Psych of Learning: Mid-Term study

1. Develop a list of six questions in a subject area of your choice. The questions should correspond with each of the six levels of Bloom’s Taxonomy.

1. Knowledge: Match the three techniques that Matisse used in his collages to the correct definitions. Techniques and definitions will be given.
2. Comprehension: Describe the three techniques of color, form, and shape.
3. Application: Use the techniques of color, shape, and form to make a collage with paper.
4. Analysis: Compare and contrast the use of color, shape, and form in two collages by Matisse.
5. Synthesis: Using the techniques of color, shape and form, create a three dimensional piece of art using the provided materials (clay, beads, wood scraps, paint, paper, etc.)
6. Evaluation: Pick a collage by any artist that you are particularly fond of. Using the terms color, shape, and form, justify why the piece of art is successful.

2. Compare and contrast constructivism and direct instruction. Cite two strengths and two limitations of each instructional approach. Describe why it is important for an educator to be able to use both effectively.

Constructivism uses children's prior knowledge to work as a group to gain a deeper understanding of a concept. For this reason, it can be particularly successful when used to teach social studies, art, or science.

Two strengths: This style of teaching gives children ownership of their learning, giving them a voice, and hopefully confidence. Since children work together in this style, it is a great opportunity to build community and strengthen student relationships.

Two limitations: Constructivist lessons can be very time consuming. Since it is students have more control, it can be very difficult for teachers to manage.

Direct Instruction is a way for a teacher to have control of the learning process which therefore will help move the class all in one common direction at a similar pace.

Two strengths: This is an efficient and straightforward way to teach: children are aware of the learning process and expectations. Although this format is teacher lead, there are many opportunities for children to use different styles of learning and do hands on activities.

Two limitations: Since this technique is teacher-led, it can be difficult to adjust the lesson to children at different learning levels. This technique does not easily include team building or social skills.

The two teaching techniques are similar in that they have clear learning targets and goals. The means to the end is what differs them the most. Since kids learn in different ways both techniques are necessary to be sure to reach as many kids as possible. Using a variety of techniques when teaching will help mix up the schedule to keep kids engaged. Last, different subject matter can be best learned using different techniques of learning.

3. As a committed teacher, you are committed to teaching in ways that address diverse learning styles. List your own Myers Briggs Type Inventory combination of sensate/intuitive and judicial perceiving dimensions. Then describe three strategies you could use to teach to a different type and explain why this would be appropriate for that type.

I am a NJ.

Three strategies I will use in the classroom to reach the SP’s are:

1. Allow chaos. SP’s can tend to get bored and even frustrated with quiet time, lecture, and individual practice. For this reason, I need to be sure to fluctuate the level of activity in my classroom to be sure that SPs will get a chance to move around and interact with peers.
2. Make lessons relevant to the real world. If a child does not know why they need to learn something, they may decide it is not necessary to pay attention. I need to be sure to explain why what I am teaching is important and when and how the concept can be used in life outside the classroom.
3. Give options. Although this strategy is important for all types of people, it is especially important for SPs. Every child needs the opportunity to succeed, if I give my students options, especially for big projects or tests, they will be able to choose the best option for them. For example, SPs may not be able to show their knowledge as well on a multiple choice test as in a presentation.
4. Other: Be flexible, Big groups, give responsibility.

4. Describe how you would integrate four of the six basic principles for enhancing long-term memory while teaching a lesson on the topic of your choice.

F amiliarity
O rganization
A ctive rehearsal
M eaningfulness
E ffort
E motion

To teach three art techniques Matisse used I could use:

Effort:

• I could have students use mnemonic devices (Color, Shape, Form = collage seems fun)
• Use imagery and visual representation of Matisse’s art
• Teach each technique separately (chunk)
• Give them time to discuss how they will remember the terms
• Do a fun perhaps musical activity in the middle of the lesson.

Meaningfulness:

• Students can provide example of color, shape, and form in the classroom, on their clothes, in the school or at home.
• Relate shapes to math lessons, color to previous art lessons
• Have students work in small groups to discuss their ideas of the use of the terms.
• Act out organic/geometric shapes.
• Act out form (stand near each other or don’t)
• Recreate examples of artwork and change one of the three terms. Ex: Make all the blue squares in a collage look red, then discuss the differences.

Active Rehearsal:

• This lesson already uses a lot of group activities, some could include:
• Summarizing the three techniques
• Explaining the use of the three techniques in a sample artwork
• Repeat the three terms, could also use body motions or tonality differently with each term, this could also be done as a song or in a repetitive pattern (rote memory).

5. Discuss two ways in which you might incorporate the use of think-alouds in a particular lesson. Explain how you could use those think alouds to enhance students’ learning, reflection, and/or metacognition.

When analyzing a collage by Matisse and using the three techniques of color, shape, and form, it would be very useful to first model how to do this. Especially if children are not familiar with talking about art, it can seem uncomfortable or difficult. By first doing a think aloud to explain why I think the way I do about a piece of art, children can then see to begin discussing a piece of art. Since there are not clear right or wrong answers when analyzing art, it is a great opportunity to show that kids can have opinions and different explanations about a piece of art.

A think aloud is a great opportunity to show kids how to make a collage. Without first modeling this, kids could just randomly glue pieces of paper together. But, if they first see someone explain why choosing red verses blue or a triangle verses a square, then the child could gain understanding of the thought that goes into creating art. Creating art should include some form of reflection and metacognition in the creative process to make the product have meaning to the artist. This ability to think about what you create will help make the art more profound and the student have greater ownership of his or her product.

6. Discuss the eight types of intelligence that have been identified in Howard Gardner’s multiple intelligence model. Describe a lesson that incorporates at lease three types of intelligence.

SNILLIMB

1. Spatial: likes visual representation, art, imagination, metaphors, mind-mapping
2. Natural: likes field trips, experiences, camping, collecting data, reflecting on those
3. Interpersonal: cooperative learning, peer tutoring, community involvement, social gatherings
4. Linguistic: lectures, discussions, word games, story telling, journal writing.
5. Logical-Mathematical: brain teasers, problem solving, science experiments, mental calculations, number games, critical thinking
6. Intrapersonal: individualized instruction, independent study, options, self-esteem building
7. Musical: rhythm, tonality, song.
8. Bodily-Kinesthetic: hands-on, drama, dance, sports, tactile activities, relaxation

In an art lesson about using the techniques of color, shape, and form, students will be requested to use almost all of Gardner’s intelligences. Students will discuss the use of the terms to peers as well as in a writing activity (linguistic &interpersonal). Students will make a collage of their based on a past experience (intrapersonal & bodily-kinesthetic). Since it is an art lesson, there will be many uses of the special intelligence: looking at sample art, imagining (and making) an art piece of their own, etc.

7. Select four of the principles from “Synthesis of Research on Good Teaching” and analyze their relationship to the instruction you observed in your field experiences. Include specific examples.

Effective teachers:

1. Are clear about their instructional goals.
2. Are knowledgeable about their content and the strategies for teaching it.
3. Communicate to their students what is expected of then – and why
4. Make expert use of existing instructional materials in order to devote more time to practices that enrich and clarify the content
5. Are knowledgeable about their students, adapting instruction to their needs and anticipating misconceptions in their existing knowledge
6. Teach students metacognitive strategies and give them opportunities to master them
7. Address higher-level as well as lower-level cognitive objectives
8. Monitor students’ understanding by offering regular appropriate feedback
9. Integrate their instruction with that in other subject areas
10. Accept responsibility for student outcomes
11. Are thoughtful and reflective about their practice.

2. The second grade teacher that I observed was doing a unit about frogs and toads. He had taught this unit in the past and was collaborating with the other second grade teachers for resources. He used many different resources and strategies for teaching his subject matter including watching videos, creating graphic organizers, guiding the students to work individually, in small groups, and as a whole. He also used GLAD techniques to help reach the high level learners, a student of his who a learning difference, and for his ELL students.

7. The second grade teacher also had many different cognitive objectives during his frog and toad unit. For example, he first had the students copy diagrams, then had them discuss the diagrams, and later had them put together a report to synthesize all the aspects of the unit.

9. While teaching a math lesson about reading charts, the fifth grade teacher I worked with related the charts to what the students were learning about the electoral collage. By relating the math lesson with the social studies lesson, the students were more interested in the material, and also could discuss the electoral college on a deeper level in the social studies lesson later that afternoon.

11. The fifth grade teacher I worked with would often meet with the other fifth grade teachers to discuss how things are going. One clear example of her reflection was about a particular student with a behavioral disorder. The teacher had tried many techniques and was very frustrated and did not know what to do next. The teachers discussed possible actions for helping the situation. This also brings up one more principle that I find critical: and effective teacher will collaborate with other teachers, staff and community members to build a support network.

8. Describe how you would structure a cooperative learning experience for your students in way that incorporates the five essential elements identified by Johnson and Johnson.

After learning about the three techniques of color, shape, and form by applying them to artwork by Matisse, students will work in cooperative groups to create a collage using the techniques. Their academic target will be to create a collage using the techniques. The social target will be for all group members to equally participate.

Positive Interdependence: Students will only get one piece of large paper for the base of the collage. The students will sit together when creating the artwork. The students will have jobs (gluer/cutter/organizer). They will all get the same grade.

Face-to-face promotive interaction: Students will have to decide on one concept/image to create before beginning the collage. There will be one student who had to role to make sure each student gets to have a chance to share their opinions. Before beginning the artwork, the students will have to present their “action plan” to the teacher as a teach what the art will be and how they decided what to do.

Individual Accountability: Each student will write an analysis of their group’s artwork. They will discuss how the tree techniques were used and if they feel the artwork successfully portrayed their action plan.

Interpersonal and small group skills: Artwork is often very introspective. For this reason, it will be a challenge for many of the students to create a piece of art with a group. Before beginning the assignment, the class will discuss as a whole what roles are needed for success and what is needed to successfully cooperate with each other. This will be a teacher led discussion; but it will be formed on the students’ ideas.

Group Processing: After completing the project, students will discuss how well they worked together. They will have a single form for each group where one group member will write all the responses. All group members will sign the form. After the group discussions, the whole class will revisit the earlier discussion about successful cooperation to see if they were successful.