Final Blog Post
I will remember how James instructs teachers to spark interest in their students. I only hope that I can be successful in the "teacher's art", as James calls it.
"The ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least," (18).
Tuesday, July 31, 2012
Sunday, July 22, 2012
Activity 7.5
I don't believe that Gladwell agrees with the term "recipe for success". A recipe, by definition, means that written every step has to be followed dutifully in order for the end product to be deemed a success. The metaphor also seems to say that if a person doesn't have, say, all the right ingredients, then success is out of reach.
Rather agree with the recipe metaphor, Gladwell advocates that, while a person can better set up success than others (more opportunity, more money, easier access to education), anybody can be successful by devoting all their time, effort and resources onto their craft. There does not seem to be a particular plan or recipe that will lead to success without fail.
It would seem that Gladwell would agree with Dwek and her theory of malleable vs. fixed mindsets. If a person were to be confined by a fixed mindset, then Gladwell would say that success might be out of her reach. There is no growth there, no striving to complete the her goal. Gladwell would say that a malleable mindset is needed; there needs to be the desire to grow, to continuously learn. This is evidenced by Gladwell's comparison between the Russian proverb ("If God does not bring it, the earth will not give it"), which he describes as "the kind of fatalism and pessimism typical of a repressive feudal system, where pheasants have no reason to believe in the efficacy of their own work", and the Chinese proverb "No one who can rise before dawn three hundred and sixty days of the year fails to make his family rich" (237-238).
He writes, "Virtually, every success story...so far involves someone or some group working harder than their peers," (239). This seems to support the idea that one has to have the desire to continually get better at their craft in order to be successful.
Gladwell would also agree that a strong sense of self-efficacy is necessary for success.
Gladwell's main points:
I don't believe that Gladwell agrees with the term "recipe for success". A recipe, by definition, means that written every step has to be followed dutifully in order for the end product to be deemed a success. The metaphor also seems to say that if a person doesn't have, say, all the right ingredients, then success is out of reach.
Rather agree with the recipe metaphor, Gladwell advocates that, while a person can better set up success than others (more opportunity, more money, easier access to education), anybody can be successful by devoting all their time, effort and resources onto their craft. There does not seem to be a particular plan or recipe that will lead to success without fail.
It would seem that Gladwell would agree with Dwek and her theory of malleable vs. fixed mindsets. If a person were to be confined by a fixed mindset, then Gladwell would say that success might be out of her reach. There is no growth there, no striving to complete the her goal. Gladwell would say that a malleable mindset is needed; there needs to be the desire to grow, to continuously learn. This is evidenced by Gladwell's comparison between the Russian proverb ("If God does not bring it, the earth will not give it"), which he describes as "the kind of fatalism and pessimism typical of a repressive feudal system, where pheasants have no reason to believe in the efficacy of their own work", and the Chinese proverb "No one who can rise before dawn three hundred and sixty days of the year fails to make his family rich" (237-238).
He writes, "Virtually, every success story...so far involves someone or some group working harder than their peers," (239). This seems to support the idea that one has to have the desire to continually get better at their craft in order to be successful.
Gladwell would also agree that a strong sense of self-efficacy is necessary for success.
Gladwell's main points:
- That a person's willingness to put in the work (his 10,000 hours of effort) into a craft supersedes "talent" or "natural ability". How much effort an individual puts into their circumstances can directly lead to their success or their failure (ie. "the miracle of meaningful work") (269).
- Also, family background and a person's cultural legacy plays a significant role in figuring a person's propensity for success. Environment is a big part of success, even though it is not the only part.
The importance of the environment on learning fits into social cognitive theory. What information comes to a people flows from their surroundings, whether it be what type of schools students are exposed to, which teachers they receive, how their friends and families act, what opportunities are in store, etc. This is what people model their behavior of, according to social cognitive theory. Likewise, it plays a significant role in Gladwell's recognition of achievement. Social cognitive theory and Gladwell's understanding of success are analogous in this respect.
Activity 7.3
I have always been interested in the role of creativity and innovation in the learning processes. It sometimes feels to me like originality or creativity is not as prized as a student's ability to mimic the teacher's lesson strategies or produce vocal or written repetition of material. If a student is supposed to model his thoughts after what material has been presented to him, where lies the possibility for originality? This thought has worried me.
In his article, "But What About that Gigantic Elephant in the Room?", Albert Bandura addresses my fears: "Another misconception requiring retirement claimed that modeling is antithetical to creativity. Quite the contrary. There are several ways in which modeling promotes innovativeness. Modeling novel ways of thinking and doing things fosters innovativeness in others, whereas modeling conventional styles curtails it," (3).
Bandura goes on to describe that students who are exposed to several different models of thought can in fact come up with new, original ideas (3). He credits this process to "selective hybridization", or the ability of a student to select pertinent information from several different models and mold the information into a new existence that fits the individual's purpose (3). This sounds optimum to me, and I would agree that this theory sounds like it fosters creativity; my only problem is that Bandura does not list any examples of this process in practical terms. Can anyone think of one based on their experiences? I can think of a few based on movies, but no real life success stories are coming to me.
Looking unbiasedly, it seems like I am highly influenced by whatever mode of thought is presented to me at the time. For example, when I was introduced to the idea of "new historicism", I believed that all literature should in fact, be discussed in the context in which the author wrote it. I held that view until I came across a professor who believed that literature should be addressed solely as its own entity, separate from the author or the context of the time. I then adopted that belief (this makes me sound a little wishy-washy, though, doesn't it?). After coming across more new-historians, I have found my beliefs to have shifted back to that frame of mind. After making this observation about myself, I am determined to make an effort to discern what I think; I'd like to think that while I prize creativity and originality, it is not out of reach for me.
This reminds me again of the Good Will Hunting clip I posted on my Activity 5.2 blog post. (I'll post it again - watch from 1:10 to see the interaction). The graduate student at the bar with Will (Matt Damon) was doing exactly as I was; he merely encountered a thought process and adopted it as his own. As Bandura would say, the graduate student exemplifies the misconception "that modeling is antithetical to creativity" (3). Will, then, provides the opposition - he represents the possibility to form one's own thoughts based on the provisions of others, the opportunity for originality.
I have always been interested in the role of creativity and innovation in the learning processes. It sometimes feels to me like originality or creativity is not as prized as a student's ability to mimic the teacher's lesson strategies or produce vocal or written repetition of material. If a student is supposed to model his thoughts after what material has been presented to him, where lies the possibility for originality? This thought has worried me.
In his article, "But What About that Gigantic Elephant in the Room?", Albert Bandura addresses my fears: "Another misconception requiring retirement claimed that modeling is antithetical to creativity. Quite the contrary. There are several ways in which modeling promotes innovativeness. Modeling novel ways of thinking and doing things fosters innovativeness in others, whereas modeling conventional styles curtails it," (3).
Bandura goes on to describe that students who are exposed to several different models of thought can in fact come up with new, original ideas (3). He credits this process to "selective hybridization", or the ability of a student to select pertinent information from several different models and mold the information into a new existence that fits the individual's purpose (3). This sounds optimum to me, and I would agree that this theory sounds like it fosters creativity; my only problem is that Bandura does not list any examples of this process in practical terms. Can anyone think of one based on their experiences? I can think of a few based on movies, but no real life success stories are coming to me.
Looking unbiasedly, it seems like I am highly influenced by whatever mode of thought is presented to me at the time. For example, when I was introduced to the idea of "new historicism", I believed that all literature should in fact, be discussed in the context in which the author wrote it. I held that view until I came across a professor who believed that literature should be addressed solely as its own entity, separate from the author or the context of the time. I then adopted that belief (this makes me sound a little wishy-washy, though, doesn't it?). After coming across more new-historians, I have found my beliefs to have shifted back to that frame of mind. After making this observation about myself, I am determined to make an effort to discern what I think; I'd like to think that while I prize creativity and originality, it is not out of reach for me.
This reminds me again of the Good Will Hunting clip I posted on my Activity 5.2 blog post. (I'll post it again - watch from 1:10 to see the interaction). The graduate student at the bar with Will (Matt Damon) was doing exactly as I was; he merely encountered a thought process and adopted it as his own. As Bandura would say, the graduate student exemplifies the misconception "that modeling is antithetical to creativity" (3). Will, then, provides the opposition - he represents the possibility to form one's own thoughts based on the provisions of others, the opportunity for originality.
Activity 7.2
English was my thing. All throughout my undergraduate career and high school before that, I was always extremely successful in English and Literature classes. Nothing but A's. And more so, I knew I was always successful and believed that I always would be.
That's why it was an earth-shattering blow, when, in Spring Semester 2011, I received a C in ENG 335. I still feel a little angry when I think about that class. I couldn't believe it when I got my grade. I got a C?!? My confidence was bruised; I didn't want to tell anyone about this horrible C on my transcript. (I was also a bit dramatic). My self-efficacy was not broken, merely momentarily winded. I came back the next semester with a renewed sense of determination. I made sure that I would not receive a C in an English class again; I knew that it was within my power to succeed. My sense of self-efficacy rallied and I succeeded the next three semesters.
However, this is not the first C I'd received at the University. The semester before I took that ill-fated ENG 335, I received a C in Statistics. And I was fine with it. I hate math and I have never believed that I was good at it. The C in that class, one that I actually struggled to attain, was not a beacon of failure like the C in ENG 335, but rather, a goal achieved. It was a check off the list; no more math in college! I had a weak sense of self-efficacy in this regard and was happy that I passed the class by the skin of my teeth.
My two C's held two drastically different meanings: one stood for devastating failure and the other, happy success. What made the difference? Context. My situation was very similar to the situation Frank Parajes depicts in his chapter "Self-Efficacy During Childhood and Adolescence":
"A student accustomed to receiving As on exams in [a] class and subject and who worked hard throughout the term and studied for the exam will view the B in ways quite dissimilar from that of a student accustomed to receiving Cs and who worked equally hard. For the former, the B will be received with distress; for the latter, the B is likely to be received with elation. The student accustomed to receiving As is likely to have her academic confidence bruised; the C-acquainted student is sure to have her confidence boosted. Context is not always everything, but it colors everything," (342).
Because of my strong sense of self-efficacy in one subject and my weak sense in the other, the two identical grades had vastly different meanings and effects on me. The context of each situation "colored" my response to each C.
English was my thing. All throughout my undergraduate career and high school before that, I was always extremely successful in English and Literature classes. Nothing but A's. And more so, I knew I was always successful and believed that I always would be.
That's why it was an earth-shattering blow, when, in Spring Semester 2011, I received a C in ENG 335. I still feel a little angry when I think about that class. I couldn't believe it when I got my grade. I got a C?!? My confidence was bruised; I didn't want to tell anyone about this horrible C on my transcript. (I was also a bit dramatic). My self-efficacy was not broken, merely momentarily winded. I came back the next semester with a renewed sense of determination. I made sure that I would not receive a C in an English class again; I knew that it was within my power to succeed. My sense of self-efficacy rallied and I succeeded the next three semesters.
However, this is not the first C I'd received at the University. The semester before I took that ill-fated ENG 335, I received a C in Statistics. And I was fine with it. I hate math and I have never believed that I was good at it. The C in that class, one that I actually struggled to attain, was not a beacon of failure like the C in ENG 335, but rather, a goal achieved. It was a check off the list; no more math in college! I had a weak sense of self-efficacy in this regard and was happy that I passed the class by the skin of my teeth.
My two C's held two drastically different meanings: one stood for devastating failure and the other, happy success. What made the difference? Context. My situation was very similar to the situation Frank Parajes depicts in his chapter "Self-Efficacy During Childhood and Adolescence":
"A student accustomed to receiving As on exams in [a] class and subject and who worked hard throughout the term and studied for the exam will view the B in ways quite dissimilar from that of a student accustomed to receiving Cs and who worked equally hard. For the former, the B will be received with distress; for the latter, the B is likely to be received with elation. The student accustomed to receiving As is likely to have her academic confidence bruised; the C-acquainted student is sure to have her confidence boosted. Context is not always everything, but it colors everything," (342).
Because of my strong sense of self-efficacy in one subject and my weak sense in the other, the two identical grades had vastly different meanings and effects on me. The context of each situation "colored" my response to each C.
Activity 7.1
These are the factors that I believe are most influential to learning. When I was brainstorming, I couldn't help but think about the story of Johnny from Module 1. As a class, we listed several reasons (formalisms, I now know them to be called, since we had no basis for them) for why he was experiencing difficulties. These listed reasons, even if they didn't apply in the Johnny situation, did, however, illustrate our understanding of the factors believed to be most influential to learning. I found it slightly difficult to distinguish personal factors from behavioral factors.
Environmental Factors
These are the factors that I believe are most influential to learning. When I was brainstorming, I couldn't help but think about the story of Johnny from Module 1. As a class, we listed several reasons (formalisms, I now know them to be called, since we had no basis for them) for why he was experiencing difficulties. These listed reasons, even if they didn't apply in the Johnny situation, did, however, illustrate our understanding of the factors believed to be most influential to learning. I found it slightly difficult to distinguish personal factors from behavioral factors.
Environmental Factors
- Primary needs - Food, water, shelter, etc.
- Family Support/ Parents - Absent or abusive parents may prove detrimental to learning, while caring, involved parents may foster learning
- Family Environment
- Socioeconomic level - If the student is worried about money issues at home, then her ability to learn may be jeopardized. Likewise, if the student does not have to worry about money issues, her focus can be shifted entirely to learning.
- Peers - Students are strongly influenced by their peers; if a student's peers view learning as stupid, there is a good chance that the student could be persuaded to believe that as well.
- School Philosophy - Whatever the school's philosophy or thought process on learning is, it is bound to affect the learning processes of its students.
- Comforting Learning Environment - if the student feels comfortable, then she may learn easier.
- Teachers - Teachers are part of the learning environment. Simply put, some teachers are better than others; teachers students come into contact with are going to influence their learning process.
Behavioral Factors
- Determination
- Self-Regulation
- Attention
- Perseverance
- Attendance - If a student chooses not to attend school, his ability to learn from the classroom is greatly effected.
Personal Factors
- Intelligence
- Personality traits
- Motivation/Determination
- Self-Regulation
- Attitude/Willingness to learn
- Information Storage/Recall
Monday, July 16, 2012
Activity 6.4
I like Kegan's assertion in his chapter about Jackie, a woman featured in Kathleen Taylor's study of adults reentering schools. Jackie, who professed new found confidence and self-assurance after returning to school, developed what Kegan termed as "self-authorship, of becoming the definer of one's acceptability," (301). I would very much like to become the definer of my own acceptability - to be perfectly happy with my own existence separate from any other individual. However, I'm having a hard time believing that this state of "self-authorship" is a permanent position; it would seem to me that some people would feel more confident or self-assured in some situations or years of their life than others.
I can't imagine that once achieved, self-authorship is unchangeable. It is not a permanent characteristic, like the color of your eyes, but an active choice of world perception. Certain issues will appear, as issues always do, but it will be an active choice to remain confident and stable in my own shoes. But no matter how self-accepting I wish to be, I want to allow those around me (if they choose ) to lend a helping hand in my life. After all, being self-accepting and owning self-authorship doesn't mean advocating self-isolation.
As for Power's chapter, it reminded me strongly of Rosen's article from Week 4, The Myth of Multitasking. All of the busy, busy, busy modern day problems (and modern day solutions: multitasking) can be eased by simply relaxing. Chilling. Taking a walk out doors without the cell phone. My boyfriend is an RA at a state sponsored camp that requires that all campers give up their cell phones during the entire day. The campers may use them at night and only in their rooms. I thought that the rule was oppressive and was happy that my boyfriend was still allowed to use his cell phone whenever he wants. But, when I said that to him, he merely shrugged and said, "It's not really a big deal. By the third day, the campers never even miss them."
I was slightly shocked. Not because of the fact that their cell phones weren't missed, but because the opportunity to call anyone at anytime was not missed. The connectivity to everyone in their contact lists was not missed. Whoa. What?
"Wouldn't they want to be able to call the people they miss at anytime?"
My boyfriend replied, "We are trying to teach them to experience what is happening right now."
And apparently, after three days, the campers love it.
I like Kegan's assertion in his chapter about Jackie, a woman featured in Kathleen Taylor's study of adults reentering schools. Jackie, who professed new found confidence and self-assurance after returning to school, developed what Kegan termed as "self-authorship, of becoming the definer of one's acceptability," (301). I would very much like to become the definer of my own acceptability - to be perfectly happy with my own existence separate from any other individual. However, I'm having a hard time believing that this state of "self-authorship" is a permanent position; it would seem to me that some people would feel more confident or self-assured in some situations or years of their life than others.
I can't imagine that once achieved, self-authorship is unchangeable. It is not a permanent characteristic, like the color of your eyes, but an active choice of world perception. Certain issues will appear, as issues always do, but it will be an active choice to remain confident and stable in my own shoes. But no matter how self-accepting I wish to be, I want to allow those around me (if they choose ) to lend a helping hand in my life. After all, being self-accepting and owning self-authorship doesn't mean advocating self-isolation.
As for Power's chapter, it reminded me strongly of Rosen's article from Week 4, The Myth of Multitasking. All of the busy, busy, busy modern day problems (and modern day solutions: multitasking) can be eased by simply relaxing. Chilling. Taking a walk out doors without the cell phone. My boyfriend is an RA at a state sponsored camp that requires that all campers give up their cell phones during the entire day. The campers may use them at night and only in their rooms. I thought that the rule was oppressive and was happy that my boyfriend was still allowed to use his cell phone whenever he wants. But, when I said that to him, he merely shrugged and said, "It's not really a big deal. By the third day, the campers never even miss them."
I was slightly shocked. Not because of the fact that their cell phones weren't missed, but because the opportunity to call anyone at anytime was not missed. The connectivity to everyone in their contact lists was not missed. Whoa. What?
"Wouldn't they want to be able to call the people they miss at anytime?"
My boyfriend replied, "We are trying to teach them to experience what is happening right now."
And apparently, after three days, the campers love it.
Activity 6.3 William's Will
I really enjoyed the chapter on the will. I was interested by one point James brings up; he provides an insight into the idea of the teacher's will superseding the will of the student's, thus "breaking" the student's will. He says instead of breaking a child's will (I'm assuming he means corporeally), that a teacher must give the child a brief hiatus from the subject and then resume the task later (110-11). My question is, would James ever endorse the "breaking of someone's will"? (I hate that phrase - its so animalistic).
Also, a brief fun fact: the John Wesley that James quotes in this section on 'the balky will' is the same man who founded the Methodist Church (110). Since I was raised in the Methodist Church, it was an interesting connection for me. Though Wesley meant well with his fervent call to will-breaking, it does make me feel a little grateful that I survived my childhood with my will intact. My parents took an approach similar to the one James advocates: when I simply could NOT grasp a concept or task, instead of making sure that their will dominated mine, they decided to distract me with another task. When I was ready to tackle the formerly difficult task again, I was more capable because of the way my parents handled the situation. For example, when I was young, I could not understand the differences between all the various cleaning products. I would use glass cleaner to polish wood and such. Instead of punishing me for continually getting the products mixed up, they gave me a new task; I was appointed to sweeping and mopping patrol. Eventually, I got the hang of all the products but it came much easier than if I had been punished and forced to continually try to understand.
I was also interested in the passage in which James describes the "expulsive power of higher emotion" (106).
He writes, "Fear arrests appetite, maternal love annuls fear, respect checks sensuality, and the like; and in the more subtle manifestations of the moral life, whenever an ideal stirring is suddenly quickened into intensity, it is as if the whole scale of values of our motives changed its equilibrium. The force of old temperatures vanishes, and what a moment ago was impossible is now not only possible, but easy, because of their inhibition," (106). I would be interested in discussing this "power of higher emotion" in class.
I have found an example of this effect in yet another youtube clip:
Yes, I'm bring Pride and Prejudice into the conversation. In this clip, Mr. Darcy proclaims that his sudden passionate feelings for Elizabeth Bennett trumps all of his previously valid reasons for denying his emotions. Because of the gravity of his feelings, his former inhibitions fall away "and what a moment ago was impossible is not only possible, but easy".
I really enjoyed the chapter on the will. I was interested by one point James brings up; he provides an insight into the idea of the teacher's will superseding the will of the student's, thus "breaking" the student's will. He says instead of breaking a child's will (I'm assuming he means corporeally), that a teacher must give the child a brief hiatus from the subject and then resume the task later (110-11). My question is, would James ever endorse the "breaking of someone's will"? (I hate that phrase - its so animalistic).
Also, a brief fun fact: the John Wesley that James quotes in this section on 'the balky will' is the same man who founded the Methodist Church (110). Since I was raised in the Methodist Church, it was an interesting connection for me. Though Wesley meant well with his fervent call to will-breaking, it does make me feel a little grateful that I survived my childhood with my will intact. My parents took an approach similar to the one James advocates: when I simply could NOT grasp a concept or task, instead of making sure that their will dominated mine, they decided to distract me with another task. When I was ready to tackle the formerly difficult task again, I was more capable because of the way my parents handled the situation. For example, when I was young, I could not understand the differences between all the various cleaning products. I would use glass cleaner to polish wood and such. Instead of punishing me for continually getting the products mixed up, they gave me a new task; I was appointed to sweeping and mopping patrol. Eventually, I got the hang of all the products but it came much easier than if I had been punished and forced to continually try to understand.
I was also interested in the passage in which James describes the "expulsive power of higher emotion" (106).
He writes, "Fear arrests appetite, maternal love annuls fear, respect checks sensuality, and the like; and in the more subtle manifestations of the moral life, whenever an ideal stirring is suddenly quickened into intensity, it is as if the whole scale of values of our motives changed its equilibrium. The force of old temperatures vanishes, and what a moment ago was impossible is now not only possible, but easy, because of their inhibition," (106). I would be interested in discussing this "power of higher emotion" in class.
I have found an example of this effect in yet another youtube clip:
Yes, I'm bring Pride and Prejudice into the conversation. In this clip, Mr. Darcy proclaims that his sudden passionate feelings for Elizabeth Bennett trumps all of his previously valid reasons for denying his emotions. Because of the gravity of his feelings, his former inhibitions fall away "and what a moment ago was impossible is not only possible, but easy".
Activity 6. 2
While I watched and was interested by the Marshmellow video, I was very interested in Dan Meyer's video on teaching mathematics. I now know that I can blame all my mathematical deficiencies on the text book. It makes me feel better.
On a different note, I was pleased that one of Meyers "to-do's" in his classroom (#1 in fact) was multi-media teaching. I am a huge proponent of multimedia teaching and have planned many of my future units around the concept of integrating several different mediums of information into my class curriculum. I would consider multimedia teaching as the modern day exemplification of how James hopes teachers will stimulate interest in their students.
James writes in his compilation Talks to Teachers on Psychology that "one teacher's mind will fairly coruscate with points of connection between the new lesson and the circumstances of the children's other experience. Anecdotes and reminiscences will abound in her talk; and the shuttle of interest will shoot backward and forward, weaving the new with the old together in a lively and entertaining way, " (67).
With the interest and experience of students existing more than ever in the technological realm, it seems dangerously erroneous to continue teaching in the same format as decades past. Teachers can embrace the interests of their students, and then direct their attention to the necessary curriculum based on those interests.
As for multimedia teaching, I often choose books for my units that have film or musical counterparts. You could even analyze book covers and movie posters. Everything is fair game. This engages the students, allowing them to interact with different versions of the same story. For example, if I were to teach a unit on utopias and dystopias, I could assign The Hunger Games by Suzanne Collins. (There has been a big push for the use of popular literature in classrooms to stimulate interest among students. Very Jamesian of them. ) Since The Hunger Games has a movie adaptation, that allows for many more avenues of discussion and interpretation, even among formally timid readers. I would ask questions like:
(for character analysis)
Are the characters in the books portrayed the same way in the movie? What's different? How can you tell?
(for discussions on intended audiences and tone)
Why do you think the film makers chose to make those differences? How do those differences change the tone? Do you think the film makers had the same intent as Suzanne Collins when writing the book? What can you tell about the film maker's intent by evaluating the casting choices?
And so on...
I could go further about my classroom decisions (I have A LOT of ideas on how to use art work, music, non fiction elements) but I won't write them all down.
While I watched and was interested by the Marshmellow video, I was very interested in Dan Meyer's video on teaching mathematics. I now know that I can blame all my mathematical deficiencies on the text book. It makes me feel better.
On a different note, I was pleased that one of Meyers "to-do's" in his classroom (#1 in fact) was multi-media teaching. I am a huge proponent of multimedia teaching and have planned many of my future units around the concept of integrating several different mediums of information into my class curriculum. I would consider multimedia teaching as the modern day exemplification of how James hopes teachers will stimulate interest in their students.
James writes in his compilation Talks to Teachers on Psychology that "one teacher's mind will fairly coruscate with points of connection between the new lesson and the circumstances of the children's other experience. Anecdotes and reminiscences will abound in her talk; and the shuttle of interest will shoot backward and forward, weaving the new with the old together in a lively and entertaining way, " (67).
With the interest and experience of students existing more than ever in the technological realm, it seems dangerously erroneous to continue teaching in the same format as decades past. Teachers can embrace the interests of their students, and then direct their attention to the necessary curriculum based on those interests.
As for multimedia teaching, I often choose books for my units that have film or musical counterparts. You could even analyze book covers and movie posters. Everything is fair game. This engages the students, allowing them to interact with different versions of the same story. For example, if I were to teach a unit on utopias and dystopias, I could assign The Hunger Games by Suzanne Collins. (There has been a big push for the use of popular literature in classrooms to stimulate interest among students. Very Jamesian of them. ) Since The Hunger Games has a movie adaptation, that allows for many more avenues of discussion and interpretation, even among formally timid readers. I would ask questions like:
(for character analysis)
Are the characters in the books portrayed the same way in the movie? What's different? How can you tell?
(for discussions on intended audiences and tone)
Why do you think the film makers chose to make those differences? How do those differences change the tone? Do you think the film makers had the same intent as Suzanne Collins when writing the book? What can you tell about the film maker's intent by evaluating the casting choices?
And so on...
I could go further about my classroom decisions (I have A LOT of ideas on how to use art work, music, non fiction elements) but I won't write them all down.
Activity 6. 1
Why is problem solving analogous to learning?
Both processes involve heavy emphasis on change in behavior and importance of integrating knowledge gained through experience. Since our class has defined learning as "a process inferred that involves a relatively permanent change in behavior or the capacity to behave that is the result of our direct or indirect experience", we recognize that it is our experiences that changes our behavior. It is unlikely that we would learn anything without experiencing anything in some way. Similarly, authors Pretz, Naples & Sternberg recognize that our experiences play a role in the problem solving process as well.
If, when solving a problem, a person has no previous experience with the situation, her attempt to "develop a solution strategy" (Pretz, Naples & Sternberg, 4) might not successful. However, since she has gained experience from her failed solution (or successful solution - for she would remember what do if the problem arises again), she is more likely to succeed in solving the problem in a future attempt.
So, as a heart and a pump jack (a pump jack is the horse head mechanism for pumping oil from a well into a tank - they are usually seen in the middle of fields) are analogous in that they both pump liquids throughout their systems, problem solving and learning are analogous in that they both capitalize on the importance of cleaving information from experiences.
Is all learning problem solving or do we learn without solving problems?
It seems that while most conscious learning is problem solving, any latent learning or subconscious learning is not problem solving. To bring in a tenet of constructivism, any attempt to correct disequilibrium would be considered problem solving (ie. there is a problem that is causing a dissonance between what you had expected and reality). Even so, spontaneous learning can still happen without the problem or dissonance motivating the process.
Take children, for example. Once a child reaches two or three, he becomes a SPONGE. Literally, everything in his surroundings becomes a valuable tool for learning ("What's that? What's this? Why are you doing that?...". His vocabulary expands drastically and he learns many things - there is no problem solving involved, simply learning.
Connect central concepts in the assigned readings to an important problem that you have recently solved or that you are trying to solve
For another class, I had been attempting to contact a professional in the community for an interview. Now, I've had difficulty contacting people for interviews and such before through my job at Residence Life. This time, in order to be more prepared, I initiated the interview three weeks before it was due to avoid any complications.
However, despite the professional's initial excitement about being interviewed, two weeks went by without a response to my questions. I had sent a preliminary email to gauge her process; I decided to wait on sending another and give her the benefit of the doubt - after all, she is a hard working lady!
Still no response. Obviously, my solution of waiting for a response did not work. The Friday before assignment was due (on that next Tuesday), I began to get nervous. I had to reevaluate my options. I needed to decide whether I had time to contact another professional in the community before the due date or if I should put all hopes in my first interviewee.
I decided to stick with the first interviewee because, not only was I very interested in her program and contribution to society, but there was no time to contact anyone else. I sent her an email on that Friday explaining when my assignment was due and followed that with another email on Saturday and Monday morning. With the assignment being due at midnight the next day, I was getting beyond anxious. Fortunately, Monday afternoon she did come through, emailing me back wonderfully crafted answers to each of my questions. The assignment was saved and my grades were out of immediate peril.
It was essential for my grade that I evaluate the information, and plan a suitable solution to my problem. When my first (slightly weak) decision to wait out the silence failed, I needed to step up, reevaluate the situation and plan accordingly. Using the past experience to bolster my new plan, which was to send prodding emails until she responded, I was successful in my endeavor.
Why is problem solving analogous to learning?
Both processes involve heavy emphasis on change in behavior and importance of integrating knowledge gained through experience. Since our class has defined learning as "a process inferred that involves a relatively permanent change in behavior or the capacity to behave that is the result of our direct or indirect experience", we recognize that it is our experiences that changes our behavior. It is unlikely that we would learn anything without experiencing anything in some way. Similarly, authors Pretz, Naples & Sternberg recognize that our experiences play a role in the problem solving process as well.
If, when solving a problem, a person has no previous experience with the situation, her attempt to "develop a solution strategy" (Pretz, Naples & Sternberg, 4) might not successful. However, since she has gained experience from her failed solution (or successful solution - for she would remember what do if the problem arises again), she is more likely to succeed in solving the problem in a future attempt.
So, as a heart and a pump jack (a pump jack is the horse head mechanism for pumping oil from a well into a tank - they are usually seen in the middle of fields) are analogous in that they both pump liquids throughout their systems, problem solving and learning are analogous in that they both capitalize on the importance of cleaving information from experiences.
Is all learning problem solving or do we learn without solving problems?
It seems that while most conscious learning is problem solving, any latent learning or subconscious learning is not problem solving. To bring in a tenet of constructivism, any attempt to correct disequilibrium would be considered problem solving (ie. there is a problem that is causing a dissonance between what you had expected and reality). Even so, spontaneous learning can still happen without the problem or dissonance motivating the process.
Take children, for example. Once a child reaches two or three, he becomes a SPONGE. Literally, everything in his surroundings becomes a valuable tool for learning ("What's that? What's this? Why are you doing that?...". His vocabulary expands drastically and he learns many things - there is no problem solving involved, simply learning.
Connect central concepts in the assigned readings to an important problem that you have recently solved or that you are trying to solve
For another class, I had been attempting to contact a professional in the community for an interview. Now, I've had difficulty contacting people for interviews and such before through my job at Residence Life. This time, in order to be more prepared, I initiated the interview three weeks before it was due to avoid any complications.
However, despite the professional's initial excitement about being interviewed, two weeks went by without a response to my questions. I had sent a preliminary email to gauge her process; I decided to wait on sending another and give her the benefit of the doubt - after all, she is a hard working lady!
Still no response. Obviously, my solution of waiting for a response did not work. The Friday before assignment was due (on that next Tuesday), I began to get nervous. I had to reevaluate my options. I needed to decide whether I had time to contact another professional in the community before the due date or if I should put all hopes in my first interviewee.
I decided to stick with the first interviewee because, not only was I very interested in her program and contribution to society, but there was no time to contact anyone else. I sent her an email on that Friday explaining when my assignment was due and followed that with another email on Saturday and Monday morning. With the assignment being due at midnight the next day, I was getting beyond anxious. Fortunately, Monday afternoon she did come through, emailing me back wonderfully crafted answers to each of my questions. The assignment was saved and my grades were out of immediate peril.
It was essential for my grade that I evaluate the information, and plan a suitable solution to my problem. When my first (slightly weak) decision to wait out the silence failed, I needed to step up, reevaluate the situation and plan accordingly. Using the past experience to bolster my new plan, which was to send prodding emails until she responded, I was successful in my endeavor.
Wednesday, July 11, 2012
Activity 5.5
One point I thought was interesting about the video portion of our discussion was Kelly's video. It talked about a man known as H.M, who had sustained damage to the part of his brain that allowed him formulate memories. This led to a discussion on the biological functions of each part of the brain in accordance to memory and then to Jennifer's video on synesthesia. Having little background in psychology, it was enlightening to see biological functions described with psychological implications.
Also interesting was Karen's reaction to my description of my video. Once I described that the man featured in my video pinpointed "learning patterns" (ie. associations and habits as James might call them) as the key to learning new languages, Karen provided insight on that point: even though the man in my video seems completely ignorant of James and his grip on educational philosophy, the man is able to, from his own experiences, come to the same conclusion as James on how people learn. This seems to point to an innate understanding of how learning occurs, no?
We also decided that some subject matters do lend themselves more easily to a minimally guided lesson, such as English or literature. The article by Kirshner, Sweller, and Clark, "Why Minimal Guidance During Instruction Does Not Work", did seem to be too final and overreaching with its dismissal of a minimally guided curriculum. They did not research the fact that different subjects can be taught effectively in different fashions: a minimally guided class on literature might be taught successfully, while a science class may flounder.
One point I thought was interesting about the video portion of our discussion was Kelly's video. It talked about a man known as H.M, who had sustained damage to the part of his brain that allowed him formulate memories. This led to a discussion on the biological functions of each part of the brain in accordance to memory and then to Jennifer's video on synesthesia. Having little background in psychology, it was enlightening to see biological functions described with psychological implications.
Also interesting was Karen's reaction to my description of my video. Once I described that the man featured in my video pinpointed "learning patterns" (ie. associations and habits as James might call them) as the key to learning new languages, Karen provided insight on that point: even though the man in my video seems completely ignorant of James and his grip on educational philosophy, the man is able to, from his own experiences, come to the same conclusion as James on how people learn. This seems to point to an innate understanding of how learning occurs, no?
We also decided that some subject matters do lend themselves more easily to a minimally guided lesson, such as English or literature. The article by Kirshner, Sweller, and Clark, "Why Minimal Guidance During Instruction Does Not Work", did seem to be too final and overreaching with its dismissal of a minimally guided curriculum. They did not research the fact that different subjects can be taught effectively in different fashions: a minimally guided class on literature might be taught successfully, while a science class may flounder.
Activity 5.4
I watched Kelly Garringer-Maccabe's video: http://www.pbs.org/wgbh/nova/body/how-memory-works.html
AND
Jordan Sharpe's video: http://www.youtube.com/watch?feature=player_embedded&v=bfhIuaD183I
I watched Kelly Garringer-Maccabe's video: http://www.pbs.org/wgbh/nova/body/how-memory-works.html
AND
Jordan Sharpe's video: http://www.youtube.com/watch?feature=player_embedded&v=bfhIuaD183I
...either you got it or you don't.
Activity 5.2
There is a popular T.V show on USA right now called Suits. It features a man who "consumes knowledge like you've never seen before" (his words, not mine).I posted a link to the trailer because it introduces the title character as person of fantastic talents. My question is this, is this character more successful at "consuming knowledge" because he is capable of storing infinite amounts of information or because he possesses superior skill at retrieving information perceived from memory? What do you think?
This character on the show reminds of the blessed group of people James refers to in Chapter 12: "And, when both memory and philosophy combine together in one person, then indeed we have the highest sort of intellectual efficiency. Your Walter Scotts, your Leibnitzes, your Gladstones, and your Goethes, all your folio copies of mankind, belong to this type," (James, 79-80). This seems to suggest that either you've got the gift to recall information and relate it efficiently (and often times, brilliantly) to the world or you don't. It would seem that we are highly influenced, as James lists, by the people who "got it".
James does go on to mention people who can "work out results or recollect where in the books to find them" (80). I would imagine that most people, including myself, fall into this mass - people who are indeed capable, but just not the most capable. I once had the misfortune of researching for a literature paper alongside of an individual that James would categorize as one with "the highest sort of intellectual efficiency". We had the same topic; I don't remember what it was, but I bet he would. While he was whizzing along, recalling quotes, studies, statistics, criticisms and lectures, I was anxiously flipping through crusty book pages in hopes for a measly reference. Eventually, I did find all the resources I needed (after several more trips to the library and hours on the computer) and did finally complete my paper. However, my classmate had been done for a week, spending no more than a few hours researching and crafting his essay. Both of us received high marks on our papers, but he was much more efficient and economical with his search.
Another individual with "highest sort of intellectual efficiency" is the Matt Damon's character, Will, in the movie Good Will Hunting. In a memorable scene, a pompous graduate student, after being utterly decimated by Will in an intellectual spitting match, predicts while he is successful with his costly educational degrees, Will will be "serving his kids fries". Will's reply is what interests me: "Well, at least I won't be unoriginal". (Watch the clip from 1:10 to see the interaction).
The graduate student could recall with accuracy the information being taught in his Harvard classes; he could recite whole phrases from complex text. But what he lacked was Will's ability to blend his recollection of the subject matter with his own experiences on the matter, thus creating new and original thoughts. The way I see it, the graduate student's education is not serving its full purpose. Now, as teachers, we focus on discovering new ways to make it easier for our students to recall information. My opinion may be cheapened by the fact that I have not yet begun to teach, but it does seem that, if education stops merely at the recollection of information, we are not providing our students with the widest array of possibilities. Students should be encouraged not only to recall information from classes, but to go further, to formulate their own opinions, thoughts and discoveries based on what is learned. Originality should be prized more highly.
There is a popular T.V show on USA right now called Suits. It features a man who "consumes knowledge like you've never seen before" (his words, not mine).I posted a link to the trailer because it introduces the title character as person of fantastic talents. My question is this, is this character more successful at "consuming knowledge" because he is capable of storing infinite amounts of information or because he possesses superior skill at retrieving information perceived from memory? What do you think?
This character on the show reminds of the blessed group of people James refers to in Chapter 12: "And, when both memory and philosophy combine together in one person, then indeed we have the highest sort of intellectual efficiency. Your Walter Scotts, your Leibnitzes, your Gladstones, and your Goethes, all your folio copies of mankind, belong to this type," (James, 79-80). This seems to suggest that either you've got the gift to recall information and relate it efficiently (and often times, brilliantly) to the world or you don't. It would seem that we are highly influenced, as James lists, by the people who "got it".
James does go on to mention people who can "work out results or recollect where in the books to find them" (80). I would imagine that most people, including myself, fall into this mass - people who are indeed capable, but just not the most capable. I once had the misfortune of researching for a literature paper alongside of an individual that James would categorize as one with "the highest sort of intellectual efficiency". We had the same topic; I don't remember what it was, but I bet he would. While he was whizzing along, recalling quotes, studies, statistics, criticisms and lectures, I was anxiously flipping through crusty book pages in hopes for a measly reference. Eventually, I did find all the resources I needed (after several more trips to the library and hours on the computer) and did finally complete my paper. However, my classmate had been done for a week, spending no more than a few hours researching and crafting his essay. Both of us received high marks on our papers, but he was much more efficient and economical with his search.
Another individual with "highest sort of intellectual efficiency" is the Matt Damon's character, Will, in the movie Good Will Hunting. In a memorable scene, a pompous graduate student, after being utterly decimated by Will in an intellectual spitting match, predicts while he is successful with his costly educational degrees, Will will be "serving his kids fries". Will's reply is what interests me: "Well, at least I won't be unoriginal". (Watch the clip from 1:10 to see the interaction).
The graduate student could recall with accuracy the information being taught in his Harvard classes; he could recite whole phrases from complex text. But what he lacked was Will's ability to blend his recollection of the subject matter with his own experiences on the matter, thus creating new and original thoughts. The way I see it, the graduate student's education is not serving its full purpose. Now, as teachers, we focus on discovering new ways to make it easier for our students to recall information. My opinion may be cheapened by the fact that I have not yet begun to teach, but it does seem that, if education stops merely at the recollection of information, we are not providing our students with the widest array of possibilities. Students should be encouraged not only to recall information from classes, but to go further, to formulate their own opinions, thoughts and discoveries based on what is learned. Originality should be prized more highly.
Activity 5.1
Does learning depend on memory? Have we learned a thing if we can't remember it? Why is it that we remember so (seemingly) little of what we have been taught? Can we conclude that we have "forgotten" something if we cannot recall information verbally? On the other hand, why do we often remember (and often so vividly) the very things we wish to forget?
I would imagine that learning does depend on memory, in the way that you have to remember an action or thought process many times before it becomes a habit.
I think that, since we defined learning as a relatively permanent change, it would seem to say that if one can't remember a fact that it wasn't really learned. In that case, it would make more since to say that it was memorized, not learned.
I have heard that facts, once learned, are always floating around in our brains - the problem arises when they cannot be retrieved at will. I have read countless essays over literary criticism (essentially being taught) , but I have trouble recalling any author's opinion at any given time. I think that the reason behind my failure to remember is the fact that the information never made its way to my long term memory bank; really, I just memorized their opinions long enough to reference them in my papers, and then forgot all about them.
I'm not sure if we can count something as "forgotten" if we can still recall what it is that was forgot. I'm famous for answering questions with, "I know the answer, Professor, but I can't formulate it into words. It's like this...". The fact that I can describe the forgotten word or concept in "its like this" terms seems to point out that I do in fact remember the subject matter, if not the accurate verbal description?
I would imagine that the reason horrible things are remembered so vividly is related to the emotion that is sparked upon their conception. It seems, at least to me, that the emotions accompanied by the memory are remembered so much clearer than the actual event; horrible memories refuse to die because of the impression they made on us. For example, I have had horrible dreams since I was a little kid after watching a particular Goosebumps episode about a deranged cat/monster. Yes, really. But I have trouble recalling the actual episode itself; it is far easier for me to remember the feelings I had when watching the video.
Does learning depend on memory? Have we learned a thing if we can't remember it? Why is it that we remember so (seemingly) little of what we have been taught? Can we conclude that we have "forgotten" something if we cannot recall information verbally? On the other hand, why do we often remember (and often so vividly) the very things we wish to forget?
I would imagine that learning does depend on memory, in the way that you have to remember an action or thought process many times before it becomes a habit.
I think that, since we defined learning as a relatively permanent change, it would seem to say that if one can't remember a fact that it wasn't really learned. In that case, it would make more since to say that it was memorized, not learned.
I have heard that facts, once learned, are always floating around in our brains - the problem arises when they cannot be retrieved at will. I have read countless essays over literary criticism (essentially being taught) , but I have trouble recalling any author's opinion at any given time. I think that the reason behind my failure to remember is the fact that the information never made its way to my long term memory bank; really, I just memorized their opinions long enough to reference them in my papers, and then forgot all about them.
I'm not sure if we can count something as "forgotten" if we can still recall what it is that was forgot. I'm famous for answering questions with, "I know the answer, Professor, but I can't formulate it into words. It's like this...". The fact that I can describe the forgotten word or concept in "its like this" terms seems to point out that I do in fact remember the subject matter, if not the accurate verbal description?
I would imagine that the reason horrible things are remembered so vividly is related to the emotion that is sparked upon their conception. It seems, at least to me, that the emotions accompanied by the memory are remembered so much clearer than the actual event; horrible memories refuse to die because of the impression they made on us. For example, I have had horrible dreams since I was a little kid after watching a particular Goosebumps episode about a deranged cat/monster. Yes, really. But I have trouble recalling the actual episode itself; it is far easier for me to remember the feelings I had when watching the video.
Tuesday, July 10, 2012
Monday, July 2, 2012
Activity 4.4
This leads to my question:
Why is it that women are almost unanimously regarded as the superior mulitaskers?
Multitasking
In the article, “The Myth of
Multitasking”, author Christine Rosen details multitasking as “shorthand for
the human attempt to do simultaneously as many things as possible, as quickly
as possible, preferably marshalling the power of as many technologies as
possible,” (105).
Before this working definition was
presented, I had never thought of “multitasking” as a choice or a conscious
action (least of all an attempt); to me, it was what capable people do, it was how their very “capability”
was manifested. Right now,
I am enrolled in three graduate classes. I thought, “Sure, I can do all these
at the same time,” silently understanding “because I am capable enough to
multitask”. This understanding, meant to convey confidence, was strongly
flavored with hubris. While I am successful enough in each class, it goes
without saying that, if I had afforded myself the opportunity to focus on one
task at a time, the quality of my work would be vastly approved.
Culturally, when asked about multitasking,
it is generally accepted (by accepted, I mean proclaimed by the women and
admitted by the men) that it is ladies, not the fellas, who excel in this
practice. Of course, I am totally impartial... In this humorous clip, a group of men ponder the meaning of
“multitasking” and debate the necessity of their involvement in the practice:
This leads to my question:
Why is it that women are almost unanimously regarded as the superior mulitaskers?
Activity 4.3
I was dumbfounded by the results of the article ("Learning Styles: Concepts and Evidence"). Since I plan on being a high school teacher, I have thought extensively on which teaching methods to use in order to have the greatest impact on my students. This being so, I had come across the "meshing hypothesis" before (never by name, though - I simply knew it by application) and heartily agreed with the principle. I referred to the hypothesis as a principle in the previous because, to me, an eager future teacher, that's exactly what the "meshing hypothesis" was: a goal to be established, a principle to be upheld.
"Yes!" I thought. "What better way to help my students learn than to individual cater to each learning style and preference?" I didn't realize the practical implications of that assertion at the time, being as zealous as neophytes generally are. I didn't recognize the time and effort that it would take to individualize lessons or stop to wonder if, in fact, appealing to preferences would actually benefit the student more.
After reading the article, I am still, as I said before, dumbfounded. How could a hypothesis, which is so widely understood (or at least it seemed), be unsubstantiated by evidence? Why is it continuing to be referenced in educational classes and among future teachers?
The answer: the "meshing hypothesis" is so widely referenced because it is so appealing to educators. The very premise gives teachers hope (ie. the willing student + knowledge of preference + right lesson plan = success). It seems to present the teachers a veritable code that, if deciphered in the right order during the right circumstances, should end in success each and every time. Before the article the hypothesis sounded wonderful; it sounded achievable.
But now, after reading the article (multiple times), it just sounds impractical.
I was dumbfounded by the results of the article ("Learning Styles: Concepts and Evidence"). Since I plan on being a high school teacher, I have thought extensively on which teaching methods to use in order to have the greatest impact on my students. This being so, I had come across the "meshing hypothesis" before (never by name, though - I simply knew it by application) and heartily agreed with the principle. I referred to the hypothesis as a principle in the previous because, to me, an eager future teacher, that's exactly what the "meshing hypothesis" was: a goal to be established, a principle to be upheld.
"Yes!" I thought. "What better way to help my students learn than to individual cater to each learning style and preference?" I didn't realize the practical implications of that assertion at the time, being as zealous as neophytes generally are. I didn't recognize the time and effort that it would take to individualize lessons or stop to wonder if, in fact, appealing to preferences would actually benefit the student more.
After reading the article, I am still, as I said before, dumbfounded. How could a hypothesis, which is so widely understood (or at least it seemed), be unsubstantiated by evidence? Why is it continuing to be referenced in educational classes and among future teachers?
The answer: the "meshing hypothesis" is so widely referenced because it is so appealing to educators. The very premise gives teachers hope (ie. the willing student + knowledge of preference + right lesson plan = success). It seems to present the teachers a veritable code that, if deciphered in the right order during the right circumstances, should end in success each and every time. Before the article the hypothesis sounded wonderful; it sounded achievable.
But now, after reading the article (multiple times), it just sounds impractical.
Activity 4.1
I found news video reporting on the "vOICe seeing with sound technology". (In case you were wondering, the capital letters OIC in "voice" literally mean, "Oh, I see!").
What interests me about this concept is the aspect of "sensory substitution" - literally, using the input from one sense to replace another malfunctioning or missing sense. As the name of the organization obviously denotes, Seeing with Sound actively manufactures sound equipment for blind patrons, actually allowing each user to experience "sight" through the combination of the equipment and their own ears. Pat Fletcher, the woman featured in the video, claims that the noises generated by the machine "trigger [her] own memories" of sight and, because of these memories, allow her to see the world around her.
The video does admit that the equipment is "hard to master"; to our class, this literally means the input is difficult for the users to receive for reasons relating to the critical characteristics of input.
Also, I had a question about this method:
The woman in the video, Pat Fletcher, was blinded by an freak accident; she was not born without sight. She has memories of images of the world, which she says "the vOICe" system triggers and allows her to see. Would this system work for people who were born without sight and therefore have no prior knowledge of what the world looks like? I know that it would be more difficult, but is it possible? What do you think?
Here is the link to the news video: Seeing with Sound: Pat Fletcher's Story
Here is the link to the Seeing with Sound website: The vOICe
I found news video reporting on the "vOICe seeing with sound technology". (In case you were wondering, the capital letters OIC in "voice" literally mean, "Oh, I see!").
What interests me about this concept is the aspect of "sensory substitution" - literally, using the input from one sense to replace another malfunctioning or missing sense. As the name of the organization obviously denotes, Seeing with Sound actively manufactures sound equipment for blind patrons, actually allowing each user to experience "sight" through the combination of the equipment and their own ears. Pat Fletcher, the woman featured in the video, claims that the noises generated by the machine "trigger [her] own memories" of sight and, because of these memories, allow her to see the world around her.
The video does admit that the equipment is "hard to master"; to our class, this literally means the input is difficult for the users to receive for reasons relating to the critical characteristics of input.
- One, if the user typically has no background "seeing" with this particular machine (or no experience of seeing at all), she has no relation to prior knowledge; quite literally, since this machine is one-of-a-kind, there is no previous experience the user can rest on in order to bolster her understanding of the unique sounds emitted from the machine.
- Two, while the input designated by the machine may be presented clearly (meaning the sounds are easily heard), the pattern for deciphering the meaning behind the sounds is complex and different for each individual stimuli (for example, a sapling may sound different from a sequoia but both are still registered as "tree" to the machine).
Also, I had a question about this method:
The woman in the video, Pat Fletcher, was blinded by an freak accident; she was not born without sight. She has memories of images of the world, which she says "the vOICe" system triggers and allows her to see. Would this system work for people who were born without sight and therefore have no prior knowledge of what the world looks like? I know that it would be more difficult, but is it possible? What do you think?
Here is the link to the news video: Seeing with Sound: Pat Fletcher's Story
Here is the link to the Seeing with Sound website: The vOICe
Monday, June 25, 2012
Activity 3.4
Airasian and Walsh
would criticize the teacher in Bart's class for accepting her students'
constructs without challenging her students to justify and strengthen their own
ideas. They wouldn’t appreciate the “any-thing goes” philosophy of Bart’s
class. However, Duckworth might have appreciated that fact that students in
Bart's class are allowed "accept their own ideas and work them through”.
Some tenets of
constructivism are being utilized in Bart’s classroom (like the emphasis on
social interaction), but, it seems as though it would be erroneous to apply the
theory completely as an instructional guide. Seemingly, the goal of constructivism
is not to become an instructional
practice in itself, but rather to have its principles applied to existing instructional
practices as to increase effectiveness.
Activity 3.3
Vygotsky emphasizes the prevalence
of the “zone of proximal growth”, or the distance between what a child can
accomplish on his own before instruction and what the same child is capable of individually
after receiving instruction.
A pair of twins named Rosencrantz
and Guildenstern is beginning their first grade year. Having grown up with
minimum differences in upbringing, the twins are nearly identical in experiences
and abilities. The two are assigned different classes; Rosencrantz is placed in
a smaller classroom where small group projects and teacher interaction is
ideal, while Guildenstern is placed in a large classroom, where, in order to preserve
the peace, the teacher requires individual work and gives only class-wide
instruction. Because of the active social instruction and interaction Rosencrantz
receives, his capabilities soar while Guildenstern lags behind.
James remarks, “The child will
always attend more to what a teacher does than to what the same teacher says,”
(64). Since Rosencrantz’s teacher actively interacts as she instructs, more is
received by Rosencrantz; since Guildenstern’s teacher merely instructs with
very little interaction, less information is received.
Activity 3.2
According to Piaget’s stages of
development, most children in the video (all but one) would be considered in
the “preoperational” stage, which is the second out of Piaget’s four stages and
typical of the ages between two and seven. Piaget claims that children in this
developmental stage are preoccupied with what is concrete and physical, thus
explaining why the children pinpointed the tall, skinny cup as having more
juice or the row of spread out quarters as having a larger quantity. Similarly,
James identifies the same age group as being interested in the “sensible
properties of the material things” (92). It is only later, James argues that
only later in adolescence that “the mind grows able to take in the more
abstract aspects of experience” (93). What James suggests in accordance to age
and appropriateness of teaching material concurs with the theory of Piaget: as
the individual grows, so does the capabilities of the mind and thus, the
ability for more complex reasoning.
Sunday, June 24, 2012
Activity 3.1
According to Piaget's cognitive constructivist theory, the theory of learning would considered an active process, in which a person takes an active role in determining their own knowledge. Since, as Piaget believes, humans are born "without mind" and therefore completely unlearned, humans have to actively "construct" the knowledge attained throughout life. Also, as humans, we naturally desire a sense of cognitive equilibrium or balance; that is, humans desire that all of the perceived or sensory information coexist peacefully with actual reality. Since this is the most natural and comfortable of human cognitive states, cognitive constructivism projects that individuals are powerfully motivated to remain in equilibrium between their perceptions of their surroundings and reality. Often times, though, equilibrium is jeopardized by incoming perceptions, straining the relationship between sensory information and reality, which causes a feeling of being "off balanced" or disequilibrium.
This feeling of disequilibrium, this notion of being unbalanced cognitively, is what cognitive constructivists believe motivates humans to learn and adapt to their environments. Humans can either assimilate new information into existing knowledge structures (systems for organizing our knowledge) or accommodate new information by changing or modifying existing knowledge structures.
So, to sum it all up, Piaget followers would believe that learning is an active process in which humans try to correct disquieting feelings of cognitive disequilibrium by actively seeking and organizing new information into existing or modified knowledge structures, stabilizing the balance between our understanding of reality and its actuality.
Question:
1) To Piaget, is there any more powerful a motivator to action than personal disequilibrium?
According to Piaget's cognitive constructivist theory, the theory of learning would considered an active process, in which a person takes an active role in determining their own knowledge. Since, as Piaget believes, humans are born "without mind" and therefore completely unlearned, humans have to actively "construct" the knowledge attained throughout life. Also, as humans, we naturally desire a sense of cognitive equilibrium or balance; that is, humans desire that all of the perceived or sensory information coexist peacefully with actual reality. Since this is the most natural and comfortable of human cognitive states, cognitive constructivism projects that individuals are powerfully motivated to remain in equilibrium between their perceptions of their surroundings and reality. Often times, though, equilibrium is jeopardized by incoming perceptions, straining the relationship between sensory information and reality, which causes a feeling of being "off balanced" or disequilibrium.
This feeling of disequilibrium, this notion of being unbalanced cognitively, is what cognitive constructivists believe motivates humans to learn and adapt to their environments. Humans can either assimilate new information into existing knowledge structures (systems for organizing our knowledge) or accommodate new information by changing or modifying existing knowledge structures.
So, to sum it all up, Piaget followers would believe that learning is an active process in which humans try to correct disquieting feelings of cognitive disequilibrium by actively seeking and organizing new information into existing or modified knowledge structures, stabilizing the balance between our understanding of reality and its actuality.
Question:
1) To Piaget, is there any more powerful a motivator to action than personal disequilibrium?
Monday, June 18, 2012
Activity 2.5
1. I took the IAT test on Weight.
2. I was dumbfounded by my innate preferences. I was shown to have a "moderate automatic preference for Thin People", which both shocked me and disappointed me. I found myself making excuses for my scores to make myself feel better. I don't feel like I treat anyone any differently, but yet this test maintains that I have this underlying prejudice. But I found myself wondering, "Just because the test says I'm prejudiced does it make it true?" I didn't like my results at all and will try to reevaluate how I treat the people around me - but I don't believe this test to be fool-proof and completely accurate in all circumstances. I do think it is incredibly interesting, though.
3. What does all of this have to do with the process of learning?
Now, we defined learning as "a process inferred that involves a relatively permanent change in behavior or the capacity to behave that is the result of our direct or indirect experience." Notice that the definition does not state that learning is a conscious action.
By merely experiencing life, associations are ingrained into our subconscious; processes of learning are not exempt from this "mental stamp". Since we cannot turn our brain "off", we are constantly perceiving information from outside stimuli, regardless of our awareness of it. So, as our innate associations become supported by direct or indirect experience, these associations will be reinforced by habits, even if this occurs without our knowledge. When our beliefs begin to change our actions on a relatively permanent basis, that is when we have learned that principle. These habits, developed partly in response to innate associations, are considered "learned traits" - we learned to act this particular way because of our preconceived preferences.
Example:
I read an article in a fashion magazine (I'm mad at myself that I can't find it or remember which magazine it was in) that focused on innate assumptions regarding weight. Using Disney villains and real-life images of women, the article asserted that skinny women in positions of power were viewed by men as "bitches" while fat women in lower positions were seen favorably, as "jolly or kind". The survey was based on the answers of a number of men, based on their own experiences, which are rooted in associations made early in life. The assertion of the author was that Disney actively supported weight-based associations among children; the villains in almost every Disney movie are thin beyond belief, while jolly, happy benefactors are generally plump or downright fat. According to the author, after viewing these movies, the children then grew up, and upon experiencing interactions with both skinny and fat women, developed notions based on women's weight and position of power to describe female personality.
Since Disney-watching children may associate skinniness with evil and plumpness with benevolence, it is very possible that they may also perceive that skinny people aren't as nice as plump people. When an actual experience substantiates these unknown assumptions (say a skinny woman cuts you in line at Wal-Mart and a fat woman allows you to jump in front of her), then the assumptions may become actual beliefs. The author asserted that this is what occurred with the male survey takers: they had an association from childhood, somewhere along in their life a woman or women substantiated this association and then the association made way for a bonafide belief system.
4. "No truth, however abstract, is ever perceived that will not probably at some time influence our earthly action." pg.27
This seemed to exemplify the process of association. No matter what, if something is perceived, it will likely influence action at some point in life. There is nothing that is entered into our minds, consciously or unconsciously, that will not exit our minds in the form of action (or inaction, if the inaction is a conscious choice) at some point in life.
1. I took the IAT test on Weight.
2. I was dumbfounded by my innate preferences. I was shown to have a "moderate automatic preference for Thin People", which both shocked me and disappointed me. I found myself making excuses for my scores to make myself feel better. I don't feel like I treat anyone any differently, but yet this test maintains that I have this underlying prejudice. But I found myself wondering, "Just because the test says I'm prejudiced does it make it true?" I didn't like my results at all and will try to reevaluate how I treat the people around me - but I don't believe this test to be fool-proof and completely accurate in all circumstances. I do think it is incredibly interesting, though.
3. What does all of this have to do with the process of learning?
Now, we defined learning as "a process inferred that involves a relatively permanent change in behavior or the capacity to behave that is the result of our direct or indirect experience." Notice that the definition does not state that learning is a conscious action.
By merely experiencing life, associations are ingrained into our subconscious; processes of learning are not exempt from this "mental stamp". Since we cannot turn our brain "off", we are constantly perceiving information from outside stimuli, regardless of our awareness of it. So, as our innate associations become supported by direct or indirect experience, these associations will be reinforced by habits, even if this occurs without our knowledge. When our beliefs begin to change our actions on a relatively permanent basis, that is when we have learned that principle. These habits, developed partly in response to innate associations, are considered "learned traits" - we learned to act this particular way because of our preconceived preferences.
Example:
I read an article in a fashion magazine (I'm mad at myself that I can't find it or remember which magazine it was in) that focused on innate assumptions regarding weight. Using Disney villains and real-life images of women, the article asserted that skinny women in positions of power were viewed by men as "bitches" while fat women in lower positions were seen favorably, as "jolly or kind". The survey was based on the answers of a number of men, based on their own experiences, which are rooted in associations made early in life. The assertion of the author was that Disney actively supported weight-based associations among children; the villains in almost every Disney movie are thin beyond belief, while jolly, happy benefactors are generally plump or downright fat. According to the author, after viewing these movies, the children then grew up, and upon experiencing interactions with both skinny and fat women, developed notions based on women's weight and position of power to describe female personality.
Since Disney-watching children may associate skinniness with evil and plumpness with benevolence, it is very possible that they may also perceive that skinny people aren't as nice as plump people. When an actual experience substantiates these unknown assumptions (say a skinny woman cuts you in line at Wal-Mart and a fat woman allows you to jump in front of her), then the assumptions may become actual beliefs. The author asserted that this is what occurred with the male survey takers: they had an association from childhood, somewhere along in their life a woman or women substantiated this association and then the association made way for a bonafide belief system.
4. "No truth, however abstract, is ever perceived that will not probably at some time influence our earthly action." pg.27
This seemed to exemplify the process of association. No matter what, if something is perceived, it will likely influence action at some point in life. There is nothing that is entered into our minds, consciously or unconsciously, that will not exit our minds in the form of action (or inaction, if the inaction is a conscious choice) at some point in life.
Activity 2.4
This video shows the effect of positive reinforcement after repeated exposure to the "operant conditioning stick". This example would be continuous reinforcement, since each and every time the "operant conditioning stick" is presented and the big cats act accordingly, they receive a treat.
This does show that wild animals are subjected to the same impulses of conditioning. I wondered when studying Pavlov's classical conditioning, if using wild animals, such as wolves instead of domesticated dogs, would impact the results. After seeing the training of wild cats, I would say that, while it might have taken the wild animals longer due to their unfamiliarity and distrust of humans, the conditioning would have eventually taken place.
This video shows the effect of positive reinforcement after repeated exposure to the "operant conditioning stick". This example would be continuous reinforcement, since each and every time the "operant conditioning stick" is presented and the big cats act accordingly, they receive a treat.
This does show that wild animals are subjected to the same impulses of conditioning. I wondered when studying Pavlov's classical conditioning, if using wild animals, such as wolves instead of domesticated dogs, would impact the results. After seeing the training of wild cats, I would say that, while it might have taken the wild animals longer due to their unfamiliarity and distrust of humans, the conditioning would have eventually taken place.
Activity 2.3
Activity 2.3 -
Skinner pinpoints the causes of his disappointment in American schooling: one, that the accepted cognitive psychological theory merely replaces old problems with new names and thus fails to provide any new or recent breakthroughs in regards to methods or effectiveness of teaching, two, that effective teaching theory is not being taught to teachers, and, three, the fact that technology is not utilized to its proper potential in educational situations. He lists hopeful solutions to these issues, which includes integrating "teaching machines" into the classroom to promote individual learning and success, proper instruction for potential teachers, and awareness of the necessity to revise teaching methods.
Skinner pinpoints the causes of his disappointment in American schooling: one, that the accepted cognitive psychological theory merely replaces old problems with new names and thus fails to provide any new or recent breakthroughs in regards to methods or effectiveness of teaching, two, that effective teaching theory is not being taught to teachers, and, three, the fact that technology is not utilized to its proper potential in educational situations. He lists hopeful solutions to these issues, which includes integrating "teaching machines" into the classroom to promote individual learning and success, proper instruction for potential teachers, and awareness of the necessity to revise teaching methods.
I don’t believe that Skinner
would be incredibly happy with education today. I believe he would say we are
still experiencing the application “lag” – that is, Skinner might believe that we
have the proper tools and theory for success, but are lagging in the practical
application of such resources.
I believe that the School of One
would be favorable to Skinner. Essentially, the school is applying his
principle of “teaching machines” to the pupils and allowing them to move at
their own pace – both choices that would make Skinner proud. Skinner might hope
that this method be more widespread.
Thursday, June 14, 2012
Activity 2.2
One of the major tenets of behavior is the accepted rule that a person's innermost mental state can be determined by their outward behavior. Another tenet is based on the principle that a person's behavior (response) can be explained in respects to the environment (stimulus). Lastly, due to the differing patterns of reinforcement, the strength of the response may be dictated by the type of conditioning.
One of the major tenets of behavior is the accepted rule that a person's innermost mental state can be determined by their outward behavior. Another tenet is based on the principle that a person's behavior (response) can be explained in respects to the environment (stimulus). Lastly, due to the differing patterns of reinforcement, the strength of the response may be dictated by the type of conditioning.
Monday, June 11, 2012
Activity 1.5
Preface:
James examines the
evolution of past lectures into this current format. He details his revisions,
deleting much of the "scientific" fact for what is "practical
and popular", and describes his belief in the pluralistic philosophy.
The proposed
organizational choices made by James interest me. It seems natural for lectures
to be numbered and lettered, organized with maximum efficiency in mind, James
points out that this was not his goal, but to reproduce the
mental state of a pupil as they see themselves. I think this active decision to
omit accepted and seemingly desired academic formats will positively impact the
fluidity and readability of the pieces.
Chapter 1:
James draws a distinct
line between psychology as a science, analytical and abstract, and teaching as
an art, creative and concrete. He seeks to clarify popular misconceptions:
first, that psychological principals are the solution to every problem in the
classroom, and thus a key to educational success, and second, that a successful
teacher must also be a successful psychologist.
In regards to an
appreciation of balance in the teaching profession, I can’t agree with James
more. One must be able to balance psychological truths with common sense
teaching methods – to have a firm grasp on only one or the other will lead to a
failure to connect effectively with students.
Chapter 2:
James provides a workable
definition of stream of consciousness: that, while awake, a person always
experiences a continuous motion of thoughts, perceptions, emotions, and
reactions independent of actual choice. At any moment, a person is experiencing
a myriad of sensations that can change from marginal points to focal points at
any moment.
In literature, the style
of writing that attempts to imitate how perceptions occur most accurately is
also called stream of consciousness. The fact that readers often hate that
style is interesting, especially since James asserts that each person
experiences stream of consciousness while awake. Faulkner often utilizes this
style when depicting a child’s narration.
Chapter 3:
James details the two
functions of stream of consciousness (that it leads to either action or
knowledge). James believes that a person’s mind is an aid to adapting to this
world. Teachers, he suggests, should use the knowledge to train the pupils in
behaviors deemed helpful in each possible circumstance.
I am interested in his
assertion “No truth, however abstract, is ever perceived, that will not
probably at some time influence our earthly action.” What does he mean by
“truth”? By this thinking, it would seem, unless a student doesn’t perceive the
teacher at all, that each action of the teacher’s will eventually affect the
student’s life in some way.
Chapter 4:
James defines education
as “the organization of acquired habits of conduct and tendencies of behavior.”
Basically, an education is an accumulation of habits and behaviors acquired to
assist a person in navigating circumstances in his life, not particularly a set
curriculum or area of study.
Since James asserts that
ideals of education all “aim to organize capacities of conduct”, I wonder what the
American public school system “organizational aim” is. What do students in the
American school system of the twenty-first century compute as their code of
conduct? I’m not exactly sure of the answer, but it seems an interesting topic (and
sometimes damning) to delve into.
Sunday, June 10, 2012
Activity 1.4
Being
educated, to me, means accessing knowledge one was not born with. As
an infant, excepting only a few innate responses, I was a blank slate. Now, as
woman in my twenties, I’ve seen things, I’ve heard things, I’ve read things, I’ve
felt things, I know things. And how
is knowledge-based chasm bridged from infancy to adulthood? Through life-long learning. Being educated doesn’t mean
anything academic, it means having the ability to learn from one’s
surroundings, the bravery to constantly seek out new challenges and the ability
to recognize that an education is never complete.
Activity 1.3
Ahh, to eat.
Ahh, to eat.
Everyone must eat to live. As you
can’t survive on nothing, you can’t get through life without learning at least something. Learning is consuming
knowledge; the very act learning is allowing the knowledge to nourish the mind just
as food nourishes the body. If learning is eating for the mind, then one must
allow for the proper dietary habits to be formed in order to pursue maximum
efficiency. So, in order to learn how to become healthy and well-rounded, one first
must find a proper dietitian: someone who has the ability to discern the individual
needs of each of her clients, while providing the means to their optimum diet. By
following the template set in place by the dietitian (teacher), her clients
(students) have the tools to discern exactly which foods (disciplines of
learning), by assessing their newly attained knowledge of each food’s qualities,
are most beneficial to their unique situation. Now, there is always the
possibility of poor nutrition: if one gorges on solely junk food, (i.e pop culture
knowledge, etc), then there exists the probability of an unbalanced diet and
therefore, unhealthy lifestyle. Likewise, if a person only consumes the meager
amounts of all the healthiest food, then they may become underweight and thus,
unhealthy. One most eat all of the necessary foods, those rich in nutrients and
antioxidants as well as those with ample supplies of fats and sugars, in the
proper proportions in order to ensure that they are reaching their highest
potential.
Activity 1.2
What should Johnny's parents do?
What should Johnny's parents do?
- Johnny's parents should meet with their son in a non-confrontational manner discussing his grades and behavior in school. By the tone of the passage, it does seem that the way his parents chose to talk with Johnny (the exact phrasing being "They confront Johnny about his poor grades and his behavior...") and that may have been too strong of an approach.
- Johnny is obviously unhappy. But seeing as he is twelve, he could be entering into his angst-filled teenage years and be confused by the change in his life, mind and body. Johnny's parents should reassure their son that they are supportive of him and love him.
- I would suggest a gentler approach when asking Johnny about difficulty at school - maybe deviating from the two parents against one kid model by allowing one parent to initiate the conversation in a friendly manner?
- It seems like Johnny is feeling critiqued by his parents. It might be beneficial for the parents to also focus on what Johnny is excelling at: art. This may weaken the feeling of parental judgement and allow for increased intimacy in the relationship. No kid will want to open up to a parent if they only want to talk about the problem areas.
- First off, I wonder how long it was before Johnny began acting out, (the passage mentions "as the days progress") and why it is that, according to his records at least, this is the only instance of this behavior?
- Miss Jones should make an effort to discover if there was a specific event in the classroom or school building that caused this sudden shift in behavior. If there was an altercation with other students, Miss Jones could try to ascertain (very discretely) what occurred, and make an effort to correct the issues.
- Miss Jones could make a pointed effort to include Johnny in all classroom activities. Since he won't include himself by his own accord, it could be that he uncomfortable putting himself out there and would benefit, even grudgingly, from a nudge in the right direction.
- Miss Jones should make sure that she doesn't allow her frustration or confusion with Johnny become apparent to him or the class; Johnny isn't just a kid that refuses to be good but rather, a 6th grader that needs help in order to succeed.
- This could be a chance for Miss Jones to integrate new teaching styles into her curriculum. Now, I understand that she can't focus all her attention on just one student, but by utilizing more creative means of teaching, maybe Johnny and his classmates might benefit from the change.
- I think that Miss Jones should meet with Johnny's art teacher in order to get a firmer grip on exactly how Johnny performs in art class. What does he really like? Does he prefer to work alone in this class too or does he actually get along with students in this class? Miss Jones could ask the art teacher for pointers in reproducing this beneficial effect on Johnny in a more traditional classroom setting.
What is a likely explanation for Johnny's new problems?
- Johnny might be having a hard time making friends and might be feeling rejected if no other student makes an effort to reach out to him. It seems like lonely kids sometimes try to overcompensate for their emotions by pretending that they don't need or want any friends.
- Johnny could have gotten into an altercation with other students in class and as a result, refuses to take part in class or recreational activities with other students.
- Johnny may still be feeling upset about his recent move.
- On top of everything else, Johnny is about to enter his teenage years and has just entered middle school. Middle school is remembered by most as a notoriously difficult time, and it is possible that Johnny is merely feeling awkward and unsure of himself.
Monty:
- The family should wait the three days that they were instructed before they make any major decision regarding their next big move. They should observe the dog as mandated.
- In the meantime, they could make sure that Monty hasn't eaten anything outside that he shouldn't have or come into contact with any new substances. I had a dog named Gertie who got into some mouse poisoning one evening without us noticing. When she got sick (similar to Monty, actually), we couldn't figure out what was wrong until we found the empty container of poison. We rushed her to the vet where she was saved. If my mother and I hadn't found the poison she'd gotten into, we might never have understood what happened to Gertie.
- I would recommend moving Monty into another part of the house where he might be monitored easily, while still allowing comfort to the dog (maybe the garage or shaded portion of the back yard).If Monty is kept indoors, he might need to be confined to a certain area for the safety of the children. If he sleeps indoors, changing the bedding frequently if Monty continues to soil it so that he is comfortable is also necessary.
- The heads of the family will need to discuss the lengths at which they are willing to go to ensure Monty's health if recovery is possible, including how much time, patience, money and resources they are willing to use.
- If it becomes evident that recovery is not possible, the heads of the family need to discuss whether or not Monty should be put down or allowed to live out the rest of his life. Considering the dog seems to suffering and the children might be further traumatized by living with a dying animal, the possibility of putting Monty down must be discussed in full.
- The heads of the family should discuss what is going on with the children, especially Jeffery who seemed particularly attached. They shouldn't be left out in the dark, especially if the worst was to happen, because then the shock may be even more traumatizing.
- If the prescribed pills work after the three days and it seems like the situation is resolved, the owners should be on the look out for similar behavior in the future. If this occurs again, they should be able to nip the symptoms in the bud so that Monty can live as happily as ever.
Activity 1.1: Introduction
My name is Hannah Vogler. I am from Bowling Green, KY. I just graduated from UK with an undergraduate degree in English and I am going to start the MIC program for English in the Fall. My immediate goal is to teach literature in high school. However, my long term goal is to be a college professor - I don't care when it happens, as long as I can achieve that goal before I die.
Like most former English majors, I enjoy reading and writing. I have an extremely fat pug named Kramer who tests my patience on a daily basis. I love living in Kentucky and can't imagine living anywhere else.
I look forward to this class!
My name is Hannah Vogler. I am from Bowling Green, KY. I just graduated from UK with an undergraduate degree in English and I am going to start the MIC program for English in the Fall. My immediate goal is to teach literature in high school. However, my long term goal is to be a college professor - I don't care when it happens, as long as I can achieve that goal before I die.
Like most former English majors, I enjoy reading and writing. I have an extremely fat pug named Kramer who tests my patience on a daily basis. I love living in Kentucky and can't imagine living anywhere else.
I look forward to this class!
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