Monday, January 23, 2017
Henton chapters 4 and 5
Read Henton chapters 4 and 5. For both chapters four and five; identify five key ideas or concepts, select three ideas you might try to implement in your classroom or work as a School Counselor, and briefly explain why, and finally, identify two ideas that are interesting but seem too difficult to consider implementing and explain why. Submit these ideas to this Discussion blog by midnight, Feb. 5.
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ReplyDeletep.2
ReplyDeleteFurthermore, I think that the theories of multiple intelligences and exercises such as the True Colors personality types may be difficult for students in elementary school classes to actualize their own personalities and behaviors. In Piaget’s stages of cogitative development, young people in the preoperational and concrete operational stages (the stages of most elementary school aged children) are just beginning to understand and think about how other people might think and feel. I believe that the loss of egocentrism in children is a key step in the process of self-reflection needed to understand how individuals may have different emotional and educational styles that will better serve their needs. Though as a teacher I will observe students’ personalities and try to apply teaching techniques to cater to individual needs, young students are unable to self-reflect about what teaching style will best support their needs. When students are young, their personalities are also still quite malleable and I think that pigeonholing them into a certain personality can stifle their dynamic development.
In chapter five, Henton describes her “challenge by choice” principle that establishes the principle of individual responsibility for work toward academic and behavior goals. I like the example of Linda Click’s classroom and their banishment of work that is described in the box on page 57. I remember hating work sheets and the concept that school was a job at a young age in elementary school. I think that creating an environment where students are pushed to accomplish challenges and learning activities are an opportunity for growth is a much better model than a checklist of work to be completed in a day or school year. I do not know if I will go as far as putting up a “no work” sign in my classroom, I still think that students should develop a strong work ethic, I will watch my language and framing to describe educational goals as activities or opportunities as opposed to just work.
I also liked a theory from Piaget which I was not familiar with, the model of disequilibrium which further explains Vygotsky’s zone of proximal development. Even young students are aware of the gulf between them and older students or even their peers in different developments of knowledge. This disequilibrium pushes learners to strive for new areas of understanding and develop new skills. In a supportive environment, students are challenged to create more depth in their understanding and gain new knowledge. Again, I think of this skill as a framing device for me to introduce new material in a classroom that is linked to foundations already established and positive in understanding that gained skills will further learning down the road.
Tied to this is the importance of safety to challenging learners to achieve new knowledge. Henton argues that the brain closes off when felt unsafe, or unsupported, making it impossible to operate complexly in an in-depth learning environment. Shame or embarrassment have no place in any classroom and I hope to teach with positivity to empower students to strive for their best, instead of fearful of making mistakes. Henton later discusses how a culture of mistrust creates a toxic environment where thoughts and ideas are not shared openly because of a self-conscious fear of reprisals or judgement.
p.3 (sorry!)
ReplyDeleteI do fear that the process of allowing for more student choice may be difficult for some students who lack motivation or basic skills to express their academic aspirations. Some students will never enjoy being in school and the learning process and others have exceptionalities that hinder their ability for self-expression. Though I strive to make connections with all students and apply learning activities with their personal interests in mind, or attempt to apply instruction that better fit with their personal learning style of knowledge, some students simply struggle to make meaningful connections with the content they are learning. Henton argues that “Challenge by Choice establishes a norm that encourages students to try new skills…” (pg 63) but I fear that some students will prove to be too difficult to motivate by challenge by choice. Perhaps Henton could have provided a section for applying challenge by choice to students with very low self-esteem and lack of motivation (such as working with counseling services at the school).
Though I felt that this chapter may be the most applicable to what I hope to form as my teaching style, I also fear a disconnect between Henton’s challenge by choice and the stringent course framework made by the high level of standardized scoring and goals in public education today. Teachers can guide students with choice to cover content areas but must also follow packed curriculums with standards and the necessary evil of teaching to the test that will gauge academic achievement later in the year. Henton’s thoughts are still applicable to today’s schools but teachers must now find balance with their own control of a leaning environment and the established goals of our current education system.
Overall, I appreciate Henton’s model of AITC as a practical application of educational theorists to real world scenarios in teaching today. I have learned many tools in which I hope to apply in my student teaching this semester and as a classroom teacher later in my career. Much like in the process describe in her text, I feel like this class further develops my metacognitive process in creating deep and meaningful knowledge in instructional development and teaching.
Henton 4-5
ReplyDelete1. idea would be that having an activity would be engaging the students in experiential learning. It is useful to allow the students a hands on learning activity which will then assist as they move to the next phases of learning. When working in the classrooms with students they should have the opportunities to try many different things and we should be aware that our lessons will not be as structured as a math lesson per say, but we need to give some excitement in the form of an activity.
2. I think the basics must also be first when learning a new concept. We have to work with students and we have to build upon something. If the students do not have the proper background knowledge they cannot move forward to more difficult concepts.
3. Non- repetitive tasks build knowledge; this is something that we must be aware of when working with students about topics that they may have heard a lot about before. I think as the counselor it is very important for us to differentiate our lessons to allow students to learn the most. This knowledge is very important when planning guidance lessons.
4. As discussed in the Jensen reading we should know that students rise to our expectations and it is important to have the proper level of expectations. We do not want to have the expectations so high that they cannot be met, but instead a balance.
5. Also echoing the Jensen article, Henton touches on the importance of creating the family structure in the classroom and how important it is to have a successful environment. We have to provide a place where students can learn and have the ability to make choices and grow.
5 Key concepts and ideas in chapters 4-5:
ReplyDelete1. The experiential learning cycle- Four stages that consist of an activity, reflecting, generalizing and abstracting and transfer. In the transfer stage students are able to move what they learned and apply it to the next activity which begins the learning cycle again.
2. Learning Style tests- Personality tests that tell students (and teachers) what their learning styles are. There are different tests such as learning style inventory, the true colors test and the 4mat test. Knowing each student's learning style is important so that we can adapt lessons to reach the most students.
3. Safety and Challenge- It is important for students to be challenged with activities that are not too difficult nor too easy. When students are challenged they are intrigued and want to achieve their goal. In order for students to be willing to take challenges they must feel safe in the classroom and with the teacher and other students.
4.Challenge by choice- Students need to be able to choose challenges academically and behaviorally that are appropriate for them. Again, it is important for students to have a sense of safety to take these steps because they need to test boundaries and receive feedback.
5.Acknowledgement of vulnerabilities- In order to advance students must first admit that there is something they do not know. Admitting that they do not know something makes students feel vulnerable but is the first step to learning something new. It is important for teachers to model this to students so that they understand it is something that is acceptable and necessary.
Three ideas I might implement:
1. Experiential Learning Cycle- I like the idea of having students active in their learning and feeling like they are in control. This cycle covers many different learners and would be encouraging to all students.
2. Learning style tests- I think it is important to have an idea how each student learns best. I think these would be beneficial for students who have difficulties in certain areas.
3. Safety in the clasroom- It is important that students feel safe in the classroom, with me and with their peers. Learning cannot take place unless students are comfortable in their learning environment.
Two ideas that seem difficult:
I can only identify one concept from the two chapters that I think would be difficult for me to apply. Challenge by choice would make me a bit nervous, which is exactly what the text states happens with many teacher not familiar with the model. I would not be against trying this model but I would be nervous about it. It concerns me because it is my responsibility to make sure students are learning and doing everything they need to be, and I would be concerned that they would not choose challenging enough challenges and would not reach their potential.
Alright, I thought I had this down from reading it last week and it turned out that when I went to write my answer this evening (I'm sorry! so late!) that I hadn't remembered it as well as I had thought/conflated it with the earlier Henton reading.
ReplyDeleteFive of the "big ideas" that Henton introduces:
1. The Experiential Learning Cycle: As this is the whole point of Chapter Four, this is an obvious choice. The Learning Cycle would seem to be the process of engaging the students so that they have an active interest and, in some part, control over their learning experience. Self-investment is an incredibly important incentive. Activity-Reflection-Generalization/Abstraction-Transfer process: The breakdown of how a student absorbs and integrates material into their lives.
2. Metacognition- Anything that encourages humans to look at a subject from multiple perspectives is of tantamount importance. By thinking about thinking we can come to all sorts of solutions to problems and realizations about ourselves. By stimulating this faculty the ELC proves that it is a valuable and effective teaching style.
3. Ways of Knowing/Multiple Intelligence-The texts emphasis on different types of intelligence excites me and makes me wonder why I didn't see more focus on this during my time in school. It seems perfectly obvious to me that there are many types of valuable intelligence aside from what can be tested in school. By appealing to a students strengths we can help accommodate their goals and everyday lives into the education process.
4. True Colors/Learning Styles- As personality assessments are a valuable tool in psychology I think it is obvious why a learning style test would be important in education. The ability to hone in on a students way of apprehending information seems like an essential tool.
5. Self Efficacy- As discussed in Jensen, building a student's confidence will improve their outlook. By building hope in a student and the idea that they can make their hopes and desires a reality through education we can only expect good outcomes.
A specific technique I liked from the text involved splitting students into groups and having them interpret a poem according to a couple models. I do think exercises that introduce students to different perspectives/emphasis reflection in a hands on manner are important. I also liked the idea Learning style tests as stated above. Teaching about the multiple intelligence and trying to work out novel ways for students to learn in areas where they might not be naturally comfortable will be a challenge, but an exciting one.
In the last reading, and b/c I thought it was part of this reading I'm going to use it, there was a section where the teacher had other students discuss another's performance on homework. I will NEVER have other students critique or question their peers in a classroom setting. That seems horrifically wrong to me. I also can see the limitations of Challenge by Choice and giving students too much leeway. However I have already stated I'm not going to force Shakespeare on students that don't want to learn Shakespeare and aren't going in a direction that would require knowledge so I do agree that more student directed learning will be essential.
Henton 4&5
ReplyDeleteThree Ideas to I'd like to implement:
- Experiential Learning Cycle: In my opinion, there are few better ways for students to learn than to find meaning and learn from their own actions. Often times this is not only a good experience for individuals but for the advancement of a group as a whole. This builds trust and understanding among the group which will only produce a better environment for learning.
- Full Value Contract: Although this concept wasn't fully explained in this chapter of Henton, it was described as valuable, and I agree. A full-value contract is such a great way for students to create buy-in to their classroom and feel like a valuable part of the community. I think it would be one of the easier topics to include in the classroom setting because each student is going to get to pick their own way to contribute to the contract, and then when it's time to enforce the rules, they will have the job of holding one another accountable and each will know the other agreed to the rules set.
- Challenge by Choice: Although this is something that seems like a way for students to take advantage of an instructor, from personal experience, very few times does a student step down from a challenge, especially in front of peers and when backed up by the Full Value Contract. The students I have worked with under this concept have always chosen to push themselves more than I would have suggested, and I suppose it is because they are not only holding up their end of the Full Value Contract, but they're also supported and encouraged by peers.
Two Ideas I'm not sure I'd be able to implement:
- True Colors/4MAT: Although I think it would be useful for high school students to understand their own learning styles so they can set themselves up for success, I think this would be hard to explore in a general classroom because of time restraints. Hopefully the instructor is already presenting material and assessments in a variety of different formats to appeal to different learning styles, so even if instructors could find a way to quickly understand exactly where each student is along the learning cycle, that place would already be considered in lesson planning and would therefore render the extra work to find it unnecessary.
- All these concepts!: I think that all Henton talks about here is far more difficult to implement than how we've been discussing it. It takes a lot of practice to become accomplished and effective at facilitating or being a "designer". All the concepts have merit and a place in the classroom, but it's so time consuming and requires so much energy that with the current demands on teachers (especially with testing), I wonder if the difficulty of implementing any of it is possible to overcome. Do teachers have to get lesson plans approved by administrators, and if so, are they allowed to devote so much classroom time to community development? You and I understand the importance, but will they?
5 Key Concepts
ReplyDelete1. Experiential learning is discovery. Children in Adventure Classrooms probe questions, handle the materials, think about it, and pour their whole being into projects. The discovery process is theirs because the experience is theirs.
2. Experiential learning nurtures a caring attitude in the learning process. The learner is directly involved mentally, physically, and emotionally.
3. The experiential learning cycle- Four stages that consist of an activity, reflecting, generalizing and abstracting and transfer.
4. The teacher’s role in experiential learning is to design and facilitate.
5. We learn according to our interests and the actions of discovery and challenge fuel those interests.
3 Ideas to implement in the classroom
1. Experiential Learning- I like this concept because it engages the students. Allowing them to experiment and physically manipulate things has to be more engaging than basic lectures. And it provides time for reflection and answering questions that appeals to the students who don’t necessarily need or enjoy the hands-on aspect.
2. Safe Environment in the Classroom- I think it is true that you must create an environment where students feel safe to ask questions and make mistakes. In the example from the reading, a girl was afraid to ask what she did wrong and became focused on pleasing the teacher, this fear limited her learning. She became more concerned with pleasing her teacher rather than mastering concepts she was studying.
3. Acknowledging Vulnerabilities- This can be helpful to clearly lay out the expectations and hopes the teacher has for the students. If the teacher is transparent about what they desire from the class then students should feel safe in explaining to the teacher what they need from them in order to meet their expectations.
2 Concepts too difficult to implement
1. Challenge by Choice¬- while I thought some concepts within this model had merit, as a whole I think it would be difficult to implement. I like the idea of giving children choices, but school is a structured environment and those choices need to be limited and structured. I think it could potentially be disruptive to learning of everyone if there is not some sort structure in the classroom.
2. Work is and outlawed word- I didn’t like this concept at all. The sidebar in chapter 5 suggested never to use the term work but you should refer to assignments as challenges. I don’t like this at all. Most people will have to work in their lives, and I think it’s great to teach children that work is not something to be afraid of or overwhelmed by, we should teach them that hard work and completing tasks is something to be proud of.
In Chapters 4 and 5 of Henton, three ideas that I would implement in my work as a school counselor are reflection, experiential learning, and academic challenges/choice. Reflection allows students to think independently and can facilitate an open discussion either between students and teacher or student-to-student. For me, this would be most helpful in classroom guidance lessons. Experiential learning provides growth and gives students a chance to learn in ways that can be individually tailored to them. I could also implement this within a classroom guidance setting with a few modifications. Also, academic challenges and choice would be useful because giving choices fosters independence within a student and allows them to build the capacity to make good decisions. Tying that to academics can be helpful for my work as a school counselor because that covers one of the three domains within a comprehensive school counseling program.
ReplyDeleteTwo ideas that seem challenging to me are transfer and generalizing/abstracting simply because this would be more difficult to do with younger children. Their brains would not be able to fully grasp this concept, so I think it would be hard to try that with them. I do like the ideas however, and think there could be some way to utilize this in a more developmentally appropriate approach.
Some key ideas from Henton Chapters 4 & 5
ReplyDelete-Experiential Learning
The cycle of experiential learning: activity, reflection, generalizing & abstracting, & transfer are each individually important stages. Although the stages of the cycle may blur, it is critical to follow the entire process. Experiential learning helps better enable the teacher to truly meet students needs
-Meta cognition
The act of thinking about thinking. The idea is to step back from the activity and draw generalizations/form new perspectives. The end goal is to develop more sophisticated thinking skills about the processes of learning
-Challenge by Choice
We learn according to our own interests. Actions of discovery & challenge fuel those interests. Students ownership and commitment encourage more discovery & risk taking
-Self efficacy
We get what we expect from our students. Individuals know their abilities and limits but when encouraged to meet a challenge and when supported in the effort, students are more likely to take healthy risks
-Challenges
Distrust does not create a positive environment to learn or teach. Unresolved conflicts & undefined roles impede academic growth. Some important key factors to overcome challenges: listening, taking turns, incorporating ideas, sharing materials, and being honest
In the future, I would love to implement experiential learning. With what experience I have working with youth, it is so much more rewarding and beneficial if the students take activities slow, reflect, & ponder what they have learned and how to improve their tactics
I also think it is a great idea to teach using the Multiple Intelligences framework because it helps every student to feel successful & that they are an important integrative part of the class.
There was nothing in particular I found in the readings that simply could not be accomplished however the challenge by choice concept may be difficult to implement on a daily basis. I think it is a great concept and surely serves its place to allow students the flexibility to study and practice what they enjoy, but it could present challenges with organization and staying on track in the classroom.