Module 4: Applying processes in my classroom

CONCEPT 1: Metacognition 

Summary

In Chapter Nine Woolfolk discusses Complex Cognitive Processes and Metacognition. On page 341 of the text, Woolfolk defines metacognition as a "strategic application of declarative, procedural, and self-regulatory knowledge to accomplish goals and solve problems" - without processes like metacognition and problem solving students cannot learn. She continues stating that "special kinds of procedural knowledge (metacognition)" (pg. 344) know as Learning Strategies exist to help students know how to use these processes. Applying these strategies by "teaching students directly to ensure that they are using and understanding them" (pg. 350) will "help students focus attention and effort, process information more deeply, and monitor their own understanding of the material"

Reflection

I think it all just accumulates toward: Do we care about how our students actually come to know, retain, and present knowledge? If you're trying to become a teacher I think that answer is pretty much spelled out for us in this chapter, you better care. Becoming an educator is kind of like wearing many different hats at once (I did a piece about that once...Sigmund Freud man...what a weird guy....) especially an art educator. Ensuring that we as educators are touching on all of the complex parts of being human is crucial when setting achievable learning goals for our students. That means making sure we know exactly how our students come to know, retain, and present knowledge. 

Supporting our students metacognitive processes ultimately helps our students to become better learners. Woolfolk echoes this notion by presenting a list of different learning strategies on page 345 of the text. As stated that teachers wear many hats, and one of those hats I am finding is kind of a psychologist, in that the more we understand and work with our students cognitive abilities, the better suited we are to be their teachers. 

CONCEPT 2: Cooperative Learning

Summary

"Even with all the concern today about test performance and international comparisons, schooling has always been about more than academic learning. Of course, academics are the prime directive, but the ability to collaborate is a core capability" (Roschelle, 2013) - This quote from page 398 of the text lays out the crucial role of cooperative learning and collaboration in our classrooms.  As Woolfolk details however, this "requires much more than simply putting students in groups and dividing up the work". She refers us to David and Roger Johnson, two of the founders of cooperative learning, to define it as "students working together, for one class period to several weeks, to achieve shared learning goal..." (pg. 399) It is then reasonable to summarize that "developing deep understanding in cooperative groups requires that all the group member participate...." so group activities "must be well planned, with explicitly stated goals for the task (404-06) to avoid misuse of, or failed cooperative learning. Cooperative learning may not work with every student, and yet may be of huge benefit to others, finding a balance can determine making it a successful practice in the classroom.

Reflection

I think the idea of cooperative learning, especially in an art class, is super important. There are actually standards that are put in place specifically designed to measure students ability to collaborate. One concept I found very interesting however, was how on page 407 Woolfolk discusses that "Gifted students may not benefit from cooperative learning when groups are mixed ability...." I had a few gifted students in my Novice Placement, and when building my lesson plan that I would be implementing and working on with the class, I was debating doing collaboration. I chose against allowing it as an option because I could see it becoming an instance where my gifted students would be working alone and everyone else would be collaborating, and I didn't find that at all equitable. 

While of course it can also be a great tool for community building, in one of my other placements I had a student who often struggled with getting assignments done, sitting him with people who would motivate him to work as a team so that both students successfully filled out their worksheets or did their assignments, was a great option for this student. All of a sudden the student I struggled to get to do anything (he often pushed chairs together and slept, or stood by the door until he was reminded to remain seated) was excitedly turning in assignments. One of my best memories is watching him going from that kid who had given up, to the kid turning in his work and completing tasks. Cooperative learning, when used with the right students, and for the right causes, really helps them to succeed.

CONCEPT 3: Self-Regulation

Summary

Woolfolk explores the idea on page 449 of our text stating that "social and emotional competencies and self-regulation are critical for both academic and personal development (Weissberg, Durlak, Domitrovich, & Gullotta, 2015) If students lack the ability to monitor their own emotions, and dedication to the materials they are learning, and working within their groups, then learning cannot occur. Woolfolk expands on this idea saying "school days can be filled with all kinds of emotions - some are helpful for learning, but some are not. Teachers and students need effective coping strategies (self-awareness, self-management, social awareness, relationship skills, the ability to make responsible decisions) to address the emotional aspects of a social or learning situation so that emotions become assets, and not barriers" (pg. 450)

Reflection
http://archive.brookespublishing.com/documents/8-reasons-why-teacher-student%20mediation-should-be-in-every-school-PRINTABLE.pdf

This concept is exactly why I am a huge proponent for meditation in our schools. Meditation is proven in helping to manage emotional stressors, and thoughts, allowing for the return to healthy cognitive functioning. In other words, it calms you down, and helps you focus. I think that meditation can even be a more useful tool than "rest periods, or naps times" - without sacrificing students sleep schedules. Meditation is also a device that can be used with pretty much every type of student, and there are plenty of variations of meditation that can be used with students with specific disabilities. 

If the whole point of teaching is recognizing cognitive processes and functioning, and working with our students to enhance these systems, then exploring new and creative methods are needed to do that. It's all about the goal of getting our students to be the best versions of themselves we can....