Brain Learning Log

What?

Throughout the past two weeks in class we have covered the parts of the brain, their functions, and how those are related to teaching and education. Researching thirteen different parts of the brain, we discovered what part of the brain controls what and how it does it. I found the most interesting areas of the brain were the frontal lobe which controls our personality, our behaviors, memory, and problem solving. This area happens to be the last to fully develop in humans and that plays a significant role in the behaviors and decision making in young students in the secondary schools. Their brain isn't fulled developed until the ages of 25-35 years old. This could explain why students/youth make dumb decisions a lot of the time! :)

Although the Frontal Lobe is the primary part that controls problem solving and personality, it's important to understand that the brain all works together. No one part of the brain control something all by itself. Unlike popular myths about the brain, the brain actually uses 100% of its capacity at all times. As students' brains develop, during the adolescent years, students make judgments using their emotions rather than logic and that can explain certain behaviors.

So What?

I believe that this is an important topic to cover in Ed. Psych because it is the scientific explanation for student behavior. Although student's can not get away with poor behavior just because their brain hasn't fully developed, it is something that should be in the back of teachers minds to help stay patient and understanding of the students. The last thing you should do as a teacher and become so hard and unforgiving of students for their behaviors, however, without this knowledge it could be easy to become that way after become so frustrated in the classroom. This information will assist me in becoming a GREAT teacher because I will be able to better understand how students' brains work and be patient with them. No one is perfect and students make a lot of mistakes growing up. This bit of information will help me realize that it's not always the students fault for their behaviors...they are just underdeveloped! :)

Now What?

I think the most important information to take with me into the classroom. If I have students with special needs in my class, I can refer back to the information received about the different functions of the brain and hopefully be able to better understand their disability. Right now, there isn't any extra information that I'd need to research, however, it'll be important to keep posted on all the new research that comes up to always be educated on how the development of the brain effects learning so you can implement that into your classroom!

WebQuest Reflection

What?

Chapter 1 presents an introduction to Educational Psychology and then also presents different types of research that can be conducted in the classroom or for behaviors. The four types of educational research includes Descriptive Studies, Correlational Studies, Experimental Studies and Action Research. Descriptive Studies actually describes a situation using percentages, frequencies, or averages. You can tell how long something has happened or how often. Descriptive allows you to draw conclusions about the current state of affairs that are going on in a particular setting. Correlational Studies explore the possible relationships among different variables. You can examine how two characteristics are associated with one another or might give us information about the consistency with which certain human behaviors occur in conjunction with certain environmental conditions. After we make correlations we can use those to predict other events. Unfortunately correlation doesn't tell us why the causes or effects of the behaviors it just merely tells us that relationships exist. Experimental Studies is when the researcher changes or manipulates one or more aspects of the environment (independent variable) and then measures the effects of such changes on something else (dependent variable). The dependent variable is usually a student behavior of some sort. This type a research is harder to conduct, however, it allows you to know why and how behaviors come about and allow you to see what corrections are available and useful for gaining success. Action Research is the act of having you as the teacher conduct the research on your own in your classroom or within you school. You may conduct a study of any of the previous examples but do it in your own class with issues that are addressed with your students. The hardest thing about this method is having the resources to accurately perform the experiment and having enough time to do so.

So What?

It is important to learn about the different methods of conducting research so that you can utilize them in your classroom in the correct manner. It's important to know the validity of the research and if they are appropriate for your classroom and your group of students. Research is always changing. If you chose to experiment in your own classroom, it's crucial to understand the components of research so that if you want to share your findings with others you know how accurate your research is for all students...not just your class.

Now What?

As it is mentioned in the text, research is always changing and a theory is rarely ever set in stone and is almost always flexible. With that in mind, I always need to be keeping up with the new research and technology that is available for my classroom and students. Teachers all over the world are desperately trying to find newer and better ways for students to learn and retain information in order to succeed in society. I need to learn more about the studies that have been discovered so far and start to prepare to implement them into my future class, but remembering to always keep an open mind and be willing to revise my own theories when ideas come to the surface. As an educator I will use educational research to assist me in my instructional strategies and ability to understand my students behaviors. As a researcher I will be willing to experiment in my class to hopefully find better ways to present information to my students. There is not one way to teach in your class, however, some things may work better than others, so it's valuable to be able to reflect and adjust according to what works for you and your students!

Course Contract - Hidden Assignment

Goals for Ed Psych:

1. Receive an 'A' in the course itself.
2. Obtain a variety of ways to motivate my students and learn how their mind works so I can better relate and understand them as students and individuals.
3. After this class, I want to be able to demonstrate how to effectively organize my instruction in such a way that will reach all my students' learning styles.

Weekly Prep:
Every week I plan on completing all of the assigned reading prior to coming to class. In addition to that I will check the class schedule every Sunday night in order to make sure I don't forget any upcoming assignments that are due (that gives me an extra day to finish something if it happens to slip my mind). Normally I'm the type of student that if I start an assignment, I finish it the same day if possible because I get on a role. I make sure that I give myself enough time to do so. So in the case that a smaller assignment is coming up, I will get it done quickly instead of drawing it out for a long time!

Study Strategies:
When I read out of a text book I have found that the best way for me to remember the material is to highlight key points in the book or interesting statements, as well as, writing out an outline of the information so that I can reference back to it in the future. As far as studying for a test, I tend to be one that crams at the end of the term, but I am going to make a conscious effort to really learn the material and place it into my long term memory so that I will be able to come back to it once I'm in the classroom! It may take more work for me now, but it will have a better payoff in the long run!

I'm Confused!!!
If I were to stumble over something that I found confusing or difficult to understand I would start off by highlighting it in the book and writing a question in my notes. I would possibly head to the Internet to get clarification or a second opinion if necessary. If I was still confused I would address my question to my professor during the next class period!

I Will Reach My Goals in This Class By: not procrastinating on assignments and keeping up on my readings. If I were to miss a class, I would take the necessary steps in order to gain the information that I missed from a peep. If I do have questions I will address them to the Professor or ask a classmate. I will be to class on time and actively participate in the discussions!

Motivation

1. Why are you here (in the teacher education program, in this class, at UVU)?
   

• I came to UVU initially to play soccer. I was recruited to play on the Woman's UVU Soccer Team. Once I got here I fell in love with the school and the atmosphere of Utah County! Coming into college I was set on becoming a chiropractor because I loved to help people and I thought it would be a good profession and high paying job. After my first 2 years here at UVU, I realized that I really wanted to be a teacher in the secondary level. I loved coaching and working with kids, and I loved the teacher work schedule. The pay?...Not so much, but I believe that working in the schools is one of the most rewarding professions out there. To be able to effects peoples lives and really make a difference in the world is a great opportunity! I also picked the teaching profession because it is a rather stable career and good for those with families! I am in this class in particular so that I can become a better teacher and better understand my students and how they learn and why they behave as they do! :)
  

2. What motivates you?

• I am the type of person that works better under pressure, for the most part. I'm ashamed to say that I'm NOT much of a self-motivator, so I tend to rely on external support. As least that is what I found in my athletic career. In the classroom, however, I am very motivated to get good grades. I was raised that good grades was a must and luckily I never rebelled in that area! That being said, things that really motivate me are those that have a reward in the end, whether it's emotionally rewarding or physically they are the same for me. I am a rather competitive person so I tend to pick up my game when I have competition. If it is something that I really truly and sincerely desire, I will go after it and achieve it! Nothing can hold me back if I really want something!
  

3. Why do you succeed?

• I succeed because I really want something! I succeed when I put my mind to the task and give myself a reason for my hard work. I need to have a purpose and I will succeed! And if I happen to fall short, I try again until I do success! Throughout my career in school and sports I have been given many opportunities to learn how to succeed and how to fail. Fortunately, I have succeed so far in life and I'm proud of my accomplishments thus far!
  

4. Why do you fail?

• I believe I fail mostly because I lose focus on my purpose or I don't have purpose at all. If I keep my goals in mind and always remind myself why I'm there, I rarely will completely fail. Even during a soccer game; If I lose a game but still play my best because I stayed focused, I still believe that I won to an extent. I think that applies to real life as well. If I put the effort in and do my best I'm still a winner. If I don't reach my maximum goal that I desire, I can evaluate myself and continue to strive for my goal! Life is full of mistakes, it's only if you quit trying is when you truly fail.
  

5. How do you need to change your motivations and mindset for this class in order to become a great teacher?

• I need to realize that not all students are motivated that I am. It is important to understand that concept and learn the different ways in which students are motivated and differentiate for that purpose. I obviously need to be a self-motivated person as a teacher because it won't be often that other teachers or principles are watching and evaluating me. I need to keep an open mind to new ideas and strategies in order to gain more tools for my toolbox!!!