SIGNATURE ASSIGNMENT 1

Signature Assignment

Erika N. Nelson

September 9, 2013

Chaminade University Education Division

EDUC 602
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Learning Plan

1. Definition of Conceptual understanding

Conceptual understanding is being able to generate new knowledge and a deeper

understanding of prior knowledge and experiences. Perkins states, that "when a student knows

something, the student can bring it forth upon call-- tell us the knowledge demonstrate the skill"

(p. 2) But unless a student is able to further break down the components of their knowledge or

are able to apply that knowledge in a different context, they don’t fully have an understanding of

what they’ve learned, they are just repeating facts. When a student is able to make connections

with what they are learning and what they already know, that is conceptual understanding.

2. How do teachers facilitate conceptual understanding?

Teachers are able to facilitate conceptual understanding in various ways. First and

foremost, the teacher themselves must have a working understanding of the context and concept

prior to teaching the lesson. Once that is complete, the teacher can then move on to organizing

the lesson plan around that. Successful teaching techniques to facilitate conceptual understanding

include scaffolding and/or problem solving. Scaffolding guides students toward active

participation in their learning process. A good example of using problem solving to facilitate

conceptual understanding was seen in a video provided by Dr. Moseley called Dan Meyer: Math

class needs a makeover. In the video Meyer uses the technique of problem solving in order for

his students to figure out the answer to his questions and their homework (Meyer, 2010).

The teacher must also be aware of the different learning styles of the students. Therefore,

they should be creative in the methods they use. Examples include audio aids, visual aids, hands-

on activities, critical thinking, and thought-demanding projects. When the students are engaged
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in these lessons they are able discuss their thoughts with each other, and it will engage them in a

deeper and better application of knowledge and understanding of what they are learning.

3. Energy Concept Map & Analysis

a. Map

b. Analysis
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Do you turn on your lights at night? Do you listen to the radio in the car? Can you see

objects moving such as a car? This is because something is making those things happen. This

ability to make things happen or provide power to make things happen is called energy. Energy is

what powers the world around us.

In the concept map above, we focused on the two forms energy can be broken down into

and some of the subcategories that exist in each form. The first form energy can be is kinetic

energy. Kinetic energy in simple words is the energy of motion. Therefore, we can infer kinetic

energy contributes to mechanical energy. An example of mechanical energy would be moving

objects such as a car in motion or a person jogging in the park. Electrical energy is another type

of kinetic energy. Electrical energy is a useable source that is controlled by systems that produce

electrical energy. An example of electrical energy can be power lines. Lastly, heat and light are

also types of kinetic energy. Both energy emissions can be powered by the energy given off by

the sun.

The second form energy can be is potential energy. To put it simply, potential energy is

the stored energy possessed by an object. The first type of potential energy we will look at is

called chemical energy. Chemical energy is energy stored within the bonds of chemical

compounds (atoms and molecules). It can then be said that chemical energy is released when

there is a chemical reaction. The most common form of this emission is heat i.e. striking a match.

Secondly, potential energy can be gravitational potential energy. This refers to the force of power

that holds an object up, for example apples on a tree. Electromagnetic energy is the third type of

potential energy. It is the energy that comes from electromagnetic radiation; this can be seen

when playing with magnets.

4. Paragraph Concept Map & One Page Map Analysis

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a. Map

b. Analysis

Paragraph writing is easy once you practice your understanding of basic structure and

composition. First, a half-inch indent must be used to show the start of a new paragraph. A

paragraph is composed of a few sentences, of a related topic, grouped together. Paragraphs are

structured with an introduction (topic sentence), the body (supporting sentences), and the

conclusion (conclusive sentence).

The introduction is exactly what it states; it introduces what your paragraph will discuss.

An introduction is at the beginning of a formal academic paragraph. It is comprised primarily of

a topic sentence, followed by clarifying sentences. The topic sentence introduces the overall idea
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of what will be discussed in the paragraph.

The body of the paragraph is composed of supporting sentences. “They are called

‘supporting’ because they ‘support,’ or explain, the idea or topic expressed in the topic sentence”

(Walters, 2000). The supporting details come in many forms such as description, examples,

juxtaposition, opinions, facts, and anecdotes just to name a few.

The concluding sentence summarizes everything discussed in the paragraph. The

concluding sentence may restate the point of the topic sentence to reinforce a final point.

Alternatively, it can be used to transition to the next paragraph and point. Whether you use the

conclusion to reiterate the point of the paragraph or to transition into a new paragraph, the

concluding sentence plays an important role.

A paragraph also contains elements such as coherence and organization. Coherence is

needed because it provides the reader with information to understand the paragraph more easily.

Also, when a paragraph is organized well it contains all the major components in logical order,

and flows well. Lastly, when your paragraph is complete you must proofread your work and

make sure the paragraph is free of spelling and grammar errors.

5. Example Problem Solving Activity
a. Materials Needed
-Eight 3x5 index cards
-Scotch tape

b. Age or grade level of the student (Briefly explain why it is age/grade appropriate)
This activity will be targeting the fifth grade level. It builds on the basic knowledge they

already have on what a paragraph is. It will challenge them more by making them demonstrate

their skills, and allow them to be able to better identify the three main structural elements of a

paragraph. They are able to build on Perkins’s claim, "when a student knows something, the

student can bring it forth upon call-- tell us the knowledge demonstrate the skill" (1993, p. 2)
c. Problem Activity

Break the class up into groups of five. Each group will be given eight index cards written

and composed by me. Five cards contain correct sentences that together will make a clear
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cohesive paragraph when put together in the correct order; the other three cards contain

sentences that do not fit and will be discarded by the students. After each group is complete with

their set of cards, they will tape the order of their cards on the board. Each member of the group

will be in charge of presenting one card in order for everyone to participate and present their

findings. An explanation of why and how their group came up with that specific order of

sentences and an explanation of discarding the cards they chose will also be given by the group.

If students are ready for a more challenging task, you can also ask them to identify the types of

details used in the supporting sentences, i.e. quotes, definitions, facts.

d. Concept
This activity is making students have to work as a team in order to think and collaborate

with each other in order to figure out which five cards they need to keep that best fits each

particular sentence and which cards they need to dispose of. The more the students practice this

activity, the better their ability to identify specific aspects of a paragraph will become and it will

develop into second nature to them.

6. How do the Cognitive components relate to your activity?

a. Active processing

Since this activity is done in groups it forces each individual to use good communication

skills in order to collaborate and provide positive feedback to one another. It stimulates a good

discussion and understanding of the material.

b. Direct Modeling

The students will be organizing the index cards in order to properly construct a

paragraph. They will also be discarding any cards that contain sentences that do not fit. And they

will be posting their finish paragraph onto the board and will then share an explanation of why

and how their group came up with that specific order of sentences and an explanation of
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discarding the cards they chose.

c. Cognitive load

The instructions for this activity is not complex therefore are easy to follow and ease up

the cognitive load. The steps to the activity are:

1. Arrange the cards in order of a properly constructed paragraph

2. Discard the three cards that contain sentences that do not fit
3. Send one member of your group up to the board to tape your cards in order. Then when

your group is called upon, everyone will head to the board and each member of the group

will take turns in presenting one card each and share why and how their group came up

with that specific order of sentences.

However, if the group is up to a more challenging task, and a little more cognitive load,

they can also identify the types of details used in the supporting sentences i.e. quotes, definitions,

facts.

7. Scaffolding questions to address cognitive components (Give three):

1. What are the main components that make up a paragraph?

2. How can you tell the difference between a topic sentence, supporting sentences, and a

conclusion?

3. What would constitute a bad paragraph?

Diversity Plan

Two ways students in Hawaii might approach math differently according to our readings?

Explain.

One way students in Hawaii might approach math differently is by learning by doing,

versus learning through verbal instructions (Brenner 1998). “There is evidence that for many

children in the United States their initial exposure to mathematical learning takes place within
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the context of everyday activities, and that such experiences vary across groups” (Brenner 1998,

p.217). Native Hawaiian children learn through observing and participating, as well as having

tasks that recognize students’ diverse cultural backgrounds and experiences. An example would

be to have an activity such as math jeopardy with groups of three. This way the students will be

interactive and can pick categories they want to test their knowledge in. Categories include

subtraction, addition, multiplication, division, long division, and the bonus could be basic

algebra.

A second way is to make math lessons centered on group activities. This is because,

according to Brenner, “children are often uncomfortable in classrooms because teachers typically

emphasize adult authority and prohibit peer interactions in contrast to Hawaiian homes, where

children have substantial autonomy and strong sibling and peer group relations” (p.220).

Therefore, the idea of having math jeopardy would also apply in this situation because the

students need to interact and help each other out in order to successfully come up with an answer.

How would you address these issues in your teaching practice? (Give an overall explanation

and a detailed example that supports your approach)

Since hands-on activities seem to be the favorable way of learning for Native Hawaiian

students, I would incorporate less textbook based lessons and more hands-on, group activities. I

think the idea of having an activity like math jeopardy would ‘hit the nail on the head’ as a

potential way to address these issues in my teaching practice because it would be focusing on the

content in an entertaining and interactive way for the students. In this activity students would

need to work together within their group to decide upon a category they want to pick, they would

be using their math skills, be interactive, have a lot of fun, and would be applying what they

learned and know in a game setting.

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How would you demonstrate Ho’oulu in your classroom? (Give two detailed examples)

Ho’oulu means ‘to grow.’ Therefore, I think the first way to demonstrate this concept in

my classroom would be to learn more about the Hawaiian culture myself. Then I would be able

to share this knowledge with my students in order to grow their knowledge about the Hawaiian

culture. Just because these children are going to school in Hawaii does not mean that they

understand or embrace the Hawaiian culture that surrounds them. I would like to invite Native

Hawaiian guest speakers into the classroom to learn about things such as environmental health to

tie into science or to learn about the Hawaiian language and/or the influence of missionaries

teaching English to Hawaiians. They would have the most knowledge about the subject and the

students could really connect with someone who has a strong tie to the Hawaiian culture. With

these various ways of teaching about the Hawaiian culture my students’ knowledge would

continue to ho’oulu.

The second way I would demonstrate Ho’oulu in my classroom is by teaching my

students that you can learn from all situations in your life, as well as from every person you

come across. Throughout your life you will make many decisions, whether they be big or small,

and with these choices you make you will learn valuable lessons. It can also be said about the

people who will come and go through your life. The Native Hawaiians have always emphasized

respecting your elders, because they have much experience and knowledge to share with us. This

teaches us that no matter who is involved in your life, whether they are your family, peers, or

teachers, there is a lot of knowledge you can learn from them. I would emphasize that my

students keep an open mind in life and absorb all the knowledge and experience life throws their

way and they will continue to grow to be better people.

Given our reading, give two ways that Pacific Island parents might hold differing views
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from mainland parents.

Pacific island parents and mainland parents may feel differently about the relevance of

high school education. One tends to have the impression that mainland parents are more likely to

encourage their children to see high school as a stepping-stone, and not simply the last step

towards adulthood. On the opposite spectrum, fewer Pacific Islanders make it to college,

sometimes barely completing basic high school education.

I think that Pacific Island parents and mainland parents differ on their opinion of a

credible college. I feel that mainlanders are more inclined to focus on Ivy League education and

schools whose names are renowned. Connected to the previous thought, I think that Pacific

Islanders are more likely to just hope that their children pick a college in general. Since higher

education is so difficult for a great deal of Pacific Islanders, their main goal is that they will be

committed enough to pick any school.

What are two ways that you might consider trying to interact with pacific island parents

differently to help their children succeed?

The first way would be to communicate with them more and find ways to get them more

comfortable with being involved in their child’s education. Instead of just seeing the parents a

couple times a year for regular parent-teacher conferences, I could ask if they would like to

volunteer their time and accompany the class to field trips. Or I could have a fun day, an optional

event hosted on one day during the week throughout the school year. It could be a picnic at the

park or the beach with my students and their parents. That way the parents would be in a more

relaxed setting as opposed to meeting me in the classroom.

The second way would be to assure them that their children are as important to me as

they are to them. I think that Pacific island parents are more invested in their children’s education
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if they feel the same familial camaraderie with their instructors. I would think they would have a

more positive experience with the school if the school feels like family. I think my idea of a fun

day would be the perfect setting for making the parents feel the school is a family-friendly

environment and that I care enough about my students to take time out of my weekend to hang

out with them and their parents.

What is one of the ways that you would demonstrate the Hawaiian values (Ho’oulu) outside

your classroom?

I think taking my students out on various field trips to places such as the taro plantations,

the Bishop Museum, or even a hike on a small trail would be beneficial to experiencing the

Hawaiian culture and what the Hawaii environment has to offer. In literally taking the students

outside the classroom and having them experience the Hawaiian culture first-hand, it will

develop their constant growth by them always looking for new knowledge in places other than

the classroom. And a way to bring those experiences and new knowledge back into the classroom

would be to have the students write a short reflection on what they learned and liked best about

the field trip.

Motivation Plan Worksheet Phase III

Learning activity

This activity will be targeting the fifth grade level. It builds on the basic knowledge they

already have on what a paragraph is. It will challenge them more by making them demonstrate

their skills, and allow them to be able to better identify the three main structural elements of a

paragraph.

Break the class up into groups of five. Each group will be given eight index cards written

and composed by me. Five cards contain correct sentences that together will make a clear
SIGNATURE ASSIGNMENT 13

cohesive paragraph when put together; the other three cards contain sentences that do not fit and

will be discarded by the students. After each group is complete with their set of cards, they will

tape the order of their cards on the board. Each member of the group will be in charge of

presenting one card in order for everyone to participate and present their findings. An

explanation of why and how their group came up with that specific order of sentences and an

explanation of discarding the cards they chose will also be given by the group. If students are

ready for a more challenging task, you can also ask them to identify the types of details used in

the supporting sentences, i.e. quotes, definitions, facts.

Challenges. In my learning activity students will be working together in order to

complete the activity as a group. This poses a challenge for students who prefer individual work

to group work. Another motivation challenge is the fact that students need to discuss their ideas

with one another and for those who are shy or have low self-esteem; it can lead them to self-

handicapping themselves. Self-handicapping can occur during this activity because a student in

the group will create an impediment that caps his or her ability to do well. Since these

impediments interfere with learning, they will affect their overall motivation and participation in

the activity.

Motivation plan

In order to properly motivate my students I will first learn about their goals, self-efficacy,

needs, and attributions. First, I want to introduce proximal goals to my students. These are short-

term goals that can be achieved within several sessions of an activity. (Bruning, R. H., Schraw,

G. J., Norby, M. M., & Ronning, R. R, 2004, p. 127) In having proximal goals my students’

confidence will increase as we continue to repeat this activity. I would also like to get my

students to point out their self-efficacy. This is the individual’s ability to feel confident that
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he/she can perform the task successfully. “Research indicates that self-efficacy is affected by

self-assessment, behavioral feedback, and environmental cues” (Bruning et al., 2004, p. 115).

Therefore, I need to provide in-depth performance and cognitive feedback. I will also discuss

attributions and their effects on the student’s ability to learn. By taking the time to do a quick

explanation I can avoid lack of effort and improve learning and confidence.

Social persuasion is also an important aspect in my motivation plan with a strong

emphasis on feedback of content rather than the individual themselves (Moseley, 2013); more

specifically information-oriented feedback to the group because it “leads to greater intrinsic

motivation, task engagement, and persistence than performance feedback” (Bruning et al., 2004,

p. 126). Problems that might arise from using this behavioral method of giving content focused

feedback rather than individual focused feedback include the student personally feeling that they

are not doing a good enough job or that I am nit picking their answer or idea. This could result in

the student not wanting to participate anymore for fear of their answer or idea not being good

enough. In order to avoid this, I will make sure my information-oriented feedback is not negative

or condescending but rather is positive and thought provoking for the student. And for the

students who have low self-esteem or are shy in participating in the activity, I will do my best to

listen in on their ideas and provide positive feedback regarding their contribution to the group

discussion.

Potential problems from the use of behavioral methods. Behavioral methods are also

used as a form of motivation. One of these forms of behavioral methods is positive reinforcement

through rewards. However, there have been studies that suggest that these methods backfire and

can actually pose potential problems. The types of rewards us teachers can give our students can

have different effects. Sometimes rewards will increase the student’s likelihood of doing an
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assignment or participate in class discussions. Other times it makes the student less motivated

and will produce less when the reward is taken away. Or the student may just do things solely for

the purpose of getting rewarded. According to the study shown in Dr. Moseley’s motivation

slideshow, rewards actually reduce motivation. Based on the study, students who expected a

reward after completing an activity were less motivated because they knew whether they did the

activity to their fullest potential or not, they would get rewarded. Students who did not expect a

reward after completing the activity had the highest motivation to do the activity to their fullest

potential because they found the activity to be pleasurable. Therefore, using rewards as

motivation present a problem of a decrease in motivation from students. Instead, teachers should

be making learning rewarding in itself. That way the student is intrinsically motivated versus

extrinsically motivated and they can make the task interesting and important for themselves

which in turn benefits their learning.

Another form of behavioral method is negative reinforcement through punishment.

Motivation through punishment is never the right answer and it should never be a route to try and

get a student motivated. If a teacher was to say if you do not complete this assignment I will call

your parents or you will have no recess time, then the student will of course be motivated to get

the assignment done. However, there is a negative side to it. On one hand the student will get the

task done for fear of getting punished. But on the other hand this only increases the students

stress level and adds on immense pressure on them. (Thorp, 2011)

Needs. It is also important to provide a safe and comfortable environment that allows my

students to want to learn and challenge themselves; this is supported by Maslow’s Hierarchy of

Needs. According to Maslow, basic needs such as safety or belongingness must be fulfilled

before any high-order needs such as the need to know and understand. I can fulfill these needs by
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providing a safe, comfortable, and family-oriented environment for my students as well as

providing encouragement and the proper feedback.

Conclusion/Reflections

Learning Plan Reflection (how did your ideas about learning evolve?)

The learning plan has vastly expanded my knowledge about learning and how to facilitate

learning. I learned that conceptual understanding is important for both students and teachers. A

teacher needs to first have conceptual understanding of what they are teaching in order to find

and administer proper teaching techniques to their students in order for the student to obtain

conceptual understanding of what they are learning. Concept maps are a great tool to use in order

for students to have a visual of connecting topics with each other as well as see the depth of a

subject or concept.

My learning plan also taught me how to create lessons and activities. Since this is my

first year in a teaching program, I knew absolutely nothing about lesson plans. I thought it was

going to be something as simple as writing instructions based on the textbook while my students

listen and take notes. Boy was I wrong! As we continued to work on different sections of our

learning plans, I realized that it is not so much putting instructions on a piece a paper and

revamping the textbook to your students but more so it is introducing the concept of the lesson

and applying it in the classroom in a way that is beneficial for all students to have a deep

understanding of what they are learning.

Being introduced to Perkins (1993) article on Teaching for Understanding gave me the

most valuable insight into teaching. I think the simplest way to explain what “teaching for

understanding” means, it is a much deeper method of teaching a concept in a way that goes

beyond the realm of just memorizing what it is/what it means. The example given in the article
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about the snowball fight in space is a perfect example. If one simply is taught to memorize

Newton’s theory of motion, you only have a general knowledge of the concept, you can recite

back facts you know but you can’t solve unexpected problems like a snowball fight in space.

Because of Perkins article I will now and forever remember that my goal as a teacher is not to

simply recite the contents of the textbook and hope my students remember the information for

exams. But, it is to teach for understanding by planning in-depth lesson plans that make my

students develop conceptual understanding of the lesson. I will also ensure my teaching style

incorporates different methods for different types of classroom learners and learning styles.

Because of the learning plan I learned that I need to have conceptual knowledge about the

subject before I teach it to my students and I need to plan my lesson plans around teaching for

understanding and different learning styles.

Diversity Plan Reflection

The diversity plan has made me aware that diversity will happen in my class and it is not

something that teachers should shy away from, but think of as a valuable asset. What I need to

remember is that diversity can be embarked on by first being aware of a student’s culture and

how they learn. In reading through Ho’oulu for the diversity plan, it opened my eyes to the world

of the Native Hawaiian culture. In living in Hawaii and wanting to stay here and teach locally, it

is important for me to be aware of not only Hawaiian students and their learning styles but other

cultures as well i.e. Japanese, Chinese, Micronesian, Samoan.

I have also learned how to effectively communicate with the parents of my students, more

specifically pacific island parents. I will admit that I used to judge parents based on their lack of

participation and/or interest in their child’s education. But through the development of my

learning plan I learned that culture plays a key role in the parent’s participation, interest, and
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interaction with their child’s education. Because of these attributes the diversity plan has

provided for me I will be aware of the multicultural students in my classroom and tend to their

learning styles as best I can.

Motivation Plan Reflection

Because of my work on the motivation plan, my ideas about motivation have evolved

from something simple to more complex notions. I have always thought of motivation as being

something as simple as encouragement and with enough encouragement you give your students

the more motivated they would be to do their assignments and strive for good grades. I also

thought that there were those who cared about their grades and those who do not, either way

dictating their success in the classroom. And I had thought that motivation could either be

positive or negative in the form of rewards or threats. Rewards would be a positive form of

motivation, receiving a gold star or a piece of candy would be enough motivation for students to

participate in class. Threats would be a negative form of motivation such as having recess taken

away or a phone call to your parents. But this simplistic idea of motivation is just the tip of the

iceberg and the motivation plan helped open my eyes to that.

Through my investigation in learning about motivation I found out that motivation is a

multilayered concept. As I listened to Professor Moseley’s Motivation podcast, I realized that

there are many factors that affect motivation. There are different types of learners, different

approaches to motivation such as humanistic, locus, and behavioral approaches, and there is

intrinsic and extrinsic motivation. There are also areas such as attributions, goals, efficacy, needs

and potential problems that can make motivation successful or not. In learning about these

different attributes of motivation I now will have a better understanding of why my students will
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act a certain way and I will be able to adapt my teaching style accordingly to each of their needs

in order to properly motivate my students in order for them to be successful.

References

Brenner, M. (1998). Adding cognition to the formula for culturally relevant instruction in

mathematics. Anthropology & Education Quarterly, 29(2), 214-244. Retrieved from

http://chaminade.ecollege.com

Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology

and instruction (5th ed). Columbus, OH: Merrill

Dye, D. (2005). How to write a paragraph. Retrieved from

http://www.createbetterwriters.com/uploads/ParagraphEbook2ndEd_copy.pdf

Meyers, D. (2010). Dan Meyer: Math class needs a makeover (video). Retrieved from

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

Meyer, M.A. (2003). Ho’oulu: Our time of becoming. Honolulu, HI: ‘Ai Pōhaku Press.

Moseley, Bryan. (2013). Motivation 1st and 2nd Audio. Psychological Foundation of Education.

Podcast retrieved from http://chaminade.ecollege.com/

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Perkins, D. (1993). Teaching for understanding. The Professional Journal of the American

Federation of Teachers, 17, p. 2.

Thorp, E. (2011). Punishment not effective in motivating students. Huffington Post. Retrieved

from http://www.huffingtonpost.com/emily-thorp/punishment-not-effective-

_b_1018282.html
Walters, F. S. (2000). Basic paragraph structure. Retrieved from

http://lrs.ed.uiuc.edu/students/fwalters/para.html