Uploaded by Dorla Grant

Reflection Journals

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Reflection Journals
The journals each are between 500-600 words. The first paragraph consists of a brief summary of
3 main points/concepts discussed in the articles/chapters/papers (~150-200 words). In the
second and subsequent paragraphs (300words+), you are required to talk about your reflections.
You can include answers to questions such as these: what did I learn from the discussions, how
you can apply a technology to your class?, what are shortcomings/advantages of a technology?,
are there any new or useful implications of concepts in the readings for teachers/students? etc.
These questions are just to help you if you need to structure your journals, you do not necessarily
need to answer these example questions.
The first paragraph consists of a brief summary of 3 main points/concepts discussed in the
articles/chapters/papers (~150-200 words).
Three main points articles/chapters/papers are self regulted learners, the effects that computers,
technology, and the internet have on students’ learning, and Misconception.
Firstly, Self-regulation, as it relates to learning, according to Zimmerman (2002), is the process by which
students become autonomous learners. This process relies on the students' will to self-monitor, selfmotivate, self-evaluate, and self-assess their learning process. Secondly, technology and the interenet
play both a positive and a negative role in students learning and especially in being a self
regulated learnr. In my discussion, I explained that it was a double edge sword which was
capable of being magical and damaging at the same time. Another point that was discussed is
the concpet of misconception. Misconceptions, according to Bransford, J. D., Brown, A. ., &
Cocking, R. R. (2002), is inaccurate information that students have about a topic/s. Students
come to school with preconceived ideas and information through their own experiential
learning.
In the second and subsequent paragraphs (300words+), you are required to talk about your
reflections. You can include answers to questions such as these: what did I learn from the
discussions.
The discussions were very insightful and expanded the Iinformation in the assigned
readings. Specifically, partipants made the information more relatable and defined the concepts
in the reading. For example, after reading one particpants’s explanation and personal experience
with a concept, was how I understood what the reading was referring to.
Most particpants in the discussion board agreed that they have experienced one type of
misconception or another among their students. There were various startegies that were brought
forward on the discussion in dealing with misconectoion among students. One particular
strategy of using the mobile phone to take suverys was especillay insightful. Another point
tmade that I had aprticular interste in was that obne participant found that
student misconceptions
coming from online or social media There is so much information constantly put into the media and young students
can believe many things that come from music or sports icons that can be deceiving.
I have never heard of the term self-regulated learner before, but when I read the article I
became immediately interested because this is exactly what our young students are
experiencing. We do not seem to have this problem with the older students. I wonder why?
As it relates to addressing and assessing misconception, I have never thought of using the
phone to do surveys, I usually create the surveys on Backboard and use the answers to guide
my lesson plan. One tool that can aid in addressing preconceptions is to have other students
who have the correct information explain the topic to the class, thereby giving them the
correct information. I find that when information comes from their peers, they are ready to
listen and participate.
Severakl ways to deal with misconcetion.
Linking the idea of technology and misconceptions, one thing that I find interesting is how
misconceptions that students bring into the classroom come from ideas that they discover online or in
media.
Misconception
n regards to your question about revealing misconceptions in the classroom I think the methods
you mention, pre-quizzes and conversation, are very useful. Quizzes can reveal factual gaps in
knowledge and discussion, conversations, and questioning can organically reveal what students
know. Group brainstorming can assess group knowledge of a topic that can be recorded in a
mind map or other graphic organizer. Know-think-learns can also serve to elucidate prior
knowledge while offering relevancy to a topic by allowing learners to view it through the lens of
what they would like to learn. This strategy also puts agency in the hands of the learner by
allowing them to define topics of interest that the class can explore. Increased agency and
responsibility can help foster the skills and attitudes necessary for self-regulated learning. Great
post and questions!
My response
I agree with your statement that students nowadays have never been taught to study on
their own. To me, this means being prepared for the next day class by reading and asking
questions on the lesson that was given to them the day prior. Our problem with the
millennia is that they lack motivation and have a “ hustle mentality”. They are only in school
because their parents told them to and just going through the motions, but not really
digesting anything and not taking an active part in the learning process. I have never heard
of the term self-regulated learner before, but when I read the article I became immediately
interested because this is exactly what our young students are experiencing. We do not seem
to have this problem with the older students. I wonder why?
As it relates to addressing and assessing misconception, I have never thought of using the
phone to do surveys, I usually create the surveys on Backboard and use the answers to guide
my lesson plan. One tool that can aid in addressing preconceptions is to have other students
who have the correct information explain the topic to the class, thereby giving them the
correct information. I find that when information comes from their peers, they are ready to
listen and participate.
We both agreed that technology has its benefits as well as shortcomings when it comes to
learning. I was wondering if as educators whether we are helping with the problem of selfregulation using technology or creating a bigger one. For example, I have heard fellow
educators mentioned that this generation love technology so let’s do this or that with
technology since students already have their mobile device in their hand. Students have
been bombarded with an app to schedule classes, an app to wake them up, an app to help
them study, one to remind them of events coming up, or to come to tutoring. I have also
heard students say they are “messaged out” I feel as educators we also must find a balance
in using these technological devices. But how?
You are so right, as an educator/Trainer, I was first trained to assume that learners did not
know anything about the topic and so that was the frame I would begin my lessons
from. But then, I attended training the trainers' classes and there was where I learned to
begin training sessions by getting information on prior knowledge.
Teachers can assess these misconceptions through a few
ways. Some of the ones I’ve experienced are: having
group/whole class conversations (though not everyone is
heard or comfortable to share); having students complete
a KWL chart (Know, Want to know, Learned); or having
some form of questionnaire they fill out
independently. “Teachers need to pay attention to the
incomplete understandings, the false beliefs, and the
naive renditions of concepts that learners bring with them
to a given subject. Teachers then need to build on these
ideas in ways that help each student achieve a more
mature understanding” (Bransford, 2002). I feel
addressing these points can be done through the student;
the student researching more on the topic, or asking more
questions. Of course, with the guidance/facilitation of the
teacher to direct the student to correct that
misconception. If the view is that “new knowledge must
be constructed from existing knowledge” (Bransford,
2002), then we need to fully understand each students
level of existing knowledge and how they are perceiving it.
I was able to gain a deeper understanding on the process
of self regulation and outcomes. "There are two major
classes of forethought phase processes: task analysis and
self-motivation.... Task analysis involves goal setting and
strategic planning... Self-motivation stems from students'
beliefs about learning, such as self-efficacy beliefs about
having the personal capability to learn and out- come
expectations about personal consequences of learning
(Bandura, 1997) (Zimmerman 68)."
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