Chapter 2-Case Study

Questions:

1. Describe an episode in the case study that demonstrates disequilibrium. Justify your response. Describe an episode that demonstrates assimilation. Justify your response.
A loss of absense or stability is what disequilibrium can be summed up to. During this case there were a few things that showed such circumstances. One that stuck out to me was the grandfather dying. This obviously showed a loss of absence someone not being there. An episode that shows assimilation (process of recieving nutrients into the body, absorbing many cultures into one, Piaget's application of general scheme) is the fish being able to eat the food which the girls provide. The fish is able to adapt and receive the nutrients into the body. The girls were able to compare that if the fish isn't eating something is wrong, they realize this because they always eat as well as the fish.

2. Identify a possible instance of preoperational egocentrism in the case. Justify your response.

3. How might a Vygotskian theorist suggest Ms. Bowman address the death of the class pet?

4. How might taking care of pets in the classroom promote students' cognitive development?
It allows students to make real life connections with how they are and connect that to the animal. The animal needs food and so do I.

Course Contract Review #1

While reviewing the course contract which you have set up for us as well as my own personal goals and objectives I have found I am right on track. However there are a few things which I could improve on. I don't like to read very much so I feel as though I have been slacking on that. I've found that if I do some form of creative note taking, or talking with someone about the readings while I do it I focus a lot better! So far in this course I am able to stay positive interested and have already gained a tremendous amount of knowledge which will help me in my teaching.

Cool Brain Research

What:
I have chosen to research Sam Wang. His research interests are far-ranging and include cellular learning mechanisms, brain evolution, and the development of optical tools for probing the brain. His current research focuses on the cerebellum, a brain region that coordinates sensation, movement, and higher cognition.
Research concerns signal transduction processes that regulate plant growth, development, and stress responses. The current research is grouped into four:
1-Lipid-mediated signaling
2-Functional genomics of phospholipases
3-Metabolic profiling and lipidomics
4- Metabolic engineering
He is specifically interested in: 1-) identifying and characterizing enzymes that generate lipid messengers, 2-) defining downstream targets of lipid signaling pathways, 3-) elucidating the relationship and networks of different signaling processes in hormonal and stress responses, and 4-) determining the physiological functions of lipid-mediated signaling.
So what:
Sam's research has a great impact on the education realm. If we can learn more about stress responses and stimulation we can hopefully make school more enjoyable. Make it so students and teachers do not get so overwhelmed and stressed in daily activities. His research also helps us as teachers to understand how a students brain functions, and to realize just because we understand doesn't mean the student will. Brains are very interesting and once you learn a small portion about brains you can understand a little more about how people learn, analyze and think.


Now what:
One way that I can use his research in my classroom is by making adaptations for each student. Just becasue one student understands that does not mean the whole classroom does. As well I would like to read his book Welcome to Your Brain. I will use the information in which he has given about stressors, cognitive development as well as stimulation to make my classroom organized, safe, and knowledgeable. I will do my best to be patient and remember just because my brain gets it my students might not. Use "brain" games and let your students be creative and actually think!

Webquest #1 part 3 What, So What, Now what

What:
We've learned of 4 research types. Descriptive, Correlational, Experimental and Action. Some key elements to remember in each are as follows. Descriptive= no change, story, data,facts and the starting place. Correlational=no change, and relationships between each group. Experimental=cause and change, only 1 variable at a time, control/treatment. Action=conclusion/results, make improvements, used by teachers, administrators, etc.
So What:
I need to know each of these research types in order to recognize when articles/information is the most accurate. Not only will this affect my teaching but it will effect how my students learn and can recognize false statements with true statements through me teaching them.
Now What?
From here I am going to continue analyzing articles/information in hopes that I can better understand each research areas. Not only will I analyze but can now start creating my own research...well try to.:) I view myself being the consumer and the producer. I am going to apply this by making lesson plans around these topics that also relate to the core curriculum. I plan on making connections in other edel courses and continue using these methods for the future.

Hidden Assignment

1- My first goal for this course is duh pass it.
2-I hope to retain some of the information not only for the exams but in hopes to better understand my students and help them along there education path.
3- As well one of my goals is to learn my own psychological "flaws" or areas where I am going to be in need of assistance to help students the best I can. Along the way I plan to have fun, have lots of homework, and learn lots.

My weekly preparation for class consists of the following

• (Tuesday) Set a time to read the chapter (skim main ideas). Do the required study guide at the same time
• (Thursday) Review, ask questions, ask peers
• (Saturday) Case Study Analysis

• (Monday) Review before school skim through chapter again.
  

Study Strategies:

1. Use bullets/highlighting when reading
   
2. recreate in writing
3. use mnemonics
4. teach someone
5. study in groups

If I do not understand a concept first I will re read, ask a family member if they understand. If I still do not understand I will ask peers, and if I still don't get it I will as #1 the teacher:)

I will reach my goals in this course by putting in lots of hours, being optimistic, and having a desire to learn.

Introduction

Well hmmm about me. I love anything outdoors if it's in summer or winter fall or spring, I love them all. I'm excited to be a teacher and hope all this work is worth it:) I have been married for 1 1/2 years, we are currently building our first home, whoot whoot!!! I like having a free spirit being energetic and making sure everyone is evolved. I enjoy reading and especially science activities and getting the kids to do hands on stuff. Um that's pretty much me! Easy going, friendly, and outdoorsy.