Emily

** My Philosophy of Education: ** My belief is that the purpose of education is to help all students regardless of race, class, or intelligence reach their full potential. My role as an educator is to help inspire young people through knowledge to take more control of their future, and not be bystanders in their own life. Through education students will gain the knowledge and critical thinking skills to make up their own mind as to what successful means to them and have the skills to go out and obtain it.

** My framework ** For my frame work I tried to come up with my own personal categories that would be best of the knowledge I have and will obtain through the semester but ﻿really feel that (from my knowledge today) Marzano and Pickering have the framework categories to match my thinking and philosophy of education. The one difference I did have is that when I think of this project and the visual I instantly thought of a tree. That the student’s attitudes and perceptions along with their habits of mind were like the trunk and the knowledge pieces are the branches and foliage that is ever growing fuller.

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** Habits of Mind **

// Piaget and Vygotsky //- The overall concept of this research I feel falls in the habit of mind, but the individual concepts fall into separate categories //Intelligence//- I am putting intelligence in several different categories because I feel it is something that is inherent but can be used in the additional categories because it is used to extend knowledge, acquire knowledge, and use knowledge in a meaningful way.

// Gardner's Multiple Intelligence //- since multiple intelligences are believed to be biologically based I feel these are a habit of mind

// Learned helplessness //- this is a condition in which students learn that from past experience they will not be able to succeed at something, this is an idea people with disabilities can get and it sticks with them throughout different aspects of life.

// Classic conditioning //- this is what happens automatically happens based on a new stimulus being introduced

// Sensory memory //- memory is held briefly as a habit of the mind

// Metacognition //- knowing about one’s own thinking and learning abilities. I place this under habits of mind because knowing one’s own abilities allows us to have a better understanding of how our mind works.

// Triarchic Reciprocal causality // - the explanation that behavior is affected by both the individual and the environment. When teaching I will have to remember that a student’s environment and their personal self are both mutually affecting their education. ** Attitudes and Perceptions **

// Intellectual Stamina //- a students or teachers background and efficacy will determine their attitude and perception of learning.

// IQ Tests //- I placed this in perceptions because IQ is often perceived as a highly intelligent person but this is not always true, however having high IQ scores can help with a positive can do attitude which will lead to better performance.

// Inclusion/Integration/ Main streaming- // allowing for students with challenges to be included in these manners can help change their perception of themselves and the attitude others have towards people with any sort of disability

// Gifted Students //- the idea that a student is told they are gifted and encouraged that way gets into the students mind and becomes a piece of who the student is and how others see them. I am adding this to additional stages because these above average abilities allow students to perform better.

// Belief perseverance //- the idea that a person continues to believe something even once they have seen evidence to support the opposite. This is something we do as habit and is based on perceptions and attitudes that we carry from our discourses. // Self-efficacy // - a person’s sense of being able to do something. This ties directly into the way a person feels about themselves and the belief they have in their own abilities.

// Intrinsic motivation // - motivation created within, the activities themselves are enough reward. In teaching I will have to remember some students are like this and knowledge or a good grade is enough.

// Extrinsic motivation- // motivation by outside sources such as rewards. Students like this will need to be shown that learning is a reward and I will need to keep in mind the things we learned about rewards and making sure not to reward all the time for things that are not worthy.

// Self-Management // - a person’s ability to manage themselves. Some students will have a strong sense of self-management while others will struggle and need to be taught this.
 * Acquire and Integrate Knowledge **

// Assimilation //-acquiring different knowledge but not fully understanding how to use this knowledge across situations

// Sensorimotor stage //-knowledge and ideas are just beginning to form

// Co-Constructed Process //-through assistance and modeling information is acquired and integrated into everyday thinking

// Intelligence //- I am putting intelligence in several different categories because I feel it is something that is inherent but can be used in the additional categories because it is used to extend knowledge, acquire knowledge, and use knowledge in a meaningful way.

// IEP //- allows for parents, and teaches to get together and use their knowledge to enhance the knowledge of a student by creating a detailed plan for achievement.

// Gifted Students //- the idea that a student is told they are gifted and encouraged that way gets into the students mind and becomes a piece of who the student is and how others see them. I am adding this to additional stages because these above average abilities allow students to perform better.

// Learning //- this is the process through which people acquire and integrate knowledge into their behavior and knowledge

// Operant Conditioning //- when a student or other experiences a stimulus repeatedly they come to integrate these things together and create a reaction

// Cognitive View of Learning //- learning is an active process that requires acquiring knowledge, extending knowledge, and applying it meaningfully.

// Gestalt Principles //- explains how we acquire and integrate knowledge using patterns in the world around us.

// Meta-cognition //- knowing about one’s own thinking and learning abilities. Understanding how you learn allows you to acquire knowledge and to help determine what you will need to work harder on to learn and apply.

// Learning Strategies //- as these are plans for how to learn this falls under the acquire and refine knowledge because strategies help us to know what information we need to acquire, as well as how to refine it to knowledge that is important.

// Standardized testing //- is meant to test the knowledge that a student has but is often just a small piece of what a student knows and their abilities. I placed this under acquire and refine knowledge because the results of the score allow teachers to help students to acquire more knowledge or refine what they know.

// Social learning theory // - the idea that learning is done through observation of others. This ties closely into how we acquire new knowledge and how we can develop ability and skills beyond others in the same course work.


 * Extend and Refine Knowledge **

// Accommodation // -knowledge that has been acquired in now extends into different areas and refined for use

// Concrete Operational Stage //- people are now able to take the general knowledge they have acquired and apply it to more situations

// Zone of Proximal Development- //using various tools available information can be expanded and used in more contexts

// Intelligence //- I am putting intelligence in several different categories because I feel it is something that is inherent but can be used in the additional categories because it is used to extend knowledge, acquire knowledge, and use knowledge in a meaningful way.

// Gifted Students //- the idea that a student is told they are gifted and encouraged that way gets into the students mind and becomes a piece of who the student is and how others see them. I am adding this to additional stages because these above average abilities allow students to perform better.

// Positive reinforcement //- when something happens and it is rewarded the positive reinforcement refines the knowledge that this should continue.

// Punishment- // through punishment knowledge that something should not be done is reinforced and the knowledge of this is extended into circumstances that are not always exactly the same.

// Task Analysis //- When a student or teacher is able to take their knowledge about a task and break it into basic skills

// Cognitive View of Learning //- learning is an active process that requires acquiring knowledge, extending knowledge, and applying it meaningfully.

// Domain Specific Knowledge- // knowledge that is useful in specific situations or is refined to apply to a specific topic.

// Chunking- // grouping meaning in an extended way in order to remember it longer and relate it to other knowledge

// Meta-cognition //-knowing about one’s own thinking and learning abilities. Knowing abilities allows you to refine these abilities and build on them.

// Distractors //- being able to eliminate these misleading answers demonstrates a student’s ability to refine their knowledge and apply it to the test and hopefully additional uses.

// Performance assessments //- require that a student produce some type of activity or product to show that they have extended their knowledge to include application in a different way and to refine their product in a way that will demonstrate their knowledge.

// Modeling // - changing behavior based on what one has seen. This helps us to refine what we know and extend knowledge into new ways. // Failure avoiding students // - students who do not take risks and stick with what they know. These students need to learn that we all need to extend our knowledge adapt it and apply it to new information rather than being safe.

// Culturally responsive management // - I will have to extend and refine my personal knowledge about students and their culture in order to create an effective classroom setting.
 * Use Knowledge Meaningfully **

// Research- // both qualitative and quantitative can be examined, interpreted, and applied

// Brain research //- in this stage it can be interpreted and made applicable to the situation

// Intelligence- // I am putting intelligence in several different categories because I feel it is something that is inherent but can be used in the additional categories because it is used to extend knowledge, acquire knowledge, and use knowledge in a meaningful way.

// Gifted Students- // the idea that a student is told they are gifted and encouraged that way gets into the students mind and becomes a piece of who the student is and how others see them. I am adding this to additional stages because these above average abilities allow students to perform better.

// Applied Behavioral analysis- // the act of a teacher realizing what works and then using it I feel is using knowledge meaningfully.

// Social Learning Theory- // taking observation of others and applying that is using knowledge meaningfully.

// Cognitive View of Learning- // learning is an active process that requires acquiring knowledge, extending knowledge, and applying it meaningfully.

// Long Term Memory- // Allows you to remember things for long term use and applications in different circumstances.

// Organization- // by creating organization of your thoughts and knowledge you can then access that information and use it in a meaningful way.

// Meta-cognition //- knowing about one’s own thinking and learning abilities. Upon knowing your abilities and strengths allows you to use this knowledge and knowledge of other situations in meaningful ways.

// Problem solving //- this falls under use knowledge meaningfully because the idea of problem solving is to use knowledge you have or have access to create a plan for resolving the problem in front of you.

// Creativity //- the original thinking or problem solving is using your knowledge and abilities in a meaningful way to create a thoughtful idea, response, or creation.

// Assessment //- used to determine information about what a student knows or has learned. This falls under using knowledge meaningfully because students must use knowledge they have, and skills and information they have acquired to produce information that can evaluate their knowledge.

// Mastery experiences // - our own experiences, through our experiences with content and the world around us this is how we gain the ability to use what we learn in a meaningful way.

// Goal // - once a student understands what they are learning the goal becomes their own as to what to do with it.

// Classroom management- // for this I will have to use the knowledge I have about my subject, my students, and the education process to create a learning environment for my students.

// Rules // - clear concise rules and consequences will be necessary in creating a good classroom environment that will allow for students to utilize and acquire knowledge.