How Students Learn

Benjamin Franklin once said “Tell me and I forget. Teach me and I remember. Involve me and I learn.” So, the question I pose today is how do we involve children so that they learn? How do we spark that want inside of a student to because a lifelong learner. The best way to build students’ knowledge and thirst for greater understanding is by creating connections. Having connections between prior knowledge, different subject areas, the “outside” world, and what is being learned now and in the future will help students to achieve higher levels of thinking, as well as, the twenty-first century knowledge and skills that are needed in the collegiate and professional words today. One way to make these connections is by using integrated thematic units. Inga Randle (1997) discussed the fourth grade students of Barbara Pedersen who were so eager to learn they would willingly skip recess to be in the classroom learning. Pedersen used integrated thematic instruction to inspire her students. So, by learning what an integrated thematic unit is, why integrated thematic units should be used, and how to use integrated thematic units teachers can become more like Barbara Pedersen and prepare students more for independent thinking and higher education.

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

They have found that the teachers only go over what they really want to go over and leave out a lot of the important details. “Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next text.”(pg.12) College professors want the students to know most of the material; or of at least heard of most of it before they get to college. “History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they assume that Euclidean geometry was mistaught. Professors of english literature don’t presume that Romeo and Juliet was misunderstood in high school.”(pg.12)

Comprehension as a process is an intriguing phenomenon. The ability to understand a particular student is affected by inevitable factors such as age and intelligence of that individual. The method employed during teaching is a constant factor. The intelligence quotient varies between various individuals. It is, therefore, paramount to always employ an effective means of teaching. This entrusts a feeling of equity ascertaining that all students acquire a minimum preset level of comprehension of the subjected lesson. The forged policies and pedagogy is a by all means a basis of universal teaching that can encompass a qualitative learning process. This can be achieved by several factors such as learning some characteristics of

Understand How the Students Learn: All students do not learn the same way. There are a few theorist who decided that there were certain ways students learned. Some are teacher centered and others students centered. I myself believe heavily in the behaviorist theory, because I feel that the classroom is a more controlled environment. That theory was the way that worked for me best as a student, however; I understand that times are changing, more classes are student centered. The way that I have decided to combine the two to first figure out what will best work for my students. They may learn better by constructing their own knowledge through research or working together with others to build onto what they already know. I will be sure to expose

In chapter 11 of the book The Seven Laws of the Learner, Bruce Wilkinson presents a section entitled “Maxim 5” where he presents the idea that equipping should be focused on only those who are more intently committed to learning. After years of teaching and management I personally agree with the author. There is a certain amount of effort that should be given to all students. However, the teacher must take the time to evaluate the students and then carefully select those who seek and desire to understand more. Wilkinson explains that this is the “Law of Equipping” as teachers need train students for a life of service. The educator should focus on teaching the student to become independent and to continue the process of equipping others. Wilkinson uses the Apostle Paul as a good example when he is instructing Timothy. Paul specifically tells Timothy to teach others to carry on the Gospel work (2 Tim. 2:2-3). In Paul’s letter, it is evident that Timothy has been singled out to carry on the

Essential Question: Is your Catholic Identity showing? Does my Catholic Identity go beyond the school walls?

Students are entering college, however, they are not completing the requirements to obtain a certification or a degree. There are tasks that educational leaders can implement to assist and enhance student development toward graduation. The presentation will review the barriers that students face, and provide educational leaders with suggestions to assist in student success.

I used to think science was like all my other classes; all about lectures and note-taking and putting facts into your head. In History class, the learning comes from knowing that the assassination of Archduke Franz Ferdinand was what set WWI into motion. In science, the learning doesn't come from knowing that Pb is the chemical symbol for lead. The learning comes from putting lead under different conditions to see what it does and then

Everyone has a different stance on learning and how it happens for an individual, which affects people’s learning philosophies and how they are created. Learning philosophies can change as time progresses, depending on how and if society changes and events that may take place to change a person’s perspective. I believe a learning philosophy is created by being exposed to certain life events, as well as the way you were taught to view learning. Since the beginning of this class, my learning philosophy has not changed. I still believe that learning and going to school is vital for today’s upcoming generations because it provides an individual with endless opportunities.

In Olson’s writings about how students learn to believe in themselves she focuses on how their experiences lead them on a path of extended learning. This leads those students to discovering what it takes to be resilient in learning. Her findings that many great learners were not always successful in school helps people to understand that learning does not always have to take place in a school building many learners develop the “seven habits of learning” (Olson, pp. 49-53). These habits have taught the great learners how to excel at what they love even if it is not taught in the classroom. These learners know what their strengths are tend to focus on these rather than what they may not be great in, these are the learners we sometimes see off task and doing what they love rather than what the teachers are teaching. With these learners they have passions and sometimes as teachers we can tap into these passions and get our learners to use them in a classroom setting.

Some skills that I learned in PD #1 was to speak out loud more and to step out my comfort zone. I hate public speaking because im super insecure about my voice and im afraid that people will misunderstand what I say and take it the wrong way. It happens to me often. But I learned that no one really cares as long as you voice your opinion right and say the things you want to say. You do what you have to do to take care of your responsibilities. Another skill I learned in PD#1 was to ask questions without having to be questioned about your question. In the drawing activity, I was able to clearly describe my drawing to my partner without having her messing up. It shows that I was able to talk out loud and that I should talk more slowly without

My definition of student learning outcome F is to examine on your growth as a writer and describe how using different writing technics can connect to other life goals.

Soleimani and Ghaderi (2013, p. 42) suggest that textbooks have come to be seen as extremely important in the teaching

Research is a big component of a student’s studying process; however, it is hard for universities or other institutions to provide these expensive resources for everyone. A group of individuals at Drexel University’s Department of Biology have observed this problem, and hypothesized that a group of students working with a faculty member on a theoretical research proposal, might be an effective solution (Stanford & Duwel, 2013). Overall, this experiment was designed to view whether writing theoretical research projects can effectively teach students the scientific process.