Moodle 2- Chapters 4-6 & 8

Chapter 4 of the Wookfolk textbook was all about learner differences and learning needs. The chapter began with information on intelligence. Gardner came up with the eight (nine) intelligences that stress the human ability. On page 128, I found it especially important for teachers to understand that they need to differentiate their students needs and also use multiple methods of teaching to get the most out of the group. I particularly like the flipped classroom methods because it allows for students to first learn at their own pace and then come to class prepared for individual and group review and further learning. Further, the chapter also covered creativity and its practical uses in the classroom during a time when tests push it out. I found creativity to be especially important in the sense that in order for a student to show their creativity they must first show their logical understanding. For example, in a classroom would be in allowing a student to propose their own research methods and questions as long as they can create a logical explanation for their research and they way and hows behind it. The last part of the chapter covered learning styles and the different needs of students. I have direct implications of this every day with my students because they all have extensive IEPs. So, as Woolfolk explained it on page 143, students and their families have access to all IEP material. However, it is important for the teachers and direct person's using the IEP to remember to always collaborate and communicate with all parties evolved with the student to maximize their learning.

Chapter 5 of the Woolfolk textbook continues with the topic of language development, diversity, and immigrant education. The chapter begins with the explanation of language. Most important is that we are designed to imitate language so it becomes a part of the learning process. This is because language is often taught with an imitation, experience, practice, and reward. On page 179, Woolfolk gives the example of a student learning how to say the word cookie and when the student finally does they receive the cookie. My classroom has a speech therapist join us every other day and we often get to see how the language development is vital to all components of the students learning. It even effects the students behaviors. For example when our students get frustrated with sharing they often scream. The therapist they explains they need to say I feel mad when you take my toys. This not only relaxes the disgruntled student but also allows the controller of the room the intervene to meet the needs of all the parties involved. Additionally, diversity plays a significant role in language development too. This is because across cultures there are different ways to express and react to teachers. The text explains that Asian students are taught questioning a teacher is a sign of disrespect so they do not ask for help when they need it. I especially connected with the practical understanding of diversity and dialect learning because it expresses how teachers need to be patient and open to diversity so that they give the lessons multiple times and using different words and examples to reach all learners.

Chapter 6 of the Woolfolk textbook also covers culture and diversity. This is especially important for teachers to understand about their students because it has a direct impact on the classroom environment. On page 221 there is also a caution to teachers with the understanding of cultural and diversity placement of their students because they all do not fit the same mold. So, we cannot explain away a behavior as a culturally acceptable value because humans as people are far to complex for a simplistic way of defining the trait. Moreover, Woolfolk also expresses that each sector of diversity and culture are to be examined as a single grouping not the whole picture. So, race, gender, religion, age, economic status, ect. are all different which create differing views and beliefs that effect the learner. I firmly agree with the text's advise that teachers have to respect their students differences and adapt their classrooms over time to get the best results for the classroom environment. Personally, I created my own educational philosophy in support of the text stating that my education philosophy is that students will flourish when I create a harmonious classroom climate by understanding each students’ social, physical, mental, and emotional makeups. Through understanding these unique developmental makeups of each student and teaching them in a positive environment they will grow and have academic success in a collaborative classroom culture.

Finally, chapter 8 of the Woolfolk text discusses the cognitive views of learning. Essentially cognitive learning is the belief that learning is an active mental process of acquiring, remembering, and using knowledge. The chapter begins with ways that the brain processes the information through four different types of knowledge called domain-specific, declarative, procedural, and self-regulatory. Again, this personally makes a lot of sense to me right now because of my mother's traumatic brain injury. Part of her therapy is heavily focused on self regulation knowledge because she no longer easily understands why she has to have basic hygiene at specific times of the day. In her mind she can do it whenever she feels like it, example brushing her teeth, because she is in the hospital. In reality though when her self regulatory learning is repaired she'll want and understand it is important to brush your teeth in the morning because of the germ build up at night and her visitors come during the day and want to smell fresh breath. Also, memory is very important in the next parts of cognitive learning through both sensory and long term. This means that teachers need to ensure that they deliver information across different channels. So if something is simple and quick it is great to use sensory learning but if it is heavily loaded and needed for other subjects to be processes they need use a different approach that reaches and sets into the long term memory. Math for instance can not be furthered through grade progression if adding and subtracting does not become a procedural memory through priming. In all the teachers should understand this development of their students and create lessons that give multiple opportunities to practice the information and use it in all different ways to support the learning.