Learning Behind Learning

Learning, as defined by Slavin (2012), is “a change in an individual caused by experience” (p. 116). Learning can occur intentionally or unintentionally. All learning, however, is stimulated by something that is the learner (student) has encountered. As an instructor, your goal every day is to use the right stimuli to capture the student’s attention so they can absorb the knowledge you are trying to share.

As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on

Some of the methods which I can be seamlessly incorporate into my classroom include: (A) provide intentional reflection time for the process of learning to discover the growth which comes from effort, (B) offer specific and purposeful feedback along with constructive criticism , (C) praise students wisely and purposely, (D) teach for the future of yet by demystifying talent and providing tools to bridge gaps, and (E) always celebrate effort and progress. Through intentional incorporation and daily delivery of these practices, I plan to create a classroom blooming with effort and expansion and thus transform the character of all my

I have also seen that this group of students would benefit from taking more ownership of their learning. I think that is important to them to help transition to the middle school environment of more independence.

I also need to work on how I use instructional time and more importantly on providing transitions between activities because while teaching I usually feel that my transitions are not good enough. If I cannot transition well my students will not be able to understand how the activities build off one another.

I’ve learned how to make lesson plans, how to prepare activities, how to teach in teaching groups, how to work well with my peers within our teaching groups. I’ve learned how to

When supporting children that need more challenge, it is important to focus on asking them questions that allow them to think about a topic on a deeper level. When working with T, it was evident he knew what was being asked of him on this worksheet. I know I challenged him because he really had to think about what I was asking him, and give him a nudge in the right direction. According to Reys, Lindquist, Lambdin, and Smith (2015), “People who are good problem solvers are generally good at thinking about their own thinking—that is, they are good at metacognition. As a teacher, I need to remember to find ways to allow my students to think about their thinking in order to challenge them. I need to scaffold my students into asking themselves their own questions after they complete a problem.

I learned that the assessments given to the students are important and should be done in a very organized manner. It was overwhelming giving all the assessments at once but it was comforting being able to have a partner. It raises the concern on how hectic it might be conducting all the assessments in a class full of students. My favorite were the one-to-one tutoring and the guided reading groups because we got to target the students specific needs and see them progress. The one I would really enjoy incorporating into a classroom is the guided reading groups, you get to help several students at once and help them grow as a

I have frames, Kaplan icons, Enduring Understandings, asynchronous learning, differentiation, TABAs, Renzulli's 3 Ring Conception Model and everything gifted. I know it is working in my classroom. I have kids smiling and laughing while they are learning. We persist through challenges. These classes have given me a "Tool Box" of knowledge. I have several colleagues that are taking the classes with me. It is extremely beneficial. We bounce ideas off each other and clarify questions as they arise. We truly want to meet the needs of these special learners. The UVA classes have opened our eyes to valid research and strategies that actually work with our

What skills have you learned or practiced? Relate the use or development to your classroom experience/learning? Did you feel the classroom experience prepared you to use or acquire this skill? Please discuss.

Slowing down and being less nervous teaching sections. I know how to teach the material and to do it efficiently but I need to doubt myself less.

My style is just doing what i have to do and getting done because i have two babies, and other things that i have to tend to. I need to manage my time and get my babies on a strict schedule so that i can learn the way i need to so that i can pass everything in all of my classes and actually take in what I am being taught. Rather its in discussion, reading, videos, and even the professor. i need a strict learning style because i do love to learn things i just do not have the time learn because i am dealing with two babies and other things going on, and it already causes me some stress. i learn enough just to get by and get everything done that is due and turned in on time each

I as a teacher need to find ways to make connections with my students, and find ways to deepen their understanding of the information I am presenting. Understanding and being able to apply these concepts to my teaching will benefit my immensely in my career as an educator. In the future I hope to become a kindergarten or first grade teacher. Being able to apply content literacy is extremely important with this age group because I have them for all subjects. Making connections is also imperative at this age because their minds are like sponges. The material that I teach them is the building blocks of their knowledge. Student need to be able to internalize the information and remember it from this point forward. Learning about these concepts has greatly affected how I will write lesson plans in the future and how to present information to my young

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

Things need to be seen or manipulated to be understood, students in this stage of development display an increasingly accurate perception of reality and a decline in magical thinking, memory is improving and new skills in problem solving are emerging. They demonstrate creative, analytical and flexible thinking.