FRJ Questions 1, 2

1.

All of the students that I observed were, according to Piaget, in the formal operational stage. According to Moreno, this means that students are able to engage in logical and systematic thinking. They are able to apply the wide repertoire of cognitive abilities and are able to think hypothetically. This means they are able to conduct "thought experiments" and think in terms of metaphors, ironies, analogies and satire. Learners are able to use propositional logic, which is the ability to judge the internal consistency of arguments even when the arguments are at odds with reality. They are able to engage in hypothetical deductive reasoning, which means they can generate and test hypotheses or predictions by separating and controlling variables. Learners can use analogical reasoning, which is the ability to understand how something more familiar works. They can also use combinational reasoning, which is the ability to conceptualize how several elements might be combined. A formal operational thinker can also solve problems involving probability and proportional reasoning.

During on lesson, the teacher asked students to name the causes, effects, prior causes and subsequent effects of the Vietnam War. After the students had filled out their charts they were asked to come up with a hypothesis and a conclusion concerning the chart they just filled out. This could not have been done with students in the previous stages in Piaget's stages because they are not able to think hypothetically or propose hypotheses.

2.

To keep students in their zone of proximal development, the teacher I observed practiced scaffolding by giving students a lecture guide that they would fill out as he lectured. This guide provided terms of the important information that they needed to know for the exam at the end of the unit. This helped students to know what information was critical and what they needed to remember for the exam. Vygotsky also believed in guided participation and apprenticeship, which the teacher did not use while I was observing. I think that it is easier to use these kinds of instructional methods during a math or science lesson. You could use guided participation in history by teaching your students to write a good research paper, or how to do research on the internet. In guided participation, students engage in learning activities with a more capable others who provides the medication and encouragement needed to acquire new knowledge and skills. In apprenticeship, students experience a one-on-one relationship with a more capable other and they actually learn the thought process of the more capable other. The teacher explains why they are doing what they are doing so eventually the student can think like the teacher, instead of just doing it because "that's the way you do it".

Course Contract Review #2

What are you doing well?

I am getting my study guides done and actually applying the concepts to real life. I am also reading and keeping up on assignments. I have done well with keeping my head above the water and getting stuff done. I have also taken breaks so I don't get myself too stressed out. I am almost where I want to be grade-wise.. but I need to do well on the test this week.

What are you not doing well?

The assessment inventory is completely stressing me out. I am trying to be better about delegating and accepting the fact that things might not get done exactly the way I want them to when someone else does it. (Don't tell my classmates that I am a control freak and like to do things myself) I am being better about it though. I still have to create flashcards so I can study them this week. I need to get more sleep and remember to eat. I love to eat, but I have been so busy this semester that I forget to eat sometimes and that is really bad. I am also struggling a little bit with the Field Response Journal. A lot of times I can't really think of anything to write because I haven't experienced it.

Are you making sufficient progress on your goals?

I believe that I am. I think I am becoming a better informed educator and so far I have completed all assignments in the course. I really enjoy doing the study guides, which might explain why I have done all of them up to date. I do not have an A in the class right now, but hopefully I will get there. Sometimes I think to myself that I just need a B-, but I don't want a B-. I want better than that. I don't want to settle.

List specific things you need to change in order to meet your goals.

I need to do better on the tests in order to receive an A in the class. I also need to keep my motivation up and keep doing the assignments and going to class. I need to study hard for the test coming up and keep my interest level up.

How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?

My motivation is pretty good. Somedays it isn't, but for the most part it is good. I love learning and I love telling people about what I am learning. I also love that I can apply what I am learning everyday. I nanny for 6 kids and they are between the ages of 9 and 1. I love seeing them develop and seeing how their minds work and it all makes sense because of what we are learning in class. I am focusing on both mastery and performance goals and the only thing that needs to change is I need to do better on the tests. I have to study the application of the concepts instead of just the terms.

FRJ 9, 10

9

The teacher I observed would give the students an appropriate amount of time to answer questions. One thing that I noticed was he would ask a student if they knew the answer, but if they did not, he didn't make a big deal out of it. I feel like so many teachers act disappointed when students to know the answer. Just because one student does not know the answer, doesn't mean that all of the students don't know the answer. According to Moreno, teachers typical wait time is a second. And when no answer is given, the teacher provides the answer or calls on another student. Teachers must recognize that some cultures express their respect for others by giving significant time to respond to a question. You must also recognize that giving enough wait time is an effective method to engage in deeper thinking.

10

I have never witnessed a teacher I have observed use mnemonic devices. I have seen teachers use songs and rhymes. For example, when the students were required to memorize the preamble, the teacher played the School House Rock episode that put the preamble to a song. It seemed to help the students memorize the preamble and the song was so catchy that I had it stuck in my head for a few days after. There are several opportunities in history to use songs to help students memorize information. I can also think of a couple times in math where mnemonic devices were used. Moreno says that mnemonics are used to encode simple information in meaningful ways. Once these associations are made, very little effort is needed to rehearse the mnemonic.

FRJ 3, 4 and 7

3.

According to Erikson, the students I will be dealing with will be in the Identity versus role confusion stage. If an individual passes this stage they will show successful patterns by developing a unified sense of who they are and what they want in life. If students fail, they will show unsuccessful patterns by remaining confused about who they are and what they want in life. According to Moreno, you help adolescents move through this difficult stage by showing appreciation of many careers, religions, and ideologies as possible. Teacher should create an environment that provides adolescents with opportunities to explore and expand their view of what they can become, this is possible by having students take on roles as historians, scientists, and authors. Teacher should also show a tolerance and respect of teenagers' choices and behaviors as they navigate their identity search. This means tolerating public displays, fluctuations, and experimentation, because this is how they learn future adult roles. In the classroom I observed, the teacher provided a safe environment where students explore different adult roles. While I was observing, the teacher was having the whole class participate in a "March Maddness" activity. In this activity, students had to give a presentation on a president that the teacher chose and were encouraged to be as creative as possible. Some students did raps, poems, songs, or powerpoint presentations. This allowed students to be able to discover if they were good at writing poems, or songs, or giving presentations. Maybe some students realized that they love writing poems and they want to go into advertising or writing when they "grow up".

4.

The students were at Kohlberg's conventional reasoning stage. At this stage, students think in terms of conventional morality. This means that internalization is intermediate in the sense that individuals abide by rules that are believed to be internal, but in reality these rules are essentially the standards of others. This stage is characterized by the conformity to the rules and conventions of society. Moral decisions are based on what is approved by others. In this stage, individuals have not completely lost their concern for others, but they follow laws and rules for their own sake. Kohlberg said to reason with students using a level above what they are at. So in order for students to advance to higher levels, adults must reason with them at one level higher. For example, if a student is at the "law and order" stage, then a teacher should approach a conflict concerning reasoning using a "social contract" point of view.

7.

According to Goleman, emotional intelligence is how you handle your own feelings, how well you empathize and get along with other people. Those who are able to manage their emotions, are able to pay attention better, take in information better and remember better. Goleman says teachers are crucial in teaching emotional intelligence. Teachers teach it by demonstrating how they handle when two kids are having a fight, how they notice that one kid is being left out and making sure he is included, and by how they tune into the social dynamics between kids. Teachers must teach students how to get along with other people, how to motivate yourself, learn how to persist, learning how to resist temptation and stay on a fixed goal, and how to work together towards a common goal. Teachers can do this by having students work together with those they usually do not work with. This will help students practice how to interact with people they do not talk to everyday and learn how to work with those who are not in your immediate social group. The teacher I observed asked students to work with someone they have never worked with before (hey--you do this too).

Multiple Intelligences Test Results

Yes. I believe that my results are pretty accurate. I know that I am a very musical person and it doesn't surprise me that is the highest on my results. I also feel that I am very good at paper and pencil tests, which is why this category was the second highest. I have found that when I put things to music or listen to music while I am studying, I do better on tests. It is weird because there have been many times that I have thought to myself: OH I remember studying this when I was listening to this song, what did the notecard/paper say? I have also noticed that I remember things better if I write them down. This is why I like to make notecards. This way I get to write what I need to remember and then review it over and over again until I think I have it down.

I am not sure if I would use this in my future classes. I think that it is great to know what your results are and how you learn best, but the problem is that not every student is going to get to learn in their preferred way. As a teacher, I can't teach using a musical strategy every lecture. I have to do pencil and paper tests occasionally, there is no getting around it. Students can take the test on their own time, but I don't think I will be taking up class time for students to complete the test and analyze their results.

Utah Assessing

Since I am a history education major, I do not need to worry about standardized testing. What a relief. Standardized testing seriously makes my palms sweat.

I can support and prepare the students for this testing by teaching them good test taking skills and not planning a huge assignment or give them lots of homework during this testing. There is no need for me to stress the students out even more by giving them something that will give them anxiety or effect how they do on this test because they can not stop thinking about how they have so much homework to do.

Good test taking skills can be useful for the rest of your life--so it is important that teachers teach students these skills. Encourage students to get enough sleep before the tests and to eat a good breakfast. It is hard to think when your stomach is growing or you are so tired you can barely keep your eyes open. I also think that you should give you students facilitating anxiety, but not dehabilitating anxiety. You want your students to perform well, but you don't want to stress them out so much that they think it is a life or death situation.

Praxis II

When do you plan to take the Praxis II exam for your subject area?

April 2011.

What is the minimum score that you must earn on the exam to qualify for your initial teaching license?

History endorsement: 156

Look at the topics covered in your exam. What do you need to do to fully prepare for this test?

For World and US History I must know World History: Prehistory to 1400 CE, World History: 1400-1914, World History: 1914-Present, United States History to 1791, United States History 1791-1877 and United States History: 1877 to the Present. The exam in 120 multiple-choice questions assessing knowledge of historical facts and movements and comprehension of historical trends and theories across the content areas of world and United states History. Questions will asses understanding of historical analysis: cause adn effect, evaluating sources, points of view, and interpretations; change and continuity over time; and comparisons at multiple levels.

Look at the sample questions for your exam. Can you answer them?

I can answer most of the questions, but not all of them. This makes me really nervous. It looks like I need to study a lot more before I go and take this. I am not very good at multiple choice tests, because I completely overanalyze every answer. Instead of searching my brain for the answer, sometimes I read the question and the answers and think the teacher administering the test is trying to trick me. Then I start to analyze all the wording of the answers and guess which one is correct based on how it is worded, instead of which answer is correct.

When do you plan to take the Praxis II PLT?

I do not know when I will take the Praxis II PLT.

Look at the topics covered on the Praxis II PLT exam. Compare them with the Table of Contents in our textbook and your syllabi/textbooks for any other Education classes you have taken/are taking. What do you need to do as a student to prepare for this exam?

Student Development and the Learning Process

Students as Diverse Learners

Student Motivation and the Learning Environment

I think that most of my education classes have covered most of these topics. What I will need to do before I take the Praxis II PLT is review my notes from previous classes and review the textbooks. A lot of the topics on the PLT are topics that we are going to cover in Educational Psychology. In fact, a lot of them we have already covered.

Look at the sample essay and multiple choice questions for the PLT. How does this preview of the test change your perspective of your coursework and how you study?

I guess I never really realized that I would be tested again on all of the stuff that I am learning in school. So often I think that once I am done taking an exam or writing a paper, I am done with that information forever. This is clearly not true. I am going to need to recall all of this information later in my life so I can be a teacher.