Monday, April 6, 2015
MatthewCucioTechEd: Educational Psychology Module 1
MatthewCucioTechEd: Educational Psychology Module 1: The studies of Piaget and Vygotsky are unbelievable when you think about your own everyday lives. I say your because I am sure that ev...
Wednesday, April 30, 2014
Educational Psychology Module 4
With Common Core and technology knocking on the door in every classroom their are the basics that some seem to disregard. With in chapters 9,10,11 of "Educational Psychology", WoolFolk, the basics are talked about greatly. Things such as Learning strategies and their application, problem solving, critical thinking, brainstorming, and my personal favorite creativity.
Though they are touched upon in all of the chapters, chapter nine focuses on the list above. What about the other two chapters you say? I do not want to take away their importance, but today in education, and like I stated above some feel the basics are being left behind.
Starting with learning strategies such as READS or CAPS are so incredibly important especially in special education. Most of the lower functioning special education students struggle with reading and comprehension of whatever they are reading or attempting to read. Using strategies like READS or CAPS can allow the students to break apart a story or text to allow for better understanding at a slower pace and a piece at a time.
Problem solving and critical thinking go hand in hand. Everyday we use problem solving skills and they usually include some critical thinking to resolve them. In my experience in special education I have noticed the early stages are where most confusion sets in. Identifying the problem and the cause of that problem is where most of my students can not get passed. Most of the time once explained and broken down, like using READS or CAPS, they will come up with at least the problem itself. Once the students have even a small understanding of what the problem is they can brainstorm and verbalize what possible solutions could be.
Working everyday with situations of this kind, I have come to realize that the students I work with may never solve their problems. Using some of the strategies to recognize what the students are struggling with is a great tool for educators to assist them with coping with the struggles they endure. Also, though having a disability can not be cure we sure can show students how to work with it instead of just giving up.
Though they are touched upon in all of the chapters, chapter nine focuses on the list above. What about the other two chapters you say? I do not want to take away their importance, but today in education, and like I stated above some feel the basics are being left behind.
Starting with learning strategies such as READS or CAPS are so incredibly important especially in special education. Most of the lower functioning special education students struggle with reading and comprehension of whatever they are reading or attempting to read. Using strategies like READS or CAPS can allow the students to break apart a story or text to allow for better understanding at a slower pace and a piece at a time.
Problem solving and critical thinking go hand in hand. Everyday we use problem solving skills and they usually include some critical thinking to resolve them. In my experience in special education I have noticed the early stages are where most confusion sets in. Identifying the problem and the cause of that problem is where most of my students can not get passed. Most of the time once explained and broken down, like using READS or CAPS, they will come up with at least the problem itself. Once the students have even a small understanding of what the problem is they can brainstorm and verbalize what possible solutions could be.
Working everyday with situations of this kind, I have come to realize that the students I work with may never solve their problems. Using some of the strategies to recognize what the students are struggling with is a great tool for educators to assist them with coping with the struggles they endure. Also, though having a disability can not be cure we sure can show students how to work with it instead of just giving up.
Friday, April 25, 2014
Educational Psychology Module 3
Chapters seven and thirteen are based on behaviors of learning and creating a classroom or learning environments. One point of chapter seven that I would like to focus on is actually in the introduction called the "Teacher's Case Book." It briefly talks about a student going to the nurse a lot and about nine out of ten times he/she has not been sick. It was recognized that the student would most often "feel" ill during oral assignments or when he/she had to speak in front of the class.
This reminds me of several of my students. They often say that they do not feel well or have had an emotional episode that puts them into a bad mood to which they can not complete the assignment or task at hand. This is a common behavior in my experience and to be completely honest my past schooling days. I have done something to this effect due to nerves or failure to complete work while I was in elementary or High School. At first it was an unconditioned response that eventually turned into a conditioned response. I had realized that if I did not feel well I could avoid that which my me nervous and that I was afraid of. Now older I have realized it was more fear than anything. After being punished for some of the behavior I was displaying it became worse, but after one teacher in sixth grade reached out and positively reinforced my actions I learned to change them. I became confident, out going, and well to be honest again annoyingly out going. That one teacher changed my schooling and my life. Learning how to change the response to a stimuli that I did not like or made me nervous allowed me to push through and really strive to reach my full potential.
Positive reinforcement is a n extremely powerful tool along with negative reinforcements or consequences or punishments. Correcting behavior with an constructive and or a preventive no threatening attitude or approach can again change lives. Is this so for every situation no, but I strive to be firm and clear yet reassuring that yes the student did not complete whatever was not completed but while correcting reinforce confidence and composure.
This reminds me of several of my students. They often say that they do not feel well or have had an emotional episode that puts them into a bad mood to which they can not complete the assignment or task at hand. This is a common behavior in my experience and to be completely honest my past schooling days. I have done something to this effect due to nerves or failure to complete work while I was in elementary or High School. At first it was an unconditioned response that eventually turned into a conditioned response. I had realized that if I did not feel well I could avoid that which my me nervous and that I was afraid of. Now older I have realized it was more fear than anything. After being punished for some of the behavior I was displaying it became worse, but after one teacher in sixth grade reached out and positively reinforced my actions I learned to change them. I became confident, out going, and well to be honest again annoyingly out going. That one teacher changed my schooling and my life. Learning how to change the response to a stimuli that I did not like or made me nervous allowed me to push through and really strive to reach my full potential.
Positive reinforcement is a n extremely powerful tool along with negative reinforcements or consequences or punishments. Correcting behavior with an constructive and or a preventive no threatening attitude or approach can again change lives. Is this so for every situation no, but I strive to be firm and clear yet reassuring that yes the student did not complete whatever was not completed but while correcting reinforce confidence and composure.
Educational Psychology Module 2
The readings and resources this week had me in a panic. I only scored a 99 on my IQ test and thought to myself am I not intelligent? After further reading I find I am average. With my past experience in taking tests I am ok with. This is were it all clicked after reading. With different types of learning and disabilities that could be possible are IQ tests even accurate.
I also currently work with special education students with an array of disabilities. Reading about disability etiquette was one of the major points that caught my eye. Realizing that the structure of your sentences can be offensive to the students is something I did not think of. Granted I knew the basics of what to say and what not to say but for example " Students with learning disabilities" NOT "Learning disabled students." (Woolfolk, 117) Also, the different types of intelligence was very interesting. I always had the mind set of book smart and street smart. Obviously I was incredibly wrong. I found that the Triarchic theory of successful intelligence explains learning the best way possible. It covers the three main learning influences that I see most while working with my students.
1) Thought process: My students, with various disabilities, their thought process are all different not only from one another but sometimes each day. The day to day change is usually caused by an out side influences or experiences.
2) Coping with new experiences: Some experiences may be positive and some may be negative. Depending on the severity of the negative experience I have noticed that these are usually that cause for thought and behavior change.
3) Adapting to context:. This can be explained in several ways but I am choosing the path of culture and upbringing. For example, solely based on what I have been told from friends in the culture and experience within this culture, Middle Eastern cultures do not look at women in the same light that we as Americans do now a days. How does this point tie in? Well if you look at it from the outside you may disagree with someone else culture but if you understand and respect it than a behavior can be correct or understood due to the context.
I know this is consitraited mainly on chapter four of Educational Psychology (Anita Woolfolk), but again with working in a special education program this is what caught my eye.
I also currently work with special education students with an array of disabilities. Reading about disability etiquette was one of the major points that caught my eye. Realizing that the structure of your sentences can be offensive to the students is something I did not think of. Granted I knew the basics of what to say and what not to say but for example " Students with learning disabilities" NOT "Learning disabled students." (Woolfolk, 117) Also, the different types of intelligence was very interesting. I always had the mind set of book smart and street smart. Obviously I was incredibly wrong. I found that the Triarchic theory of successful intelligence explains learning the best way possible. It covers the three main learning influences that I see most while working with my students.
1) Thought process: My students, with various disabilities, their thought process are all different not only from one another but sometimes each day. The day to day change is usually caused by an out side influences or experiences.
2) Coping with new experiences: Some experiences may be positive and some may be negative. Depending on the severity of the negative experience I have noticed that these are usually that cause for thought and behavior change.
3) Adapting to context:. This can be explained in several ways but I am choosing the path of culture and upbringing. For example, solely based on what I have been told from friends in the culture and experience within this culture, Middle Eastern cultures do not look at women in the same light that we as Americans do now a days. How does this point tie in? Well if you look at it from the outside you may disagree with someone else culture but if you understand and respect it than a behavior can be correct or understood due to the context.
I know this is consitraited mainly on chapter four of Educational Psychology (Anita Woolfolk), but again with working in a special education program this is what caught my eye.
Tuesday, April 8, 2014
Educational Psychology Module 1
The studies of Piaget and Vygotsky are unbelievable when you think about your own everyday lives. I say your because I am sure that everyone has conversations silently with themselves about one thing or another.
To be more specific on what I am referring to in the text book Educational Psychology by Anita Woolfolk, on page 59, Table 2.4, the differences between Piaget's and Vygotsky's Theories of Egosentric or Private Speech. Going over three main categories Course of development, Relationship to Social Speech, and Relationship to Environmental Contexts. I am not going to completely regurgitate the table back to you, but I was instantly interested about both of their theories.
Piaget says that social speech is a negative and that least socially and cognitively mature children use more egocentric speech. While Vygotsky claims it to be positive and develops out of social interaction with others.
Personally I look at this in two different ways. First way, as an every day "Joe." Thinking that this is talking to oneself. Ergo, I said above that I am sure that everyone has done it. Having an internal conversation to fix a problem or finish a challenging task to me is an everyday occurrence. From a special education educator I see both gentleman's views but in a different light. For example, I directly correlated Piaget's with some of my students. Some of their disabilities limit their social interaction but yet they are constantly talking to themselves. Could Piaget have been onto something with out knowing about it? I will have to do some more research on that subject but again that is the first thing that popped into my head while I was reading that section. On the other hand, which will fall under Vygotsky's theories, in sports and all throughout my education I was taught to work it out in my head. Which to me was "talk it through in my head." Another example that occurred to me is "The Little Train that Could." Coninuosly saying "I think I can, I think I can."
Please comment and let me know how you view these theories.
To be more specific on what I am referring to in the text book Educational Psychology by Anita Woolfolk, on page 59, Table 2.4, the differences between Piaget's and Vygotsky's Theories of Egosentric or Private Speech. Going over three main categories Course of development, Relationship to Social Speech, and Relationship to Environmental Contexts. I am not going to completely regurgitate the table back to you, but I was instantly interested about both of their theories.
Piaget says that social speech is a negative and that least socially and cognitively mature children use more egocentric speech. While Vygotsky claims it to be positive and develops out of social interaction with others.
Personally I look at this in two different ways. First way, as an every day "Joe." Thinking that this is talking to oneself. Ergo, I said above that I am sure that everyone has done it. Having an internal conversation to fix a problem or finish a challenging task to me is an everyday occurrence. From a special education educator I see both gentleman's views but in a different light. For example, I directly correlated Piaget's with some of my students. Some of their disabilities limit their social interaction but yet they are constantly talking to themselves. Could Piaget have been onto something with out knowing about it? I will have to do some more research on that subject but again that is the first thing that popped into my head while I was reading that section. On the other hand, which will fall under Vygotsky's theories, in sports and all throughout my education I was taught to work it out in my head. Which to me was "talk it through in my head." Another example that occurred to me is "The Little Train that Could." Coninuosly saying "I think I can, I think I can."
Please comment and let me know how you view these theories.
Tuesday, March 25, 2014
Week 5 Social Media and Technology Is the New Classroom?
I am curious after watching Mr. Sugata Mitra's presentation and talk about education, on how exactly it would work with eliminated education as we know it. He spoke about giving the main question and letting students use a computer to figure it out and could they figure it out if allowed to on their own. According to his presentation, YES! Mitra's presentation was called "Build a School in the Cloud" I have linked his New Castle University profile to his name for some background on Mr. Mitra and also the TED talk to the title.
The idea of students using the interent and computers as tools to learn on their own seems outlandish, but yet we as people not necessarily in school do it everyday. Learning how to do home projects on Youtube, or asking other questions on Facebook. Granted it may or may not be educational at all times but for the most part we are searching for an answer. Is this different then being asked a question by a teacher and then searching for an answer? Sounds the same to me, different levels of purpose and importance maybe but same idea. I see Mr. Mitra's ideas and a breakthrough to explain and prove that education today is outdated. I agree with some aspects but for the most part could't agree more. See actual evidence that shows children with no food let alone training on a computer can learn how to use it and what is actually on the screen. I as a student and now as an educator have heard and used these words. "It's not so bad if you just sit down and do it." My mother and father both used to say this to me about homework daily. I now say it to my students. This is what I hear when watching Sugata Mitra's video. I understand that technology has it dangers and can be scary at times, but lets be real for a second. Everyone freaked out about the Wright brothers flying. How many people have died or used aircraft to kill? More than you can count I know. So lets take scary and make it into useful and helpful. I urge you, like Sugata Mitra has, try it and see that it can be done and needs to be for us and our students to continue being successful.
A quote I use all the time and I have to thank NIKE for it. "Think Nike"......"Just Do It!"
The idea of students using the interent and computers as tools to learn on their own seems outlandish, but yet we as people not necessarily in school do it everyday. Learning how to do home projects on Youtube, or asking other questions on Facebook. Granted it may or may not be educational at all times but for the most part we are searching for an answer. Is this different then being asked a question by a teacher and then searching for an answer? Sounds the same to me, different levels of purpose and importance maybe but same idea. I see Mr. Mitra's ideas and a breakthrough to explain and prove that education today is outdated. I agree with some aspects but for the most part could't agree more. See actual evidence that shows children with no food let alone training on a computer can learn how to use it and what is actually on the screen. I as a student and now as an educator have heard and used these words. "It's not so bad if you just sit down and do it." My mother and father both used to say this to me about homework daily. I now say it to my students. This is what I hear when watching Sugata Mitra's video. I understand that technology has it dangers and can be scary at times, but lets be real for a second. Everyone freaked out about the Wright brothers flying. How many people have died or used aircraft to kill? More than you can count I know. So lets take scary and make it into useful and helpful. I urge you, like Sugata Mitra has, try it and see that it can be done and needs to be for us and our students to continue being successful.
A quote I use all the time and I have to thank NIKE for it. "Think Nike"......"Just Do It!"
Week 3 How Computers Work!
I would like to give a very basic over view of how computers work. Listing some basic parts and their functions and also putting into easier terms for better understanding. First a little history to give a foundation.
Computers are still relatively young. According to "How PCs Work" by Jeff Tyson and Stephanie Crawford, PCs were first made PCs in the 1970s by a man named Ed Roberts. Ed Roberts created the Altair 8800 which started not only the trend of having a PC at home but an economic competition that is still raging on today. (On a side not PC stand for Personal Computer.) From the 1970s to now in present day the computer has come light years. With companies like Microsoft, Apple, Acer, Toshiba, HP (Hewlett-Packard), and oh so many more companies creating computers.
Hardware
Hardware is the actual physical parts of a computer or better yet the tools. The best way I find to compare and keep separated software and hardware is to think of the hardware store. Like tools Hardware allows you to work and use software. The most important parts to a computer are the processor and the mother board. The Processor processes the information running in the computer but also allows the other hard ware to work. The processor is actually connected to the mother board which all hardware one way or another are connected to the motherboard. Think of it this way, mother board is like our heart. Everything is run off our hearts and is some how connected to it. The processor is our brain. Sending messages to everything connected to it how and to actually function. The case is our skeleton which protects everything and acts as a shell around all the hardware. Then there is the power supply, which allows controlled electricity to power all of the hardware. I have not yet found a witty human anatomy comparison for the power supply and I apologize.
Software
Software is easy to understand and simple. The programs your computer runs that is it. Witty human anatomy comparison you ask for? Sure, knowledge. There is all different kinds of knowledge that we learn and there are so many different kinds of software that can be used and it is purely off of preference .
Computers are still relatively young. According to "How PCs Work" by Jeff Tyson and Stephanie Crawford, PCs were first made PCs in the 1970s by a man named Ed Roberts. Ed Roberts created the Altair 8800 which started not only the trend of having a PC at home but an economic competition that is still raging on today. (On a side not PC stand for Personal Computer.) From the 1970s to now in present day the computer has come light years. With companies like Microsoft, Apple, Acer, Toshiba, HP (Hewlett-Packard), and oh so many more companies creating computers.
Hardware
Hardware is the actual physical parts of a computer or better yet the tools. The best way I find to compare and keep separated software and hardware is to think of the hardware store. Like tools Hardware allows you to work and use software. The most important parts to a computer are the processor and the mother board. The Processor processes the information running in the computer but also allows the other hard ware to work. The processor is actually connected to the mother board which all hardware one way or another are connected to the motherboard. Think of it this way, mother board is like our heart. Everything is run off our hearts and is some how connected to it. The processor is our brain. Sending messages to everything connected to it how and to actually function. The case is our skeleton which protects everything and acts as a shell around all the hardware. Then there is the power supply, which allows controlled electricity to power all of the hardware. I have not yet found a witty human anatomy comparison for the power supply and I apologize.
Software
Software is easy to understand and simple. The programs your computer runs that is it. Witty human anatomy comparison you ask for? Sure, knowledge. There is all different kinds of knowledge that we learn and there are so many different kinds of software that can be used and it is purely off of preference .
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