and among variables being studied. They do not however display the reasons why the relationship exists.
Experimental Studies are carried out by manipulating one of the factors or key variables in question to determine its possible effects on other variables. Conclusions from experimental studies can be drawn about cause-and-effect relationships.
Action research is done by an individual educator who is trying to address issues and probelms in their own schools and/or classrooms. The data applies to thier classroom and the individual almost exclusively due to the nature of the way the study is usually performed and manipulated.

So What?
By knowing the different kinds of educational research studies, as educators we can seek out results from studies already done and also perform our own studies in our schools and classrooms. By having knowledge about the methods themselves, we can better understand study information given and determine if the conclusions drawn are satisfactory and applicable to the situation. We can determine any faults that certain studies may have and be aware of the faults as we implement their data into our teaching styles and classrooms.

Now What?
I still need to gain experience with educational research, where to find it, and how best to use it. I would like to use educational research as a teacher to always critique my teaching abilities, to find answers for problems that I may come across with students, curriculum, and/or curriculum implementation. I would also like to be able to evaluate myself and students well enough that I can determine what changes I need to make according to the current situation.

Brain Blog

What?

In class today we went over the different parts of the brain including where they are located and thier functions. The reticular activating system, located at the top of the brain stem, is the filtering system of the brain and helps us sort through things and focus on one thing at a time. The frontal lobe is in the front of the brain and controls logic and reasoning. The temporal lobes are located above the ears and is responsible for perception, speech, meory loss, and smells. The occipital lobe is located in the back and helps with vision. The parietal lobe is located on the crown of the head nad itegrate sensory information. The hippicampus, next to the midbrain, consolidates short-term memory and when damaged can be like the "50 first dates" dilemma. The amygdala is under the midbrain and is the emotional regulation center. The brain stem connects to the spinal cord and is in charge of the autonomic processes. The cerebellum, or "little brain" works with the integration of information. Broca's Area is located on the left side of the brain with the processing of language and music. The Wernicke's Area, also behind the left ear, works with understanding and interpretating auditory functions. And finally the corpus collosum is the communication center of the brain.
No part of the brain "does" anything by itself. The development occurs back to fron, not fully developed until 25-35 years of age.

So What?

The lesson of the brain is an important part of this class so that I can better understand how my students and I learn, how our brains are working and thinking through things, and how damage to the brain affects learning. These factors are going to affect the teaching methods and styles that I choose to use in my classroom. The details of the brain are going to help me link the different theories, cognitive studies, and ideas from the rest of the course and classify it so it becomes useful information.

Now what?

I need to now learn the different theories and how to put them into practice as I prepare lessons and prepare for the teaching experience.

Motivation

1. Why are you here?
I'm at UVU because I am from Utah county and recieved a scholarship to this local school which was a plus. I'm still here and now a student in the Education Program because I have wanted to be a teacher since as long as I can remember. I originally thought that I wanted to teach elementary ed but as time went on the change to Math ed was for me and I'm very happy and excited that I made that switch!!! It hasn't been easy but I know it's what I want to do!

2. What motivates me?
I am a people pleaser! This isn't always a positive characteristic but it works for me most of the time. I love to do things for people including tutoring, cleaning, and just about anything else that will help them out. I love to surprise people and will go out of my way to do things that surprise people.
As far as school goes, I am highly motivated by grades, standard achievements, accomplishing assignments, and finishing courses! I have always been self motivated and not needed any pushing or proding from others when it came to school work.

3. Why do I succeed?
I work hard and when "the going gets tough, the tough get going!" Anxiety has always helped me to work harder! Just when I think that I couldn't possibly work any harder or a class just couldn't get harder, I make it though it and pass the course!!!

4. Why do I fail?
I fail when I give up on myself and quit trying. Probably the thing I fail in the most is taking care of myself because like other things I fail in, I put them on the backburner and procrastinate til it's too late.

5. How do I need to change my motivations and mindset for this class in order to become a great teacher?
I just can't let myself get behind or put anything on the "backburner" for this course. I am feeling good about this course right now. I started to read some of the text already and it really sparked my interest as I want to become the best teacher that I can!!

Course Contract

Goals for this class:
1- Learn the best ways to teach ALL of my students by developing skills and tools to reach different learning abilities of students.
2- Learn ways to be a better student myself.
3- Stay on top of the course work to get the most out of every class.

Weekly preperation:
Read the assigned chapters and readings, blog right after class before going to work while the information is still fresh in my mind, and continually and consistently look at the class website to make sure that I am up to date on the assignments, info, etc.

Study Strategies:
Read ahead of the class so that when things are mentioned in class I will have already read about the concept talked about, also this will help me be able to get answers to questions that I may have during my reading.
Also rereading my notes and keeping on top of the assignments so that I'm not cramming things in and have more time to process them in my mind.

Process when not understanding:
I am notorious for seeking help from my professors when I don't understand a concept or assignment requirements. I find professors very helpful and the best way to get the correct and concise information.
I also like to get direction and discuss things with the students in my class.

I will reach my goals in this course by being consistent and hardworking as I have done in the past.