https://padlet.com/rweisman95/krbs7icatxlk6pkb en-us 2020-10-11 13:08:03 UTC 2020-10-11 20:42:41 UTC hello@padlet.com rweisman95 https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819633116 One thing I noticed is that I used to do or still did some of the points listed on the 13 things a teacher should never do again. The ones that stood out to me were “ending class by teaching all the way to the bell” and “defining kids by an individual style” (Whitman & Kelleher, 2016, p. 26). The point that states we should not teach all the way to the bell contradicts what I have been told in the past that if there is time at the end of class, then I haven’t planned enough. I leave time for closure, though I am unsure if this is what Whitman and Kelleher mean by their statement. Along with that, I have always associated students with being a certain type of learner. I am unsure of where I picked this up from, but I now know that this is not a proper way to think. Another statement that stood out to me on this list is the “assessment dominated by tests, particularly multiple choice tests (Whitman & Kelleher, 2016, p. 26). While I do not do this, we teach students and prepare them for standardized tests that do exactly this. I just find this to be ironic. ]]> 2020-10-11 13:15:16 UTC https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819633116 rweisman95 https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819634315 For the Twelve research-informed strategies, I realized that our current format for education does not leave room for some of these. For example in the fifth point, it states that “without sufficient sleep, we create a system that perpetuates the illusion of learning” (Whitman & Kelleher, 2016, p. 27). The system we have in place does not leave room for sufficient sleep for students, and, therefore, most likely creates this illusive learning and retaining of information. Two other points that stood out as strategies that our system does not leave room for are that “students need to know the anatomy of their brain” and “students need frequent opportunities during the school day to play” (Whitman & Kelleher, 2016, p. 28). Students most likely won’t take a psychology class until high school, and it’s most likely an elective, meaning students could go all throughout school without knowing anything about their brain. We should give students a mini-lesson at the beginning of the school year to understand how their brains work. Also, as students get older, time for play is limited. Time for this is not built into the school day as it is for the younger students. These are things for me to keep in mind as I continue my teaching career. 

]]> 2020-10-11 13:16:33 UTC https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819634315 rweisman95 https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819635063 The neuromyths and neurofacts section of our reading was very interesting for me. There were some of these neuromyths that I previously believed that I now know are false; namely the concept of left/right brained, only using 10 percent of our brain, and learning better with the use of the style of learning that is preferred (Whitman & Kelleher, 2016, p. 37). These are concepts that I did not realize were false and now understand why these are neuromyths.]]> 2020-10-11 13:17:29 UTC https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819635063 rweisman95 https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819637371 The obvious impact with using technology in the classroom would be that it enhances the educational experience in the classroom, which is the internal change. As Selwyn states, "many academics and practitioners believe technology to be capable of supporting a range of improvements to the core process of education" (2016, p. 23). The less obvious part of incorporating technology into education is the external imperatives that it brings; the impact that it has outside of the classroom. The most noticeable external imperative is that it helps us as a society to "keep up" with the evolving technologies (Selwyn, 2016). This is not the only purpose. Selwyn also states that "digital technologies are now seen as an integral part of maintaining education's relevance to fast-changing economic demands. These concerns are often described in terms of meeting the needs of the 'knowledge economy', 'networked society', and 'late capitalism'" (Selwyn, 2016, p. 27). ]]> 2020-10-11 13:20:34 UTC https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819637371 rweisman95 https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819638970 The 13 things a teacher should never do again and the 12 things every teacher should do was very eye-opening for me. I have started changing my mindset with the "do not's". In my previous studies, I learned that students should be given multiple representations in mathematics, and I should make sure that I am taking advantage of all different learning styles when doing this. I also now have a better understanding of how students' brains are working and make sure that I am giving them short breaks from their work. ]]> 2020-10-11 13:22:47 UTC https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819638970 rweisman95 https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819639630 Selwyn, N. (2016). Education and technology: Key issues and debates (2nd Ed.) New York: Bloombury Academic

Whitman, G. & Kelleher, I. (2016). Neuro Teach. Maryland: Rowman & Littlefield Publishers.]]> 2020-10-11 13:23:42 UTC https://padlet.com/rweisman95/krbs7icatxlk6pkb/wish/819639630