Class blog by Kasey duffy

How do the brain rules give you some understanding of what aspects of neuroscience we need to pay attention to in order to help dependent learners develop independent thinking?

duffkj977 — 2024-09-11 13:38:53 UTC

The brain rules can help us understand aspects of neuroscience we need to pay attention to in order to help dependent learners develop independent thinking because there is so many different pieces that go into making students independent thinkers. In chapter 3 and 4 they address many different ways you can help the brain become independent. Some of the different ways they talked about in the chapters that stood out to me was how the brain will look for patterns to remember things. Through pattern students can become more independent learners because their brain is now seeking to ways they have before and that sparks a more understanding of the topic. Then another topic that was very interesting is how to improve students working memory. Working memory is the things that we don't have to think about doing. So, our working memory helps us do something without thinking about it. For example, some people with the more practice they can type without thinking or even looking that is your working memory doing its job. Getting students to be able learn how to do things without even thinking about it is the goal. Now the importance of understanding brain rule's is so that educators have the inside scoop on how the brain works. This can allow teachers to build a classroom and environment for students where they are able to function and have skills to become independent thinkers.

How might the principles discussed this week help navigate conversations about race in the classroom?

duffkj977 — 2024-09-24 13:49:27 UTC

The five principles discussed this week were encourage reflexivity, prepare for and welcome difficulty, meet students where they are, engage affective and embodied dimensions of learning, and build a learning community. Reflexivity is critically evaluating one's own social location and biases. Some ways you can do this in the classroom is have student have group discussions, have students give feedback, have students do autobiographical reflections. The second principal was preparing for and welcome difficulty, so this is putting ourselves in uncomfortable situations or having uncomfortable conversations. With discomfort people grow and become better individuals. In the classroom you can have student discuss uncomfortable essential conversation at an appropriate level. The third principal was meet the students and where they are, so getting to know your students and their background. A great way to get to know your students is to listen or have them do an assignment of where they come from. They are going to learn more about themselves, and you are going to get to know them better. The fourth principal is engaging affective and embodied dimensions of learning is giving your students a more personal vibe and connection. This in the classroom is telling them about you, storytelling, relate to your students, and just creating a place that allows student to feel comfortable. This promotes more engagement and involvement within the classroom. Lastly the fifth principal is building a learning community so creating a supportive environment that is built around learning. This mean creating a meaningful learning experience.

What are some strategies you could use in your teaching that would help marginalized emergent bilinguals in your classroom?

duffkj977 — 2024-11-04 14:46:47 UTC

Some Strategies that you can use in the classroom that could help marginalized emergent bilinguals into the classroom is providing them with some of the resources that will benefit them in every way possible. Some of these resources include providing students with visual aids. So when lecturing you can pull up images that align with the material. Another example of implementing images to help students could also be when you are reading something you can print out images so now your students can imagine the story. The second way that you can make your classroom more inclusive for ELL students is by providing these students with a more collaborative classroom. Some ways you can do this is by promoting group projects, and work, having students work together. This encourages them to communicate with one another. Another way you can marginalize emergent bilinguals in your classroom is by differentiating instruction catered to diverse language levels. So this means making material that is appropriate for all different students at different levels. In your classroom, you're going to have students that are at different levels, and you have to make sure your material isn't too easy for the more advanced students, or that it's not too hard for those who are fresh. Lastly, as a teacher, you can create a language-rich environment, making sure all students have a safe environment to get out of their comfort zone with language. Overall, as a teacher, it is your job that every student feel comfortable enough to be able to learn, so encourage students to speak and allow them to make mistakes, and then remind them that it is okay when they make mistakes. Some other strategies the teacher can use is using hand signals when teaching the class so if they are talking about something good they can put a thumbs up, or the teacher can have students repeat what she/he is saying. These are simply things that a teacher could do to make the classroom environment more engaging for ELL students. It is already stressful enough for them, by implementing these simple strategies and tools can make the classroom a little less stressful.