End of Semester Knowledge & Skills Assessment

This has been a whirlwind of a semester. This class was full of useful, beneficial information. I was so interested in this topic for so long, and I'm happy I finally got a chance to study it in depth. There are so many wonderful resources that I will take with me from this class. 

Upon completing the knowledge & skills assessment for the end of the semester, I realize that I have learned so much and have grown immensely as an educator.  

As I finish this course and evaluate how much I have learned in such a short amount of time, I am actually very surprised and pleased at the outcome. However, to be honest, I do wish that this class took place in a classroom. As I feared, I had a bit of a hard time following the textbook and the assignments.

What I did enjoy about this class was that it was not a methods class. As I mentioned above, I am very used to methods classes. I was able to apply what I learned to my pre-k class. I also enjoyed that all of the fieldwork was interviews and observations. Psychology and educational theories gave me a whole new perspective on teaching. I learned that there is so much more that goes into creating a lesson than just the content and material.

I learned about social cognitive theory. I studied that theory extensively, as my theorist was Albert Bandura. Social cognitive theory deals with how people behave after observing specific behaviors. He used the Bobo doll experiment to study learned aggressiveness. I found this theory to be relevant because, so often, we see students behaving in certain ways because they have seen others behave in certain ways.

One thing I really took away from this class is the importance of self-efficacy and self-esteem. I had never heard of self-efficacy before. It is the belief that you can achieve your goals. It goes with motivational theories of learning. Children must be intrinsically motivated in order to have self-efficacy. Children need intrinsic and extrinsic motivation in order to have high self-esteem. One of my biggest goals as a teacher will be to encourage positive views of the self. That is the most important thing my students will need in order to succeed.

Here is my skills assessment from the beginning of the semester: Beginning of the Semester

Here is my skills assessment for the end of the semester: End of Semester

Self-esteem

In my classroom, one of my major goals will be to boost self-esteem and self-efficacy. 

There are so many heartbreaking stories about children with low self-esteem and low sense of self-worth. It is sad to see at, even as young as 5, children begin to feel that they "don't care" because they "are not good enough." 

As educators, our job goes far beyond teaching facts and giving assessments. Our job is to nurture children and adolescents into being proud of who they are, and not afraid to stand up for what they believe in. 

We unfortunately live in a very scary world right now. But I want to mold the generation of people who are going to change all the negative in the world into something more positive. After all, our students are the future of the world. 



This link provides information about self-esteem in kids, how to encourage it, and how to notice when a child has low self-esteem.  
Low self-esteem at a young age can lead to depression, which is incredibly dangerous. 
I think that every parent and teacher should have to look at this website, as well as attend workshops about kids' self-esteem and the importance of discouraging bullies. 

Kid's Health- Self Esteem

Here is another site, talking about self-esteem and self-confidence

The Kid Counselor


emotional intelligence

Extra Credit: Create a Website

I love the idea of creating a website about myself. I realize how selfish/conceited that sounds, but I do not mean it that way. I simply mean that there is so much I want to tell people, especially when I first meet them, that it would be awesome to say "if you want to learn more, visit my website!" 

I tried Google sites for the first time. I have experience with Weebly, which I like, but since I love Google Docs and Google Slides, etc. I wanted to try Google websites. I was quite pleased at how easy it was! 

The website is not done, as I did this at the very end, but I do plan on working on it even after this class is over. 

Here is a link to my (not yet completed) site: 

Kristine's Website

My Ideal Classroom

Our final project was a lot of work, but I also really enjoyed it. The idea was to create a layout of our ideal classroom. We then discussed how educational psychology impacted our decisions for our classroom.  Our project was to create the classroom (I used a website called classroom.4teachers), create a screen cast, and write a paper.
My classroom focuses on students developing a sense of community, and a sense of self. I felt that I took away a great deal about encouraging self-efficacy and fostering high self-esteem in children. As someone who has struggled for a long time with self-esteem issues, I hope that I can take my experiences and turn them into teaching opportunities.  I want my students to leave my classroom in June with a new, positive view of themselves. 
My classroom caters to children being able to let their creativity flow. It is also about comfort- there will be carpets, posters, and comfy things EVERYWHERE. I want my students to feel welcomed in my classroom. I want them to feel like they always have a safe space. 

Here is my project:

Here is an image of my ideal classroom: 

And here is a link to my paper.   :)

Kristine's Classroom

Project Implicit

The most important online Personality Quizzes I have ever taken! 

and I'm not thrilled with the results. . . 

but I will learn from them.

Project Implicit

I took the gender bias quiz first. 
Every day, I am conscious about my thoughts regarding gender. I do not associate blue with boys and pink with girls, trucks with boys and dolls with girls. I am always encouraging my students to play with whatever they want to! I have had my boys say to me "only girls can wear dresses" to which I said "girls and boys can wear whatever they want! If a boy wants to wear a dress, so what??" 

Unfortunately, the quiz results told me that somewhere, deep deep down in my subconscious, my brain still associates boys with science and girls with liberal arts. 
Now, there is the chance that this is because I, personally, am a female who is not very talented in anything to do with math, science, or engineering, but I LOVE the arts and English. However, I would have hoped by now that just because the stereotype applies to me, does not mean I associate it with all males and females. 

I know that society and the media have a lot to do with how I associate things in my subconscious mind. When someone has a baby, if it is a boy everything is blue. If it's a girl, everything is pink. But why?! I'm a girl and I love blue! I HATE pink! 

Society advertises Barbies and makeup and pink sparkly things with female models or actors. Blocks, trucks, tools, etc. are modeled with boys. There are "girl" Legos and then regular Legos.  Why can't all Legos just be for everyone?? 

Society needs to get their act together so that today's children grow up being able to take this quiz with the results that, even subconsciously, there are no gender biases. 

Create, Relate, Explore

When studying a subject such as this one, educational psychology, there is so much information that must learned and understood. This subject in particular has such important real-world application, and I was so afraid to miss something. 
While the CERs could honestly, at times, become a bit tedious, I truly took so much away from each chapter after completing them. 

The assignments were direct, and it was easy to see the reasoning behind each assignment. 

Each CER pulled out the most important pieces of the chapter, and made us truly think about these topics, theories, methods, and issues. Furthermore, we had to conduct research outside of the text. This allowed us the opportunity to explore educational psychology in the real-world, 

Overall, I know that the CERs were a HUGE help to me. 

Here is a link to CER part of my e-folio:

Create, Evaluate, Relate 

The assignment: Create, Evaluate, Relate. 

The CERs were a set of tasks at the end of each chapter that were designed as a check for understanding activity, as well as a way for us to understand the relevance of everything in our textbook. These projects allowed me to take all of the information from the chapter and pick out the most important aspects. The CERs helped me gain a better understanding of each chapter, and showed me how each subject relates to teaching. While completing each CER, I often thought "that makes sense!" or "I definitely see this in my classroom." I particularly liked the CERs in which the tasks were self-reflections. There was one about my learning style, and another about how I am influenced by social media. 

Each sub-tab contains one CER assignment. There is one for each chapter of the book. 

Here is a link to the Google Doc of all of my CER tasks: Kristine's CERs

Pondering Podcasts

I recently finished podcast #10 out of 15 by Anita Woolfolk. I really enjoyed listening to her, for several reasons: 

1. She was engaging

2. Her passion for the material 

3. Her knowledge of educational psychology

4. The way she concisely condensed each chapter 

Anita Woolfolk 

Listening to the podcasts really helped me grasp the material from each chapter. I have a very hard time teaching myself, especially if I only have text available to me.  When I am able to listen to the material I am supposed to learn, it makes it that much easier. Add on the PowerPoints and I had some great resources to lean back on when the textbook stopped making sense to me (which happened quite a few times). 

Because Anita is the author of the textbook, she was able to put her writing into very simple terms to be sure that students gained a true understanding of the material in the text. 

My responses to the podcasts are on my e-folio. Here is a direct link to my responses to 4 of my favorites. I am waiting to listen to the last 5 before I choose a 5th one to add to my e-folio. 

This is the link to all 15 of Anita's podcasts: Anita Woolfolk Podcasts

EXTRA! EXTRA! TED Talk on Mental Illness

TED TALKS: TOWARD A NEW UNDERSTANDING OF MENTAL DISORDERS

It was especially interesting for me to watch the TED Talks "Toward New Understanding of Mental Disorders" because I have two close friends who suffer from mental illness (brain disorders), so this topic hits close to home for me. And I shouldn't say "suffer" so much as, they live with mental disorders that they have learned to effectively deal with to the point that I forget about their disorders most of the time- and I am around them ALOT. 

The brain is a fascinating yet overwhelmingly daunting thing that I feel we will never 100% understand. However, in this TED Talk, he examines the importance of understanding how we should be looking at mental disorders- that we need to be better educated and gain a more concrete understanding of how to help people with mental disorders. 

In the education world, students who have mental disorders are often misdiagnosed as having learning disorders or behavioral disorders. Furthermore, mental disabilities are shied away from, as people tend to be frightened by them rather than interested and willing to help. 

As teachers, it is important for us to realize the seriousness of mental disorders in children and young adults. When diagnosed and treated at an early age, people with mental illnesses learn effective coping skills that can help them through difficult times at school, especially in the adolescent years. Especially because suicide is the third most common cause of death for people between the ages of 15-25. That's SCARY but we also have the ability to help these people before it gets to that point. 

Mental illnesses SHOULD NEVER BE IGNORED. 




"What we need conceptually to make progress here is to rethink these disorders as brain disorders." 










Here is the link to the video: TED Talks: Toward a New Understanding of Mental Illness

Screen-cast-oh my goodness...

Alright so, for the first time ever, I used screencasting as a way to present my project. 
More on that later, but first. . .

I researched psychologist Albert Bandura and his Social Learning/Social Cognitive theory (they are the same, the latter simply is more detailed as it was redeveloped and renamed). 
At the core, Bandura's theory focuses on learning through observation. He believes that people learn by watching others, and that children are influenced by "models"- adults, whose behavior they imitate.  

I found Bandura's theory to be very interesting, but it did disturb me. To me, the one thought I kept having while reading the research was this:  everything we do is based solely on the actions we have observed from other people. 
Scary. 

Bandura revised his Social Learning Theory and created the Social Cognitive Theory, which encompassed more than pure observation. The social cognitive theory suggested that there are other factors that influence our learning, such as the environment, social interactions, beliefs, and self-perception. 


Bandura focused highly on self-efficacy: a person's belief in their own ability to succeed. I agree with the importance of self-efficacy. If we do not believe we will succeed, then we won't. It's as simple as that.   In the classroom, it is so important to encourage our students to try, and try their best. We must help our students build self-efficacy. 

For my presentation, I used screen-cast-omatic.  I was super nervous to do the screencasting, until I realized how simple it really is. 
I recorded my presentation twice. The first time, I sounded too nervous and then I went over the 15 minute limit. The second time was much smoother.  However, I still think it could have been better... but that's alright. 

Here is my presentation on Albert Bandura: 
Albert Bandura- Social Learning Theory

Music & Medicine

Ponder and reflect: Music and Medicine

To me, music is like magic. It has the power to say exactly what a person is thinking or feeling. Music can be used when someone fails to find the words to explain themselves. Music also gives people an outlet--whether they are listening to a song that describes their mood, or they are making music themselves, music is an escape, it is freedom, and it is incredible. 

Robert Gupta was a joy to watch, and his story is amazing. I am fascinated by the link between music and medicine, and always admired people who were going to school for music therapy.

Characteristics of Intelligent People (fieldwork, task 2)

Here is the Prezi I created with the results of my interviews: Intelligence Is...

For task 2 of fieldwork, we were to interview 3-5 (or more) people, asking them to name three characteristics of intelligent people. I ended up really loving the conversations that this question started with people, and I went and asked 8 of my closest friends/family. I must say, the first thing I noticed (and was thrilled about) was that not one person used "smart" as a characteristic. 
I found that there were many similar answers, including "adaptability," "curiosity," and "open-mindedness." My favorite response was  "the ability to understand that they do not know everything." It is so important for people to realize that they do not know everything, that there is ALWAYS more to learn. That is how we grow as people. 
I very much enjoyed this fieldwork assignment. Intelligence, though defined in the dictionary, is not as black-and-white as a definition. An intelligent person has many character traits. All of the responses I received are correct, as there is no single type of intelligent person. 
This task reminded me that it is important for teachers to understand that there are many different types of intelligence, and that what makes one student intelligent may not be the same in another student. 

Create, Evaluate, Reflect: C.E.R. 1, 2, & 3

CREATE, EVALUATE, REFLECT
C.E.R. 1

CREATE:

CER 1

Create:

I used https://bubbl.us/mindmap to create this concept map. I found the website to be fun, and pretty simple. Plus, it’s free!! :)

EVALUATE:

Conduct a web inquiry and compile a useful list of websites that contain examples of the following:

1. Valuable advice: http://www.educationworld.com/a_curr/curr152.shtml

2. Irrelevant advice: http://www.great-ideas.org/

3. Practical/logical advice: https://www.teachervision.com/new-teacher/resource/6495.html

4. Words of inspiration to remember: https://www.psychologytoday.com/blog/the-moment-youth/201309/20-awe-inspiring-quotes-teachers-and-parents

5. Lessons- things to watch out for/mistakes to avoid: http://www.teachhub.com/10-classroom-management-mistakes-avoid

RELATE:

Based on this article: Teacher Research Informing Policy: An Analysis of Research on Highly Qualified Teaching and NCLB, Audrey Amrein-Beardsley, Arizona State University

1. What does it mean to be a qualified teacher?

According to NCLB, a qualified teacher is a teacher who has a bachelor’s degree or higher, has the content knowledge required to teach core subjects, and (usually) holds a state teaching license (Amrein-Beardsley, 1). With NCLB, “now more than ever, high quality teachers are vital only to the extent that they improve student academic achievement” (Amrein-Beardsley, 1). The criteria for a “qualified” teacher is heavily linked to student academic achievement. What this means to me is that, to be a highly qualified teacher, your students must score high on state exams, and must have higher than average grades. I do not believe that this is how teachers should be determined to be “qualified.” To me, a qualified teacher is someone who teaches with their heart, not with the end-goal being superb test scores. Highly qualified teachers know their students on a personal, individual level. They understand that students do not all learn in the same way, or at the same rate, and can adjust their instruction accordingly. Highly qualified teachers use many methods and activities to get their students to not only memorize but understand and relate to the content they are learning. A highly qualified teacher can relate lessons to students’ lives, giving their students motivation to learn. Highly qualified teachers care about their students, not just the test scores.

2. How do you assess qualifications?

Sure, certification can be considered when assessing qualifications of a teacher. But that is, by far, NOT the only thing to be assessed. Qualifications should be assessed by observing student-teacher relationships, classroom management, and overall passion and dedication to the job. A teacher can have three Master’s degrees and a PhD, but if they are not personable and cannot relate to their students then, to me, they do not have all of the proper qualifications.

3. What is good teaching, and how is it measured?

Good teaching utilizes many different types of instruction in the classroom. Good teaching is when a teacher can create engaging activities for their students, and when they know how to tailor their lesson plans to meet the needs of the students in their class. Good teaching is when a teacher uses more than just written exams to assess their students, and instead uses hands-on, minds-on activities, cooperative learning, technological projects, and by allowing as much student-centered learning as possible.

4. How do qualifications make a difference? What knowledge or skills would a qualified teacher possess that an unqualified teacher does not?

Qualified teachers possess an understanding that students are people, not just another number. They see the needs of each of each of their students individually, whereas unqualified teachers view their class as a single student, so to speak, and believe that one teaching method will work for every child.

5. How do school systems that may have a paucity (scarcity) of “qualified teachers” (such as rural and urban schools) work to meet the requirements of No Child Left Behind?

No Child Left Behind unfortunately punishes teachers and schools with low performance scores on state assessments. When scores are low enough, teachers fear being fired and schools fear that they could be closed. Of course increasing teacher salary would “ensure every classroom is lead by a highly qualified teacher” however, there is not a budget for that. I think that what needs to be done, is NCLB needs to be looked over again. Perhaps it is not the teachers or the students, but the area in which the school is located?

the power of STEAM and Effective Teaching (Fieldwork, Task 1)

For my first fieldwork task, I had the pleasure of interviewing a 3rd-5th grade STEAM (science, technology, engineering, arts, mathematics) teacher. She has been teaching in her district for over 20 years, but this is her first year as a STEAM teacher. She was hired as the first ever teacher of this kind in the district, and was thrilled to accept the position. Her previous classrooms include Pre-K, Kindergarten, & First Grade. When speaking with Mrs. C, she was nothing but passionate and enthusiastic about her new position! She spoke about the effectiveness and the importance of a teacher truly knowing their students, so that their learning needs can be met, i.e: the way in which a student learns. Mrs. C forms connections with her students beginning on the first day of school. This has been her routine since she first began her teaching career. She builds strong bonds with her students, which motivates and encourages them to try their best, every day.  

• What effective teaching principles do you follow to reach every child in your classroom?

*I look to see which learning modality the child learns best through, Kinetic, auditory, visual or a combination and then differentiate the lesson to their meet their needs.

*I create lessons that try to meet a combination of learning styles.

*Work in small groups to pre teach or review lessons given to the whole class or work with small groups based on ability to teach specific lessons.

* I ask many open ended, higher level questions and keep an open environment that there are no bad answers, a wrong response or mistake only helps to lead to a better answer. Brainstorming leads to stronger and more interesting answers. The first answers are not always the best.

• What latest research are you referring to in your teaching design.

*As a STEAM teacher, my lessons are project based, using the Engineering design process. We are also fostering an atmosphere of perseverance and not giving up when the design as planned doesn’t work. That learning comes from failure (FAIL-first attempt in learning) and learning growth from not giving up on finding a solutions. This year I am also researching many different robotics programs that allow for creative discovery such as LittleBits, Code.org, BeeBots (https://www.bee-bot.us/), Lego robotics, Dash and Dot, and Spero.

• In what ways does the research on effective teaching empowers teachers' continued learning process?

*My role as a STEAM teacher requires me to create or research activities which bind together experiences with Science, math, engineering technology and the arts. The lessons not only look at the STEAM activity but includes writing, research and creative problem solving.

The Importance of Teachers

Anita Woolfolk pretty much hits the nail on the head in her podcast about the the importance of teachers. Anita discusses that teachers are so much more than instructors. They are lifelines.

Anita explains how important it is for teachers to truly care about their students, stating “people need to belong and feel safe before they can focus on learning and knowledge." That is my favorite line from the podcast.

There are so many teachers who spend their whole time teaching to the state tests, and do not take the time to form relationships with their students. However, this has shown to hurt, rather than help, student performance. Students who believe that their teachers care about them are higher achievers and are more resilient. 
I LOVE that students were asked what makes a great teacher. Because at the end of the day, students are the ones in the classroom. Here is what they said:
Teachers show they care by:

• Trying to make class interesting
• making sure everyone understands the material
• asking “what's wrong?" 
• being fair & respectful
• offering choices
• showing interest in their students
• trusting & respecting their students
• caring about them as learners and as people

Here is a link to the podcast: The Importance of Teachers

Educational Psychology Webquest

I used this website Educational Psychology: Foundation for Teaching to conduct a simple "webquest" on an educational case study. The website provided links to other resources relating to educational psychology.  I particularly liked this explanation on the website: 

"Research offers us the chance to see theories put to the test—to find out how real students in real classrooms respond to a variety of teaching methods; to test long-held beliefs about educational practices so that we can judge if they might be flawed or incomplete. Research helps us to become better informed, more competent professionals."

When looking through the websites and subsequently using EBSCOhost to find an article that interests me, I came across a few different articles on differentiated instruction, a subject that I enjoy learning about and discussing. This particular article (Multiple Paths to Testable Content? Differentiation in a High-stakes Testing Context) focused on differentiating instruction to tech content for high-stakes exams.  It fits my belief that no two children are exactly the same, and children should be able to learn in a way that best suits them. 



Here are the results of my webquest: 

Kristine Pilla ED 3020 Summer 01	Differentiated instruction to teach content for high-stakes testing.
Bibliographic Information	Authors: Stephanie van Hover, David Hicks, Elizabeth Washington Case study title: Multiple Paths to Testable Content? Differentiation in a High-stakes Testing Context Citation: van Hover, S., Hicks, D., & Washington,         E. (2011). Multiple Paths to Testable        Content? Differentiation in a High-      stakes Testing Context. Social      Studies Research & Practice, 6(3),      34-51.
Classification	Experimental
Summary	The study followed a history teacher who was preparing students for a high-stakes state exam. The study has the teacher using differentiated instruction to teach the material for the exam. The teacher was able to take the content and rather than teach from the book and/or the given “script,” create a lively, engaging classroom environment for learning history. Students were interested and engaged. They were able to learn in ways that worked for them individually, and therefore gained a much better understanding of the content.
Conclusion	This study intrigued me, because it touched upon a subject that I am passionate about: making subjects and content engaging for all students. Every student learns differently, and because of that there should be multiple ways in which they are able to learn the material. It should not matter how the information is learned, only that it is learned and understood. This teacher did a wonderful job preparing her students for a high-stakes exam.

Thorndike

I read the research by E.L. Thorndike, his article entitled  "The Contribution of Psychology To Education." (Thorndike) It was very interesting, and it made me ponder how the study of psychology goes hand-in-hand with educational research, and how an understanding of psychology can positively impact students. 

1. What are the roles for education and psychology envisioned by E.L. Thorndike?

E.L. Thorndike believes that psychology makes educational aims clearer. It enlarges and refines the role of education, bringing importance to human behavior and human nature. Thorndike describes education and psychology as going hand-in-hand. The study of psychology, specifically child psych and development, give us a better understanding on how behaviors and human nature effect the education of a child, and how teachers can take that research and apply it to their classrooms. 

2. Have these roles changed? What kind of methods did Thorndike recommend for research?

Teachers used to assume that their students were less intelligent than they actually were. Education was more "common sense" training, and was thought to be able to teach students exactly how to think and act, essentially in an attempt to create students who were exactly uniform- who learned and thought the same way. 

Now, psychology in education explores the differences in every child, and supports the idea that not every child is the same, and that behaviors, environment, human instinct, social interaction, background, etc. all contribute to how a child learns. 

Think about your Professional Development Plan. In your 1 page plan, identify:

1. What constitutes scholarly research.

Scholarly research consists of a few things: peer-reviewed articles, reputable websites, books, blogs, etc. and it published by professionals. When finding articles to use for projects and for my own research, I look for articles and studies that have been published only after extensive research by the author. 

2. Ways to acquire and interpret scholarly research.

Databases online, such as EBSCO, are great ways to acquire scholarly research articles. The library contains journals and articles as well. In order to properly interpret a research article, it is important to read the entire article, and to take a look at the sources that are cited in the research. This way, there can be no mistaking the goals and outcomes of the research. 

3. Ways to use scholarly research in your future practice.

Scholarly research will never stop being useful. Scholarly research can be used to understand learning theories and teaching methods. It can be used when researching learning disabilities. Scholarly research helps teachers to differentiate instruction for students, and to have an easier time discovering methods that may work.

Modules 1 & 2

Learning outcomes of the Chapter

Module 1:  Learning and Teaching Today

1.1: Describe the key elements and requirements of the No Child Left Behind Act.

Standardized reading and math tests are administered in grades 3-8 and once in High School. Science is tested in every grade, beginning in grade 3 and continuing through grade 12. According to NCLB, teachers should wait for students to ask for help before offering assistance. Teachers should make sure that all students have the chance to speak in class by calling on different students each time a question is asked. 
Under the NCLB act, schools were expected to bring student learning up to proficient levels, or have the school be at risk of closing. 
While No Child Left Behind is supposed to advocate differentiated instruction, teachers have struggled to meet the differentiated instruction standards while having their students perform proficiently on a standardized test that is not differentiated. 

1.2: Discuss the essential features of effective teaching.

Being an effective teacher goes far beyond a degree that says someone is a teacher. Effective teachers are constantly looking for ways to engage their students, and they understand that children learn differently and at different paces. Truly effective teachers put the needs of their students first, before test scores or assignments. Effective teachers put in true effort, and do not just read from the book (or Common Core module). Teachers who do not take the “easy way out,” but instead do whatever is necessary for the success of their students, are truly effective teachers.

Module 2:  Research and Theory in Educational Psychology

1.3: Describe the methods used to conduct research in the field of educational psychology.

In the field of psychology, single-subject experiments are used to explore the effects of specific interventions on a student. Ethnographic research studies real teachers, and natural classroom settings. This research studies events that typically take place in a classroom, giving researchers a better understanding of classroom occurrences and interventions.

1.4: Recognize key theories of development and learning that influence educational practice.