Social Constructivism - Metacognition
IST:520 Term 2
Week 4 Objectives
|
Original Band- Dragostea din tei
Audio file author AdiJapan. Wikipedia
Original Music video by Dragostea din tei. https://youtu.be/0HR4hp_-kSI |
Reading assignments
|
Textbooks
Early Learning Theories (LITP)
Adult Learning Theory for the 21st Century (NEWALT)
Jean Piaget Materials- links available in iLearn
|
Optional Reading- links available in iLearn
|
Dana Payne. Forum 6. Quiet please
| |||
Response from Peer A. Quiet please
Dana,
This was a very interesting post. I have been for a while curious about ADHD diagnosis that seems to be on the rise. I read a book by Leonard Sax, an American psychologist and a practicing family physician who in his book Boys Adrift, addresses the increase and over diagnosing of ADHD especially in boys. The book had a lot of insight on the problems that get ignored by some physicians who decide to pick ADHD as a diagnosis and miss the real issues.
I found your meta-cognitive coping mechanisms to be very interesting. I was wondering how the tapping the foot technique could minimize the noise factor. I'm wondering if it deviates your attention from the noise to a comforting behavior where you are less stressed?
I do not have exceptional hearing, but I have a heightened sense of smell. I was not diagnosed with Hyperosmia, but I have wondered if I should get officially tested. My issue can be a good thing, yet also a curse in many ways. Some of my techniques is avoiding certain areas that cause me headaches or discomfort. For example, I avoid sitting in the Karate dojo where my kids practice. And living with active boys does not help my condition either. I am always opening windows in the car after their exercise, or their bedroom window. I have had situations where I would feel sick to my stomach and had to walk away. I also have in the past carried with me a bottle of perfume or scent that I enjoy and I just spray my hand and smell it when I'm feeling overwhelmed with a particular unpleasant scent. They key is to do it discretely :-)
Thankyou for sharing.
Classmate
- Sax, L. (2007). Boys adrift: The five factors driving the growing epidemic of unmotivated boys and underachieving young men. New York: Basic Books.
Response from Peer B. Quiet please
Dana,
It's been my experience that many of the students I've taught over the years with a diagnosis of ADHD have a hypersensitivity to sound. I have a student this year who may be the most hypersensitive to sound student I've encountered. I knew this on the first day of school when he repeatedly turned the pages in a book because they sounded so different to him. It was a new book with crisp pages. When the heating or air units come on, I will lose him for some time, usually until the sound balances out for him. The siren for the fire drill is visibly painful for him. He tries some of the coping skills you've mentioned. Some days with more success than others.
With all of the electricity humming through our modern world, I wonder if we'll have many truly quiet places left in another ten years. I can't recall the last time I stood in a completely quiet spot.
Classmate
Response from Peer C. Quiet please
Dana,
Those are all good coping strategie. I wounded whether your increased hearing range is a structural advantage or a perception thing. Are you just able to translate sound that is for us normals out of band.
I use ham radios and to tune extra frequencies we punch out a diode that allows the radio to hear more stations. I wonder if humans are like that. In built with the capabilities just not using all of our potential?
Classmate
Reply to Peer. Forum 6. language teaching capabilities
Classmate,
One thing is for sure, I do not have anything remotely close to your second language skills nor language teaching capabilities.
I agree with Dr. Fischer. It is encouraging to learn of exceptional performance being recognized by students, peers and supervisors alike.
As I read through your Forum 6 posting, I found myself asking the question, “what is the expertise I am learning about Rouwaida in her posting?”
- She has exceptional language proficiency, having achieved a score of 4 on her initial Oral Proficiency Interviews (OPI);
(note: for those of us not familiar with the significance of Rouwaida’s OPI score… on a scale of 0 to 5, a score of 4 is Advanced Professional Proficiency - where 0+ is memorized proficiency and 5 is Functional Native Proficiency)
- She teaches so well that she consistently receives 3.8-4.0 out of 4.0 on student evaluations along with highest ratings from her supervisors;
- She embraces new technologies (where others may shy away from) and find ways to employ those technologies to the individual and collective benefit of her students;
- She makes the most out of every professional development opportunity.
By consistently using a variety of metacognitive strategies, you continue to grow in value to your students and your organization.
The subtitle of Chapter 4 in (what many consider a profoundly simple and timeless book) “The university of hard knocks” (Parlette, 1966) is “How We Shape Our Destinies.” Near the end of this chapter, the author writes:
“If you want a greater place, you simply grow greater and they cannot keep you down. You do not ask for promotion, you compel promotion. You grow greater, enlarge your dimensions, develop new capabilities, do more than you are paid to do--overfill your place, and you shake up to a greater place.”
Beyond knowledge, you have professionally grown over these past 9 nears - amassing an invaluable set of experiences that not only serves you, but countless others as well.
Dana
References:
Parlette, R. A. (1966). The university of hard knocks: The school that completes your education. Fort Worth, TX: Brownlow (pdf accessible via http://www.classicly.com/download-the-university-of-hard-knocks-pdf)
One thing is for sure, I do not have anything remotely close to your second language skills nor language teaching capabilities.
I agree with Dr. Fischer. It is encouraging to learn of exceptional performance being recognized by students, peers and supervisors alike.
As I read through your Forum 6 posting, I found myself asking the question, “what is the expertise I am learning about Rouwaida in her posting?”
- She has exceptional language proficiency, having achieved a score of 4 on her initial Oral Proficiency Interviews (OPI);
(note: for those of us not familiar with the significance of Rouwaida’s OPI score… on a scale of 0 to 5, a score of 4 is Advanced Professional Proficiency - where 0+ is memorized proficiency and 5 is Functional Native Proficiency)
- She teaches so well that she consistently receives 3.8-4.0 out of 4.0 on student evaluations along with highest ratings from her supervisors;
- She embraces new technologies (where others may shy away from) and find ways to employ those technologies to the individual and collective benefit of her students;
- She makes the most out of every professional development opportunity.
By consistently using a variety of metacognitive strategies, you continue to grow in value to your students and your organization.
The subtitle of Chapter 4 in (what many consider a profoundly simple and timeless book) “The university of hard knocks” (Parlette, 1966) is “How We Shape Our Destinies.” Near the end of this chapter, the author writes:
“If you want a greater place, you simply grow greater and they cannot keep you down. You do not ask for promotion, you compel promotion. You grow greater, enlarge your dimensions, develop new capabilities, do more than you are paid to do--overfill your place, and you shake up to a greater place.”
Beyond knowledge, you have professionally grown over these past 9 nears - amassing an invaluable set of experiences that not only serves you, but countless others as well.
Dana
References:
Parlette, R. A. (1966). The university of hard knocks: The school that completes your education. Fort Worth, TX: Brownlow (pdf accessible via http://www.classicly.com/download-the-university-of-hard-knocks-pdf)
Bella Luna. Forum 7. Disaster preparedness
Forum 7 - Team Bella Luna Group Activity
~ Laurie White, Rouwaida Mahmoud, Karrah Cunningham & Dana Payne ~
Assignment: You are a community leader tasked with ensuring that everyone in your neighborhood knows what to do when disaster strikes. As a group, construct an instructional approach in keeping with the Cultural Historical Theory. Be sure to justify why these activities and approaches meet the tenets of the theory. In the Forum for the week, one person from your group will post that group's instructional approach. It should be no longer than 600 words. Please list the names of all members of the group who contributed at the top of the submission. It would be helpful to your classmates if you posted by Saturday night so there will be time to do Step 2, which is an individual assignment.
Disaster Preparedness Scenario: Community Earthquake Disaster Preparedness.
Background: What does your brain do in an emergency?
~ Laurie White, Rouwaida Mahmoud, Karrah Cunningham & Dana Payne ~
Assignment: You are a community leader tasked with ensuring that everyone in your neighborhood knows what to do when disaster strikes. As a group, construct an instructional approach in keeping with the Cultural Historical Theory. Be sure to justify why these activities and approaches meet the tenets of the theory. In the Forum for the week, one person from your group will post that group's instructional approach. It should be no longer than 600 words. Please list the names of all members of the group who contributed at the top of the submission. It would be helpful to your classmates if you posted by Saturday night so there will be time to do Step 2, which is an individual assignment.
Disaster Preparedness Scenario: Community Earthquake Disaster Preparedness.
Background: What does your brain do in an emergency?
| forum7_disaster_preparedness_scenario.pdf |
Response from Peer. Forum 7. Disaster preparedness
Your approach in creating a written and verbal instructional program is an effective way to prepare the members of your community for earthquake survival. Having learners role play the different steps necessary will involve the members of the community in an interaction scenario which will strengthen their communication and social skills between each other. Vygotsky emphasized the role of culture and community in the learning and development process. Involving more of the members will enhance learning for all involved.
Language and tools are symbols needed for the members of the community to organize and have a positive learning outcome. Your approach in facilitating this knowledge tool is another way of applying Vygotsky’s theory into your training. I would suggest reviewing the quiz idea as I’m not sure members of a community will be as receptive as you would like them to be. However, the role playing activity such as constructing a first aid kit, is an excellent way to make them practice and show their knowledge in the necessary items needed in the kit.
Practice drills in the community would be a successful way to have the more knowledgeable assist the novice adults in completing the training successfully. This is in keeping with Vygotsky’s theory on ZPD as it mirrors the role of the adult in assisting the less experienced in the training.
Classmate
Dana Payne. Forum 7. Disaster preparedness
A. Several comments on quotations from the LIPT text within the “Disaster Preparedness” paper:
- The first two citations from pages 333 & 336 point to specific paragraphs readily identifiable by the words “Collaboration” (page 333) and “How to Learn Skills” (page 336). Wanting to know more of these subjects within the context of Vygotsky’s writings – it is appreciated that I could quickly find these terms on pages cited...
- The first two citations from pages 333 & 336 point to specific paragraphs readily identifiable by the words “Collaboration” (page 333) and “How to Learn Skills” (page 336). Wanting to know more of these subjects within the context of Vygotsky’s writings – it is appreciated that I could quickly find these terms on pages cited...
| dana_payne._forum_7.__disaster_preparedness_.pdf |
Response from Peer A. Forum 7. Disaster preparedness
Dana,
Your approach in creating a written and verbal instructional program is an effective way to prepare the members of your community for earthquake survival. Having learners role play the different steps necessary will involve the members of the community in an interaction scenario which will strengthen their communication and social skills between each other. Vygotsky emphasized the role of culture and community in the learning and development process. Involving more of the members will enhance learning for all involved.
Language and tools are symbols needed for the members of the community to organize and have a positive learning outcome. Your approach in facilitating this knowledge tool is another way of applying Vygotsky’s theory into your training. I would suggest reviewing the quiz idea as I’m not sure members of a community will be as receptive as you would like them to be. However, the role playing activity such as constructing a first aid kit, is an excellent way to make them practice and show their knowledge in the necessary items needed in the kit.
Practice drills in the community would be a successful way to have the more knowledgeable assist the novice adults in completing the training successfully. This is in keeping with Vygotsky’s theory on ZPD as it mirrors the role of the adult in assisting the less experienced in the training.
Dana Payne, Journal 6, Piaget and Vygotsky
Signs and symbols used for communication in a culture.
Dear Journal,
This week lesson (about how Lev Vygotsky’s Theory on Signs and Symbols used for communication in cultures, and how the signs and symbols are also the original mechanisms for developing children’s thinking) is fascinating.
Looking forward to continue learning about Vygotsky’s theories and how they apply to my own experiences and what I can learn from them.
Instruction in early childhood education uses signs and symbols for communication. For example, in the topic of driving and safety lights, red means stop, yellow means slow down and stop, and green means go. Children do not drive automobiles but they do walk in the streets and ride their bikes, roller skates, and skateboards. Knowing when it is safe to cross the street is vital for safety.
Safety issues while wearing colors is a concern most of us need to be aware of. During enrollment in the local public middle school in Monterey County, the Principal of Castroville mentioned that their school colors are gray and black. The colors red, blue, all logos, hats, patterns of plaids are forbidden to wear.
We rely on symbols to communicate with one another. Road signs; car pool lanes, passing lanes, caution signs, school zones, road construction, bike lanes, duck, deer, pedestrians, railroad crossings and others.
Non-profits and charities also use signs, symbols, and color. For example, the Cancer Societies’ pink ribbon, Lyme Disease’s green ribbon, Alzheimer’s Disease purple ribbon, and the Grief ribbon is black.
Cemetery artwork, and designs on headstones has changed throughout the decades. Insurance societies from the 1800’s to present day have changed their symbols and signs on their headstones. Reflection of cultures.
WoodmenLife formerly known as the Woodsmen of the World is a fraternal society that offers insurance policies for their members. From the late 1800’s burial headstone designs of tall tree trunks carved out of marble would be placed in cemeteries. The tree or tree stump may have a few branches, tools of the trade such as an ax or saw. Also included would be animals such as birds and squirrels. A limb cut short would represent a life taken short. The height of the tree stump would also imply a life taken too soon. Different types of trees would be used in different areas of America.
Other organizations using unique symbols that come to mind include the International Order of the Odd Fellows (I.O.O.F.) Masons, Shriners, Maccabees, and the Daughters of Rebecca.
Headstones faced east to greet the morning sun. Upright headstones are becoming rare, flat grave markers are becoming more in common. The lawn machine / weed wackers were used to keep gardens clean and their influence is one major factor in the changing designs of headstones. Cost of making the headstone is another major factor.
Lev Vygotsky wrote, the potential for learning and development is determined by the cultural historical heritage of the child's culture and their experiences. The examples of how headstones have changed in cemeteries, the artwork may be a reflection of cultures. Walking through the cemeteries and looking at the designs of the headstones it is clear how culture influences the designs and decorations.
Cognitive development includes the laws of sign use and the general laws of genetic development. (Vygotsky, 1997)
The following videos have a special meaning for me. The Numa Numa Guy, Gary Brolsma lip-syncs the song Dragostea Din Tei.
Mentioned in our notes, “some interesting music” at the start and end of the video titled, “Piaget & Vygotsky in 90 Seconds” can be found at the following references:
Sincerely,
Dana
Dear Journal,
This week lesson (about how Lev Vygotsky’s Theory on Signs and Symbols used for communication in cultures, and how the signs and symbols are also the original mechanisms for developing children’s thinking) is fascinating.
Looking forward to continue learning about Vygotsky’s theories and how they apply to my own experiences and what I can learn from them.
Instruction in early childhood education uses signs and symbols for communication. For example, in the topic of driving and safety lights, red means stop, yellow means slow down and stop, and green means go. Children do not drive automobiles but they do walk in the streets and ride their bikes, roller skates, and skateboards. Knowing when it is safe to cross the street is vital for safety.
Safety issues while wearing colors is a concern most of us need to be aware of. During enrollment in the local public middle school in Monterey County, the Principal of Castroville mentioned that their school colors are gray and black. The colors red, blue, all logos, hats, patterns of plaids are forbidden to wear.
We rely on symbols to communicate with one another. Road signs; car pool lanes, passing lanes, caution signs, school zones, road construction, bike lanes, duck, deer, pedestrians, railroad crossings and others.
Non-profits and charities also use signs, symbols, and color. For example, the Cancer Societies’ pink ribbon, Lyme Disease’s green ribbon, Alzheimer’s Disease purple ribbon, and the Grief ribbon is black.
Cemetery artwork, and designs on headstones has changed throughout the decades. Insurance societies from the 1800’s to present day have changed their symbols and signs on their headstones. Reflection of cultures.
WoodmenLife formerly known as the Woodsmen of the World is a fraternal society that offers insurance policies for their members. From the late 1800’s burial headstone designs of tall tree trunks carved out of marble would be placed in cemeteries. The tree or tree stump may have a few branches, tools of the trade such as an ax or saw. Also included would be animals such as birds and squirrels. A limb cut short would represent a life taken short. The height of the tree stump would also imply a life taken too soon. Different types of trees would be used in different areas of America.
Other organizations using unique symbols that come to mind include the International Order of the Odd Fellows (I.O.O.F.) Masons, Shriners, Maccabees, and the Daughters of Rebecca.
Headstones faced east to greet the morning sun. Upright headstones are becoming rare, flat grave markers are becoming more in common. The lawn machine / weed wackers were used to keep gardens clean and their influence is one major factor in the changing designs of headstones. Cost of making the headstone is another major factor.
Lev Vygotsky wrote, the potential for learning and development is determined by the cultural historical heritage of the child's culture and their experiences. The examples of how headstones have changed in cemeteries, the artwork may be a reflection of cultures. Walking through the cemeteries and looking at the designs of the headstones it is clear how culture influences the designs and decorations.
Cognitive development includes the laws of sign use and the general laws of genetic development. (Vygotsky, 1997)
The following videos have a special meaning for me. The Numa Numa Guy, Gary Brolsma lip-syncs the song Dragostea Din Tei.
Mentioned in our notes, “some interesting music” at the start and end of the video titled, “Piaget & Vygotsky in 90 Seconds” can be found at the following references:
Sincerely,
Dana
Reply from Professor Donald Fischer Ph.D.
Great stream of thoughts. The Numa Numa music is great. Such exuberance, especially the first one. Thanks for connecting the Piaget/Vygotsky video to these videos.
Dana Payne, Journal 7, Scaffolding, Metacognition and Learning
Dear Journal,
Wood et al.’s published an article in 1976 where the term “scaffolding” was first used. The article describes interaction between the instructor and student put together a puzzle that would not have been possible had the student tried to do so on their own.
Scaffolding is the transition or changing of an instructor’s level of support towards a student over an extended period of time to when the student becomes more confident and needs less support from the instructor...
Wood et al.’s published an article in 1976 where the term “scaffolding” was first used. The article describes interaction between the instructor and student put together a puzzle that would not have been possible had the student tried to do so on their own.
Scaffolding is the transition or changing of an instructor’s level of support towards a student over an extended period of time to when the student becomes more confident and needs less support from the instructor...
| _dana_payne_journal_7_scaffolding_metacognition_and_learning _.pdf |
Reply from Professor Donald Fischer Ph.D
Did you have thoughts on metacognition? How should learning strategies be taught to the very young, adult, old? It was amazing to me when I encountered the concept that I could do something else to learn than the way I learned in elementary, junior and senior high school. I did not know until I was a senior that there were textbooks with the answers to every odd problem in the back of the books, to which I could refer my work and see if I had done it correctly. Amazing! Fischer, (2016).
| wk4-general_feedback.pdf |
| wk4-virthrschap5gagne.pdf |