Week 5 Remodel Post

In my first design, I stated that a student is introduced to a new idea and they begin to think and figure out what that means. I still agree with my statement. However, after reading through the modules, I want to add to it. I want to add that after students are introduced to a new idea, or something being taught to them, they must then put it into practice and do it! In module 11, memory is said to last by the following things: attention, rehearsal, repetition, and elaboration.

Attention is the mental consideration and focus on a particular object/thing.

Rehearsal is the repetition of something over and over to oneself.

Repetition is doing something again after it's been done.

Elaboration is the addition of extra, or clarification of something.

My second model demonstrates that new ideas need to be shown to students in a way to grab their attention because this will help them remember it better. After a new idea is introduced, the student's brain starts to churn and that is when the repetition and elaboration should start because it is still fresh in the student's mind. The repetition should continue until the information is stored in long-term memory.

Activity: My first activity was as follows: Students could be presented with a lesson on what place value is. M&M's will be given to them and a large number will be assigned. They should place the amount of M&M's in each place value category. Ex: 394; 3 M&M's for 3 one hundreds, 9 M&M's for 9 tens, and 4 M&M's for 4 ones. 

My second activity was pretty much be the same, but adding a few things.
The students would be presented with a lesson on what place value is. In order to have the attention of the students, a rhyme may be said for them to remember how to do place value. They all must repeat, repeat, repeat. Then for them to practice the material to implement it, they will be given M&M's. They will be given a large number and place M&M's in each value category. Ex: 394; 3 M&M's for 3 one hundreds, 9 M&M's for 9 tens, and 4 M&M's for 4 ones. The next day, they will review the lesson and repeat the rhyme. Afterwards, they will again review how to do the lesson by practicing with slips of paper. 


Reflection: I did not change my model. My first model was what I still agree with, but after reading the modules, I knew I did not have enough information previously to make a great model. After reading, I am better equipped and know more things to make my model complete. All I needed was a little additional information. I now know that students will remember lessons the way my new model illustrates, rather than how my old model illustrates. My new model will have the students practicing and reviewing so they will remember more. My first model would have had my students forgetting everything they learned by the time class was over!

Week 3 - Redesign

In my previous design, I stated that a student is introduced to a new idea and they begin to think and figure out what that means. I still agree with my statement. However, after reading through the modules, I want to add to it. I want to add that after students are introduced to a new idea, or something being taught to them, they must then put it into practice and do it! In module 11, memory is said to last by the following things: attention, rehearsal, repetition, and elaboration. My model (as seen below)

should be changed in a way that involves what module 11 was talking about. My new model can be seen below.

This new model demonstrates that new ideas need to be shown to students in a way to grab their attention because this will help them remember it better. After a new idea is introduced, the student's brain starts to churn and that is when the repetition and elaboration should start because it is still fresh in the student's mind. The repetition should continue until the information is stored in long-term memory.

Activity: My previous activity was as follows: Students could be presented with a lesson on what place value is. M&M's will be given to them and a large number will be assigned. They should place the amount of M&M's in each place value category. Ex: 394; 3 M&M's for 3 one hundreds, 9 M&M's for 9 tens, and 4 M&M's for 4 ones. 

My new activity would pretty much be the same, but adding a few things.
The students would be presented with a lesson on what place value is. In order to have the attention of the students, a rhyme may be said for them to remember how to do place value. They all must repeat, repeat, repeat. Then for them to practice the material to implement it, they will be given M&M's. They will be given a large number and place M&M's in each value category. Ex: 394; 3 M&M's for 3 one hundreds, 9 M&M's for 9 tens, and 4 M&M's for 4 ones. The next day, they will review the lesson and repeat the rhyme. Afterwards, they will again review how to do the lesson by practicing with slips of paper. 


Reflection: My first model was what I still agree with, but after reading the modules, I knew I did not have enough information previously to make a great model. After reading, I am better equipped and know more things to make my model complete. All I needed was a little additional information. I now know that students will remember lessons the way my new model illustrates, rather than how my old model illustrates. My new model will have the students practicing and reviewing so they will remember more. My first model would have had my students forgetting everything they learned by the time class was over!

Introduction of myself

I'm Kelsey Shrewsbury. I'm from Avon, Indiana and I'm a sophomore here at IU. I am an Elementary Ed major because I love being around kids and influencing their lives is such a great responsibility that I can't wait to have! I am looking forward to this class because getting your foot in the door is the first step to a great career!

Week 1: Model/Diagram

This picture basically illustrates what I see as learning. A student is introduced to a new idea and that turns into them thinking and figuring out what this new idea is. I see learning as something clicking inside a person’s mind and them processing it. That is why I chose the picture of the gears turning in the person's head because when I see kids thinking and processing basically anything, the way their faces look makes me think they have gears, pulls, and levers working in their brain. I work at a daycare and I've had children ask me all kinds of questions. This summer, a girl asked me why it was hot in the summer and cold in the winter. When I explained the tides, seasons, and the earth's position to the sun, her eyes squinted, her brow furrowed, and her lips pursed while concentrating so hard to understand what I was saying. All the while, I could mentally see the mechanics moving inside her head. In my future classroom, I want all of my students to look like this girl did. I want them to be so focused and concentrated on what they are learning that they show it on their faces. I love to see things just click with someone when they are learning a new idea, as I called it before. That light bulb, click, or whatever you may call it that turns someone on when presented with a new idea is what I see as learning and what I hope to have for each student of mine in the future.