Research suggests that brain work the best when they are uncomfortable, or at a disequilibrium. The brain innately works to make sense of the world around it, so challenging your students is the most important thing a teacher can do. They need to make sure, however, that their information/conclusions/etc. that they're looking for aren't too easy or too difficult for the student, but in the zone of proximal development, or the "magic middle", that we read about in chapter two.
Lauri, how much do you think that we as teachers should strive to work with each student in relation to their particular intelligence type? And/or should we deal with certain students that need modification or apply multiple intelligences theory to the whole class?
I think we should apply the theory to the whole class- as much as possible to make learning more fun and well rounded. I think that we should always individualize if a child needs modifications--its the law. I also think we should consider this theory when we see a sinlge child excelling in certain areas.
I really think for high school students the positive reinforcement would have to a lot higher of a standard. Praise and recognition might not be the way to go, so maybe free A's or no homework coupons could be a usefull tool.
Personally, I like the idea. Schools seem like they are set up so that the parents can get their kids off to school so they themselves can get off to work. However, a lot of kids in my district ride the bus and as children are becoming more responsible as they age into adolescense, I think it would work great if the buses could pick them up a little later so they could sleep later. Adolescents in particular hold jobs and look out for younger siblings and have extracurriculars that eat up a lot of time and they need some more rest and they are asleep in 1st and 2nd periods anyway.
I think that conditioning is all about which practices it is applied to. I definitely think students should be conditioned to study, because later in life, specifically college bound students, will need to know how to study. Students aren't animals so obviously the lengths you would have to go to condition them may be greater, but if they're learning something useful and it's a situation where conditioning can even be applied, then it is definitely good.
Lauri, how do you suggest a teacher reach students that are of different intelligences but in the same classroom at the same time and need to be learning the same information?
I think you should follow your curriculum and individualize to assist students that need extra help. If you know Joe is great at Math- give him more math work if he seems bored or harder math problems. You can also give him word problems during reading class. If Sue is an artist let her draw pictures in her essays or let her draw while you lecture. I think if you make learning fun, have a flexible classroom and use the ideas like we did in our lesson plans on question 7 your children will all gain the needed information just in different ways. Here is a link to a great chart to help note activities that relate to each type of intelligence.
Michael Varner-- We have an overwhelming number of children with ADHD in schools today. Do you think that children may actually be sleep deprived instead of having ADHD?
That is a good point. It could be. I have talked to my high school students about bedtimes and how they are always out late. However, those are not hyper; they are trying to sleep in class. It could be a factor in elementary and middle school studets though. I know some of them stay up playing video games but again, they were the sleepy ones, not the ADHD ones.
Miran Reynolds-- Do you think students who make good grade are reinforced to continue to make good grades and this is a type of behaviorism? and vice versa
Yeah, I think that a student who works hard to make a good grade sees the outcome of their effort and that is definitely positive reinforcement for them to continue working hard to make good grades, provided that is the goal they had from the beginning.
I think we start by getting to know the students, find out what they're interested in and what engages them, and then I think getting to know the family helps, too. What are the strengths of the family that you can call on?
Michael, Do you think that teacher's should cut back on homework assigned in order to prevent the overload of work students have to do at night? Or do you think that simpler homework that reinforces the lesson, done right before bed, will help the student keep the in their memory better?
Overall, I am not a fan of homework after learning about how diverse the backgrounds are of our students in America today. They don't have parnets that can help them with it and these kids have jobs and drama at home too. I believe work should be solidly done in class. If the classes are interesting and thought-provoking, the students will perform fine and remember better.
No I really don't --however some societies, social classes or cultures might see some intellignces better than another. The white working class american cohort favors interpersonal skills, linguistics skills and they often see people who do well in math as really smart. But in other cultures or cohorts they may see things differently.
Lauren, After reading "A Whole New Mind" by Daniel Pink, who offers the idea that people who want to be successful in life need to learn to be right-brain thinkers, makes me question the ability of teachers to transform textbook learning into a creative process. Are there other tools teachers can use to engage a students right-brain as opposed to standard left-brain text and lecture?
I think that technology is an incredibly important tool for engaging students, and I think that it can be a resource for teachers as well as a tool for students. I think that asking higher-order thinking questions and pushing students with questions that don't just have a yes/no or right/wrong question is necessary.
Lauren, in regard to brain-based learning, what are some of the most popular techniques or strategies to teach in that format?
ReplyDeleteReposting--
DeleteResearch suggests that brain work the best when they are uncomfortable, or at a disequilibrium. The brain innately works to make sense of the world around it, so challenging your students is the most important thing a teacher can do. They need to make sure, however, that their information/conclusions/etc. that they're looking for aren't too easy or too difficult for the student, but in the zone of proximal development, or the "magic middle", that we read about in chapter two.
Lauri, how much do you think that we as teachers should strive to work with each student in relation to their particular intelligence type? And/or should we deal with certain students that need modification or apply multiple intelligences theory to the whole class?
ReplyDeleteI think we should apply the theory to the whole class- as much as possible to make learning more fun and well rounded. I think that we should always individualize if a child needs modifications--its the law. I also think we should consider this theory when we see a sinlge child excelling in certain areas.
DeleteMiran, what behaviorist strategies could we use with high school students as they do not seem as consequence-motivated as younger children?
ReplyDeleteI really think for high school students the positive reinforcement would have to a lot higher of a standard. Praise and recognition might not be the way to go, so maybe free A's or no homework coupons could be a usefull tool.
DeleteMichael, what are your thoughts on schools starting later to accommodate specifically adolescent brains, that are proven to need more sleep?
ReplyDeletePersonally, I like the idea. Schools seem like they are set up so that the parents can get their kids off to school so they themselves can get off to work. However, a lot of kids in my district ride the bus and as children are becoming more responsible as they age into adolescense, I think it would work great if the buses could pick them up a little later so they could sleep later. Adolescents in particular hold jobs and look out for younger siblings and have extracurriculars that eat up a lot of time and they need some more rest and they are asleep in 1st and 2nd periods anyway.
DeleteMiran, do you think that "conditioning" your students in regards to studying or discipline matters is a good idea? Fair? Humane? Even possible?
ReplyDeleteI think that conditioning is all about which practices it is applied to. I definitely think students should be conditioned to study, because later in life, specifically college bound students, will need to know how to study. Students aren't animals so obviously the lengths you would have to go to condition them may be greater, but if they're learning something useful and it's a situation where conditioning can even be applied, then it is definitely good.
DeleteLauri, how do you suggest a teacher reach students that are of different intelligences but in the same classroom at the same time and need to be learning the same information?
ReplyDeleteI think you should follow your curriculum and individualize to assist students that need extra help. If you know Joe is great at Math- give him more math work if he seems bored or harder math problems. You can also give him word problems during reading class. If Sue is an artist let her draw pictures in her essays or let her draw while you lecture. I think if you make learning fun, have a flexible classroom and use the ideas like we did in our lesson plans on question 7 your children will all gain the needed information just in different ways. Here is a link to a great chart to help note activities that relate to each type of intelligence.
Deletehttp://www.teachervision.fen.com/intelligence/teaching-methods/2204.html
This comment has been removed by the author.
ReplyDeleteMichael Varner--
ReplyDeleteWe have an overwhelming number of children with ADHD in schools today. Do you think that children may actually be sleep deprived instead of having ADHD?
That is a good point. It could be. I have talked to my high school students about bedtimes and how they are always out late. However, those are not hyper; they are trying to sleep in class. It could be a factor in elementary and middle school studets though. I know some of them stay up playing video games but again, they were the sleepy ones, not the ADHD ones.
DeleteMiran Reynolds--
ReplyDeleteDo you think students who make good grade are reinforced to continue to make good grades and this is a type of behaviorism? and vice versa
Yeah, I think that a student who works hard to make a good grade sees the outcome of their effort and that is definitely positive reinforcement for them to continue working hard to make good grades, provided that is the goal they had from the beginning.
DeleteLauren Chiodo
ReplyDeleteYou state "In order to best teach each student, we have to understand how each student learns the best. " How do we do we do this?
I think we start by getting to know the students, find out what they're interested in and what engages them, and then I think getting to know the family helps, too. What are the strengths of the family that you can call on?
DeleteMichael,
ReplyDeleteDo you think that teacher's should cut back on homework assigned in order to prevent the overload of work students have to do at night? Or do you think that simpler homework that reinforces the lesson, done right before bed, will help the student keep the in their memory better?
Overall, I am not a fan of homework after learning about how diverse the backgrounds are of our students in America today. They don't have parnets that can help them with it and these kids have jobs and drama at home too. I believe work should be solidly done in class. If the classes are interesting and thought-provoking, the students will perform fine and remember better.
DeleteLauri,
ReplyDeleteDo you think that one intelligence gives students more learning capacity than another? If so, which ones?
No I really don't --however some societies, social classes or cultures might see some intellignces better than another. The white working class american cohort favors interpersonal skills, linguistics skills and they often see people who do well in math as really smart. But in other cultures or cohorts they may see things differently.
DeleteLauren,
ReplyDeleteAfter reading "A Whole New Mind" by Daniel Pink, who offers the idea that people who want to be successful in life need to learn to be right-brain thinkers, makes me question the ability of teachers to transform textbook learning into a creative process. Are there other tools teachers can use to engage a students right-brain as opposed to standard left-brain text and lecture?
I think that technology is an incredibly important tool for engaging students, and I think that it can be a resource for teachers as well as a tool for students. I think that asking higher-order thinking questions and pushing students with questions that don't just have a yes/no or right/wrong question is necessary.
Delete