Mrs. Storey's Kindergarten Classroom

On Tuesday, May 24, 2016 I observed Mrs. Megan Mayer and her kindergarten class at Roosevelt Elementary School. When I got to her class, they were preparing themselves to go to the school garden and learn about fruits, and planting. For this activity they partnered up with another kindergarten class right next door. With the two classes we all walked outside to the back of the playground where Roosevelt has a miniature garden. Between both of the classes there were three groups, A, B, and C as well as three sections of the garden activity. One group would sit down with the other kindergarten teacher Mrs. Peterson and they would draw what they had learned in class previously, another group would go with a different teacher who worked at the

Amy Caesar’s lecture advocates for constructionist education as she believes the new era of 21st-century learning entailing creativity exists now. Specifically, she supports the alternative education system and outlines the various forces that have attempted to hinder the actualization of DL learning such as the teachers union and the ministry of education. Overall, Caesar spotlights the importance of utilizing knowledge in a manner that is applicable and flexible to all members of society.

Miss. Hooker’s first grade class is full of unique individuals from all different areas in life. Some have different racial backgrounds, some conquer their academic materials, and some are higher on the financial ladder than others. Seeing these kids all view each other as the exact same, and no one thinking they are better than anyone else is truly amazing. They seem so “pure”.

This paper analyzes part 8: Do Students Lose More Than They Gain in Online Writing Classes? in Kate Kiefer's Brave New Classrooms. She questions whether students actually gain any real benefits from an online classes. Although onnline learning is a rapidly expanding learning format that takes full advantage of today’s technology it does have its shortcomings that Kiefer addresses throughout the article. She names three principle reasons why understudies aren't learning in web based written work courses: Classroom bolster programming, understudies' opportunity requirements, and "market" models of instruction. Kiefer affirms the nonattendance of eye to eye collaboration in web based written work courses is maybe the most compelling motivation

First of all, I would love to thank the author for sending me a copy of this book so soon after I finished the Miss Mabel's School for Girls.

Kindergarten is a period where kids reached their preoperational stage of cognitive development. The revelation of new things and the encounter of different moralist lessons are what a typical kindergartener might experience. Throughout the preschoolers’ encounters, the brain remains a vital part in the developmental process. Mr. Frilot’s five-year-old son, Preston for instance, was eager to recount his exhilarating adventure about his journey to the fire station to his dad. Due to the following segments of the brain- Egocentrism, Broca’s area, Acetylcholine, Crystallized intelligence, Schema, Hippocampus, and Assimilation, Preston was fortunate enough to do so. For starters, egocentrism remains a critical part in Preston’s story-telling. It

Mrs. Stell decision not to place students in Mrs. Clay’s classroom will have a negative ramification on staff and school community. The professional reputation of Mrs. Stell and Mrs. Clay will also be questioned by colleagues. This decision will lead to teachers losing trust and becoming divided. Ultimately, this will not only create morale issues on the student placement agenda but also on other areas of the school community. In terms of students’ and parents’ wishes in the placement process, this also can lead to negative ramifications on the school community. Parents can become divided amongst each other and also with the school community if they feel they’re not getting the best possible accommodations for their child. Mrs. Stell needs

In this chapter, Sullivan discusses the need for real thinking in order for us to create new ideas. Furthermore, he discourages the use of “pseudo-thinking” because it is not original. Sullivan discourages the use of words in creating ideas. Words are thought to slow down the process of real thinking and creates a stumbling block . Imagery, emotions and rhythms are tools in the ability to think with no limits, while words only serves as a hindrance. The idea of being able to generate new ideas with no use of words is very thought provoking. It is pertinent for the general public to ponder this idea; because without words the fruition of new thoughts will be nonexistent. Therefore, words are essential in generating successful ideas.

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

The more a person knows, then the more a person can learn. He calls already existing knowledge a ‘mental velcro’ which essentially allows for more knowledge to become attached to it. He places a strong emphasis on the idea that any kind of learning requires effort. Along with the effort of attention, repetition is also required. He argues that it doesn’t matter how much math skills a child has, he/she will not learn the multiplication table efficiently unless drill and practice and

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

A young adolescent brain can hold 7 pieces of information, plus or minus two items in working memory. Show them that the information fits together, and in a meaningful way. Short-term memory stores approximately 7 items of information for 30 seconds unless there are strategies in place to remember the items. Working-memory stores approximately seven items for 20 to 30 minutes, if not determined as meaningful the information will be lost and not stored in long-term memory. Teachers can use systems such as rhyme, rhythm, rap, chunking, storytelling, and mnemonics as

The authors are looking at an issue that is interdisciplinary in nature, so they determined that they must seek research evidence from each of the important fields of study implicated in the research. The three areas of study were educational psychology which gave insight into how people learn, foreign language teaching and cognitive psychology which has to do with memory (Erbes, et al, 2010). The researchers determine that in the field of educational psychology, studies had long been engaged in determining how teachers could use information gained in studies of brain function to enhance curricula and teaching (Erbes, et al, 2010). In one of the studies examined, Sutton (2008) had tried to see how teaching

Understanding the implications and obstacles of schema theory is integral to the appropriate application of cognitive development procedures for teaching.1 Knowledge acquisition requires that teaching methodologies are chosen with consideration towards differing cognitive and schematic variables 2such as ' personality typologies,developmental stages and dispositional tendencies '.(Altbach, Arnold, & King, 2014, p.296) .By looking at a variety of influences a child’s environment and previous experience has on cognitive development we can begin to understand how catering for these differences positively impacts teaching in a diverse classroom.3

A theory of the way working memory capacity constrains comprehension is proposed. The theory proposes that both processing and storage are mediated by activation and that the total amount of activation available in working memory varies among individuals. Individual differences in working memory capacity for language can account for qualitative and quantitative differences among college-age adults in several aspects of language comprehension. One aspect is