EDF 1005- Reflection 8

The first wave brought higher standards for teacher and students. As a result, the graduation requirements were difficult, the standards for becoming a teacher were more rigorous and there was more standardized testing to measure student progress. This has been the strongest wave of educational reform. Corporations were upset that they had to make their workers literate and teach them some math. Critics used these low test scores to say they weren't meeting standards. As these state tests got more popular, they used them to pull out teachers they felt were not fit enough, and even to pick on the students with low scores and schools in general. They now issue grades to schools accordingly with their students' standardized test scores! I think this is the most dominant because I have witnessed today, and everyday how classes do continue to get more and more difficult each year. Also, having to go through FCAT, I see how these type of tests are slowly ending up at each state. The second wave began when The Carnegie Task Force on Teaching as a Profession had urged school districts to give "teacher greater voice in school decisions." As a result, in 1987, "school-site management' had been recommended by the National Governors Association. This was more teacher-run, rather than leader-run. The freedom given to the teachers to have more power in the class did bring some issues. For instance, some teacher promoted racism against colored students. The third wave of education reform is a result of poor families that were unable to put their students through well resourced schools. The school voucher and charter school movement came in effect. These gave people the option of alternative schools, rather than just the public school establishment. It is, however, the most ambitious and even adds an element of competition.

EDF 1005- Reflection 7

A way of educating children in ancient Egypt and Mesopotamia was by homeschooling them so that they can learn by watching and imitating their own parents. Similar to what we would call today as the modeling method of teaching. They would learn all the tasks they had to do. For instance, farming. Kids had experience by working with their fathers. While the young boys were learning the dirty farm work, young girls would learn how to dance, sing, play instrument, and manage their household. This kind of reminds me of that "wife school."
This is very similar to our own alternative teacher preparations, in which students who are aspiring teachers learn and are prepared through a structured apprenticeship. It is similar because they also have a sort of "on-the job" training. Ancient civilizations had apprenticeships as well. Most of these apprenticeships led their students to a very high and successful place. I think a great example of this would be Socrates' student, Plato! Socrates never wrote his philosophies on paper, but Plato (which I think was probably his favorite student) wrote them down (kind of how we take notes in class today!) and published them later. Plato turned out to be a very famous and important philosopher of this ancient time and began the academy at his own house. He brought perception into our thoughts and gave us the idea of the world of forms. Today, these apprenticeships are great because we can experience the jobs we're aspiring first hand and it gives us a better understanding to know whether we're sure this is what we want or not.
China's main goal is to mold the character of their students and girls were taught individually from the boys to learn "woman stuff" like raising children and maintaining your husband and home.. Proper respect is very important. Also, they are very family oriented. It is important to respect your relationships and family and keep them first in your life in China. China's schools are much longer and rigorous than American schools. Did you know: China has the highest suicide rate of students in the whole world and because of the their government is trying to discourage so much hard work? But in China, children rarely went to school. It was mostly reserved for the elite noble and their children.
A final teaching approach was in the temple schools where they learned writing and arithmetic. In these schools they taught their students how to master cuneiform, which to our knowledge is the first form of writing ever. People who mastered the writing were known as scribes, and they were held up very prestigious because they were the ones who were literate and could write. Therefore, they were also the ones who recorded history. They knew everything that was going on. These students would be severely punishment for making mistakes because they had to write on clay tablets so they were unable to undo any mistakes. The clay was very expensive, which is why mistakes were not allowed.

EME 2040 - Reflection 4

A lot of participation from the student is required to have an inquiry-based learning. The student should learn from experience, and surge into the world to gather information and feed his or her curiosity. In many classes, I find that the student might feel embarrassed to ask a question. Many times their instructor will be intimidating, and even answer the questions with an attitude because they get angry that the student did not understand. This has even happened to me when I was in middle school and high school. Often times I'd be too nervous to answer for fear that I would get scolded at, or that my classmates wouldn't understand my point of view. I thought that if I were the only one asking, than I am the only one who doesn't understand and that I'm not smart enough. Therefore, I just never bothered asking. When I was confused about a subject, I thought everyone else understood but me. As I got older, I realized if I feel this way, probably many other of my classmates felt this way too. Maybe everyone else was also afraid to ask their questions. Thankfully, as I got into college I got over this habit of refraining from asking my questions. In inquiry-based learning the instructor should encourage the student to ask questions. The instructor should also encourage the student that if they want to know something to go out and gather information. Do some research, google it! Especially with today's technology, we don't have to go out to find out anything. We just need a computer. We have the entire world and almost all the information in it right at the tips of our fingers! The instructor should encourage their students to use today's tools and their minds to learn about everything and anything they want to know! And when the student does ask, they do not get scolded at. In fact, they get rewarded with answers and knowledge. This type of environment helps all the students to feel comfortable asking questions. Also, this way, when that one shy student sees everyone else is asking, he or she won't feel as bad asking questions either. I think this is great! To me, students asking questions doesn't mean they're stupid. It only means they want to understand. I would much rather have a class of students that care and want to know, than students that don't bother to ask or want to learn. In an inquiry-based learning the students are actively involved in socializing with their instructor and is much more efficient than the student just being given a lesson. Sometimes a question in one student's mind can spark up more questions in other student's minds. With a willing and cooperative teacher, inquiry-based learning can be very efficient for the students' gain of knowledge.

EME 2040 - Reflection 3

A constructivist lesson plan is when the instructor uses the student’s already attained knowledge to help them figure out what they should be learning now. In this approach the student builds their own understanding of the world as an individual. By developing a situation, the student can make their own rules and help them understand their own experiences and altering the mind to the convenience of their new experiences. Explaining this situation can become an assessment for the student. A constructivist lesson plan includes students sharing their thoughts and ideas. You should ask questions, answer them, but not give away an explanation. This way, the student can try and explain the situation themselves. It helps along the way to make sense of the world and what is going on around them. They can practice figuring things out for themselves instead of having everything given to them.
The constructivist lesson plan starts off by developing a situation. As an assessment, the student must explain the situation. Then, the instructor can make the students get into groups, and gather the materials they will need. A “bridge” should be developed between what the students already know and what they might learn during the lesson. The instructor should be prepared for questions that the student might ask. Also, the instructor should ask questions for the student. If they do not answer, the instructor can answer themselves but not give an explanation and leave it for the student to try to figure out. Then, the instructor should encourage the student to exhibit their thoughts by discussing with one another their ideas and explanations and helping each other to understand. I would suggest that the student keep a journal to write down their reflections on their process of explanation.

EDF 1005- Reflection 6

One of the very first forms of writing is called cuneiform. It was common in the ancient period near east. They used characteristics made up of wedge shapes. Cuneiform was an ancient Sumerian writing style. They would write on clay and used grass the way we'd use pens. They would then bake the clay to make it hard. They used pictograms, which are symbols to represent an object. To show concepts they would superimpose pictures on top of pictures. Because these illustrated concepts were too difficult to understand, they began to evolve by using ideograms and having one simplified symbol to represent concepts. However, they needed to develop symbols for phonetic sounds. Their ideograms eventually evolved into phonograms, which are symbols used to represent speech-sound. So, I believe that the writing has been crucial because their symbols have eventually evolved to our modern day alphabet. Our alphabet is also symbols for phonetic sounds. For example, they show you in kindergarten: A is the 'ah' sound, B is the 'buh' sound, C is the 'cuh' sound, etc.
I believe that the invention of writing has been crucial to the establishment of the world's greatest ancient civilizations because they were able to record history. With this tool, and our later translations it is able to help us currently better understand what accomplishments man-kind has made throughout years and years of hard work, discovery/exploration, learning, and inventing.
Not only has writing been crucial for recording history, but establishing civilizations requires great work and architectural successes. I imagine after the invention of writing, writing down blue prints and plans for their structures must have made these architects have better foundations and longer duration. It probably also made it easier to build.
I believe that the invention of writing has also made communication easier. We don't have to run into someone to contact them. Writing letters is possible, and little by little we have evolved even to text messages, e-mails, instant messages, etc. With web cams, we won't even need writing for distant communication! haha

EDF 1005- Reflection 5

Rites of passage is a ceremony in which a person transcends to a new part of their life. They use these ceremonies in all types of cultures. For instance, when Jewish boys have their Bar Mitzvah to celebrate their transformation from boy to man. When Catholics have their baptisms to celebrate their transformation of being with God. Marriage is another example of a more common rite of passage in our society. So you see, these ceremonies can emphasise the acknowledgement of your new position in life.

Facing Mt. Kenya is about female rite of passage in which they perform clitoral circumcision. I had mentioned this in class to my professor, and he hushed me. Now I know why, to preserve the initial shock when reading the article for my classmates. :)

Anywho, these women must be ridiculously brave to go through with this situation. Not only do they tolerate this happening to them, but they do it happily. Although, I do not understand why they do this, and I completely disagree with what is going on, these are their customs. It is completely bizarre for me but these women are proud of their culture and wouldn't have it any other way.
Did you know: That there is a non-profit organization called Clitoraid and they help to restore the clitorises of those women who have suffered through clitoral circumcision and have made the decision moved from their homes and change these customs?

In the article, The Sambia, I learned of a custom in which they think that swallowing semen brings good fertilization. It's an awkward notion but doesn't anyone who wants high fertility do what they believe? For instance, here, when a woman is trying to get pregnant, the doctor tells you what days you're ovulating and when you are in your highest fertile point in the month. Couples will sometimes religiously have sex in those days of the month in order to try and conceive a child.

In class, we read Sitting Quietly Reveals Crocodiles Tricks. In this ritual, the children are isolated to prepare to fight "the forest thing." If their children survive through "the forest thing," they put their children through four years of bush school. In this school they are taught how to become a man. They "would learn and grow, suffer and yet bear the suffering, share each other's pain and promise, and die together to childhood." So as you can see, some rites of passage are very similar to our own education. We send our children to school so that they can learn and graduate with a degree that is supposed to mean they are prepared for the world. Our graduation is also a ceremony which I would consider a rite of passage as well.
I believe that initiation rites and rites of passage ceremonies can have a lot to do with teaching and learning. You can teach the students different rites of passage in different cultures. Especially, the ones that may seem awkward to us. The reason being is that if you give your students knowledge on different cultures, they might be more understanding of others. They will see that some customs, although they are bizarre to us, are normal to other people. They will learn to understand before jumping to any conclusions.

These are important topics as well, because the preservation of culture is important.

EME 2040 - Reflection 2

After reading some of the details between both the constructivist and behaviorist lesson plans I was able to see that both of them have some major differences.

One major difference between the two is that the instructional design of the behaviorist lesson plan has already have an outcome determined for the student. This interrupts the learning process to embedd into the student's mind this superficial reality. On the other side, contructivism preserves the student's own view of reality because the learning outcome is not always predictable. It is not as controlling as behaviorism.

Also, The constructivist lesson plan seems a bit simpler than a behaviorist lesson plan, in my opinion. Constructivist lesson plans use the student's previous experiences to help them learn the material not just as an entire class but as an individual. I think the special attention helps each student learn everything at the proper pace. Not only does it help the student, but it also helps the instructor in trying to figure out what level each of their students are. In return, you are able to teach the material better and with a better understanding of how your student functions. You should construct an activity so that the student may feel more involved in their learning experience. An activity will be able to help the student learn and understand the material first hand and also allow the instructor to test if they are understanding the lessons. For instance, a teaching might have the students point out what item in the room is a specific color when they are being taught their colors.

Personally, I believe that a behaviorist lesson plan is a bit less personal then the constructivist lesson plan. In a behaviorist lesson plan what the student knowledge, and the goal is more important than the student actually enjoying class and really learning and applying the material. Behaviorist lesson plan is focused solely on the student obtaining knowledge and reaching the set goal rather than help to add on to what the student already knows. The word "behavior" is incorporated into this type of lesson plan for a reason, you know. The teacher focuses on the obedience of the student and figure out a way to keep the student behaved and focused. In a behaviorist lesson plan the instructor must be in control of the class because everything that is to be done in class is already pre-prepared in writing, as I had mentioned earlier.

I believe the constructivist plan is a more effective way of teaching because it is more interactive and focuses on the student as an individual, not just a child that needs to be obedient. Behaviorist plan reminds me sort of of baby sitting, in a way. In a constructivist plan, the student is more involved with the lesson and it makes it funner for them to learn. In turn, they understand the material better. However, a bit of behaviorist planning to keep the student focused (a mixture of the two) will be even more effective.

EDF 1005- Reflection 4

After I read, "Early Human Phylogeny," I learned how they represented the evolution of hominids through the different sculls that had been discovered around the world. The most interesting of hominid, to me, is the homo-erectus. These extinct hominids got their name because erectus meant to set up straight, and they were already standing on two legs. They are also known as neanderthals. The reason I find these interesting is because they remind me of the typical "cave-man." The article "Hominids," unlike the first article, represented the array of skulls that have been discovered in even more detail. For instance, it gives you an entire list and even categories the skulls into it's corresponding specie of hominid. The Taung 1 (AKA Taung Child) had been discovered in 1924 in Taung, South Africa by Raymond Dart who had estimated it to be three million years old. The skull was believed to be that of a 3 year old child's. It had teeth like a six year old's, and for this reason they believed that this hominid developed much faster than today's modern homo-sapien. The third article is titled after a four foot tall skeleton found in Ethiopia in 1974, "Lucy." Although the skeleton resembled an ape, researchers say that Lucy was bi-pedal and was able to walk up-right just like we do, because of her bone's structure. Because of Lucy, scientists now have an estimation of when it was that humans began to walk in our modern day's very familiar up-right position. The last article is called, "African Eve," and it is about the origin of humans. As Professor McNair explained in class, this article also explains that today's modern hominid originated from Africa. Although some people might feel close minded to the idea, researchers believe that we did originate from Africa and then spread throughout the rest of the world. The Homo erectus, which I had mentioned earlier as being the most interesting, to me, of hominids easily adapted to their environment and was able to live longer than other hominids. This explains why modern day humans come in different colors of skin. Our skin adapted to the environment. The remaining of the Homo erectus was about 500,000 years ago in Africa, and 250,000 in Asia. To be honest, this didn't really affect what I believe. I am very open-minded to everything, and had originally already believed in evolution. I am proud of how our species have migrated and spread out throughout all the world, and have made so many advancements and successes throughout all these years. Look at all the inventions modern-man has come up with.

EDF 1005- Reflection 3

I believe my elementary and secondary education was pretty "multi-cultural." I attended Hialeah Elementary school and Miami Springs Senior High. Both schools had an array of different students, you were able to find all sorts of elasticities in my school. For this reason, my schools taught us of all cultures. We would celebrate Black History Month, Hispanic Heritage Month, holidays of all religions, such as Kwanzaa, Christmas, or Hanukkah and learned about many cultures. I feel that most of my teachers did a good job incorporating culture into our lesson plans. My French class was the most multi-cultural class. We were able to participate in dances, of not only from France, but just about any culture you can think of. We always had food in the class of different cultures. She also brought an array of guests. The most interesting of all, though, is a man who was a political prisoner in Dubai. He spoke a language that was illegal in the middle East in which you can easily be killed just for speaking it. I forgot the name of the language but he taught us some phrases and showed us that the language was illegal because back then whilst they were having genocide, their enemies spoke that language so they banned it. This is the only class that I feel used the contribution approach. It got everyone interested and involved! In a way, we were able to experience these cultures first hand, without even leaving the class room. The instance I just spoke about is a contribution approach, and I would love to have been able to see that in my elementary school and in the rest of my classes in high school. Assignments and lessons can be boring at that age, and it doesn't give as much insight as actually having an experienced person of the culture in which you are learning about there to show you. I would also like to see some more of the transformational approach. I plan to be a History professor because I have a passion for teaching truth and beauty. Most of History is written by the winner, however, you don't get to hear much about the other side. For instance, when the Christopher Columbus and the Europeans arrived at America, the Native Americans welcomed them and invited them to settle land without killing, in turn, the Europeans destroyed most of them and yet, it is the Native Americans who are called "savage" in our History books. It is important to show the student the truth and not just what the winner says. I think a bit of all approaches, the contributions approach, the additive approach, the transformation approach, and the social-action approach (which in a way already combines the transformation approach), should be used for a perfectly multi-cultural class.

Comments to Rorschach Splats

coyote (2):

To me, this image looks like some sort of evil ghoul. I see the first two parallel blank spots as angry eyes, and the 3rd blank spot below it as an eerie, creepy smile. The two blobs on the top of his head, one on each side, reminds me of a pair of horns or something. And the 3 blobs in between is hair. The dripping blob at the bottom looks like a goatee.



bat (3):

This looks to me like a moth. The two lines up top looks like antennas sticking out of it's head. The brown and olive dark colors reminds me of the colors of a moth. The round light figure behind it, reminds me even more of a moth because as we all know, moths are attracted to light and light bulbs.



two gnomes dance the celebratory hopaky (5):

This time, I do agree with what you see, Professor McNair. The pointy shapes remind of little gnome hats, and they seem to be meeting in the middle of the image as if they were holding hands, dancing. The pink, purple and other bright colors give this image a happy and ecstatic mood. The white blotch between the pink and dark of the two figures almost looks like a gnome's beard. And the pink with the bit of red above that white beard has the impression of a fact with pink, rosy cheeks. They seem to be bowing in their dance.

Reflection Paper #1 (EDF1005)

Teacher preparation programs from colonial times to the present day have highly evolved. During the colonial times there was not as much teacher education as there is now. Back then most elementary teachers hadn't even ever attended a secondary school. During the medieval times, students learns their skills and mastered it by being sort of like assistance to their own teachers and advisers. During the colonial times, many teachers received their knowledge through this system as well. Some educators of colonial times were nothing but people who had a contract with the government to teach in order to pay for their passage to America for a certain amount of time. Thankfully, during the 1980s they decided it was time to attempt to reshape education. It was decided that teachers were not as professional or prepared to to meet the conditions of a successful par. The Holmes Group and the Carnegie Forum wrote two highly publicized reports that emphasize on the need of better education for teachers. A bachelor's and master's degree is now required to be met to become an educator. A few colleges continued with their undergraduate education programs.
Today, teachers must complete a Bachelors or a Masters program in order to reach the "professional status." Teachers can also take a fifth year of school to receive their teaching license. There is an alternative teaching preparation program in which the student learns how to teach by being with a professional teacher. This teacher becomes their adviser, and it's similar to a training at a new job. This is also how the colonial times, and medieval times prepared their educators. Although spending some time in the classroom can help to attain teaching skills and perfect these skills, most students graduate with the traditional program of receiving your bachelors, or masters degrees.
One of the most publicized alternative programs is called Teach for America (TFA). TFA was started in 1990 by a student at Princeton named Wendy Kopp. She structured out the idea of this program as a thesis paper. The program sends it's members to teach for two years in schools who need assistance due to being poor, and having lack of resources. It's very hard to get accepted into TFA. This program is controversial because it is said to not adequately prepare teachers and as a result, the students are not properly educated. Many teachers of this program quit teaching after two years. I imagine that the reason being is because they are being assigned to difficult rural classrooms. If they do not have the patience and passion to be able to fix the problems and educate these students properly, than they won't enjoy their job.

Here's a quick bio/about me.

How do I explain fabulosity?
As of now, I'm trying to better both myself and my future. And if that means a few heads will have to roll in the process, then so be it. I work part-time at a public library and I'm a full time student at Miami Dade College -- North Campus. At the moment I am working on my AA for education. From there when I graduate I will work on my major of History in Social Science and eventually a doctorates to become a History teacher at a university.

My name is Analiz, and truly, I'm not exceptional, but I am certainly abnormal. I was raised in the city where it's loud and street lights lit the sky like the freckles that kissed your face. Kissing meant cooties, the London Bridge fell down, and stuffed pigs named ‘Squealer’ were the only company that acquired you in bed. Tattered knees and tree climbing have now been replaced by broken hearts and boozed bonfires. Oh how the years have surely passed.

I was born with an enormous need for a affection, and a terrible need to give it. Granted, things have changed; sexual fantasies are the most common forms of dreams, I have to be wary about the now alcohol enriched apple juice, and the only stars I see are the ones who have their face plastered to the front of a tabloid. But all in all, I'm still the same little girl who dreams of a fairy tale life, in which her prince charming will sweep her off her feet and they will ride into the horizon as the sun slowly sets. Little aspects of everyday life make and inspire me. I find joy in a stranger's smile or the way the grass pokes at you while lying in it. I’m the truest form of myself when I am alone. I tend to baby-talk my fish, blast music, and often spend countless hours of the night doing the most unproductive activities.

If we ever talk, I will pay attention first and foremost, to your words and the spirit in which you say them in. I will soak in each and every sentence that leaves your lips and enjoy it for the footprint of your function that it is. I will find the beauty in you and I will admire you for your being, for you are someone no one else can be. I'll smile at your soul before I react to your facial gestures, I promise.

I can live the lives of a wise old man, a starving child, and an addict all in a matter of hours. I can feel what others feel and place myself in any situation. Indeed, I am young, but I have found what truly inspires me and what I do in fact, love. Whether or not I'm “good” enough for you does not faze me, for I will only get better, my ideas and thoughts shall only become stronger, and I’ll express myself through words for whoever may listen.
All I can do is be me, whoever that is.

I'll be more than happy to answer any inquiries you may have about me.

Oh how I thoroughly enjoy existing... sometimes.

This is me in all of my splendor... and it doesn't get any better than this.

Reflection #1: What Is A Lesson Plan? (EME 2040)

To me, a lesson plan is a teacher's description of the lesson. A lesson plan should assist in keeping the teacher well organized and always prepared for every class. First, a teacher should always lay out the objective of their class. Many school's may have a goal that they want their students to graduate with, for instance, Miami Dade College has a list of 10 things that they aspire their students to graduate with the knowledge of. They call it the "General Education Outcomes." For schools who provide these types of lists, I think it would be a good idea to go through it and pick out an outcome that corresponds specific with your course. You should be able to observe your students while they try to achieve the goal you have set out for them, and measure how well they are doing. Your lesson plan should be able to assist your students in being able to retain knowledge of this objection by the end of the class. You must also lay out how you want your students should be expected to behave. I believe that looking at your college syllabuses will be great as example when laying out your lesson plans. A lesson plan should contain schedules and organized plans of the day. For instance, it should be able to help you schedule lectures and reviews with time for assignments and tasks as well. I believe it is a good idea to give leave some time at the end to be able to tell your students what to expect for the next time they meet with you so that they may be able to prepare. You should test their skills with exams and assessments to make sure they are learning properly, and if not find a way to figure what new methods you can try to cover this information in a way that your students will understand. Your lesson plan should also have homework to be assigned so that your students may extend their skills outside of the school environment as well. Always go over your lesson plans and review the course throughout the term to see if it has been a successful one. If not, you can always use your past experience to improve your lesson plan and better yourself as an educator. Remember, teach truth and beauty. Also, be sure to make sure you've done adequate research before passing along your lectures and lessons as fact.