This week we got assigned not 1, but 2 blogs (who does the teacher think she is?). The nerve.
Actually, it's not that bad. All I really have to do is answer some questions about what we recently learned in our last class. So if you've been following, I'm going to write about what I've learned about learning thus far.
WHAT Did I Learn?
Well, this week we covered the primary research types related to teaching, the primary methods being Observational, Correlation, Experimental, and Action Research. Amazingly, they are all intertwined. The goal here is to learn something, so we might as well use as many methods as necessary. Common techniques involve case studies, archives, surveys and observation. It's pretty much up to the individual to use whichever method they want, depending on what they are trying to do with their research. If you just want to get data, Observational and Correlation. If you wanna try something to test a hypothesisisisisis (loosens tongue) then experimental is the way to go. If you just want to change things (like Obama), Action Research is the way to go.
So What? WHY Is This Important?
Haven't you been paying attention?!?! How can I possibly adapt my teaching style to the learning style of the students if I don't know jack-diddly-squat? I've got to learn something somehow. Say I have a a certain average grade that I want the students to achieve. Well, I start with looking at current results and their projected performance. Then I develop a hypothesisisisisis (dang it!) about what I believe they need to do in order to get the correct score. Then I can either experiment with that hypo. . . err, "theory-thingy" to see if I'm right or, if I don't' have the time/resources, develop a plan based off of my knowledge.
In a perfect world, the students would all get "A"s. Since no one ever got everything right on the first try, I'd probably have to learn as I go to get to the goal.
Now What? What Are We Going to Do About It?
My, my, my. . . we are getting picky. Well, Step 1 is: Do all the research I can to know as much as possible prior to actually teaching. Step 2: Develop sound lesson plans based off the stuff I've learned from my research that are still flexible. Change is Good, after all. Step 3: Teach something and actually learn from experience what I need to do better. Step 4: Repeat Steps 1-3. And lastly, Step 5: Retirement.
It is important to note you cannot skip any steps in the process.
Thursday, September 18, 2008
Monday, September 15, 2008
I am Blogger. . . Hear me RAR!!!
This post's title features another cheap attempt of mine to be funny. Are you laughing yet? If not, I guess I'll have to ellaborate the joke.
Last week I mentioned that this blog is a class requirement. This week's assignment involves something our professor calls a Research Article Review, or a RAR if you like acronyms.
"But wait!" you exclaim, "What research article?" Don't get ahead of my people, here's a linky thingamajig to read what I read:
http://www.medindia.net/News/Adolescents-Emotional-Skills-Gets-Boosted-by-Theatre-Programmes-24002-1.htm
In case you're technologically illiterate (or just too lazy) to click on the link and read the article, I will summarize it for you. Researchers from the University of Illinois did a study of Adolescent Behavior by observing and interviewing studnets and faculty involved in a Theatre Production on the high school level. They claimed to have discovered that the adolescents' emotional skills were strengthened as a result of their experiences during the rehearsals and run of the show.
In class we have recently covered differing research types and the advanatages/disadvantages of them. I would label this article's study as Descriptive research since no active part was done by the researchers was done. You could also say this is also a Correlational Research since a comparison was made between the emotional skills of the theatre practitioners was contrasted with those who weren't in it.
While I agree that theatre can and will affect those who practice it, I would have to conclude this study as incomplete or faulty or inconclusive (choose your poison). These students were being interviewed and the researchers attended their rehearsals, so the students had to have known they were being a part of something. It is therefore very likely that the fact that they knew they were being watched changed how they behaved. I call this the "Halo-Pitchfork" affect since having someone watch you can produce either your best behavior or your worst. In addition, it's impossible to monitor everything the students are doing that involves emotions. Theatre is not the only medium by which emotions can be measured or produced, although in my opinion it's definitely one of the most entertaining. The fact that the article itself says"emotional skills MAY be strengthened" by high school theatre leaves room for doubt. I would definitely say this research holds some merit and can be used to form a hypothesis, but until more definitive research and experimentation has been made, the claim will have to remain inconclusive.
(Incidentally, the later portion of this post isn't funny. . . just thought I'd point that out)
Last week I mentioned that this blog is a class requirement. This week's assignment involves something our professor calls a Research Article Review, or a RAR if you like acronyms.
"But wait!" you exclaim, "What research article?" Don't get ahead of my people, here's a linky thingamajig to read what I read:
http://www.medindia.net/News/Adolescents-Emotional-Skills-Gets-Boosted-by-Theatre-Programmes-24002-1.htm
In case you're technologically illiterate (or just too lazy) to click on the link and read the article, I will summarize it for you. Researchers from the University of Illinois did a study of Adolescent Behavior by observing and interviewing studnets and faculty involved in a Theatre Production on the high school level. They claimed to have discovered that the adolescents' emotional skills were strengthened as a result of their experiences during the rehearsals and run of the show.
In class we have recently covered differing research types and the advanatages/disadvantages of them. I would label this article's study as Descriptive research since no active part was done by the researchers was done. You could also say this is also a Correlational Research since a comparison was made between the emotional skills of the theatre practitioners was contrasted with those who weren't in it.
While I agree that theatre can and will affect those who practice it, I would have to conclude this study as incomplete or faulty or inconclusive (choose your poison). These students were being interviewed and the researchers attended their rehearsals, so the students had to have known they were being a part of something. It is therefore very likely that the fact that they knew they were being watched changed how they behaved. I call this the "Halo-Pitchfork" affect since having someone watch you can produce either your best behavior or your worst. In addition, it's impossible to monitor everything the students are doing that involves emotions. Theatre is not the only medium by which emotions can be measured or produced, although in my opinion it's definitely one of the most entertaining. The fact that the article itself says"emotional skills MAY be strengthened" by high school theatre leaves room for doubt. I would definitely say this research holds some merit and can be used to form a hypothesis, but until more definitive research and experimentation has been made, the claim will have to remain inconclusive.
(Incidentally, the later portion of this post isn't funny. . . just thought I'd point that out)
Monday, September 8, 2008
Captain's Log, Star Date 09082008
A long time ago in a galaxy far, far away. . . God decided to have some fun and created the Earth.
And thus mankind was established, as well as the fact that God has a sense of humor. Why, you might ask? Because as a result of His actions I came to exist.
Some of you Atheists may be saying at this point my parents created me or there's no proof that God exists. I would debate that, but I figure the best test is to see for ourselves after we die. Don't be in a hurry to finish that test though.
Since my wife and I already have a perfectly good blog, you may wonder why I bother creating a new one. Suffice to say it's a requirement (and a darn good one) from a class I am taking at UVU (which I have declided should be pronounced "ooo--voo"). The first segment you just read was my made-up answer to the teacher's question "Why are you here?" Now for the real answer, which I guess has to apply to the Class that I'm taking, Educational Psychology.
I feel it is proper, for an education course, to test the teacher who will be testing me (Karma's a bummer, ain't it). So, for this question and all the rest, this blog posting will have my answers in the form of multiple choice. I was going to do True/False, but I didn't want my teacher to have it too easy.
*Why Are you Here?
(A) To Learn Some Necessary Tools/Practices for My Chosen Profession of Teaching
(B) D-uh! It's a Required Course
(C) I'm Trying to Find Creative Ways of Passing Time
(D) All of the Above
*What Motivates You?
(A) Cookies
(B) Fame, Fortune, Women
(C) A Personal Feeling of Fulfillment from having achieved a goal.
(D) All of the above. . . and free stuff
*Why Do You Succeed?
(A) Because I tried really, really, really, really hard.
(B) There was a girl I wanted to impress
(C) I like to see what my best measures up to be.
(D) All of the above (especially B)
*Why Do You Fail?
(A) Because I didn't do my best and everyone else is out to get me.
(B) The Girl I wanted to impress started going out with another guy.
(C) I failed because how else am I supposed to learn?
(D) All of the above (and the government)
*How Does Your Motivation and Perspective Need to Change For You to Succeed in this Program and Become a Great!!! Teacher?
(A) Umm, it just does?
(B) 1812
(C) Well, I'm not Perfect, and unless I learn how to read minds I'm not going to be able to tell what exactly the students are thinking. Even if I do establish some psychic power, I'm not going to be any closer to knowing what the student needs to do in order to learn. That being said I need to forget everything I think I know and brace myself to learn and apply things that may never have occurred to me or that i was just too slow to realize in the first place. As for Greatness, whose scale are we grading that by? If it's mine, then, to quote Muhammad Ali, "I AM THE GREATEST!" If it's someone else's, they need to adjust their grading scale to reflect the previous statement.
(D) All of the above (But I'm leaning towards "C")
And thus mankind was established, as well as the fact that God has a sense of humor. Why, you might ask? Because as a result of His actions I came to exist.
Some of you Atheists may be saying at this point my parents created me or there's no proof that God exists. I would debate that, but I figure the best test is to see for ourselves after we die. Don't be in a hurry to finish that test though.
Since my wife and I already have a perfectly good blog, you may wonder why I bother creating a new one. Suffice to say it's a requirement (and a darn good one) from a class I am taking at UVU (which I have declided should be pronounced "ooo--voo"). The first segment you just read was my made-up answer to the teacher's question "Why are you here?" Now for the real answer, which I guess has to apply to the Class that I'm taking, Educational Psychology.
I feel it is proper, for an education course, to test the teacher who will be testing me (Karma's a bummer, ain't it). So, for this question and all the rest, this blog posting will have my answers in the form of multiple choice. I was going to do True/False, but I didn't want my teacher to have it too easy.
*Why Are you Here?
(A) To Learn Some Necessary Tools/Practices for My Chosen Profession of Teaching
(B) D-uh! It's a Required Course
(C) I'm Trying to Find Creative Ways of Passing Time
(D) All of the Above
*What Motivates You?
(A) Cookies
(B) Fame, Fortune, Women
(C) A Personal Feeling of Fulfillment from having achieved a goal.
(D) All of the above. . . and free stuff
*Why Do You Succeed?
(A) Because I tried really, really, really, really hard.
(B) There was a girl I wanted to impress
(C) I like to see what my best measures up to be.
(D) All of the above (especially B)
*Why Do You Fail?
(A) Because I didn't do my best and everyone else is out to get me.
(B) The Girl I wanted to impress started going out with another guy.
(C) I failed because how else am I supposed to learn?
(D) All of the above (and the government)
*How Does Your Motivation and Perspective Need to Change For You to Succeed in this Program and Become a Great!!! Teacher?
(A) Umm, it just does?
(B) 1812
(C) Well, I'm not Perfect, and unless I learn how to read minds I'm not going to be able to tell what exactly the students are thinking. Even if I do establish some psychic power, I'm not going to be any closer to knowing what the student needs to do in order to learn. That being said I need to forget everything I think I know and brace myself to learn and apply things that may never have occurred to me or that i was just too slow to realize in the first place. As for Greatness, whose scale are we grading that by? If it's mine, then, to quote Muhammad Ali, "I AM THE GREATEST!" If it's someone else's, they need to adjust their grading scale to reflect the previous statement.
(D) All of the above (But I'm leaning towards "C")
Subscribe to:
Comments (Atom)
