Week 1: Introduction, Learning Model, and Reflection

Introduction:

    

 

         My name is Madilyn Welton and I'm a sophomore at Indiana University. I am studying the Teaching All Learners Program, which is a double major in elementary and special education. I am also considering a minor in Spanish. I would love to travel around the world and teach to less fortunate kids. Even if I were to teach in the US, I would like to teach in low-income areas to help children who are having difficulties. I had some teachers in elementary school who were really there for me through rough times and made a big difference in my life. This is what motivates me to make a difference for other kids. I am a firm believer that education is power and teachers can make a real difference.

 

Diagram: 

 

Big Idea: Learning grows when kids have fun. What they have learned will stick in their head better when they associate it with something they have interest in. 

 

Activity: A teacher takes her students outside to teach because she knows her small children like to play outside. They can then associate learning with the fun times they have playing outdoors.

 

 

 

Reflection:

       My big idea for my diagram was that learning happens and grows when kids connect it to having fun. In my experience with school (and life in general), I have found that it is easier to remember things when it connects to something I already have an interest in, and doing something interesting is considered fun. For example, I still remember stories that were read to me from years ago because they sparked my interest. Also, when I was younger I used to make up songs to help me remember things for class. The songs were fun and so I was able to remember things a long way down the road I would have never memorized otherwise because I could link it to a fun song in my head. Taking interest in what you are doing inevitably sparks your brain to pay more attention and have more motivation to process whatever it is you are supposed to be learning. This idea is standard for anyone of any age, but especially to younger kids. They have a hard time having the self-discipline to sit down and learn when it’s not necessarily what they feel like doing. However, if teachers can plan their lessons to be directed toward the children’s interest, kids won’t need to force themselves to do anything, because they’ll enjoy it.

The activity I created was simple, a teacher deciding to take her class outside to learn. I think it is safe to say that when kids think of outside, they think of fun. It’s where they have recess, the best time of their school day! Therefore, I think when a teacher decides to take their students outside, it automatically sparks more energy and excitement needed to learn. Almost any subject could be taught outside if the teacher is creative enough. For example, pretend like the teacher wants to teach a math lesson on division. The class could play “clump.” This game requires students to run around freely and then when the teacher yells out a certain number, they must quickly clump together in a group with that many people. The teacher must shout out a number that is not divisible by the number of students so that there will be some left out and then those students will be out. After each round the class can count how many groups of that number they were able to form and how many students were left out (the remainder). The game then continues until there is only two people left and they are the winners. This is just one example of what a class can do outdoors. This activity relates to my big idea because it is getting kids to have fun and connecting it with learning.