WEEK 4 Learning how to "speak theory"

Morning shift...Take 1 
T2P
If a student experiences excessive cognitive dissonance(if statement) while participating in a learning activity then he/she might feel excluded from the class experience(then) because their views either aren't addressed, taken into consideration or made to feel valuable(because). When a discourse is exclusive, too developmentally advanced for a particular student, or doesn't value someone's beliefs and or opinions, it is the teacher's responsibility to address how this particular student learns in order to best meet their needs. If a teacher spends a little extra time, either in a group or individual setting,then the student may begin to feel "a part of" and therefore engage in their own learning. Jerrid Kruse(theorist) argues that students make meanings of new information through connections to their own frameworks therefore being able to draw connections between new information and the learner's own conceptions can aid them in not only feeling included in the classroom but also engage them in their learning process by.......? (event). When a student feels included they are more apt to add to the discourse as well as expand upon their conceptual framework(pedagogical term).
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Morning shift ...take 2....
T2P
If a teacher allows for students to collaborate and navigate new technology together then they are able to become autonomous learners who can motivate each other through the process of learning new concepts. 
       After watching Self-Determination Theory and Learning

View more presentations from GNA Garcia, University of Connecticut

">Vicki Davis aka Coolcat demonstrate how her classroom runs there was ample evidence that a great deal of collaboration engages the students to become self determined learners. B.F. Skinner believes that through both negative and positive enforcement students can be guided through their learning experience. Whether its the sign "No Whining" on the wall of this contagious positive atmosphere of the classroom environment, it is apparent this approach of learning is taking place. Skinner also believes in a teacher provides the scaffolding that fosters the learning environment in turn autonomy can happen. The students were leading lessons, collaborating and were engaged in their work therefore demonstrating a great deal of relatedness as well.
      Coolcat teaches from a truly student-centered place where students can teach her just as much as she teaches them. It reminded me of the hole in the wall experiment. That because of this experiment we now have concrete evidence that children can learn by themselves, they can teach one another, which is evidenced in this classroom scene as well. This classroom also examples that with scaffolding and an expert architect it can grow exponentially.

TAKE 3!
If a student struggles with the framework(syllabi, directions, assignment) of the class then they can feel left behind or shut out from the overall learning experience because there is lack of clarity of the expectations for the student. Students perform when they are prepared mentally and physically; a good breakfast and proper instruments/tools are essential for this to occur. But what happens when a student is   prepared mentally and physically but still struggle with the intricacies of the classroom experience? Perhaps new technology is introduced, new strategies for taking notes or directions to a project is given but all along this student is caught up on a nuance they can not get past. It becomes important for the student to be asking enough questions to get past this barrier. The first way would be to meet with the teacher or email your concerns, if thats not possible it might be helpful to ask other students. More often than not, there will be someone else with a similar concern. Once this happens a collaborative learning experience can happen. When there is a sense of relatedness a connection happens which ties students in an indescribable way. They are vested in supporting one another and helping one another to succeed. From one persons problems comes a collaborative solution increasing the groups members confidence and competence.
         Today was full of "glows and grows". What glows for me is what is also helping me to grow the most and I know will transfer in my classroom. Often students lose their voices, becoming disconnected, in their classrooms because they lack understanding or misunderstand directions in class. But by simply opening up they minds just long enough to ask for help(or by having a slight breakdown) students can allow for amazing things to happen. Maybe they connect with classmates they have never thought they had anything in common with, perhaps there is just one missing detail that makes everything click, maybe they just click with that one person that speaks their language. In any case, there is value in asking for help or simply pausing and admitting you simply do not understand. This is certainly part of the learning curve....of life!
        I would say after all this and applying what I learned today, in fact, I can speak theory a little bit better. I would say that Jean Nave best exemplified what I experienced in class today. The idea that someone that new more than me could pass along their information(as well as confirm their information with the group) to someone that doesn't know as much in a group setting clearly defines what happened in real time today. It happened quite organically and led to group discussion, mentoring and clarity for the learner. This was a definite grow day!!
      
Theorist spreadsheet