EDU 6120 Learning Illustrated

“Learning Illustrated”

For the fourth week in EDU 6120, we are asked to write on the following prompt learning illustrated.  This week’s learning covered some of the major thinkers of the Roman era and included readings by the historic figures Plutarch, and Quintillion.  We also had a reading, Educational Reform, by Arthur Ellis.  After completing the readings and listening to the online podcast, the terms classroom management, building relationships, and school climate were brought to mind.

From the Plutarch reading, The Education of Children, I enjoyed reading about his thoughts on the treatment of children.  Plutarch suggest that we should encourage children in a positive manner, yet this encouragement should be based on reality of their skills.  He also mentions that it is best to lift a student up when they are down and make sure to bring them down or utilize this time to correct them if they are too high.  Interacting with students in this manner will assist us in trying to create the Plutarch ideal of a student that might be able to be a “master of his passions”.  I want to make sure my interactions with students are overwhelmingly positive in nature.  I want to do this by building up their skills and enabling them to have success in the classroom by providing instruction that is at their current level.  I would like to celebrate success with them as well but also let them know that there is more to accomplish.  I also really like the thoughts of remaining balanced to the high’s and low’s that we all face, not just in the classroom, but in life.

From the The Institutes of Oratory (sel.), by Quintilion, I also found some of his comments related well in regards to classroom management and building relationships.  Quintilion suggest that teachers should have a “parental attitude towards pupils” and the majority of our talk should be “discourse on what is good and honorable” (Book II).  This also aligns well with my desire to be focused on what students strengths are and building them up accordingly.  Finding out my students’ strengths, and interest, and utilizing these in instruction will allow me create the positive environment that students will enjoy being a part of and put forth good effort.  The relationship will also be firm yet caring with high expectations.

The Arthur Ellis reading, Educational Reform, highlights the importance of creating learning environments that have good order and control of discipline problems.  The overall school climate can be a gauge in the level of success of the students.  Establishing rules and procedures with the students and being consistent with enforcing these rules will be at the forefront of my interactions with students.  When presented with challenging disruptive behavior, I will need to be able to quickly deal with this behavior in a positive manner.  I can do this by making sure that I am commenting on the good behaviors of students, yet, I must ensure that I am also making corrections that will allow my students to know that I am doing so based on the high expectations that I have for them.  I will make sure to build strong connections with students that are struggling and encourage and support them by sharing my belief in their abilities.


The Education of Children” by Plutarch (46-120 AD)

The Institutes of Oratory (sel.), byQuintilion (35-95 AD)

Educational Reform, by Arthur Ellis

Internship Seminar Reflection

As my time at SPU is winding down.  I will reflect on HOPE standard E1 – Exemplify professionally-informed, growth-centered practice  In order for me to continue to learn and grow as I enter the teaching profession, it will be helpful to have an awareness of the different stages that I might go through as a teacher.

In module 9 of our internship seminar course, we were provide with an article entitled The Winding Path: Understanding the Career Cycle of Teachers, by Susan K. Lynn.  This article does an excellent job of identifying the potential stages of a teacher; pre-service, induction, competency building, enthusiasm and growth, career frustration, career stability, career wind down, and career exit.

The SPU program has emphasized the importance of reflecting and I have found great value in doing so.  I am just wrapping up my pre-service stage and am searching for a place where I will be able to enter the induction stage.  I would like to find a school climate, and administration that is aware of this critical stage in my career, and supportive.  The enthusiasm and growth stage sounds like the most desirable stage that I hope to inhabit.  Prior to getting into this stage, I will have to enter the competency stage.  Knowing this, is extremely beneficial to my career.  I need to make sure that I am focusing on developing and becoming competent as my main goal in the first few years without taking on too many additional activities at the expense of developing competency.

I will bring enthusiasm to my classroom from day one, and by incorporating a reflection time into my schedule I will be able to increase my awareness of my teaching operational stage and make necessary adjustments to ensure that I am working efficiently and effectively to facilitate student growth.

LYNN, SUSAN K. The Winding Path: Understanding the Career Cycle of Teachers. The Clearing House March/April 2002.


Participating in Learning with Twitter

I recently joined twitter.  I didn’t have any twitter experience prior to starting this course.  I was intrigued by the potential benefits that could be gained by collaborating with other educators that might be experiencing similar situations in the classroom.  One community that I decided to follow is called Special education@ specialedneeds.  I don’t find this sight to be too valuable.  There are some good questions posed, but tweeting in general doesn’t allow for much of a conversation to occur.  I found that I wanted to write more in response to the question that I answered, but ran out of characters.  Of course, this is the whole point.  I will try and continue to search for some better sights within twitter.twitter

ISTE Standard 5 post

How can I keep up with all of the demanding requirements of the teaching profession, and still continue to find new tools to enhance my students learning with technology?

I came across a great blog that combines the use of technology and collaboration.  Collaboration and technology are becoming ever entwined.  Through reflection and great effort, I can continue to enhance my collaboration skills both as a digital citizen and with the community that I will be teaching with.  This site provides excellent descriptions of the various roles that we will need to be comfortable maneuvering in and out of, if we are to meet the necessity of collaboration and technology.

A classmate of mine shared a link to a site that promotes teachers to be lifelong learners.  There are ten ideas that are meant to inspire us.  Reading this list, three of the ideas have on-line in their titles.  With this being our last blog post for this class, I find it very fitting to have my final bog for this class include advice that advocates for more time spent on-line to further our learning.  I have included a link to the sight below.

I have been participating in online learning for quite a long time know.  I have not ever participated in any kind of twitter activity.  After watching the Vialogues video for the week, it is clear that twitter can be a place to keep track of what great teachers are doing in the classroom.  This was very nice to learn.

I found it interesting to read about the National Education Technology Plan for 2010.  To say that technology will be included in education would be to put it mild.  Every step of the educational process will be linked into using technology.  The report mentions the term connected teacher.  The connected teacher will have access to all sorts of programs that will allow them to be better teachers.  Assessments, lessons, discussions, will all be able to be held online.  The word connected implies hooked, plugged in, or an on-line teacher that will be aware of all the available resources.

I will need to work on becoming more efficient at navigating the various teaching tools that are available.  At the same time, I will need to remember to do so with proper etiquette that I aspire to use while having in-person conversations.  In engaging with the world, via the web, I also need to remember the ultimate purpose will be to enhance my students’ growth and learning.

Reference and Links


Atkins, D.E., Bennett, J., Brown, J.S., Chopra, A., Dede, C., & Fishman, B. (2010) Teaching:

Prepare and Connect from Transforming American education: Learning powered by technology. National Education Technology Plan, 39-50.

ISTE Standard 3

ISTE Standard 3
How can my interactions with students and their parents/guardians be digitally innovative to facilitate student growth and parental involvement in education?

In doing research for this question I came across this site called Schoology.  According to Schoology, they offer software that allows teachers to streamline all of their task into one program.  Teachers can post content, lessons, quizzes and test, assign homework, run chat rooms, track data, and also run a professional learning community with colleagues, all from within this software.  A selling point is that this will integrate a lot of our task and allow us more time to teach. Parental/guardian involvement could also be increased by assigning students content related topics to discuss at home and allowing students and families’ access to what is going on in class.

In our weekly vialogues meeting, our instructor introduced us to Cellly.  Celly would be a great tool to increase parental involvement.  I like the thought of using Celly because it provides access to anyone who has any type of cell phone.  Messages could be sent out informing parents about how the class day went, what type of topics were covered, or ideas to continue the learning at home with conversation starters. Messages about homework to be done or test that need to be studied for could also be included.  My intention with using Celly, wouldn’t be to create helicopter parents/guardians, but to provide families with options for increasing dialogue around school content, resulting in increased levels of interest and learning.

From our readings for the ISTE 3 standard, we learned from the Kennedy article that it will be essential that teachers become competent using internet based learning systems.  The article discusses on-line learning and blended type of learning environments as becoming more of the norm in the future.  If this is the case, educators will need to be prepared to adapt.  As an educator I will remain open and embrace the opportunity to learn new technologies as they become available.  I will have to be able to teach myself how to use the multitude of tools that can enhance learning. Smart boards are becoming common features in classrooms. My classmate Katie Young, is interested in learning how to use Smart boards effectively.  I too need to increase my knowledge base around using smart boards in ways that increase student engagement.

References and Links

Kennedy, K. (2011). Cross-reference of online teaching standards and the development of quality            teachers for 21st century learning environments. Distance Learning, 7(2), 21-28.


EDU: 6132 Module 4 – Theories of Development

Module 4 reflection

Prompt: What are some similarities and/or differences* between these two theories of development: Piaget (Module 3) and information processing (Module 4)? Explain how this student work sample shows characteristics of information processing and/or Piaget’s learning theory EM_Work_Sample_1.pdf. (I invite you to download this student work sample and then upload it to your reflection as an attachment or image for reference as you write your reflection.)

I am deciding to post this reflection under the HOPE principal, E1 – Exemplify professionally-informed, growth-centered practiceI think it is very worthwhile to be aware of theories of development when crafting my lessons.  By being informed and having learned about Piaget’s Stage theory and Information Processing theory, I will be able to utilize both in planning my lessons with the intention of maximizing student growth. The work sample is attached below.

Information Processing. Information Processing is a theory of development that treats human learning in a similar fashion to the way in which a computer will learn.  Information Processing is built around short and long term memory, and the interactions that will occur between the two.  In this work sample, the worksheet is acting as a summative assessment for lesson/s that were taught on fractions.  The student has shown that they are able to access their long term memory that holds the knowledge of how to complete fractions gained through the lessons.  In solving the fraction problems, the student is simultaneously utilizing their short term memory to count each individual shapes total parts and shaded parts.  Their long term memory has enabled them to know how to solve the problem and their short-term memory allows them to solve them.

Piaget.  Piaget created a stage theory of development.  Children will move through the following Piagetian stages as they grow; sensorimotor, preoperational, concrete operational, and formal operational.  The student who has completed this worksheet, is most likely operating in the concrete operational stage. Pressley and McCormick (2007), mention that “children view sets of objects, some of which are subsets of each other, and they answer questions about the subset relationships” (p. 64). In this example, the shaded region is a subset of the whole figure. The student has been able to assimilate the information that has been taught in a lesson on fractions, and apply it to the worksheet because it is familiar or similar in nature as the lesson material.

Pressley, M. & McCormick, C. B. (2007). Child and adolescent development for educators. New

York, NY: Guilford Press.


student work samples for module four reflection

vision for success

I envision learning effective teaching skills through SPU’s ARC program, and utilizing them in practice through my internship when applicable.  I will do this by putting forth my best effort academically to take full advantage of the learning opportunities presented.  I will use the HOPE principles for my goals in working towards competency.  During my internship, I will seek out opportunities to incorporate the skills I am learning in the classroom, to be of better service to my students.

My work ethic, dedication, compassion, and strong desire to see students learn will enable me to be a successful teacher.  I will strive to create a classroom that is inclusive, supportive, and embraces the learning potential of every student.  In doing so, I will create a community of learners in which we will all be able to reach our full potential.