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Here is the group 4 padlet, where we can share our thoughts and ideas for the week. I hope this works!

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The learning science principal I found the most interesting was principal #3. Feedback. I thought about this principal personally, and how I have seen this throughout my education. In grade school I remember coming home from school with a bad grade that I didn’t think I deserved. There was no feedback on my page, there were just question marks all over my page. Red question marks. That was my teacher’s way to give feedback. I hated it.

I love the idea of good feedback. I love that feedback involves both the instructor and the student. The teacher must give good, explanatory, non-personal, and focused feedback. Then the student must use this feedback and make a change. They must have a growth mindset (my favorite) and grow/change from the feedback. The teacher must also then change instruction if needed based on the feedback they gave.

I love how Professor Kelli focuses on feedback. When I get the notification on my phone that one of my assignments was graded and a comment was left, I love going back and reading the comment. Seeing what I did well, what I can improve, etc. It’s important for me as a future teacher to always be a learner. To keep growing my learning and better myself and my work from good feedback.

-Brecken Hunsaker

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This principal is about practice and having ways to help you remember things. It immediately made me think about classes I have had in the past and how teachers would come up with some creative ways to help me remember important information for tests.

When I was in 6th grade we learned a song about how to find the area and circumference of a circle and now every time I need to find the area or circumference of a circle that song comes into my mind and helps me remember how to find what I need.

In another one of my classes the teacher would put up vocabulary words on the board and separate us into 2 teams, each team had a fly swatter and the teacher would give us the definition of the word then we would have to find it on the board and hit it with our fly swatter. Then when we would take tests my mind would go back to the game and I would think about the game and where the word was on the board and it helped me remember the definitions and words.

-Emma Butts

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It amazed me how much sense this makes. That when students believe they belong and are accepted they will be more motivated and successful in those environments.

I think back to when I was going through school my biggest concern was if I had a friend in my classes. If I did I could immediately relax. Then get to work. However, if I was by myself I was tense and my main focus was on making sure that I did nothing to draw any attention to myself.

Even having a good relationship with the teacher made a huge difference for me. And could make up for not having the friend in the class.

-Crystal Haines

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The principal that found the most interesting is principal 1. Which talks about how students building off of what they already know. Part of this was the I do, We do, You do. I think this strategy is so effective in classrooms because it can help students understand it, and when they're trying it for the first time or for the first couple times they will have an extra assistance, or guide. Then the students try it by themselves, it helps them to be independent. This principal also goes over assimilation and how children's categories will grow as they get older. A good example of this would be vehicles, they first classify all vehicles as cars, but has they get older they can recognize the different between land vehicles and air vehicles. Then a little bit older and they can categorize between cars, trains and airplanes and so on.

I really liked this example because I can see it happening in real life. I have a few nieces and nephews and as their getting older I get to experience the way they change and expand these categories. For example, one of my nephews has always been into cars and other vehicles, but as he's gotten older he's been able to recognize the different construction vehicles, some that I don't even know the name of.

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This principal talked about making sure students are getting all the information they need to be successful.

Some days it can be overwhelming to learn something new if there is a lot going on, like they are excited about school getting out for Christmas break.

The video shared that there are ways to help make sure students are always getting the most information possible.

Some things you can do to help with this is to make sure it isn't a day many students will be having a hard time focusing and trying to connect things you are learning to thing they already know to make it not as overwhelming.

I found this interesting, because I wouldn’t have thought of distraction that would make it harder for students to process new information. It's nice to be made aware of these distractions and have solutions to help the students learn to the best of their capabilities.

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Learning Science principle six addresses common misconceptions about how students think and learn. It is crucial to debunk several myths to enhance teaching effectiveness. For instance, students do not have different "learning styles," humans do not use only 10% of their brains, and people are not preferentially "right-brained" or "left-brained" in their brain usage. Additionally, novices and experts cannot think the same way in all situations, and cognitive development does not follow a fixed progression based on age.

What I found the most interesting is the debunking of the "10% of the brain" myth. It's fascinating because it highlights our brains' potential and capability. The idea that we only use a small portion of our brain has been widely accepted for a long time, so learning to utilize much more of our brain capacity is both enlightening and empowering. It underscores the importance of understanding the true nature of our cognitive abilities.

What I like about it is how it challenges widely held misconceptions and encourages a deeper understanding of how we learn and think. Debunking myths like “learning styles” and “left-brained vs right-brained” promotes a more accurate and scientific approach to education. This can lead to more effective teaching methods and a better appreciation of the complexity of the human brain.

- Giselle Rogel

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The principle I found the most interesting was principle 1. The part that really got me in this principle was the I do, you do, we do. I work currently as a preschool teacher and when we start new activities or new projects the young kids tend to get overwhelmed and not listen or not do as they are told. I have figured out if i show them what we will be doing then start the project or activity WITH them than it tends to be an easier transition than to throw it at them and expect them to understand what the expectations are. Another part I thought was super interesting about this principle was that its building off of things the students would already know. I feel like when doing that it makes a new concept less intimidating, like it is easier to start learning something if you feel like you already have a little grasp on it!