Mte 506 Observation Analysis

schooltimeroom ceremony Analysis Research Paper Della Armstrong University of Phoenix/MTE 506 November 12, 2012 Kathleen Sherbon schoolroom mirror image Analysis Research Paper Education theory washbasin each be descriptive desire the sciences or normative wish well in philosophy. Education theory postulates what upbringing processes argon supposed to consist of it readys the standards, norms, and goals in carrying out an bringing up process. The scientific commandment theory gives a set of hypotheses, which take for to be experimented and verified.The two come alonges live produced two broad categories of teaching theories, which argon the functiona jousts theory of education arising from the Sociological perspective of education and the behaviorist theory of education from the psychology of education. I pass on consider an observation Analysis in an Elementary schoolroom to notice instructors and learners as they work using the education theory. Introduction Many instructional approaches personify that cause been puzzleed to reach much students. Teachers feature to select the instructional approaches that work take up for students.These approaches take for been c antiophthalmic factoraigned and researched from various theoretical perspectives. An education theory is the speculative thought or education and just standardized any new(prenominal) theory, it explains, guides, and describes the practices of education. The earliest speculation on educational processes began during the measure of manikinical sophists Greek philosophers. Current education speculations use terms like and rogogy, curriculum, learning pedagogy, education organization, leadership, and policy. Education thought is derived from various disciplines like, philosophy, sociology, critical theory, psychology, and record among others.This paper ordain discuss five topics establish on the best education theory to be applied in the schoolroom screen backgr ound with focus on two education theories postulated by Gardner and Sternberg. This paper will also address schooling impact by students, behaviors of teachers to promote dealing, implications of quarrel development on learning and teaching, and on the relationship amongst the stirred up and sociable development on student behavior and learning. On November 10, 2012, I went to Park Elementary/Middle School and conduct an Analysis Observation with a first grade teacher (Mrs. C. Turner). There were twenty students in this class.The ratio was consisted of 12 girls to 8 boys. All of the children were Afri quite a little American exclude two of the students. There were two white girls in this class. This school is fixed on academic probation because the school did non do well on their school motion screen. This school has an F because too many children failed the ILEAP Test. My footing for choosing this school is because I wanted to know why this school was not improving on t heir school fareance and test scores. The observation was conducted in Mrs. Turners class. Mrs. Turner teaching grade first I observed two subjects (English and Spelling) on that they.Evaluate the Application of Educational Theories in the Classroom Setting Which Educational Theories Were Employed? There seems to be a continuum of comprehension and ending with Gardners aggregate scholarships (Bee & Boyd, 2010). The standard IQ test only measures the intellectual and academic dimensions of intelligence and Gardners multiple intelligences proposes octet separate domains of intelligence each with their strategies for measurement. On this continuum the teacher went so faraway as to employ the precepts of Sternbergs triadic theory of intelligence, scarcely not so far as to try and chase Gardners Multiple Intelligences.I observed the class on Friday, so it was test day. There was a row comprehension test and a spell test. Both tests specifically calculate intellectual abilit y to the absence of any type of measure round applicative or creative intelligence. However, after the tests the students were asked to color, cut out, and paste a large pumpkin to their folders (creative), and then the teacher had a story fourth dimension where the class talked about the dangers of lightning (practical). Which Educational Theories Could Have Been Used to Better bring up Instruction and knowledge?As per Gardners multiple intelligences, the representational and intrapersonal aspects of intelligence were those that were addressed the least in the class I observed. The class is to the highest degree entirely indoors-only having outside conviction at the playground-so in that respect no time to develop the ability to recognize patterns in nature. I think the teacher tries to compensate by covering activities that invoice nature themes, such as the lightning worksheet, notwithstanding there is only so much of nature that can be studied in the air conditioning, under fluorescent lights.Also, there was very little development of intrapersonal intelligence. The teacher mostly relied on consequences as a means to control behavior r arly assay to develop the personal strengths and goals of the students. I also believed that the teacher could have used constructivism to give enhance instruction and learning. Constructivism is that learning is meaning, it is reflecting on experienced (Educational Theories, November 2012). Mrs. Turner could have enhanced lesson to incorporate real life connections to the students to obligate it meaningful for them.Also, she could have had students predict what was going to happen next in the story. The teacher could have asked the students who were the main characters in the story. What do they think the title is going to be about? How do they think the story is going to end? How practical is the Application of Educational Theories in the Classroom? I think that the diligence of Sternbergs tri-archaic theory is extremely practical. Public School already attempts to cover all three domains of intelligence through the use of band, athletics, music, art, workshop, and work-study programs.I think that nearly of the areas of Gardners multiple intelligences might be outside the prevue of everyday education, such as naturalistic intelligence or intrapersonal intelligence. Both of these areas of intelligence require a large investment of time to develop mightily and require special circumstance to be implemented adequately. For instance, a naturalistic education would in clue a lot of time in nature itself, which goes again the classroom environment of current-day education. Also, intrapersonal development requires quite a deed of alone time to think, which is not readily available in a classroom environment of current-day education.Also, Intrapersonal development requires quite a bit of alone time to think, which is readily available in a classroom setting. Also, it is very practical to ap ply educational theories in the classroom like constructivism, behaviorism, and the social learning theory. A teacher can use a combination of educational theories in a classroom. The teacher can build upon the students knowledge and emphasize problem solving and the teacher can also use the Social cultivation surmise with exampleing. The teacher can model the behavior to the student and use positive and interdict reinforcements with behaviorism.Even though, the teacher did use Gardners Multiple Intelligence in the classroom. nurserymans theory has eight domains of intelligence (Linguistics Logical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, intrapersonal, and Naturalistic) according to Bee and Boyd, (2010). The various types of intelligence can be used in daily lessons passim the day. Describe The Application of Information bear upon to schoolchild Learning? How Does Theory of Information Processing Apply to Student Learning?There issue to be two forces at work when discussing the application of breeding processing 1) innate ability 2) acquired knowledge (Bee & Boyd, 2010). So, a large record of acquired knowledge can compensate for a lower IQ but only to a point. An expert with a higher IQ will still performance better than an expert with a middle or low IQ. As this applies to student learning, children with lower IQ, and therefore less stampual and efficient strategies for processing tuition must acquire a to a greater extent often than not body of information on a given subject in front they can perform as well on testing as students who have higher IQs.How Does the Classroom Environment require Information Processing and Learning for Adolescents? Information processing theory also explains that, children are innate(p) with some basic, in born cognitive strategies that change during the early old age of life, with more complex ones emerging and old, ones being used more flexibly (Bee & Boyd, 2010. p. 197). The text goes o n to explain that as adolescents engage more in a start outicular activity, say building blocks, they develop more complex and efficient ways of accomplishing their creative goals.The classroom environment should rear development of these complex cognitive strategies. There needs to be a repetitive assortment of tasks that are geared towards building the same cognitive strategies, such as when a spelling word is studied by writing it, reading it, putting it in a sentence, drawing a picture of it, defining it, and then acting it out. In this way repeat can bread cognitive development. Compare Adolescent Student Learning in a Social Environment and on Educational Environment. Which are More Conducive to worry and Memory?Willingham (2007) makes it clear that attention is a finite, cognitive resource that can only process a check totality of information at a time. In particular, it is important to progress to that refractory period exists between the firing of neurons during which no new attention stimuli can be chosen. In social situations there is usually more than one stimulus competing for the attention of and individual whereas, in a classroom attention is directed to one stimulus-the teacher. This would seem to dictate the educational environments are more conducive to attention than social situations.Furthermore, Willingham posits that secondary memory is encoding, stored, and retrieved on semantic lines. As this pertains to adolescent student learning, it is important for new information to be connected new to pre-existing information. Rote memorization is not as effective as learning information through rhymes or saying or through stories, since all of these involve connecting new information to existing information. Social situations would seem to have the upper mass here, since the social environment provides a context for learning that builds upon existing peer relationships and share experience.Whereas some of this is presented in the classro om setting it is between the teacher and the students, but only to a lesser degree. Evaluate Teacher Behaviors That Promote Students Thinking Abilities What Teacher Behaviors Did You Observe That Facilitated Student Comprehension and conclude? There was one activity in Particular that I think facilitated student reasoning the teacher held two objects in each hand and asked the class which one weighed the more. The teacher would then put the objects on each side of a scale and find out which one was heavier.Then the class would hypothesize about why they were wrong or powerful. This teaches students that objective information can be determined quite separate from subjective opinions and estimations. Estimations are only useful as long as scientific instrumentation is not present to determine objective facts. On the subject of comprehension, they took a comprehension, test. It was apparently design to measure grammatical and spelling skills. It was a list of sentences with a blank a nd multiple choice answers. The students had to read the sentence and limit which word best fit-in- the blank.I was astonished that the exercise had several trick questions and questions that could have two possible answers. I believed the teacher designer of the sheet was trying to teach the students how to think, kinda than how to find the right answer. Why Did These Teachers Behaviors Positively meet Students Thinking Abilities? Both of these activities were designed to cause the students to think. When I was in school teachers were concerned with how to teach us to get the right answer. We had just started call forth standardized tests and we had learned a lot of multiple choice strategies.However, in the class I observed there were many times multiple right answers and the teacher didnt just want to know the right answer she wanted to know how the students got the right answer. The heaviness questions were particularly positive, since it forced the children to confront th eir deficits in conservation with scientifically determinable facts. This lesson translates into all kinds of cognitive advancements different height glasses can have the same amount of water (volume) and different sized objects can have the same weight (density). Which Teacher Behaviors Impeded Student Comprehension and Reasoning?The spelling test was, I believed, the least productive. It was based on the rote memorization model of learning, in that the student had to hear the word and write it on a piece of paper. Some students do not learn this way and do not regurgitate information this way. There are children that are audio recording learners and they should be allowed to recite the spelling of the word. Some of the students had a very ponderous time writing the spelling, words, not because they didnt know the word, but because they have a hard time translating the audible letters of the word into the indite letters of the word.Why Did The Teacher Behaviors Negatively Affec t Students Thinking Abilities? The teacher behaviors negatively affect students thinking abilities because the students wanted to get a 100% on their spelling test to be able to get a care for out of the prize box. This auditory/visual deficiency also speaks to the inverted-relationship between stimulation and performance. As stimulation increases (social pressure, teacher pressure, and peer pressure to make a good grade on the test), so performance on the test increases however, there is a cutoff beyond which simulation begins to effect performance negatively.The students were motivated to get a 100% on their spelling test, because their teacher added increase pressure by adding a reward to the performance on the test. This affected the grades on their spelling test making the students to perform negatively, since the stimulation was too much for these students. Analyze The Implications of Language Development Affect Teaching? How Does slow up Language Development Affect Teaching ? Delayed linguistic process development seems to be the result of a defect in fast-mapping processes and a vile receptive language (Bee& Boyd, 2010).As with many other types of cognitive development component to language assimilation, acquisition they have. In the scale of school education, this would mean that persistent reading can compensate for any biologically or environmentally caused deficits in language development can be used of phonic approach that translates specific letters into sounds and vice-versa. Since poor language learners have a problem with letter- sound combinations, this approach should subjugate that obstacle. Lastly, it is paramount that the reading program for the students be flexible and responsive to the students linguistic needs.If pa phonic approach is not working(a) well, then maybe a reading comprehension-learning the words as part of phrase or sentence-approach would work better. How Does Language Development Affect Learning in Children And Adolescents? The self-opinionated and open phonics approach to language instruction stipulates that the lessons should go away from simple words to more complex words in an explicit manner that emphasizes the letter-sound residual (Bee & Boyd, 2010). On the other hand, the whole langrage approach seeks to teach language through the meaning and context of the word rather than the actual structure of the word.This avenue tries does not explicitly teach letter-sound correspondence unless the student has specific questions about how the sound work. Last, the balanced approach to language learning pursues a bi-lateral means of instruction, making use of both of the systematic and the whole language approach. They argue that it is important to develop a hunch over of reading in children through the efficient uses of phonics. Language development has a large impact on reading comprehension. After all, the meaning of a complex sentence cannot be derived without first understanding t he subsidiary words and grammar of the sentence.Moreover, reading comprehension helps with writing abilities of the students as well. Conclusion Finally, the five topics based on education theory have been explained and the teacher and the students were observed and I believed that educational theories were conducted in Mrs. Turners second grade class. References Bee, H. , & Body, D. (2010). The developing child (12th ed. ) Boston, MA Allyn & Bacon. Education Theories. http//crescentok. com/staff/jaskew/isr/education/theories. htm. Retrieved November 10, 2012. Willingham, D. T. (2007). Cognition The thinking animal. New York, NY Pearson Prentice Hall.