Erik Long Edu Pysch

In my first visit to the classroom, the students were doing a peer teaching assignment called a "jigsaw".  The students first divided into four groups with each group researching a different myth about science.  Then they formed new groups with a representative from each of the four original group.  The students would take turns teaching each other about their content area in these new groups until everyone was informed.  The Teacher and I would walk around to the different groups and listen in while the students taught each other. The four original groups would research their respective myth using the internet and by talking to the teacher and myself.  This created a ZPD (Zone of Proximal Development) where each group could learn from the MKOs (More Knowledgeable Others) of myself, the teacher and the internet.  Each student had to internalize their information and then prepare to teach it with private speech.  Once reorganized into new groups,  Each student would teach

Most live models in Earth Systems are under the earth are often impossible to see, so I must rely on symbolic models in the classroom.  I have some skill in 3D graphics and hope to use these Models to better explain concepts like how rock layers work.  I think using new technology would help hold students' attention. If the budget permits, I would love to take my students on field trips to view live models of rocks and rock layers.  As to Behavioral Modeling and Social Learning... One skill I would really like my students to learn is how to take good notes.  I will act as a live model and write notes on the board.  I may also call on a student to write on the board for me so as to show that any of my students can do it.  Writing realistic notes on the board helps the students know exactly what I want.  It also teaches me how much time I need to give them for writing notes so my students aren't falling behind.  I also really like the students writing notes on the board