M10 Discussion: Applied Learning in Supporting a Community of Learners by Valerie Klejnowski https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz en-us 2023-06-05 17:35:07 UTC 2023-06-05 18:02:33 UTC hello@padlet.com https://padlet.net/icons/png/1f3eb.png The one about classroom decorations (#93) vklejnowski2 https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615059160 Findings:
In this study, those who were taught in a highly decorated classroom were more distracted by their environment. Those who were in non-decorated classrooms were more likely to distract themselves and be distracted by their peers. Those in the highly-decorated classroom spent more time off task compared to those in the non-decorated classroom. Those in the highly-decorated classroom made fewer learning gains (Watson, E. & Busch, B., 2021).

Application/Guide my teaching:
This will guide my teaching because I will be more conscientious of what I post on the walls and how much. 

Relate to field of study: 
This relates to field of study because I am reflecting on my classroom environment and student productivity.

Connect to my current understanding in supporting a community of learners: 
This makes me think about each individual in my classroom. Some students have ADHD, so I want to limit the amount of posters in the room. It’s important to be aware of student needs and distractibility. It also helps with seating arrangements.


]]> 2023-06-05 17:41:34 UTC https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615059160 The one about knowing the end is near (#95) vklejnowski2 https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615063433 Findings:
If students knew how much of the task was left to do compared to their peers who did not, those students learned at a faster rate, which led to higher performance. Those students also felt less fatigued. Lastly, those students took shorter breaks while completing the task. They were motivated to get the task done (Watson, E. & Busch, B., 2021).

Application/Guide my teaching:
When giving directions to an assignment, I believe it is important to include deadlines. With my students writing papers, I like to give them deadlines within the deadlines. For example, each day would have a part of the essay due. There are some students who need extra time, so they might have their deadlines spaced out a little more. I like to provide a visual, whether the deadlines are printed on paper, written on the board, or both.

Relate to field of study:
This relates with Curriculum and Instruction because I should have deadlines in my lesson plans and displayed on our daily agenda and/or white board. 

Connect to my current understanding in supporting a community of learners:
Being conscientious of student needs and deadlines will provide more structure in the classroom. With including deadlines in lesson plans and daily agendas, students will be provided consistency. With deadlines should also include clear expectations. 



]]> 2023-06-05 17:46:24 UTC https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615063433 The one about interleaving and discrimination learning (#96) vklejnowski2 https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615068953 Findings: 
Interleading helps students improve their discrimination learning, perform better on finals, work in a range of subjects, and are beneficial for a large age range of students (Watson, E. & Busch, B., 2021).

Application/Guide my teaching: 
Reading about this strategy makes me think about my pacing guide and how much I block my lessons versus interleave lessons. This will be something to think about moving forward.

Relate to field of study:
This relates to Curriculum and Instruction because I should go back to my pacing guide and lesson plans to see how I’m teaching specific concepts and ideas. 

Connect to my current understanding in supporting a community of learners: 
Interleaving will help enhance learning and memory, make connections and choose the best strategy when solving a different problem. Interleaving will also assist in guiding students to distinguish between their learning of similar concepts.
]]> 2023-06-05 17:52:38 UTC https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615068953 References vklejnowski2 https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615078371 Fisher, A. V., & Godwin, K. E. (2014, May 27). Heavily decorated classrooms disrupt attention and learning in young children. Association for Psychological Science - APS. https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html/comment-page-1

Watson, E. & Busch, B. (2021). The science of learning : 99 studies that every teacher needs to know. Routledge. https://nl.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2657337&site=ehost-live&scope=site Ch. 91-99

YouTube. (2023). Interleaving vs Blocked Practice – The positive benefits of interleaved practice. YouTube. Retrieved June 5, 2023, from https://www.youtube.com/watch?v=j_ZSmvfvCZw.

YouTube. (2020). Keeping and Creating Deadlines. YouTube. Retrieved June 5, 2023, from https://www.youtube.com/watch?v=WiZzUMSJZKE. ]]> 2023-06-05 18:02:29 UTC https://padlet.com/vklejnowski2/gfh0g3trzgwfz0dz/wish/2615078371