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I know Piaget's theory of cognitive development. I know teachers should start a lesson plan by keeping the end in mind. I know that teachers should start a lesson by connecting to students' schemas. I know that APK stands for activate prior knowledge.

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I want to know how to create a lesson plan. I want to know strategies to support ELLs. I want to know how to connect Piaget and Vygotsky to lesson plan creation. I want to know how to determine the strengths and weaknesses of a lesson plan.

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I know that students learn best when they have a low affective filter and when lessons are engaging and interactive. In addition, when student connect prior knowledge to new knowledge they are able to make sense of new concepts/ideas.

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Something I want to know are specific strategies to use in the classroom where I can bridge what students already know to what they will be learning in the classroom.

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I learned how important and essential scaffolding in the classroom is. I learned it is a way to help guide you students and expand their thinking to a deeper level. It is a very important method that I am excited to implement on my future students!

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I know students learn best when they feel connected with something in the lesson/activity. This allow them to participate and be engaged a little bit more.

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Something I want to know is more about strategies to support all students improve their knowledge and increase their skills . I want to know how to  improve my  strategies to increase engagement in the class especially with quiet students.

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I know students learn and are engaged when content can be related to them and their experiences. Getting to know students and then incorporating things that they know or like can increase engagement.

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Something I want to know is strategies to support multilingual learners across all academics. I want to be able to support them not only in English but also in their first language.

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I know that students learn by being engaged, feeling connected to the lessons, and by being in an environment they are comfortable in. Teachers could do this by ensuring students are involved and that their interest are added to the lessons. I know that students learn when instruction is differentiated to meet their need, and that hands on activities are more valuable than only using the textbook.

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Something I want to know is more strategies on how to help my ELL's. When would be the best time to have a group with my lower students come and work with me? Something else I want to know is more strategies on how to ensure I am reaching all of my students' needs.

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I know students learn best when they can relate to the content being taught. I know it is important to get to know our students so we can plan lessons that will keep them engaged. Students also learn when the material is presented in different ways.

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I want to learn more about strategies and how to use them in the classroom especially with english learners. What strategies have the best outcome when teaching?

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I know from the Cognitive learning theory that the mental process is an important part in understanding how children learn. From this theory I understand that internal thoughts and external forces are both an important part of the cognitive process. And as students understand how their thinking impacts their learning and behavior.

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What I want to know about the learning process is how to help students that might be struggling within class. How they process the information in order for them to get more from the lesson being taught.

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I know that children are more likely to be engage and excited about learning if it is something relatable to their own lives. It is important for us to get to know our students well so we can incorporate and bring parts of their lives into the classroom.

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I want to know more about the strategies to use with Dual Language Learners. What are the most effective strategies? How do I use them effectively in the classroom? I also would be interested to know how to revise a lesson or reteach it if the students are not understanding .

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I know that learning can be achieved through a variety of ways. Learning can be described as social, psychological, biological, or conditioned. Any combination of these domains appear to yield the behaviors and types of learning we witness in our world.

I know that Piaget is known for his conservation experiments. One such experiment would test a child’s ability to discern whether or not different glasses of liquid contain the same amount based on their shapes. Piaget is also known for theorizing that children’s cognitive abilities develop throughout childhood, and as they get older they develop particular abilities at predictable intervals.

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I want to know if there are any theories that are more effective than others. For instance, is a sociocultural approach, on average, more effective? I want to know if there is some “theory of everything” type of approach that conjoins multiple theories. I want to know if schools and curriculum are structured to support Piaget’s theories. I want to know how much neuroscience has influenced the field of education.

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I learned similarities and differences between Vygotsky and Piaget, different kinds of academic language, various classifications of vocabulary words, and strategies for supporting English Language Learners.

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I would like to learn more about how to better assist English learners. What are some strategies that I can use? I'm also curious to learn more about scaffolding and the ways that it benefits students. I've learned some things about Vygotsky and Piaget already but I would also like to learn more about their theories.

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I know that students are not just only auditory learners or visual learners, but they are learners of each category. A student can’t only learn through kinesthetic means there is another factor to their learning.

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I want to know more about strategies. I thought I had a good sense of strategies but after this last class meeting, I began to rethink what strategies are.

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I know that students learn well when they can apply what they already know to the lesson. If the lesson is meaningful to a student they'll be more likely to be more interested in it. Students learn in different ways and some may need more help understanding a subject.

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I learned a lot about strategies to help Dual Language Learners in the classroom. Some of the ones that really stood out to me include modeling, giving children time to think, frequently checking for understanding and using multiple modalities during instruction. A lot of the strategies that are helpful for dual language learners are also helpful to other learners as well. This makes it easier to incorporate these strategies into our classrooms.

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I know students learn best when they are engaged in the lesson. Teachers need to get to know their students interests and funds of knowledge to be able to build from their prior knowledge.

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I want to know how to plan an effective lesson plan. I want to learn strategies that will help each of my students learn and retain new knowledge.

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I learned more about scaffolding. A strategy that supports the student as he or she is led through the zonal of proximal development.  In other words, scaffolding is an important element to used in a classroom because as teacher it  helps students to reach the learning process, and some of them just need a few scaffolding. Also, I learned more strategies to support English language learners (make connections in their learning).

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I know Piaget's theory of cognitive development suggest that students move through four different stages of mental development (Sensorimotor stage, Preoperational stage, Concrete Operational stage and Formal. Children grasp a sense of the world around them through experiences and they continually grow knowledge based on prior knowledge.They adapt previous knowledge and continue to learn new information.

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As a soon be teacher, how can I meet the gaps of all my students. I am currently in a 1st and 2nd grade combo class and the gaps are very big. What Strategies would you recommend.

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Something I learned was how to support students learning English as a second language. It is key encourage the development of their home language. This can make students feel heard and not ashamed for speaking another language.

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In this module, I learned about way to support English language learners through a culturally responsive approach. It is important that we value where the students come from and what they bring to the classroom. Ways to do this could be through books that mirror the experiences of our students. I also learned that students can use strategies such as scaffolding and modeling to support student learning.

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I learned about scaffolding a strategy used to help and support students. Teachers will help the student until they are able to do the work or understand the concepts on their own. Classmates can also be that scaffold helping each other understand the concepts in group work. Vygotsky believed that children learn when they interact with each other. Teachers should provide collaboration and communication time during the school day.

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I learned about two important theorists that have influenced the field of education for decades. Piaget and Vygotsky are responsible for influential theories in cognitive development. Piaget describes multiple stages of development that progress as children age, beginning with sensorimotor and ending with formal operations. Piaget maintained that children learn on their own as they explore their environments. Vygotsky was different in that he believed learning is inherently a social activity; it depends on the more knowledgeable one. Vygotsky emphasized the utility of internalized language. In fact, he maintained that cognitive development results from internalized language.

I learned that there are multiple strategies for creating a culturally responsive style of teaching. One strategy is to activate prior knowledge and to make learning contextual. The concepts that students learn should mean something to them; it should be relevant to their lives otherwise they will struggle to make the necessary connections.

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I learned more about scaffolding and its importance.  It is important to know that scaffolding supports the worker as they build and use the materials in their environment. Teachers will use scaffolding during the lessons and activities that they create. Scaffolding during these activities can support students in thinking skills and more.

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I learned strategies for scaffolding, teaching academic language, and teaching English language learners. Some strategies that I plan to use with my future students are modeling, speaking slowly to allow enough time to think, and using non-linguistic cues. Learning a new language is not easy, and I can see it with my students. We have a couple of EO students, and we have to use gestures, non-verbal cues, and visuals to help them understand what needs to be done.

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I know Erick Erikson's theory of cognitive development. Erikson theory has different stages where there are two choices of what a child/person can become depending on the environment. For example, the one I know is trust versus mistrust. So when a baby is born they learn to trust or mistrust the world depending on their guardians response to their needs. I'm not sure if the next one is part of it but
Maslow hierarchy of needs was important to be able to have students feel comfortable and reach their potential. This hierarchy can be applied to adults too, but in a classroom it helps us meet our student's needs, so they can self-actualize.

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I want to learn how to activate my students prior knowledge and how to provide background knowledge. I see my CT do this all the time and it impresses me how easily she asks about things that let her gauge her student's knowledge. Another thing I'd like to learn is what vocabulary I must teach my student's so they can be successful in my class. Lastly, I want to be able to provide students with meaningful lessons that they feel is important to learn and can make connections too.

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For this module, I learned more about scaffolding, teaching English Language learners and teaching academic language. This module mentions modeling for our students, awareness of nonlinguistic clues and allowing rime for students to process what is being said. In my classroom, I am already started implanting some of these strategies. One being fiving students time to respond. We often see teachers want immediate responses and some students need that time for processing and gathering his/or her thoughts.

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In this module something that I learned was the value of understanding how to scaffold learning. An example used in this module was to think of scaffolding like a building. You need to keep building on knowledge students already have and find ways to make connections. Connections can be based on things relevant to children like their culture or books they may be reading. If the teacher scaffolds learning it will help students who may be struggling.

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I learned that that scaffolding looks different for every student depending on where they are. Scaffolding allows them to be able to reach the goal, but at a small pace. I learned more about Academic language and how it is much more than just vocabulary. Teachers could help students with their academic language by simply helping them speak in complete sentences. This helps students build more language and is effective in raising comprehension scores. There was an article that described some additional strategies to help ELL's. This article provide helpful information on ways teachers could help their ELL's.

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I learned about the different theories of child development. For example, I learned that abstract thinking is Piaget's formal operational stage which is roughly around the age 12 and over. This is important to me because I'm in a 3rd grade classroom and I thought they could think abstractly. Now I can create developmentally appropriate activities in which they will be able to succeed. Another thing I learned is that scaffolding helps us foster our students success by guiding and helping them, so they can reach their goal alone. Lastly, I learned that academic language has different tiers. For example tier 2 can be words that are essential to the understanding of the story and they can have more than 1 meaning. For example, if the students see the word frustrated it's a "mature" way of saying mad. Then I learned that tier 3 could be like subject focused language or a language you use in a specific setting that isn't common. For example, doctor's using medical words that probably aren't part of their daily vocabulary outside of work. For example, in a science classroom we use the word mitochondria, but outside of the classroom we would rarely use it.