Moody: EDAT 6115

  Chapter 11 discusses effective learning environments.  Classroom management can help with behavior and scholar engagement.  There is also some level of time management that comes into play when we are in charge of a whole classroom. “Providing an effective learning environment includes strategies that teachers use to create a positive, productive classroom experience through a process that is often called classroom management.” (Slavin, 2021, p. 280) One of the first things that comes to mind is that all the things that make the classroom a positive and productive learning environment are dependent on the scholars and the teacher. The environment, rules, expectations, and norms of the classroom are set up and maintained by the teacher.  Time management for teachers can be the time spent on actual teaching content but also the time given for assignments. It also can account for the time that is spent on behaviors. Figure 11.1 in Chapter 11 shows that scholars were o...

Chapter 7 and Chapter 8 in Slavin's book Educational Psychology discusses direction instruction and student-centered instruction. The book discussed them as individual and independent strategies. However, I think there are benefits and drawbacks for both.  I think teachers should use a combination of the two teaching methods.  Maybe this is because my scholars require both strategies on a constant basis.  My scholars need to have direct instruction on what they need to learn but also need to have some individualization of the how and pacing of the material.  Direction instruction focuses on the teacher and what the teacher does.  There should be clear expectations, objectives, and structured lessons that allow scholars to be actively engaged. Teachers should have it all planned out. Scholars should be completing tasks that ensure they are actively learning. Direct instruction uses scaffolding to help the scholars become independent in the learning process. Lesso...

Reading chapter six, peer discussions and other information made me think about how we process information.  There was a slew of information in the chapter that was useful and that tied into my daily classroom experiences.  However, how exactly does some information make it into our long-term memory that we will never forget? While other information we forget seconds after we were exposed to it.   This was one of the major topics on my mind. The book and peer discussions talked about using the first minutes of class to expose important information, using hooks to draw them into the information, using all the five senses to tie the information together, as well as doing ext tickets (tickets out the door) to tie all the information together.  Using hooks can help by tying other senses into the information, using exit tickets can help tie the information together, and using all the senses can help in how the information is stored and processed.  Working memory is f...