THIE COGINITIVIE PERSPECTIVIE/CHAPTER 9 @ 10 REFLECTION ‘The cognitivist porspective Is one of the approaches | nave taken In the development ofthe Instruction the ‘most this rst semester. For example, In my English class we are doing some mint units In the context ot argument writing, | tr to select topics they can relate to and even be passionate about in thelr writing ‘This directty applies tothe cognitivist perspective in developing the instruction in regards to thelr ming ‘and how they (he audience think. In a way, it prepares their mind to receive knowledge. In their mind ‘they might have an idea based on how they have been trained to think or how thelr mind works based on how society has influenced itor haw they have alowed society to influence i sete it up perfecty to ask ‘them where thor evidence i, hey are using eredble sources, rellable evidence to cupport thelr ciaim, tc. Its rutting to see it all come together such a unique process suen as any of the ree approaches we read about. Brookefield doesn't want fo take away from one of the most important factors in that of experience but he ‘does however emphasize the importance of formal educational literature to push teachers to become better at thelr profession. Chapter nine emphasizes looking st form! educational literature like you would ‘an investigator whien could ultimately enhance your Instinets ana appropriate responses in the averyday le of instruction. When we ready and study theory Itcan contribute alrecly to that of critica reflection{and even help us categorize or name what we doin the classroom. For Brookefield, this increases an Instructor's confidence. Sometimes we at teachers are comfortable with what is familiar rather than what is best. According to Brookefield theory breaks the circle of familiarity and allows us to broaden our horizon in regards to what we do in the classroom. Ifyou are not able to collaborate with teachers who ‘encourage you to be better and help you with various ideas of instruction, Brookefield stresses the Importance of theory as 2 source of alternative viewpoints. Ifyou do have collaboration wherever you may be, theory can spark the conversations needed to find out what we should be valuing as teachers. While theory can be beneficial to all teachers, Brookefield wants every teacher to think ertically even when it comes to formal educational literature. For instance, asking questions about the author, their Interpretation of various strategies, and even why itis they value a particular practice are all extremely important questions to ask when studying theory. Brookefield feels the following questions appropriate to ‘ask when studying theory: “Are the ideas presented by writers already predetermined by the intellect paradigm in which they work? To what extent does the writing seem culturally skewed? To what extent is descriptive and prescriptive weting fused in an Irresponsible and inaccurate way" (Brookefleld 191-192)? Finally, Brookeeld closes with perhaps the most important point in the whole chapter when he ‘emphasizes the absolute necessity of demonstrating and modeling the same type of critical reading we want from out students. “If we as teachers hope to encourage critical thought in others, we must engage in It ourselves" (rookefield 205) Cchapier ten has an interesting top in that af using literature of critical reflection, Brookefield suggests that reading literature on critical reflection can train our minds to challenge and question how we ean reect on our own practice and the pracess that is hehind it. It makes us question where aur pitfalls are and where we need improvement the most. Brookefield is quoted in saying, “Central to critical pedagogy is, the rote of he teacher as penetrator of false consciousness” Grooketield 208). He is so eloquent in how he elaborates from point to point in his writing getting across flawlessly what he is trying to convey. In ther words, he is eloquently saying that we need to know why we believe what we believe and why we do what wedo, This is important to critically reflect on and not just rely on the statements from someone who has told ‘you what to do high up in the educational system. There needs to be a rhyme or reason behind what we do ‘and we need to have spent several hours meditating on these things to ensure improved instruction. He also brings up that different situations that we are in are not always applicable tothe literature of critical pedagogy we are studying. We have to look at the full context of things and even the culture and climate of ‘one school may not be able to apply the writings and teachings of pedagogy from a particular author. it hhas to be applicable to our own situations and the particular schools that we are in. For instance, a one to ‘one school will do things a lot differentty than a smaller school that barely has the resources to squeeze in ‘occasional sessions on the computer lab. With that being sald, we nave te be fully aware of the rewards and gain that is at hand by reading eritical theory and critical podagogy. For instance, 8rookefield brings up the scenario that if students are asking tons of questions after thoroughly expl ing through ‘everything, the study of critical theory and critleal pedagogy can ditectly contribute to better communication and even teaching strategies so that our learners will bo able to fully compronend and ‘move through a class at a necessary pace. | thought it was more than appropriate for Brooketield to address adult education in that teachers should have that freedom to collaborate while instructors should be there to heip the aduit learners with various purposes and experiences they are going through in thelr ‘teaching career. | feel like this class compliments this notion very well. eyGAGINIE'S NIINIE EVENTS OF INSTRUCTION | nave been studying Gagne’s nine events of instruction and I wanted to take what lam studying in my own Classroom, Here Is my application of Gagne's nine events of instruction Inthe classroom. [ackground: A class of 28 th grade students Goal To understand the storys theme of loneliness Onjective: Students wil create own loeas and opinions ofthe story's meaning through alscussion with partners and discussion amonget te class Activities: 1 Introductory topical video: hitps//wora youtube com/watch?v-BjRRIGBV'6! This video gets students ‘thinking about loneliness and prepares them to think ahead for the writing prompt 2. Free-write witha prompt tat reads, “How do we respond 1 oneliness? De you know someone who Is lonely? How should we respond to loneliness?” 4. Show on the smartboard the questions students asked from the previous exit slip on TodaysMeet 4. Small group share about loneliness, Ask students to think of ther demonstrations ofthe proper response of coping with loneliness: 5, Open the small group share up for a elas share and gulde students in ow to think eitcaly In regards to ll that will be dealt with in the context of latonships. 6. Aller having students read page 36 of chapter 4, have students do 2 quick write asking, ‘Who a least lonely people on the ranch? What is it about thei life that makes them not so lonely?" 7. Comment on student's google doc encouraging them to think critical. he 1, Have students participate ina discussion board on Weebly or Blackboard. Determine ifthey meet the targeted areas ofthe grading rubrle. 8, TodaysMeot exit slip. Have students who the most lonely charactors in the novel are, This is contrasting with the initial free-write and allows them to show me what they know an are confused on wich we wil be abe to go over again inthe next class, This is reat way to formatively assess students esos we aight gett. Samet nese ters have boon issrginhaleseors ih plane ts yet a hae beerLEARNING ENVIRONMENT mone of my graduate claseos with S8U hoard an interesting quote, The quote sal, “if you walk into a classroom and all the desks are arranged in rows, you 2re being conditioned fora certain behavior," she ‘sald. This type of setup implies to students that they should stay in ther seats and listen quietly to the lesson. By contrast a classroom environment that is mare open and inviting “gives students permission to Aactaltferenty” Classroom environment can diretly be correlated with collaboration or cooperative arming, tm seeing this for mysell. Another uote from the course ead, "Because her students wore more comfortable in their new environment, they were more engaged in thelr work And because they fet like the space was “thelr,” she sad, they took more ownership oftheir learning” The last week ar two | have Actually allowed students to sit on the floor around the oom to relax as they have various reading aetviis, makes sense, | think | work beter n an environment where |am relaxed, comfortable, and perhaps some light music to enjoy. if we design our classroom Ina relaxing and comfortable fashion it could lea directly to 2 great learning environment that students will want tof ly participate in. aANALYZING THIE INSTRUCTIONAL ENVIRONMENT [Atthe beginning ofthe schoo! year our air stopped working for a short period aftime. Asa result, it became very warm and while students were interested in some ofthe things inthe lessons they were lesrming, they became very sleepy and frustrated because of the warmth. Currently, leave the temperature inthe upper shales whieh seems to contribute to students staying attentive and awake. Obviously there are many {actor tat go into this but! fee! lke this is definitely a contributing factor. This year nad to request ‘multipte extension cords and power strips co thatthe students we have with one to one laptops could koe their omputars charged. consistently i the middie of clase during Important acuuities their computor would always seemed to happen during such inconvenient times. We had to put the cords and power strips strategically throughout the classroom so that students would not try o get out oftheir assigned seats just so they could charge ther laptops. We made itto where no student could use that as ‘an excuse to switch seats. Ths is important to me due to constant usage of cooperative learning with these ‘assigned groups | have put them in throughout the classroom. Instead of desks we have tables with two students at each of them. Te tables ate property spaced to wnere can constanty travel n and out ofthe rows holding students accountable and keeping an eye on what they are doing. We also have wnat is called {4yno to monitor what students 2roon and we can even block sites thoy are using if we neod to. For free write activites and other things we do in the ctaseroom, ike to have ight relaxation music inthe background which seems to help students get focused and enjoy the laid back environment. These are all important factors the table presents w ‘m sure many of us can gon for days sharing our experiences (@ath good and had) in regards to analyzing the instructional envionment.What does one do with schedul Wf? Many hold fast othe traitional side of scheduling or even block scheduling. There are also the rare types of school who introduce things such #= Modular Scheduling, | believe there should be a combination of traditional or block scheduling combined with modular scheduling. Having to share students causes an overwhelming amount of work for teachers. Particularly for English teachers who sre obligated to end st he exaet spot inthe iterature or the exact spat in the PowerPoint so tnat the teacher who mignt have some students tomorrow wil all be on the same page. Not ‘only dovs thie cause a riiculous amount of unnecessary collaboration hours (unnecessary only because of he nit-picky things that have to be discussed) but it also takes away important things such as exit slips. How ean one address a student’ individual needs or problems when they ae struggling with something but you won't even see them fortwo or sometimes even three more days, | believe a combination of ‘traditional or block scheduling combined with the many great aspects of med scheduling is the most appealing and beneficial way to go. You don't have to knock down walls to have resource or tutoring time Lirmere ate forty or ity kids In a designated area | assure YOU there will not be much tutoring o earning {aking place. No teacher should have to manage such a bizarre seanario and have studonts hate them fr constantly naving to yell or nag at thon. My suggested schedule is one of traditional scheduling combined with built in resource time very morning for 3 half day) where teachers have their own room and their own time to tutors necessary without the chaos ofa resource room, if you takeaway the plan ‘ime from teachers throughout the week andl give the second half of every Friday to teachers as thei plan ‘ime they ean ge orgenizad and planned forthe week ahead. Ifyou have department meeting you need to 4 you can have a late start on Thursday mornings. The combination has so many possiblities that should Intrigue those in education to a great extent. Perhaps even to action? me os ite the osooty a at sue a he ese. Tera re seen mary gs oh about won ana Taso Ee. wou, Sucerte se tha berets ef woven tet esos is, ti dintaly «nostri eur er aseur wilco tePRE-ASSESSMENT/POST- ASSESSMENT DATA ‘After seeing the results, it makes sense doesn't if” | mean pre-arsessing what students know and that letating what you need to cover throughout. Fallow that up with seeing the AMAZING progress our ‘students have made.on their writing Itis great It is wonderful 1, move than anyone. completely Understand that accountability factor it produces towards teachers, the data administration needs to show “student growth to schoo! boards, and the Information provided for teachers for them to know what to cover. ‘Agaln, fully understand the idoa behind Itt really does make sense. With that being sald, why do colleges not do i tent eologe whe 10 wo goo grow in knowledge and expand our learning in waye we never have before? There are no pre-assessments there, In fat, am in my second year teaching and | ‘Ruarantes you | can tell you what the pre-assesement scores willbe, what students have no clue sbout and precisely wnat neads tobe covered for them to succeed. | could tll you tat without even giving the pre- ‘assessment! It is just my third time doing pre and post-assessment data and I lready know. Three ‘lerent schools but same story over and over. fee tke Lam wasting time grading the pre-assessments when | eould be spending more time preparing lessons for students. Am making something out of nothing here or is there some validity to what Lam saying? Perhaps those wh are having to grade ossays ‘would be more consi to this than others a¢ ite more time consuming. ! do not mean to come across as ‘negative or complaining but rather, genuinely seeking answers as to how our time should be spent a= teachers and fooking out for what is best for students wasting se ruc of our precious ira? havent cued ital out yt ther. Ever ame Icom ue wih what | fine the soton, ponPBL for the movement currently taking place in many schools where the teacher plays more of a ole of coach or facilitator. get the idea behind it and 1 see how effective it can beat times. With that being said are implementations such 25 Project Based Learning hindering students from gaining know tuying to prove a point with the question but rather, express genuine concern for student knowledge and growin with euch 2 bold strategy. Would Projoct Based Learning be considered more toplat rather than ige? Lam not expository? tty, belleve it could definitely hinder student learning and student growth. | am all for putting students in contro! but perhaps there are certain areas in PBL that could hinder from students ‘understanding literature and that of writing. | want them to See mote in the text besides researching a ‘theme. | want them to see the text in its full context. Many pastors like to preach topically and mistakenly twist the scriptures meaning by taking verses out of cantext. How much danger are we putting ourselves in by Implementing PBL? 1s it air to say It would be easier to take things out of context with this strategy? Project Based Learning or not! belleve expository teaching through a txt Is more than ervelal to student growth ane knowledge. tenement pane gu aATTITUDE AND ITS ROLE IN THE CLASSROOM. HOW SHOULD ONE RESPON > ‘The frst day of schoo! is incredible, isnt it? Guest speakers imploring teachers to keep students fist ‘administration attentive to your every need, and students actually ready to get offto a great start. For the ‘mast part anyway. What happens when the honeymoon stage wears off? Frustration, impationce, and 2 ally grind that could bring down even the most dedicated, hard working. and even experienced instructors ‘Our reading suggests a contrast between simply reflecting as a teacher and that of being a reflective ‘wacher inthe context of inquiry. The text addresses the big piewure and difference when it says, “Tescher Inquiry Invites intentional, planned reflection, heightening your focus on problem posing. Second, teacher inquiry is more visible. The dally reflection teachers engage in isnot observable by others unless itis tiven some form” (23 Dana and Vendol-Hoppeyh The text continues to exhort whem it says, "AS 2 teacher researcher engages in reflection, she Intentionally acks quostions about teaching and learning organizos ‘and collects information focuses an a specific area of inquiry, and benefits trom ongoing collaboration ane support of critical friends (23 Dana and Yendol-Hoppey). While attitude perhaps isnot in the contest of liffeomtiating instruction, data-driven decision making, progress monitoring, Rl lesson study, teachor ‘evaluation, or Common Cote State Standards, | believe this ie could potentially be even more important ta the daly grind of teaching. That isue isthe appropriate response from teachers to students who have a oor attitude towards work ethic and learning. Rather tnan hearing some cheesy guest speaker talking ‘about being the thermometer In the classroom (which henestly has some benefio want more substance. | want research, {want the support of my tea fronds ac the txt suggost, tt eally impacts me when students havea tribe atude towards thelr work, No matter how zealous | am towards my eubject and how passionate | am in regards to what | am teaching, some students show thelr fust ion outwardly towards any work whatsoever which really has a negative impact towards the rest ofthe cass and even on the teacher. Has there been a proven, successful esponse towards this negative behavior? Should it be ‘aderessed at al’ Thank you in advance for assisting me In the journey of becoming a more Inquiry based, reflective instuetor. eo ‘osrna tts 9 oui eechsnh tata ond tee ope and ata ene cabo ret