Learning is a change in what the learner knows and can do and is caused by the learners experience. This week as you visit the classroom think about this definition we have discussed. What evidence of learning can you observe? What kinds of experiences are being provided for the learner to learn?
Go to Blogger. com The blog is Adolescent Field Experience ED 151 Please add your post
I will be using my Blog for your comments rather than the discussion board on blackboard. We will be able to share with each other.
You will each need to set set up your blog on www.blogger .com. This is your personal field journal to reflect on your experience in the classroom. You can copy your entry to the Ed 151 site as needed for others to view. Your site is your site. Send me your address for me to view. Thanks Dr. Blouch
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The students learned today because their experience--listening to their classmates' presentations--allowed them to change the way they think by adding new facts to their knowledge. Students helped reinforce the learning by asking the presenting students to repeat information that the listeners did not remember.
ReplyDeleteThere was also evidence that the students have already learned by a change in behavior. The students knew how the classroom was set up, and they knew exactly what to do when the teacher, Ms. Horn, gave them instructions. They knew where to get glue, scissors, and colored pencils, and they knew where to put papers that they were turning in.
During my first week of observing, I saw some examples of learning. One that stood out to me was when one girl could not get a certain math problem. She stated that she had gotten all of the other ones and was confused at why this one was not correct. The teacher then explained the problem and the girl went "OH YEAH!" She had learned and had the moment when she realized how to do the problem. She was very excited.
ReplyDeleteThe students all asked questions throughout the day and were able to learn when they realized how to complete the problems. The teacher gave out worksheets to practice the concepts and to then have the students ask questions. They learned from practicing the problems.
The students in my classroom learned in a very nontraditional way while I observed last Wednesday. The teacher never actually went to the front of the class to lecture on the subject. Each student was assigned a project to complete individually, and then the student presented his or her project to the class. The students could use Mac laptops or research books to find information. After each presentation, the child took a small amount of notes on a pre-made chart.
ReplyDeleteAlso, many students were working on different assignments at one time. The teacher would give the students options about which projects they could work on during that time. This allowed kids who learn at different speeds to take the time they needed to do a thorough job, while not holding other faster students back at the same time. Learning occurs in many different ways because each child is unique. Through these concepts, everyone was accomodated equally.
I saw evidence of learning in the classroom as students took charge of their own projects and worked with the teacher to adapt the curriculum to fit their learning styles. For instance, some students (in the gifted program) had the option of adding a brochure aspect to their Latin American country project to challenge themselves as writers. Other student’s projects were tailored to meet their learning needs and IEP verses GIEP requirements. I felt that while this was more difficult on the teacher’s part, each student learned more as an individual because the material was just challenging enough for them.
ReplyDeleteAnother interesting aspect of learning that I saw, was the teaching and learning that took place between the students themselves. If one student did not understand the directions, they would ask a fellow classmate for help. This interaction not only helped the student who needed directions learn what (s)he needed to do, but it also helped the teaching student learn how to explain directions and explain a specific concept.
In the short amount of time I was at Bainbridge, something popped out at my- almost literally. It was a sign my cooperating teacher had made. It said something like "Ways of LEARNING." I thought that it was perfect. The kids this week were working on what they call Biztown, where they are each assigned into groups that are responsible for different areas of busines, i.e. the newspaper or city hall. It was a great experience to see how the kids learned in group settings.
ReplyDeleteI could tell some kids were having a more difficult time than others while working. Some were five steps ahead of the other groups, while other struggled to complete the simplest of tasks. I figured that this had to do with the fact that the smaller groups were working faster while the larger groups seemed to goof off more. The kids through plenty of questions out to their teacher.
One other interesting thing that occurred was the fact that there is a learning support kid and a gifted kid. It was interesting to observe how they learned compared to the other kids in the classroom.
In some of the musikgarten classes I observed, I saw small children learn basic rhythms. The teacher would explain things very clearly, and would have each child participate in the activity. For example, The teacher would say rhythms (such as doo-day-doo-day), and the children would say them back. The teacher would then put the rhythm in note form(two groups of eighth notes)on the board. The children then learned how to read the rhythms.
ReplyDeleteTo futher re-enforce the lesson, the teacher would connect the activites together (such as performing the rhythms on a drum). The class has very "hands on" activites, so keep the children focused, which then inturn, helps them learn.
It was interesting to see how the teacher adjusted to the different learning levels of the children. In one of the music classes, there are two children with autism. The teacher was able to keep the kids focused, and by explaining things in a different way(slower, in easier steps), the children were able to learn along with the rest of the class.
During the first week I noticed learning in the classroom. The teacher was starting something new, and as the class wore on it was possible to tell that learning was being accomplished because they were able to relate it to real life experience. The teacher also held the students attention for the most part, and gave them a few minutes at the end of class to work on homework. As they worked on there homework I was able to walk around, and most were doing the work correctly, and if they had a question they would raise their hand and would ask the teacher for help. With going twice a week I get a better look. There was one student that was doing horrible on the first day and then the second day I went back to observe the kid was answering questions left and right, and getting the answers correct.
ReplyDeleteI observed learning in one of the classes I observed. The teacher had various students write the answers to the warm-up problems on the board, and then she went over them to make sure everyone understood how the answers were found. One of the answers was wrong, and it was a problem where they had to find 6% of $20. Mrs. Bomberger accented the word "of" when she read the problem, and that triggered something she had previously taught, because several students immediately realized they were supposed to multiply to find the answer. This seemed like an example of learning, because the students changed their thinking about a problem. Also, because they learned that, they were able to apply a concept to a problem they previously did not know how to do.
ReplyDeleteIn my placement they did example math problems in the book. The kids each put the problems on their own board. They worked through each problem even if they didn't know how. The teacher then asked each child to explain why and how they got the answer that they did. One thing I like about the teacher was that when the kids said the answer "was like 15" he would say "it either is or it isn't." This made the kids feel confident about what they were doing. The kids also showed that they remembered what they did in the class in the past, for when Mr. Bowen, the teacher, asked them to use a concept from the past all the children remembered. I feel like they have learned that material at that point in time.
ReplyDeleteI observed learning during our first session with the children. They knew where notes were on the piano and were able to play many songs. They knew how to read rhythms, and knew a lot of the different instruments. I continued to see learning with each part of the lesson. They also were capable of singing quite a few songs.
ReplyDeleteIn the music classes, I definitely saw the children learning. In the older classes, the teacher presented a series of rhythms to the children, who picked up on them rather quickly. It was interesting to see the kids use their past knowledge from classes when they were younger, and apply it to their class today. They had learned syllables for the notes (doo-day-doo), and now they are able to apply the syllables to actual notes, written on paper. It was also cool to see them remember songs from past years and get excited to learn new ones.
ReplyDeleteIn my Social Studies class, students were working alone on a project, but I was able to see that they were learning. They were creating PowerPoints on Ancient Rome. They were doing independent research, but when they found a fact that they could use, they added it to their slides. I feel that this is learning because they read the fact and then wrote the fact on their slides. They then have to present the information and they have to sound like an expert as they present the topic. This means they have to fully understand the item which means they learn about the subject.
ReplyDeleteFor this week I observed a lot of learning just by watching the students faces. In one class, which was science, the students were doing a project for genes. For this project they took muppet characters and matched them together to make their "children". At first the students appeared to be confused, but once they were given examples they were able to understand what they were supposed to do. They learned how to make genes and figure out what is recessive or dominate just by looking at cartoon characters.
ReplyDeleteThe first week of observation I observed a large amount of learning in the music class. The students learned to play new simple instruments and learned a song about a rabbit on the hand drums. The students remembered this song in classes over the next few weeks. When a child got something right or something clicked with them you could see the joy on their faces as they ran to their parent's arms. Just getting the praise from their parents made them want to continue learning.
ReplyDeleteThis morning, I saw a lot of learning. The students spent 10 minutes on a worksheet that they had to fill out from a few short paragraphs in a textbook. I walked around to see how they were doing. I interacted with one particular group who had found answers to all but one of the questions. By asking questions, I got the students in the group to understand what the answers meant. The students then had an "aha!" moment, and knew the answer to the last question. It was so exciting.
ReplyDeleteI observed a lot of learning in one specific classroom in my class. In science class the students were assigned a project which was to apply to create their own made-up bird species. They had to create an environment, tooth characteristics, claw characteristics, prey, etc. The teacher assigned this project before he even taught the lesson. At first the kids were really confused as to what they had to do and how they could go about it. After he taught the lesson he told his students to begin the project and they knew exactly how to do the project with out further instructions. This showed that in between the announcing of the project and the end of the lesson the students experienced a cognitive change.
ReplyDeleteI observed learning as the students were completing a frayer diagram. They had to give the definition of an element, give examples, write what it makes them think of, and complete a drawing. The one group of students could not really think of examples of elements so I mentioned that one element is hydrogen. They immediately started list other elements. By simply hearing an example, they were able to learn what an element is and recognize it.
ReplyDeleteIn addition, one day students had to diagram elements. Some of the students were not able to correctly diagram the elements so Mrs. Particelli would explain the reasoning behind other students answers. Then the students would have to diagram another element. With time and practice, the students learned how to correctly diagram elements.
Another time I observed learning was when I saw the students in Mr. Schubert's class complete a lab. The lab was an introduction to taxonomy so the students had no previous knowledge. Through interaction and trial and error, the student created a dichotomous key. Although they did not know what a dichotomous key was by they end of the class they understood the concept behind one.
i saw students learn in class through singing intervals, repeating rhythm patterns, and playing piano. all of these things may seems small to you and me, but at the age of three, these are huge accomplishments.
ReplyDeleteDuring my first week of my placement, i observed many different examples of learning. On the first day, the students were learning about nouns, pronouns and proper nouns. Children were having a lot of trouble differentiating between nouns and proper nouns, and nouns and verbs/adjectives. I observed learning when a little girl, Leigh, asked why they capitalize Saint Bernard but not cocker spaniel. This was a good question because they learned that proper nouns were capitalized but why wasn't Saint Bernard a proper noun? the teacher was even caught off guard that she thought to ask this question. This was a very good example of learning.
ReplyDeletein my first few times in the classroom the students were learning about the constitution and all the information that was dealing with that. The teacher gave them a worksheet. A student in the class who has an aid was struggling to get the worksheet done and the aid was not just giving him the answers so he would actually have to learn about it. after a few minutes of struggling he had a whole strategy to get the answers from reading the text and getting the correct answer, i felt like this was a great depiction of learning.
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