Piaget Blog

Explain how you would teach a specific topic at the concrete level. Be sure to include how you would cause disequilibrium, how you would help them assimilate, and how you would help them accommodate.

What would you add for the formal level?

If I was teaching students how to read music, to teach at the concrete level I would need to introduce the ideas of the staff, notes, and clefs. I would need to do this not only by verbally describing, but by showing each element separately, as well as showing them each element in an example (most likely from their method book). One way to introduce disequilibrium would be to point out that the lines and spaces of the staff mean something different for each clef. A way to help them assimilate this information would be to explain to them that middle C is their key, and show them where to find middle C for each clef. I could also help them by showing notes on the staff, blending and overlapping from bass clef, through tenor clef, up to treble clef. Another way to help them would be to play the piano and point out that the lower sounding notes belong to the lower clef, and the higher notes to the higher clef. I could also have them sing pitches to match what notes they are looking at and I am playing (for example, if they are looking at an A, I can play the A and have them sing it, to help internalize the concept of that note/sound).

For the formal level, I could ask them to make musical words from the notes, or to write a simple melody for the class to play.

Arts in Education Conference

• What did you learn from the article(s) you read about the connections between learning, arts, and the brain?
• What session(s) did you attend at the conference and what were your major takeaways from each?
• How will the knowledge and skills you gained from the article(s) and session(s) impact your teaching practice? Why?

The Dana Article I read was "How Arts Training Influences Cognition" - I was really interested in the arts theory that different arts help different parts of the brain develop. They discovered that training in the arts actually had an effect on a wide variety of cognitive areas, and that improvement seemed to be based more on how interested and rewarded a child felt about the art they were studying, as opposed to what particular art form they were learning. They also discovered a sort of cycle - the arts a child was most aesthetically appreciative of were the same art forms that a child found most rewarding. That led to a cycle of reward and motivation - the more rewarding the creation of an art, the more motivated a child was to continue. The more motivated they were to create, the more they were able to focus and sustain their attention, thus leading to greater reward - it's like a big happy cycle of practicing! It didn't seem to matter if it was music or dance or visual arts, all of the arts forms encouraged this positive cycle of reinforcement and artistic satisfaction. The last part of the article talked about dopamine and how some children have one of two genes relating to dopamine transmission, and children with a particular gene seem to be able to focus and anticipate learning better - I could see how the arts can light up our brains and encourage the production of dopamine, and the children with more effective dopamine transmission might find themselves more likely to practice and enjoy the process of creation, and children without that gene might find themselves needing to work harder to stay focused.

I attended the keynote lecture, the class led by Dr. Demske on using music to help teach other subjects, and the class on mixing traditional and contemporary music training. The keynote lecture focused on teaching students to get out of their comfort zones, to trust their ability to learn new things, help them be willing to take risks,  and to help students see that there are many ways to approach things. They also discussed teaching strategies that help students form connections between subject areas, and learning how to bridge cultural gaps in the classroom. The class by Dr. Demske was really useful ways to incorporate music into the classroom in ways besides just singing little ditties to help you memorize things, but instead getting music to open the pathways to critical and creative thinking. The class on mixing traditional and contemporary music was really interesting, we discussed taking something like a musical instrument or a piece of traditional music from another culture, and using it as a nexus for discussion (cultural, historical, technical backgrounds of the various subjects). We also discussed using different musical styles as a way to find the right language to address learning issues - not all students will identify with traditional classical music and learning techniques, we need to tap in to the cultures and roots of where our students are coming from.

I think the things I learned will impact my teaching by helping me find ways to lead my students to think more creatively, to be more brave in voicing their ideas, and to find ways to guide them into making deeper and more personal connections to their learning. The more they understand and identify with what I am teaching, the more they are going to actually learn something useful, instead of just going through the motions to get a grade. I want my students to learn to feel like they are a part of this world, not isolated, and I want them to be able to identify with not only the current culture we are living in, but to connect to all the places we have come from, or may be going to - the more they can feel connected to the world around them, the more secure they will feel, and I think that is key to getting them to really internalize what they are learning.

Differentiation Blog

For a specific topic in your content area, explain how you would differentiate instruction for readiness. Ideas may include the use of grouping, different levels of scaffolding, intervention/enrichment, and/or the use of technology.


If my chosen topic was "getting a student to play their instrument for the first time," I might have a range of readiness - some kids might have older siblings that they have watched, others might have tried their instruments before coming to school, and others may have not even opened their instrument case before their first day of class. I would need to find a few different ways to teach them how to put together and play their instruments. We might read the beginning pages of their method books - most method books have a page or two about assembly and tone production, and the better ones include illustrations for the more visual learners. I might choose to show a video clip of people putting together and playing various instruments, but a better choice might be to demonstrate it myself - that would show the students how to put it together, but also would show them that I am competent and they can trust me to guide them. I might also need to go by students individually, or in smaller groups, to help them with questions they have. Another thing I could do is have students make sound on only part of the instrument (the mouthpiece, head joint, etc) - that would make it less intimidating, since everyone will be making weird sounds, instead of kids focusing on being embarrassed if they can't make the correct sound right away. Some of my students might only need one of these scaffolding steps, but some might need all of these.

UVU's ADHD Conference - "Thriving with ADHD"

I attended the keynote speaker's presentation, and I really really enjoyed what he had to say.

First I will mention a couple things I learned that I want to implement in my teaching, then I will post my notes.

His two main points that I want to use is the concept of eradicating moral diagnoses, and providing our students with the two things they really need.

- Moral diagnoses = having ADHD is bad, judgement, guilt. We want to eliminate this in not only our classrooms, but in our students themselves.

- Two things ADHD kids need to thrive: connection and challenge. Though the example he gave was connection through physical contact, we can still form mental and emotional connections with our students. An important aspect of challenge he pointed out was giving individualized challenges - an ADHD kid would be super flattered if a teacher gave them a personal challenge suited for their strengths and talents that the teacher did not give to other students.


Now my notes:


UVU  Conference on ADHD


Speaker: Edward Hallowell, MD   book: "Driven to Distraction"

People without ADHD have "Attention Surplus Disorder" (haha)

An ADHD diagnosis is actually one of the most positive things that can happen for a student with it.

It is not a disease/disorder/disability so much as a trait

History of the condition:
- people were very skeptical in the 1980s about ADHD
- how do you know this condition is real? isn't it just a made up excuse to help people get out of doing their work?
- shorthand for a collection of traits/symptoms. If you happen to have a certain number of them, then you qualify for the the term
- ADD technically doesn't exist, it's just a type of ADHD
- inattentive type vs hyperactive type vs combined type
- core triad of negative symptoms: distractibility, impulsivity, restlessness/ hyperactivity
- ADHD isn't new, you can read about people hundreds/thousands of years ago with these same symptoms. The only thing that has changed i=s the lens through which we view it.
- a thousand years ago, the lens was morality. in the 1500s, the diagnosis was being "bad", failure of the will, child would have been considered to have the devil in them, religion said beat it out of them (beat the child more often, beat them harder). Moral diagnosis, buttressed by theology = very sad situation for ADHD kids. (weakness, lack of faith, sin)
- thousands of years legacy for people with mental diagnosis, was torture (throwing things at lunatics, beatings, cruelty and neglect)
- fear of anything different, particularly with differences in behavior. We want to control the behavior of children and adults (conformity)
- 20th century science, proposed that willpower cannot control all behavior! (radical ideas). Doctors began to say that hard work can't cure everything - society didn't want to hear that. in 1937, dr bradley in providence Rhode island had a ward of hyperactive little boys (instead of reform schools where they would be beaten) - tried nutritional regimens, behavioral regimens, lighting. Decided to try amphetamines (speed), and within 20 minutes the kids were sitting calmly and doing their assigned tasks.
- in only 20 minutes, a medical intervention was able to accomplish what thousands of years of mistreatment couldn't do.
- the boys called it their arithmetic pill! the kids loved to learn, once they were able to focus.
- began the dismantlement of the moral diagnosis and the start of the medical diagnosis
- new term was "minimal brain dysfunction" (As opposed to willpower dysfunction, sin dysfunction)
- 1960s research, Virginia realized that attention was the key, became known as ADD
- 1970s/80s - realized adults and girls could have ADD
- 1990s - decade of the brain. brain scans and genetic studies showed that it was highly inherited, genetic/scientific proof that couldn't be denied

We are an ADD nation! Dreamers, thinkers, pioneers = ADD, it's what makes us great. Also why we have so many people in our prison system

Problem with medical diagnosis is all about pathology - all about what can go wrong. (disability/disorder/disease - dis wordsP
- we need to learn about our strengths!
- when getting a diagnosis, you get a 15 page neuropsychological report that details all the ways in which you/your child is defective.

What really disables someone, is believing that you are less than. Believing that the disorder means you can't achieve your dreams.
- fungus of low self esteem :(

To talk to a child about having ADHD
"Guess what, you have an amazing brain! Ferrari engine for a brain(Really fast race car)! Powerfully fast brain, but bicycle brakes(hyperactivity with no impulse control). It's OK, doctor is a brake specialist, can help."
- A ferrari with great brakes = a champion, NOT a loser

Distractibility = curiosity! motivates kids to explore

Impulsivity = creativity! great ideas don't come on command, depends on disinhibition & spontaneity
- flooded with ideas, just has to learn how to organize them

Hyperactivity = energy! allows you to do more

ADHD can be a blessing, not an unmitigated curse. The key is to be proud of it, not afraid of. Shame and fear are the real disabilities.

In the 1950s, if you were a child who couldn't read or focus, the diagnosis was stupidity and the treatment was "try harder" and punishment.
- comfort and support is a better treatment, it removes the shame and fear.

These kids need more than anything, to get a loving and supportive arm around them, an arm that tells them they can do it. The force of connection is the most important treatment for ADHD. For any child you work with, you can be that person. You don't need to want to FIX them, you just need to like to be with them. Find something they can do, and encourage them to produce is.

The second element is to challenge them - challenge them in a way that will produce success. These kids will be secretly flattered if you challenge them in a way that is unique to them (as opposed to challenging all their peers with the same task). Get them to prove to themselves that they can do something that they would think was totally impossible (that is important, that they really want to do). Just make progress - it doesn't have to be perfect, it just needs to MATTER and be challenging.

What predicts a great life is not high test scores, but attitudes: like grit, optimism, growth mindset (Carol Dweck).
- growth vs fixed mindset - whatever you think, you will be.
- Ford, whatever you think you can, or can't, you're right.
- these are the tools that ADHD individuals need. Once they have the tools, challenge them in areas they can succeed!

Don't ask them to do what they are bad at - that only leads to frustration, guilt, self esteem issues.

Lack of love retards lives more than anything else. The beauty of connection is its free, and infinite in supply.
- Epidemic of disconnection in our society
- two most predicted factors of kids who stay out of trouble/succeed in education: 1) did they feel connected at home? (didn't matter what kind of family as long as they felt connected/love) 2) Did the child feel connected at school? (connected to friends and educators). Kids who lacked connection were the ones more likely to underachieve and get in trouble
- the feeling of "I matter" and "I can do it"

"I don't treat disabilities, I unwrap gifts"


Other interventions that help with ADHD: sleep, exercise, meditation, nutrition(whole food diet, less gluten), coaching (organization, stay on task - must be done in a context where a child doesn't feel like they are being fixed)

Matthew Roller - uses alternative treatments like neurofeedback, interactive metronome

Dunn - intervention called reflex, using left and right hand/foot crossing the brain midline, stimulates the cerebellum


Anything that challenges the cerebellum is good for your brain - when you get dressed, do it standing, not sitting. Wobble board! Stand on it as long as you can, then on one leg. Sit on an exercise ball. skateboarding/skiing/skating - ADHD kids seek sensory input, keep their body active to strengthen their brain.


Medication for ADHD has a long history, since 1937
- Ritalin called that for the creator's wife, Rita
- when used properly, very safe and very effective
- should have no side effects, except sometimes appetite suppression without weight loss.
- 75% of ADHD people have benefits from meds. Helps remember, focus, pay attention. Fast acting, can make a profound difference. Medication should be respected, but not feared. Doesn't inhibit creativity or personality, just allows them to use it more effectively. The key is to find a doctor who knows what they are doing in using/prescribing these medications.

Don't seek to become normal, but to become super-normal. Nurture and develop their extraordinary skills

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Q&A

Earliest age for diagnosis?
- no real earliest age, but practically speaking, not till age 5

Bipolar sometimes a misdagnosis for ADHD?
- yes, similar side effects mean you can have both, or either. Bipolaar meds are stronger, so better to start treating the symptoms as ADHD first, then explore bipolar diagnosis.

Meditation can really replace medication?
- Lydia Zyleskov(sp) shows that minfulness training/meditation can be just as effective, yes. Brain training exercises, meditation work but only if you take it seriously.

ADHD and essential oils?
- Fish oil YES, good oils our body can't synthesize that helps the brain. Eat salmon or take fish oil, don't take too much because you can affect blood clotting
- aromatherapy doesn't harm and smells good, but not much else that he knows of.

ADHD and exercise?
- brain growth hormone, exercise creates a cocktail of hormones that help the brain and mood. regular exercise is a very powerful tool, but don't discount human connection - work out with others!
-Going to church, lunch with a friend, walk in the park with a dog, visiting old folks home - these are very replenishing, too.

How do you find a doctor that can help manage ADHD meds?
- word of mouth/referral. Sam Goldstein is an expert in our area (Salt Lake City) - he is busy, but can recommend good doctors in this area.

Action oriented cognitive therapy, does it exist?
- someone from audience explained a therapy idea, training the brain to prioritize on the spot. Dr H said he doesn't know if there is a program currently that does this for ADHD, but he said that it's a wonderful idea and would most likely be very useful/helpful. Told the questioner to pursue this line of thinking, and develop the therapy himself. Find ways to create a habit out of a positive behavior.

How can a parent help an ADHD child prepare for upcoming change?
- ADDers love variety, but unexpected transitions can be very disruptive. Help kids avoid the element of surprise. Let them know what's coming up, any time there is a transition.
- avoid interrupting in ways the don't/can't anticipate.

What are the top 3 things a parent should do or know?
- approach ADHD with a positive attitude (love the diagnosis)
- dispel the myths (not stupid or less-than, you're special, but it will take more work)
- don't seek the latest/newest treatment, go with the interventions that WORK.

How would you prepare a student with ADHD to succeed in college?
- transition from home to college is a big danger zone. Home = maximum supervision and structure. College = no supervision or structure. Parents plan ahead, summer before college= a training ground to teach them how to do all the things they need to know to live on their own (like transition to adult living class). Set up a mentor/coach to keep checking in with the child, school advisor system doesn't really help.

How do you help a spouse with ADHD without creating a parent/child relationship?
- non ADD spouse = parent, ADD spouse = child. Work on dismantling those relationship tendencies. Non ADD spouse needs to get out of the role of taking care of things, may need a therapist to help break down those behaviors. Don't fall into attack/withdraw cycle

Should a parent tell a child they have been diagnosed?
- Absolutely! Tell the kid calling it a disorder is a dumb term (the kid isn't broken or less than) for some awesome brain benefits. Tell them about people with ADHD who have succeeded (Steven Spielberg, etc)

Is there adult onset ADHD?
- clinician vs academics... according to the diagnostics, there is no such thing as adult onset ADHD, but sometimes the interventions for similar behaviors are the same. Women often get misdiagnosed - depressed, substance abuser, ditzy, and they don't realize they have had ADHD all along.

Intelligence Blog Part 2

1. Respond to definition from last class. Has it changed at all? How might your definition impact your teaching?

In my last blog response, I said that I thought there were many kinds of intelligence - I feel like that is very much in line with what we learned about Howard Gardner's theory of multiple intelligences. I think that as teachers, it's integral that we understand that all of our students will not be learning the exact same things in exactly the same way. It's up to us to do our best to find out the ways our students are intelligent, and then use that knowledge to enhance our students' chances of learning and feeling intelligent. 

2. List strategies for developing each aspect of Emotional Intelligence that you can use in your content area.

 Self and other awareness - teach students that they need to be able to listen across the ensemble to most effectively be able to perform together.

Mood management - teach students how to channel their moods into the music they are performing. Help them recognize that they are less effective musicians when they are focused on what has upset them as opposed to the way that the music can help them feel.

Self-motivation - help students understand that when they are self motivated, they become more effective musicians.

Empathy - explain or demonstrate to them how music can foster empathy for the composer, the audience, or the other members of the ensemble.

Management of relationships - Demonstrate to students how great ensembles are made of sections that work together. Teach them how to get along in smaller sections and part/stand groupings, and encourage good relationships between sections (no elitism in instruments or parts).

Intelligence

What is your definition of intelligence?

I feel like intelligence is a sort of duality - there are many kinds of intelligence. Someone who is brilliant with math and science but can barely change their socks every day is one kind of intelligence. Someone who may not know differential calculus, but can run a Fortune 500 company is a different kind of intelligence. So I think for me, my definition of intelligence is having the ability and drive to excel, in whatever capacity your personality defines as important.

Meta-cognition and Self-regulation

How does adolescent brain development impact meta-cognition and self regulation? How will you and your students develop the three meta-cognitive knowledge types(declarative, procedural, and self-regulatory), and the three meta-cognitive skills(planning, monitoring, and evaluating) within your specific content area?


Because the adolescent brain develops from back to front, the teenage brain is not yet fully complete. That means that the frontal lobes, and especially the prefrontal cortex are not yet fleshed out. Teens need to be specifically taught how to use meta-cognitive techniques and especially self regulation. They truly do not see the learning process the same way an adult does, and need to be shown explicitly things that an adult might just assume to be common sense.

Within my content area (music education), I would need to teach my students how to identify WHAT they know(declarative metacognitive knowledge) - do they know how to sit with proper posture, can they put their instruments together, do they know how to play a scale or piece of music? I would also need to help them identify the ways that they can learn these things the best - by reading, watching a film, having it demonstrated, by physically trying it out? Once I have identified my student's learning styles, then I need to help them identify HOW to actually learn these new ideas, movements, and concepts(procedural meta-cognitive knowledge). I would need to introduce different ways to plan lessons, monitor their progress, and evaluate their skills(the meta-cognitive skills).This could be anything from a pen and paper quiz on the history of their instrument, to playing a scale test in class, to their adjudication scores at the district solo festival. I would need to spend time specifically teaching them how to self-regulate their own learning process(self-regulatory meta-cognitive knowledge), by giving them tools to analyze the tasks I have set (eg, learn their scales), helping them set goals (eg, play 6 scales by Christmas), then I would need to show them good strategies to help them (eg, use practice logs, record themselves playing, listening to others), then I would need to monitor their progress and help them learn to monitor their own progress (eg, a scale playing test, I could help them understand what I expect from them and how they could improve), and then teach them to self-evaluate their progress (eg, did their scales improve, did they achieve their goals that they previously set?).

I can teach the meta-cognitive skills of planning, monitoring, and evaluating, by explaining what I expect from them on the first day, and help them break down their goals into smaller, more easily understood chunks (planning). I can help them by monitoring their progress myself (playing tests) and also by teaching them to self monitor (at home practice and assessment), and I can teach them to evaluate their playing (via listening to recordings of themselves and others, playing for peers/family/friends).