TED 300 Week #3 Spring '24

Hello, Ted 300 week.

Number 3 February fifth through February 12th, close to Valentine's Day,

I suppose.

I hope this finds you well, enjoying winter.

Um, if there are a few of you that have reached out with questions,

don't be afraid to do that.

Even something really small. If I can help you with anything, don't be afraid to ask.

I'm here for you and I know in an online course that feels different. Um,

and I also so can recognize that many of you have daytime jobs.

A lot of you are working in schools, which is wonderful.

Um,

and so I do know that you can't reach out

during those office hours or whatever it may be.

I am not opposed to meeting in the evenings. Ok. Yes, I do have kiddos.

I do have a life too,

but I am going to recognize that I can't tell you how often I

have met with students at 7 p.m. at night 930 pm at night.

We'll just find something that works for both of us. So don't be afraid to reach out.

All right. A recap from last week,

last week was

PJ

Watsky. Um, Bracken

Brenner. So the theory of development. So Bra and

Brenner said, Frey

and environment and the patterns that develop

um early bloom bloomers is something

worth mentioning with Bracken runners theory.

You know, oftentimes we see kiddos specifically girls, I would say 3rd,

4th grade starting to mature quicker.

And oftentimes they get treated as if they're

a teenager because they might look that way.

Um We have to recognize that that is not the case

and

I have seen it all too often. They're still kids. They need to be treated like kiddos.

So keep that in mind.

Neuroscience was brought up, you know, and we're not here to be neurologists,

but it's good for us to know that,

you know what neurons are and axons and dendrites and how that,

how that completes our brain

and helps us learn pjs theory of cognitive development.

Super important. I, I would say that I recognize or I

maybe relate to

Piaget's theory more so than any of the others.

Um When I was in, when I was in my own classroom.

Um And I think it's because P J's child

development theory is more predictable in my mind,

but I, I don't want to sway you in any way.

I'm just giving you my opinion.

Um

Vygotsky,

social Cultural Theory, you know

Watsky saying we need social interactions, kiddos need those in order to develop,

we need to give those social interactions in schools

and with Vygotsky

and PJ that just shows you the need for experiential

learning and making learning and experience for kiddos are moving and

doing and not just sitting and listening to you.

Scaffolding is a buzzword in education.

It's gonna come up, you know, it's already come up,

it's gonna come up multiple more times throughout this course.

Um But really it's building blocks.

Think of scaffolding when you're building a building, you know, you,

you're up on the scaffolding and you need to get a little higher,

you go up another run, you get up a little higher, you keep building.

Um they have to, for instance, to learn long division,

they have to know how to add subtract and multiply

same kind of deal.

Um

Language development was also a piece of last week and that was,

you know, the four blocks of language.

It's not just speaking right, it's listening, it's reading,

it's writing all of those things.

Um My kiddos, for example, my oldest is very

um verbal always has been very early.

My little one, not verbal at all until two when I brought it up.

Well, I brought it up for months at the doctor and then finally they were like, ok,

you can have an appointment with the Scottish Right Clinic.

Let's see what's going on.

She would not talk, she knew some sign language, but she would not talk.

Well, it came out that our oldest one was talking for her.

So we had to go to family therapy.

So our oldest would learn how to not talk for

the youngest and ever since then she hasn't stopped talking.

So,

um, again,

there's so many pieces of language

and it's not just speaking. Ok. So keep that in mind. It's just little food for that.

Right?

Ok.

This week you're reading chapter three, which is all about personal, social and,

and personal, social and moral and emotional development,

which I'll get more into soon here.

Chapter three,

read that in its entirety and think of questions for your T IP

that you could add in if you haven't gotten those all done yet,

but maybe fine tune them if you haven't done your interview yet.

Um And then there is a optional PBS video and it's,

it's just about five minutes long maybe.

Um

It's really good. You don't have to do it. That's optional.

I think you should, it's powerful in its own way.

OK. Personal show social moral development.

We can't forget the emotional piece with that as well. And there is stages of this and

quite frankly,

it's not as easy to pinpoint because we all go

through this in different ways based on our experiences.

So

it's important for teachers to know

um

and understand these

pieces of their development of each child's development.

So they know how to deal with them the best and effective teachers really

get to know those kiddos and know how they react in certain situations.

Talk to the parents and,

and help build on these skills, teach them what it means to share,

teach them how to interact with each other, teach them what's right from wrong.

Um So ways that we support this is it's giving them experiences,

setting them up for positive interactions and positive experiences.

Um

You will learn more on this every time you do a placement in a school and then you

will be focusing on different grade bands and it's

very different depending on the grade of the kid.

If you're in a

kindergarten classroom, there is more crying, there is more biting and hitting and

um tantrums. If you're in 1/6 grade classroom, it's a lot quieter bullying.

Um that's happening. So you learn how to deal with those situations as you go.

But it's really important to know what are some of

those developmental stages prior to be putting in putting,

being placed in those classrooms.

Ok.

Um

Discussion,

the discussion this week

um is really

all about effective teachers and what they

know and understand about those developments and,

and what is important that they know and then how do we support that?

So we kind of led into that or I led into that with this little lecture,

very brief lecture.

But what are some ways we can support their development in our classroom?

What are effective ways and that will be outlined throughout the text as you read.

So take note of that get your discussion in early, ok, by Thursday,

then follow up with someone by Friday and then

follow up again with anyone that needs that.

Um, that asks you any questions about yours for full credit.

You have to be in there a couple, 2 to 3 times really.

And truly, um, if you're in there once and

you go in there and put your post and then you comment like 20 minutes

later on somebody else's or that same day on somebody else's and you never return,

you're not going to get full credit for it.

OK? So keep that in mind.

Teacher interview project T IP this week is um

really what resources are you using? OK.

You have the interviewee, we know that you have your textbook.

Um What are your other sources? You need a total of four sources. OK?

Your person,

your textbook

and then two others using the library database.

The Jim Dan Hill library database is an awesome option.

There's a video on how to access that

earlier in canvas and I hope you saw that

and utilize that because it is a great tool.

Um It's quick, it's easy and they're, they're already vetted,

the articles are already vetted.

Um So you don't have to worry about reliable source or not if it's coming from there.

So just a quick check in that will take you a couple of minutes.

How many sources do you have? And what do you need from me if I can support you.

All righty. Hope you're having a great week. We'll talk soon. Bye.

TED 300 Week #3 Spring '24

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