Reflection #2- Fundamentals of Cognitive Development

How prepared do you feel to write a literature review on a topic of your choosing? Upon completing the course, how might you use the skills that you’ve gained to seek out and apply scientific knowledge about cognition in your own educational settings?

Right now I am feeling more prepared than I did at the beginning of the cohort to complete a challenge like this. I think one of my issues is finding the “good research” or “good articles”. It takes time and digging and a bit of finesse. I am working on learning these skills. I am feeling more prepared because of the constructive feedback on my critical analysis to write a clearer more concise literature review.  However, I think I am worried about discussing the research in my own words. Honestly, I am afraid of accidentally plagiarizing something. I always have been since undergraduate classes and so I tend to use quotes when in doubt. I now realize I am meant to try and avoid quotations in this type of writing. Hopefully, I can do it! 

I’m beginning to realize how important it is and easy it is to find information that is useful in the classroom. I think that as teachers, especially when not taking any courses we can put ourselves in a bubble, and we ask questions but we don’t always seek the answer. I feel empowered to find the answers now. Again, I am still working on finding the articles that match my needs and answer my questions but I’ve been made aware (again!) that the information is out there... I just need to look for it!  It is a very empowering feeling! 

Reflection #1- Fundamentals of Cognitive Development

Learning to think "scientifically" about learning, development, and education is no small task. A scientific approach doesn't always fit neatly with our instincts as teachers. Teaching is often described as an art--one based on individual judgment and social interactions. That said, there's a great deal of scientific knowledge out there that can inform the art of teaching. What do you think will be the most difficult part of learning to think more scientifically about educational problems? What do you think you will need the most help with along the way?

During my master’s degree program, I took a class in action research. It was during this class that I realized just how much scientific knowledge and research we do as teachers even perhaps, without realizing it.  We analyze our children's’ behaviors and create hypotheses for why they are acting or struggling the way that they are. Then we try to figure out how to address the problem. THIS is where I think having a strong scientific background is important and will continue to strengthen my teaching. By gaining a better and more solid understanding of brain based research, I will hopefully be more effective when creating interventions, IEP’s etc... The difficulty I think, might lie in being able to analyze research and find the information that will help my students and myself be more successful. There is so much information out there, and finding the “good” and helpful research sometimes seems like finding a needle in a haystack. 

I also anticipate needing help with the statistics and math that accompany research studies and articles. There are times, if I am being honest, that I see charts and tables and I am not quite sure what is the relevant information and the key pieces I need to take away. So, I am hopefully that throughout the courses, I will gain the ability to look at research and cut through some of the technical language and see the big picture! 

Reflection #3- Explorations in MBT

I can’t believe the first course if over already! I guess it’s a good thing that I feel like I still have SO much to learn! It’s exciting to think of a year from now and how I will have been changed as an educator.

In my classroom, I’ve been able to implement quite a few of the concepts that we’ve covered in Explorations in MBT. The BTT model fits in well with what I’m already doing, but I think to know the WHY is important- and now that I know WHY students need consistency, comfort, to know the big ideas etc..., I can be a more effective teacher. A lot of times good practice is instinctual we just do it because it makes sense, but knowing the rationale and research behind our practices is invaluable!

Our week 8 group discussion about how fear affects students and their learning was very timely. I have a situation in my classroom this year where we have a violent student who is quite unpredictable. Of course I realize that he affects the learning environment and his peers but I never thought of it in terms of the chemical processes of the brain. I wonder how able the students are to learn if they are often in “fight or flight” mode. The course has armed me information that I have taken to my administration. Hopefully, the spring will find us with a better solution!

I’m quite interested in autism spectrum disorders, so I am keen to learn more about the differences these children have and how better to support them in the classroom. Having my masters in reading, I’m also keen to find out more about the brain research behind reading acquisition and development to inform not only my teaching but also hopefully the parents who worry about developmental delays.

Reflection #2- Explorations in MBT

The past three weeks of the course have proved compelling and relevant to my role as a first grade teacher. This year I have a very emotionally dynamic group of students. The idea that positive climates in the classroom create a dynamic that allows the release dopamine which, in turn, strengthens the cognitive process. WOW! I am telling all who will listen (at school and a conference I attended this weekend) about this. I knew on a basic level, that of course a stressed child isn’t one that can learn. However, the discussion of cortisol vs. dopamine really was eye opening. It’s even more important for me to try to keep our classroom humming in a positive happy way because they will truly learn better!

As a result our discussions regarding the physical environment, I changed A LOT in my room. The children changed the table arrangement from groupings to a line of tables along our L shaped room- I wouldn’t have thought to do this, I would have thought they would have preferred working together in groups, yet this is what they chose and they love it! It’s opened up our meeting area space as well, so it’s a win-win!

The idea of novelty was another concept that my colleagues are sick of me talking about at school! Changing our bulletin boards, adding more exciting pictures to our “I see, I think, I wonder” display has boosted our unit interest significantly. The students are keen to research and find out about that days topics! It’s fantastic!

Reflection #1- Explorations in MBT

Before the courses began, I was a little perplexed at how learning online would work for me. When I was taking my courses at Hopkins for my Reading Masters, I really enjoyed going to class. I wasn’t sure how we could build the camaraderie that comes from class discussions and group work in an online forum. I needn’t have worried! I do feel like I am getting to know my classmates and not like I am learning in isolation. The checklist feature has been invaluable for me to keep on top of assignments, I’ve begun making checklists for work too!

The topics we have covered so far are instantly applicable to a classroom setting. The debunking of neuro-myths has been eye opening but also reaffirming. I believe students should be taught in a variety of modalities not just the ones they ‘prefer’. My teammate and I are planning our next unit of inquiry using the BTT model and it fits in really well with the Primary Years Progamme (PYP) curriculum that I teach. BT-3 is especially helpful and coincides with the PYP. We start with a central idea that is a broad global statement of what we are to learn about and then conduct our inquiry through specific lines of inquiry that help to focus our study. Then as you mention in BT-3, we utilize brain mapping (with images and words), graphic organizers and data charts to help organize our thinking.

Online Learning Orientation Reflection

Our orientation is coming to a close- and I'm already really enjoying and looking forward to what lies ahead.

I hope to be able to gain both practical (day to day) classroom strategies and understandings that I can apply in a classroom situation- about how children best learn, and students with learning differences can be accommodated for. I also am hoping to gain enough insight and knowledge to share professionally and possibly take with me to use in another grad program- possibly on autism spectrum disorders.

I'm a visual learner and for me to be successful, I think I need to utilize the checklists and keep up to date on announcements etc- so I stay current and on top of things. I've really enjoyed this so far- and I know it hasn't been a course for credit- but I'm so happy we've been able to do this- it will be helpful moving forward. I've signed up for the email subscriptions- and haven't been receiving those- as well as the emails sent to my JHU account- so I need to get that sorted, ASAP... once that is all sorted, I hope things will go smoothly!

As for what I need to support with- it isn't so much support, as I need/hope that the time difference doesn't pose a problem all the time. I realize that I will be the one to have to stay up late some nights for chats both for class and group projects, and that is normally not an issue for me- Unfortunately for the orientation it coincided with an inspection by a UK official and I needed to be rested for my observation.

I must say that I am truly excited about this learning opportunity and can't wait to get started!