Hands-on Discovery Science

Summer vacation has slipped past me and it’s time to think about going back to the classroom.  One of my favorite things to teach is physical science.  Physical science covers so many topics like blowing bubbles, magnification, magnetic attraction, ramps in motion, lifting with levers, wheels, parts of a computer, and so much more.  In early childhood education, the more hands-on science discovery, the more the students like it.  I believe young children need to make their own connections, develop logical thinking, experience, discover, wonder, and ask questions themselves using their own senses.  My favorite website for science discovery is www.teachpreschoolscience.com.  This website has a compilation of 75 core discovery experiences that are so much fun, that the children want to do the experiments multiple times.  The lesson plans are categorized under the headings of life science: plants and animals, life science: people, earth and sky science, and physical science.  Periodically, parents ask me to share the lesson plans so the students can repeat the experiments at home.  Students who want to re-create science experiments for their families, have truly taken their learning beyond the classroom.

Gifted Children

In a class on early childhood development, a group discussion examined characteristics of giftedness in the early childhood years.  Here are some of the group’s observations based on an article by Nancy Symmes Sweeney and the experiences of the group participants.

1.       Excels at memory activities beyond what one would expect at the given age level.

2.       Demonstrates unusually mature thinking on tasks that are complicated.

3.       Show advanced understanding or precocious development of a specific skill area, e.g. early reading or mathematics without have been directly instructed.

4.       Self manages their own learning.

5.       Has a high need for a variety of experiences, and seek new opportunities to investigate

6.       Seeks out older children as playmates, and engages in especially creative, imaginative play scenarios.

7.       Possesses an advanced vocabulary and enjoys playing with words.

8.       Demonstrates a noticeable variability between sophisticated thinking, but displays behavior that indicates they are still young children

The group concluded that no two gifted children are alike. But it seems all have a high need for a variety of educational experiences.

If you are not familiar with the website www.earlychildhoodnews.com , check it out.  It contains classroom ideas, teacher resources that include topics in early childhood education, and a professional resources section.

Early Childhood Reading-Benchmark Testing

This morning I had an opportunity to observe a teacher as she conducted benchmark testing in a preschool.  She used a standardized screening test called PALS-PreK (Phonological Awareness and Literacy Screening).  The assessment reflects skills that are predictive of future reading success and measures name writing ability, upper-case and lower-case alphabet recognition, letter sound and beginning sound production, print and word awareness, rhyme awareness and nursery rhyme awareness.  The assessment scores indicate children’s strengths as well as those areas that may require more direct attention.  The assessment is designed to be administered to four-year-olds in the fall of PreK in order to guide instruction during the year.  A second administration in the spring of PreK serves to evaluate progress.  The assessment coordinator told me there is also a PALS-K test, which, in addition to the evaluations in the Pre-K test, adds assessments for letter sounds, spelling, concepts of words, and word recognition in isolation.  I was curious to know more about the concept of word measure.  The assessment coordinator explained that the concept-of-word task measures children’s ability to (a) accurately touch words in a memorized rhyme, (b) use context to identify individual words within a given line of text, and (c) identify words presented outside of the text.  Wouldn’t it be great if we could share with parents the kinds of tasks we assess? I can think of some parents who would practice these tasks with their child in an effort to give them a head start on kindergarten early literacy.

Children Who Take on Responsibilities

Gosh! I never know where I'm going to find articles about children and education, and this article came to my attention as I was in the waiting room of my doctor's office.  A new study shows that chidren whose mothers supported their autonomy by giving them responsibilities and offering choices were better off academically and socially later in third grade.  The researchers found that parents who support autonomy explain their rationale for the request, focus on the child's perspective when asking them to take on a task, provide choices, and do not use controlling language.  The researchers also found this technique of supportive autonomy to be more effective than offering rewards.  I'm wondering how willing children would be to take on chores at home if some sort of reward was not being offered.  Perhaps that could be the next phase of the study.

Pre-K Reading

I recently received an e-mail from a friend who is concerned that she is not doing enough to stimulate an interest in reading for her three-year-old daughter.  She asked for my suggestions.  I told my friend I believe it is important to read to a young child at least 30 minutes every day.  Some reading experts think that 10 minutes of reading per day is sufficient, but I disagree.  In my experience I don't think a parent can read a story and adequately discuss the main points of said story in 10 minutes.  Reading 20-30 minutes every day will provide time for the parent and child to discuss the story, and the longer the time parents have to read to their preschooler, the longer the child's attention span and better listening skills will be developed.  I realize some children don't have the attention span for 20-30 minutes of reading, but my friend could gradually increase the time she reads to her child.  I also suggested to my friend that she read a variety of non-fiction to her preschooler.  By reading to her daughter every day about a variety of subjects helps expand the child's knowledge base. By the time the preschooler arrives in kindergarten, the child should have a few worldly insights about a variety of topics.  I also suggested that my friend read everything to her preschooler.  For example, point out food labels, newspaper headlines, magazine covers, words on street signs, names of restaurants and so forth.  By exposing a preschooler to this kind of reading, the child will be able to make accurate observations about the world.  Finally, I believe parents should use a rich vocabulary when talking with their child.  For example, the ice cream cone didn't just taste "good" it was "delicious".  Preschoolers and kindergarteners who have a rich vocabulary are better able to express themselves.

Student assessment and classroom goals

While reading material for another class, I came across an article by Jennifer R. Jacobsen regarding the use of student portfolios as evidence of performance based assessment.  The article pointed out that parents find portfolios a good source of information about thier child's progress and school expectations.  Parents are telling teachers that when they review their child's portfolio of work, they are able to see the quality of their child's thinking, the effort that was applied, and the outcomes.  Some parents suggested conferencing with teachers following the receipt of portfolios to discuss future goals for their child.  I may use more performance based assessment in my own classroom.  Specifically I'm thiking about charts and descriptiions that show how a child approached a math or science project, drawings and other artwork, and a report or project done over time.  I may even include a self-assessment piece for the student.

Preparing your classroom for a child with special needs

I recently met a friend for coffee who told me she was getting her classroom ready for a child with special needs.  We brainstormed some things we thought would be helpful to the child who will be coming into an inclusive classroom.  Here are our ideas.  Making a home visit to help the child and her family meet the teacher in a familiar setting.  To help with separation, we thought it would be important to invite the child and family members to visit the classroom a few days before school begins.  We thought the child with special needs would want to get to know her classmates and the teacher could help with introductions by pointing out something interesting about each student.  Finally, we agreed that all children need to feel safe and welcome in the classroom.  It will be important to warmly welcome this child, as well as all the other children.  This is the teacher's opportunity to model how others should interact with a child who has special needs.

More From Teacher-Motivator Ron Clark

I mentioned in a previous blog one of my favorite authors is teacher/motivtor Ron Clark.  Guess what?  His newest book was released on June 27th!  Titled The End of Molasses Classes, Clark outlines 101 strategies he and his colleagues use at the Ron Clark Academy (RCA) his school in Atlanta.  The current issue of Instructor magazine, Summer 2011 features an article on Clark's newest book.  The article excerpt's six strategies from The End of Molasses Classes.  Strategy #1- Be excellent.  Strategy #2-Create moments that will have an impact on children's lives forever.  Strategy #3-Uplift the parents and guardians who raise your childen.  Strategy #4-Make learning magical.  Strategy #5-Teach children to walk with confidence.  Strategy #6-Create lasting traditions.  The article goes on to explain Clark's rationale for each of the strategies outlined.  My favorite quote from the article:"We all know how miserable it feels to see a lack of interest in our children.  When they don't enjoy learning, we need to take drastic measures!"

Intrinsic Motivation Doesn't Exist Says OSU Professor

Ok.  Here's something interesting.  Dr. Steven Reiss, a professor of psychology at Ohio State University argues that intrinsic motivation doesn't exist.  See http://researchnews.osu.edu/archive/inmotiv.htm   There is a link to the journal Behavior Analyst.

Dr. Reiss argues that a "diverse range of human motivations can't be forced into these categories of intrinsic and extrinsic motivations."  Dr. Reiss has developed and tested his own theory of motivation that says there are 16 basic desires that guide meaningful behavior.  They include power, independence, curiosity, and acceptance.  Reiss states, "Whether you agree there are 16 desires or not, there is not any way to reduce all these desires to just two types."  Reiss goes on to say that some of the problems he sees with the theories and studies connected to instrinsic motivation is that there are multiple definitions of intrinsic motivation, and that the definitions can change depending on the circumstances.  In the article Reiss also suggests that "many of these studies haven't considered the possibility that the negative effect of rewards has nothing to do with intrinsic or extrinsic motivations.  Instead, rewards may cause some people to pursue an activity less because of the negative feelings they cause, such as in performance anxiety." Finally, Reiss argues "too many studies that supposedly prove intrinsic motivation have serious flaws in logic, or too many important uncontrolled variables.  There needs to be more scientific rigor."  I agree with Reiss.  Results can always be turned around to prove the hypothesis.  I hope Reiss took that into consideration when he did his own study.

Supporting Children and Lifting Them Up

As you have probably guessed by now, I enjoy reading books about people who are passionate about learning and teaching.  One of my favorite authors regarding this subject is Ron Clark.  You probably know who he is.  He is a motivational speaker and was named the Disney Teacher of the Year in 2001.  He has been a teacher at some of the most challenging schools in the U.S.  If I recall correctly, his first teaching assignment was in North Carolina, and most recently he is teaching in Harlem, New York.  Clark's first book was called The Essential 55 which discusses the characteristics of great teachers.  In 2004 he published The Excellent 11 which discusses qualities teachers and parents use to motivate, inspire, and educate children.  In this book, Clark says "the number one thing parents and teachers can do to positively affect the lives of our children and students is to become more aware of the way we speak to them."  Clark then writes about a school he visited in Phoenix, AZ where the faculty members had been instructed to make every attempt to be positive with all the children.  They were never supposed to be negative or focus on the weaknesses of the children.  Clark goes on to describe the school as one where the children are overflowing with pride, and the teachers offer support and love.  We need to remember that children see themselves reflected in our eyes.  If we constantly say things that are negative, disrespectful or rude those connotations will become part of the child.

Extraordinary Teachers

I've been reading a book called Extraordinary Teachers by Fred Stephenson.  This book is a collection of papers that teachers have written about their teaching experiences.  In a chapter written by Loch K. Johnson, the author believes the elements of effective teaching include subject mastery, passion, rapport, listening, rigor, relevance, networking, self-improvement, enjoyment and commitment.  Of those characteristics, the one that really struck me were the comments about rapport.  Here's what Johnson said, "I once asked a friend, F.A.O. Schwarz, Jr., a successful New York trial attorney and grandson of the toy manufacturer, how he always seemed to win his cases.  Schwartz replied, 'Eye contact with the jury'.  In the classroom, nothing so improves rapport with students as eye contact.  Move around a little, ask some questions, and look into the faces of those whom you are trying to reach." Then, the best way to know you students is through informal chats that make students feel like the teacher is truly interested in them as individuals.  Johnson goes on to say that listening is an important characteristic of an effective teacher.  "Students should not be viewed merely as en empty vessel that we are supposed to fill up with information.  They become more interested in what we have to say when we take more interest in what they have to say."  Memo to self, no talking without also listening.

Levels of Expectation

I have been reading about teachers' levels of expectations.  Alderman (p. 183) questioned "Which has more positive effects on student expectations: minimal requirements that all students are expected to reach or the most hoped-for level anyone can reach?" To answer the question, Alderman cites Brookover, Beady, et al 1979. " The research shows the most important differences affecting achievement were (a) the level of expectations teachers held for students, and (b) teacher commitment to ensuring that academics were learned." (p. 184).  Brookover et al. concluded, although a student body composed of minority or low SES students may predispose teachers and principals to accept low levels of achievement, this can be overcome through developing a positive academic clinate with appropriate instruction.  Some of the ways teachers can communicate high expectations are: build on student's prior knowledge, help students construct their own knowledge, communicate information in a variety of ways, engage in dialogue that requires more than one-word answers.  Perhaps the important point to take away from all of this is,when teachers have high expectations, their students will rise to or excel above the expectation.

Developing Self Regulation

We have begun an interesting discussion about the development of self-regulation in young children.  In this article two local author-educators talk about self-regulation, what it is and how does self-regulation develop, and whether teachers can promote children's development of self-regulation.  Here is the short but very informative article.

www.naeyc.org/files/yc/file/200803/BTJ_Primary_Interest.pdf

Of particular note is that teachers can teach self-regulation to all children; create opportunities for children to practice the rules of behavior; offer children visual and tangible reminders about self-regulation; make play and games a part of the instruction.

Additionally, there is growing evidence that self-regulation can be taught in the classroom (Blair & Razza 2007; Diamond, et al 2007).  Blair's article is titled School Readiness: Integrating cognition and emotion in a  neurobiological conceptualization of children's functioning.  The article is in American Psychologist 57(2): 111-127.  The second article is titled Preschool program improves cognitive control.  The article is in "Science" 318(5855): 1387-1388.

Reciprocal Teaching

I have never heard of a reading strategy called "reciprocal teaching".  Based on the video in EPSY 6600, I am going to make the following observations.  First, reciprocal teaching must be an instructinal strategy that takes place in the form of a dialogue between teachers and students who are reading text for meaning/comprehension.  It uses the four comprehension strategies: summarizing, question generating, clarifying, and predicting.  The teacher and students take turns assuming the role of the teacher and leading the dialogue.  Second, it appears this teaching strategy is intended for small group discussion such as a literature circle, as the video showed the strategy being administered in this way.  Finally, it appears that all the readers in the group are probably reading at the same level.  I'm wondering if struggling readers would benefit from this comprehension strategy.  It has been my experience that struggling readers need a set structure for reading comprehension and retell such as: who are the main characters, where does this story take place, what was the problem in the story, and how was the problem solved.  I can understand how for some students this would greatly improve meta-cognition, but I believe the students would have to be adequate decoders before engaging in this reading strategy.

Teaching Frogs 2 Fly

I came across this You Tube video about the importance of celebrating personal strengths and acknowledging who we are.  Check it out at

http://www.youtube.com/watch?v=zDz-XNn3xTY

I wonder if this would be useful in the classroom.

Cognitive Interference

I think I understand the term "cognitive interference".  To me that would mean distractability and classroom interruptions.  Alderman, textbook pg. 100, says "A student experiencing congitive interferene needs to avoid distracting thoughts and focus on the task.  From a skill deficit point of view, high anxiety students need study and organizational skills to overcome these deficits."  The author then refers the reader to self-regulation strategies in Chapter 5.  Then in Chapter 5, p. 169, Item 7, the author suggests "training students in time-budgeting strategies requires helping them to become aware of their use of time and to develop strategies to plan and prioritize their use of time."  So here's what I don't understand, if the student is already a high anxiety student, won't a time-budgeting strategy create more anxiety for the student? I once had a student who was diagnosed with Aspberger's Syndrome.  Any type of time management strategy send this child over the edge.  What would be a happy medium?

Is there an optimal level of efficacy beliefs?

Alderman textbook, p. 71, asks, “Is there an optimal level of efficacy beliefs?”  Bandura (1986) suggested that "the most useful efficacy judgments are those that are slightly above what a person can perform on a specific task. “ In some ways I think Bandura is right, but I also want to point out that teachers need to be careful when exposing students to slightly more difficult tasks.  I would suggest that teachers wait until both student and teacher are confident that prior learning has taken place based on the student’s performance and demonstration of the skill.  It has been my experience that when I asked a student to take on a slightly more difficult task before the student was confident in their current level of skill, two things happened.  First, the student’s initial attempts at the more difficult task failed and the student was reluctant to try again.  Second, the student did not make a “connection” between the skill that was accomplished and the new, more difficult skill.   I think we need to blend guided instruction, independent practice, along with an explanation of the “how” and the “why” before we move students to new levels of learning, and don’t forget a big dose of encouragement.

Motivating Students

This week we are discussing motivation; specifically student motivation.  This website has a lot of information about motivation and who/who does not have it.  It discusses motivating students, intrinsic/extrinsic motivation, motivating parents, motivating teachers, and notes on underachieving students.  The best part of this website, in my opinion, are the cartoons of teachers/students.  Check it out at http://reacheverychild.com/feature/motivate.htm

Learned Helplessness

Our group has been having a terrific discussion about L-H.  I'm so impressed with the link that another student sent regarding this topic http://aimhieducational.com/InclusionResources/learnedhelplessness-134.pdf

This website belongs to a seminar leader named Susan Frizzell.  I noticed she has some very useful teacher/learning resources especially about inclusion.  Speaking of inclusion, the University of Northern Iowa has a website dedicated to this topic. Find it at http://www.uni.edu/coe/inclusion/index.html

Attribution Theory-What I Have Learned

What are attributions?

The attribution theory is a cognitive theory that is centred on an individual’s personal belief system, how those beliefs affect outcomes, and influence personal expectations and behavior.  This is the theory of motivation that most directly asks the question, “Why do people do what they do?”

Where do they come from?

Sources of attributional behavior come in the form of direct and indirect cues.  A direct cue is directly related to performance-that is to say comparing one’s performance to that of others.  Indirect cues come from teachers in the form of feedback that is given to the student.  Feedback directly affects attributional behavior. Indirect cues are praise versus blame, sympathy versus anger, unsolicited help, and ability grouping.  Praise is an expression of approval, but the opposite is blame which means holding someone or something at fault. Sympathy is the capacity to mutually understand what someone is feeling, but the opposite is anger.  Anger is a feeling of extreme displeasure, hostility, or exasperation.  Unsolicited help is an attributional belief in which a teacher consistently gives a student help before it is requested thus giving the student the impression the student will not be able to complete the task.  Another indirect cue is ability grouping which tracks student’s ability and defined by labels such as high ability, honors, low-achieving, slow, average. Direct and indirect cues regarding student ability directly (and often adversely) affect the student’s perception of their own ability.

What are the functions of attributions?

 One function of attribution is self-perception, and teacher’s attributions for student performance affect student motivation and their (the students) self-perceptions.  How a student perceives him/herself is a major component of motivation.  Perceived competence, value, self-efficacy, self-worth, and goal orientation formulate a student’s belief about their own effort and ability.  Providing feedback is another function of attributions.  Teacher feedback gives students information about a growth or decline in skills.  Students make future judgments on their actual skills, and their competence via this feedback.

What can be done about debilitating attributions?

Debilitating attributions require the development of adaptive attributions.  Alderman suggests that teachers operationalize and reward effort by discussing their beliefs about effort at the beginning of the school year, give students strategies for optimizing effort such as specific memory strategies, reading comprehension strategies, practice, and seeking appropriate help.  Alderman also suggests teachers help students develop adaptive attributions by linking effort to outcome and providing appropriate feedback, suggest students document their own progress, and encourage student responsibility.

Reference

Alderman, M. K. (2008). Motivation for Achievement: Possibilities for teaching and learning. New York, NY: Routledge Inc.

Attribution Theory Link

I've been trying to wrap my head around attribution theory in an effort to better understand the "big idea." As I was on the web, I found this site.  What I liked about this document is that it scaffolds the theory so I can see the big picture.


http://webspace.ship.edu/ambart/Psy_220/attributionol.htm

Optimum Motivation

The textbook defines optimum motivation by saying it "is comprehensive, involving personal qualities of motivation and a classroom environment that supports and cultivates it."  Because my students are so young (grade K), I don't recall ever having a student who was a self-regulated learner.  Each of my students seek my attention, my emotional support and my guidance.  I'm wondering if the will to learn/personal competence comes when it is developmentally appropriate.  I also wonder if I can consciously model the will to learn for my students or will they pick up that characteristic from their interaction with me.

EPSY 6600 Class

This is my first ever blog-I'm not certain I know what I'm doing.