T2P
"the relationship between the student and the teacher impacts the learning environment"
Hypothesis: If the teacher combines a clear objective with the learning (cognitive) styles of their students, then the lesson will be successful, because regarding Maslow's Hierarchy, a student must be able to truly analyze, evaluate and synthesize what they have learned, before they can create or use acquired knowledge.
Reflection:
It is funny to look back at what I wrote last week regarding the relationship of teacher - student dynamics. I can think of some people who might argue that this fact is not important (some folks in my family!) and yet from our homework for Week2, and class today, I feel as though perhaps I have evidence to suggest that is the case. There are students who will learn, memorize etc no matter how the teacher instructs the class - but will they learn well? This ties into the theories of Piaget & Vygotsky. When my Intel team and I were attacking the Discussion boards we came up with fun idea: "We believe in a 'Piagotky' viewpoint, there are stages of learning however, stages are not necessarily confined to age groups, but will vary based on elements such as social context etc. For example: Constructivist Learning -> learning is successive - built off of combined previous knowledge."
I am beginning to see how this relates to the English classroom, but it is very interesting to see how it relates to the Biology or Physics classroom. I am curious how the psychology of students effects their learning too. Yesterday I realized that just b/c I think I am getting something across does not mean that I truly am - that could mean that I was missing one of the steps on Maslow's Hierarchy. I find that very helpful.
Perhaps the most memorable part of class today was when we were discussing 'Erik's' classroom - I hadn't even thought about the fact that those students may have been grouping themselves for another reason. That was just an eye opener to me personally. As a teacher it will be a challenge to constantly ask questions of myself and my own, beliefs, behaviors, disposition in reference to my overall vision. I liked the template today as well - I am a 'visual' learner so sometimes templates and 'scaffolding' really help.
That's all for now - :) aa
Grand Canyon
Me and my friend Sayer on our 7 mile hike through the Grand Canyon!
Amanda, 1. You've changed Maslow's Hierarchy of Needs to "Moslov's pyramid"! (Poor Maslow is probably rolling over in his grave!) 2. What do you mean by the "psychology" of students? 3. Its apparent you are in the thick of interrogating your beliefs and envisioning how they may impact your work. Keep pressing.
ReplyDeleteDr. Garcia, 1. Well, that is embarrassing! I believe they are all corrected now. RIP Maslow. 2. I probably could have chosen a more specific word than ‘psychology’ but what I meant was this; I always thought it would be important to get to know my students, however, from our 2nd class session I realized it is much more than that. I need to know who they are and what happened to them before they walked into my classroom, a day, a week or months and years before. I need to be more aware of the social context I am teaching in, what mindset they are currently in (at their perspective grade levels) and use this knowledge to align my pedagogy with their learning style. Studying these things will make my unit plans fit into a school curriculum in a way that will ideally support and be relevant to where the students are in their learning stages and where they ‘are’ in their ‘worlds’. Thanks for the feedback.
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