<?xml version="1.0" encoding="UTF-8"?><!-- generator="WordPress/2.9.1" -->
<rss version="0.92">
<channel>
	<title>Christian's Blog</title>
	<link>http://csmiller.umwblogs.org</link>
	<description>EDCI 500 Educational Psychology</description>
	<lastBuildDate>Mon, 01 Dec 2008 04:59:23 +0000</lastBuildDate>
	<docs>http://backend.userland.com/rss092</docs>
	<language>en</language>
	
	<item>
		<title>Teaching Philosophy &#8211; Week 14</title>
		<description><![CDATA[When I was younger and began teaching swimming to children, I realized how much I enjoyed watching the progress they made, may it be a small or large amount.  This is when I decided that teaching may be a good fit for me as a profession. I started out substituting to see what it was [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/11/30/teaching-philosophy-week-14/</link>
			</item>
	<item>
		<title>Chapter 13 &#8211; Teaching for Learning</title>
		<description><![CDATA[

 Mr. Cooper is stepping away from “traditional mathematics instruction (Woolfolk,2007, p,505)” in order to teach the students that there is more than one way to learn math and make sense of it. He decides that using a constructionist method of teaching congruent figures will help his students better understand or make sense of problem [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/11/22/chapter-13-teaching-for-learning/</link>
			</item>
	<item>
		<title>Chapter 15 &#8211; Classroom Assessment and Grading</title>
		<description><![CDATA[
 

My class is a 7th grade language arts class.  In order to explain my grading system to my students I would first hand out a class introduction sheet discussing all the items that we would be covering in the classroom including the grading scale, point values, class rules and information and a list of items [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/11/09/chapter-15-classroom-assessment-and-grading/</link>
			</item>
	<item>
		<title>Chapter 9 &#8211; Case Study 2</title>
		<description><![CDATA[First let me apologize for getting my blog in late.  I’ve been laid up in bed with a stomach virus and finally felt well enough to get up.  The first issue I see in this case study is that Mike made an assumption about what knowledge the students were coming into the class with.  The [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/11/03/chapter-9-case-study-2/</link>
			</item>
	<item>
		<title>Chapter 10 – Motivation</title>
		<description><![CDATA[     I feel in this setting the first step in helping the new teacher is to sit down and talk with her.  Let her know that I have been asked to help and get some feedback from her on what she feels may be going on in her classroom.  I feel it is also important [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/10/26/chapter-10-%e2%80%93-motivation/</link>
			</item>
	<item>
		<title>Chapter 8 – Web Evaluations</title>
		<description><![CDATA[     In looking through the different rubrics for Internet website evaluations, I found I liked the best is Kathy Schrock’s 5 W’s of Internet Evaluation.  I liked the questions put simply, “who, what, when, where, and why.”  I liked the fact that she outlined the important information to look for in a manner that would [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/10/19/chapter-8-%e2%80%93-web-evaluations/</link>
			</item>
	<item>
		<title>Chapter 7 &#8211; Cognitive Views of Learning (Memory Presentation)</title>
		<description><![CDATA[This was another interesting assignment.  It took a lot more time and work than I expected, but I did indeed learn a lot.  I found it difficult to get all the imformation I thought needed to be in the powerpoint down to ten slides and I found it hard to trim down the information for fear that [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/10/12/chapter-7-cognitive-views-of-learningmemory-presentation/</link>
			</item>
	<item>
		<title>Week 6 Activity &#8211; Behavioral Procedures</title>
		<description><![CDATA[ This is a tough scenario because at first glance it appears that Toni knows the material, but is just trying to get attention.  I have had students like Toni before and can be disruptive and frustrating.  In the first scenario you gave, where she asks what the assignment is and it is written on [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/10/05/week-6-activity-behavioral-procedures/</link>
			</item>
	<item>
		<title>Chap. 4 &amp; 5 again</title>
		<description><![CDATA[
My first thought is that the student obviously understands the material but does not know how to communicate it back. Test scores and participation have shown this. For me this an easy scenario, it is apparent the student has a learning disability, and as Woolfolk states, ?they can have difficulties in one or more areas, [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/10/03/chap-4-5-again/</link>
			</item>
	<item>
		<title>Chapter 3 &#8211; Scenarios</title>
		<description><![CDATA[

Scenario I: Cops and Robbers
 
The ‘zero tolerance’ being used is an unfair punishment for most, but in saying that, we all need to realize that there is always going to be a situation that is not under anyone’s control.  I feel that ‘zero tolerance’ does not take into account students social, economical and racial differences. [...]]]></description>
		<link>http://csmiller.umwblogs.org/2008/09/21/chapter-3-scenarios/</link>
			</item>
</channel>
</rss>
