So Far, Any Thoughts?

   This class is a rather interesting one. I try to explain to my friends how we do receive number grades and how it is more of an assessing yourself type class. As we have spoken about in class before, the way the class is ran does not fit into the schema of a classroom. Their schema says, there has to be numbers for our grades and I should just have to tell you vocab and be done. However, this class is not hard for me to accommodate into my schema. I feel that I have learned more and absorbed more from the way this class is ran. With Prof. Kruse constantly making sure we are actively mentally engaged really helps as well.
   Also, the way we learn about the specific learning theories and all aspects of teaching is by experiencing them. I find this very helpful. It was easier to grasp Developmental Learning Theory because we had seen how it worked when it came to understanding topics. We saw the Zone of Proximal development being tested when we were asked to describe how we believe the moon phases works. Working through the learning theories and having them explain why it is easier to learn a certain way is very helpful. I really have enjoyed this class so far this semester. 

My subject, in other words.

   I wanted to post this sooner but I had not figured a way to ask my roommates/friends about my subject matter. The first resource I would use is my best friend who is also an education major and I felt that this assignment I should ask someone who was not an education major what they thought about my specific subject. I have asked my roommates before about concepts in education. It usually gets me very annoyed. Mostly because they tend to believe teaching is easy. Which, as we have seen, is obviously not. This assignment however, fell into my lap, and I found that rather entertaining.
   One of the subjects that I rather love is math. Most people are probably making that scrunchy nose face right now and saying I hate math. That is perfectly fine. That is the subject that I would have asked my roommate about. So now it comes out, no I did not actually ask her, I overheard her. Eh yeah it is eavesdropping, but it fit so perfectly I really could not resist.
   My friend received a phone call asking her about a math problem. It was a "simple" algebra problem. The problem had one variable and her friend was asking on how to solve said problem. The way that she responded, I feel, was the way people view most teachers approach things. The problem was easy to her. And her friend kept asking her, "but why would you do that?" she kept saying because that is the way you do it. She also said "well you can do that but I do not know why you would it would just be stupid." The sad portion to me is that she had no patience when she was asked this question. Which is something that was not surprising. Through school some of us met teachers who did not have that patience and we were pushed to the side to figure out things for ourselves. I also found it was interesting that my friend said, "this is easy," when her friend kept asking her questions. I feel some teachers may think that, "hey I understand this concept, it is super easy," and they get frustrated when their students do not understand the concept. They may also think this student is just not trying, and they are wanting the teacher to do the problem for them. Another part of the conversation that I heard was the fact that after the phone conversation was over, my friend looked at our other friend and pretty much laughed at the fact that her other friend did not get how to solve the math problem. Not only do I find this gut wrenching, but I also think that it happens more often in the school setting.
   This assignment, to me, proves a lot of misconceptions about teachers. Teachers are labeled as people who do not care about their students. They tend to just keep moving on from subject to subject. Yes, I understand that has to happen sometimes, but I also feel that happens more times that is necessary. But I feel Professor Kruse and other like him at Drake are really trying to keep us from doing that and having actual care for our students. That is important in any subject at any grade. And it is possible that we become such amazing teachers that our students will have to ability to explain how to work through problems with other students without becoming frustrated themselves.  

Social Learning Theory

   Yesterday in class we started talking about Social Learning Theory. After talking about Developmental Learning Theory I feel that this one is an easier theory to grasp. Also I believe it is going to be easier to find was to use the theory as an influence when writing lessons. The "most knowledgeable peer" I find very interesting. When talking in groups I can easily tell who seems more knowledgeable about a specific subject. I find it also helpful because if one student does not understand the questioned raised by the teacher, his peer might. The students then learn to feed off of each others intelligence.
    SLT I have found throughout school. Teachers have always asked us to talk with our neighbors or work with a partner on this problem. This becomes very helpful in the classroom. The students now have a partner that they can count on to help them with problems they may not completely understand. This could also have a down side. If the teacher allows the students to work in groups or partners for too long, the students may end up relying on each other. Once the student starts relying on the other student to do the problems he does not understand, he feels that he does not need to learn that specific question because he has a partner to do it for him.
   I really enjoy SLT. I find the it is very important for students to learn to work together and feed off of others ideas. Even in class discussion, when a classmate comments on a question raised, I sometimes think, "oh yeah, that is what I was thinking too," and sometimes it is even, "whoa they looked at that completely different than I did." I find that important for students. They can understand the concept one way and another student can interpret the information another way, yet both can be correct. If each student hears both interpretations, then the concept becomes clearer and easier to grasp.

DLT in all aspects of teaching

   Thinking about the last couple of days in Learning and Assessment, the idea of DLT influencing teaching has really started to take form. The hardest thing I find when studying DLT is finding the most concrete place to start a lesson. Some subjects however, the most concrete is simpler to find. Then I look at math, writing, and reading and I begin to struggle with finding the most concrete. Although it is difficult to find a concrete starting position it is not impossible. I have to keep that in mind when I think about the most concrete, it is not impossible. When it comes to teaching all subjects, DLT should influence everything. Figuring out a way to break ideas down to the most concrete level, to find a way to help each student grasp every concept.
   I started thinking about the teachers we have said were "bad teachers." The idea crossed my mind that maybe these teachers were not all bad. Maybe they had been trying to break things down into concrete ideas. All of us have seen how hard it can be to break some subjects down into the most concrete form. No one said teaching was an easy job. Listening to Prof. Kruse talk about how he would break things down, I keep thinking, "I do not think I would ever think of that." I believe it is hard to see the most concrete ideas because we as students have been thinking abstractly for so long. Teacher believe once a student gets at a certain age there is no need to go back and forth between concrete and abstract. But then again once students reach a certain age they do not need the most concrete they need a step above that. Each teacher needs to realize how important going concrete it and using DLT as an influence when teaching could be their best tool.
   Finding ways to have DLT influence every aspect of teaching is harder than it seems. A teacher has to break down the concept to a concrete idea and move from there. The problem would seem that a teacher has been thinking abstractly for so long, that it would be hard for her to find the concrete level to start her lesson. Using DLT can help not only the students learn but allow the teacher to become a better teacher. She has to think on her feet and realize that finding the most concrete is not going to be easy, but once found her students will be able to grasp concepts easier.