Module 4

     I found Chapter 9 to be very enlightening. Of course the other chapters were enlightening, however, this chapter gave insight on how students learn and think. It broke down metacognition and some ways for students to understand what the read. KWL, What do I know, what do I want to know and what have I learned? This is an easy approach to do book reports or any report for that matter. This can be used in all the subjects for students to enhance their learning and increase their knowledge base. The chapter gave some tips on learning strategies, creativity, problem-solving and critical thinking. Note taking is a very popular learning strategy but there is a way to properly take note. Teachers need to come up with creative, innovative ways to teach a subject that are going to not only grab students attention but get them engaged. Problem-solving involves identifying the problem, defining goals and representing the problem, dissecting the results and searching for a possible solution to the problem using algorithms and heuristics. Critical thinking, finding reason in what we do and why we do, reflecting and argumentation.
     Chapter 10 discussed the learning sciences which are, psychology, education, computer science, philosophy, sociology, anthropology, neuroscience, and others. It also a brief overview of cognitive and social constructivism. The text states that the constructivist theory of learning is that one, learners are active in constructing their own knowledge, and two, Social interactions are important in this knowledge construction process. Vygotsky suggests the concept of the zone proximal development- which is the area in which a child can solve a problem with the help of an adult or more able peer. (Woolfolk, pg 375).
     I liked the information given about self-efficacy and self-regulation in Chapter 11. Self-efficacy varies depending on the task. I know that my own self-efficacy is high in singing because I know I am a very good singer and can hold a note and carry a tune. Whereas, my confidence with competing in a swim meet is low because my confidence level isn't there because I know I don't have the endurance to compete against someone who enjoys racing in the pool. Self-regulation says that students must have a combination of academic learning skills, self-awareness, self-control and motivation for learning, in other words, they have the skill and will to learn (Woolfolk, pg. 424). My will to become a teacher showcased my own self-regulatory skills mainly because I know that I am smart enough and equipped to learn anything taught to me in order to pursue my teaching career.