Yacaman 1

Victoria Yacaman
Education 102
Professor Lynn Harris
22 February 2016
Chapter 1 Review
Criteria is the standards in content which one is expected to teach. As criteria is expected
as the teaching grounds of what a student must learn or comprehend, standards are set up as
common set of expectations. I believe teachers should be held to a standard of teaching at a
certain criteria to teach because it gives the teacher the knowledge of what to teach and how to
teach it to different students. As one student learns differently from another, the criteria will thus
alternate as well. As criteria is held as what a student must learn at a certain stage or age. In high
school, there is a specific type of subject one must take each year, as a criteria to their learning.
Freshmen year, there usually is algebra math, sophomore year it is geometry, junior year it is
trigonometry, and senior year it usually is pre-calculus. As each year math is different, the
criteria changes for math as each year one is accumulating the knowledge of math from basic to
complex. I believe criteria for students is an essential because it gives students the knowledge
they need to keep building their knowledge on a subject or topic. Similarly to Common Core
standards, students are given expectations to learn the material and thus important for the student
to be taught.

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Chapter 2 Review
Learners who ask why, and think about their own thinking or reasoning, apply strategies
to oversee their learning, are metacognitive learners. In teaching students, one of the many
students to teach are the metacognitive learners. Unlike self-directed learners, metacognitive
learners do not learn with using their past knowledge, skills, or personal development; instead
metacognitive learners look to ask why is the answer what it is. As metacognitive learners learn,
they engage in three different processes: planning, monitoring, and evaluating their learning
activities. During the planning stage, the learner will develop their learning goals. The learner
will identify what is being asked and plan how to achieve what is being asked. In the next stage,
the monitoring stage, the learner will implement the plan, and reflect on the steps being taken to
achieve the goal. Lastly, the learner, during the evaluating stage, reflects on how well they are
meeting their goals. In all of these steps, it is important for the teacher to keep a GAME plan in
action when the student is learning. Ideally the GAME plan would be a guide for self-directed
learners; however, the GAME plan would also be a way of metacognitive learners to think about
why their actions are important and why are the steps they are taking important as well.

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Chapter 3 Review
The line between an effective and engaging classroom/students and a dull and tedious
classroom is the instruction in which the classroom is led. According to the Recommendations of
National Curricular Reports, classrooms in which are more effective and engaging, have less
lecturing and rewarding of silence. With more interaction of students and the instructor, there is
less room for a structured lecture and more interaction between the classrooms. This will leave
the class will less time to be devoted to full-in-the-blank worksheets or textbook assignments and
more time to have discussions. With students being more focused on working toward their goal,
sharing and exhibiting these goals, students would have more time to stay focused in a less
structured agenda. Students who show more interest in the material and actually coming to
school when the school itself is a less controlling environment, as well as in the classroom.
Students who have the ability to pick their books or learning choices, finding what they feel most
comfortable in, and students will be able more engaging and more willing to step out of their
comfort learning zone. Each student has their own opinion and feelings on school and the work
that is being asked of them, giving students a way to enjoy their time to do something productive
in a way that they feel is best convenient to them but still under regulations of the school.

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Chapter 4 Review
As a society in which is raising a generation of social media users, we can raise a
generation who uses collaboration database users. As we know, a collaborative database is a type
of database that supports a shared process of knowledge building used to encourage engagement
of students in problem solving situations. It becomes important for students to engage in
discussion with other students when thinking of a criterial thinking problem. Students exposed to
collaborative databases are exposed to other students and the sharing their ideas. As a question is
posted, other students can share and write their ideas, as well as post notes. I think of
collaborative databases as the educational social media, it is open to the classroom, school,
different students or educators whom have access to the database. It is important for students to
have a space to ask questions, even if it is anonymous, and be able to receive an answer with
supported evidence so the student does not only receive an answer, but have evidence to back up
the answer. This becomes important because students have a space to ask any questions that may
have not been clearly answered during class time. Not only can students get help on homework,
but on research project that requires evidence and the opinions of both sides to make the
evidence stronger.

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Chapter 5 Review
When using a tutorial, it is recommended that students complete activities that build
prerequisite skills before using a tutorial, and apply skills learned to different but related tasks
to solidify knowledge gains, after using a tutorial. As students use a tutorial to gain knowledge
of the material, it will test the student on what they know and add in material of what they are
weak on. After the tutorial is done, the skills that were learned and practiced will be applied to
test the student on what knowledge they have gained. This is critical in students who have a
weakness in a subject to ensure that the student is not only learning the material, but is able to
apply it in a different, but relatable way that will expand and exercise what they have learned.
For material that is not the strongest for students, tutorials can practice the material to students,
teaching the student to not memorize the material in which was taught and practiced in tutorials,
but to work with the materials in ways that will be instilled in the students as they go on to more
activities using these strategies and methods. As a way to instill the material, students must be
willing to go through trials in learning the strategies that work for them.

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Chapter 6 Review
Gardners multiple intelligences provide insight to the theory that individuals possess
multiple intelligences. As Gardner has suggested there are seven intelligences, an eighth
intelligence has been added. As educators, it is key to keep in mind that there are different ways
of teaching because there are different ways of learning. With this in mind, students of all ages
have different strengths and weaknesses when it comes to their learning of a new concept. One
example of Gardners Multiple Intelligences would be Bodily-Kinesthetic Intelligence.
According to Gardner, this intelligence is ,manifested through physical actions with the body,
manipulating objects, touching and feeling objects to better connect and internalize feedback
from the environment (pg. 141). Through this intelligence, students have the ability to learn
through physically touching and grasping the material in order to understand what is being
taught. While some students can use mental math, students who fall under the bodily-kinesthetic
intelligence, may have to use blocks of units to understand how math works. This student may
also just be naturally good at physical movements and ways of adjusting their body. Being
excellent in classes such as physical education. The skills of throwing and passing a ball may be
easier to this student than to other students. Another intelligence of a student can fall under the
Linguistic Intelligence. In this intelligence, students have the capacity to understand and
communicate through written and spoken languages. Learning a language, to this student, is
completely different than learning a language for the Bodily-Kinesthetic Intelligent student. In
all, it is observant to see that there are different intelligences for every student. All of the types of
intelligences, there must be a way of teaching these intelligences to reach a common goal.

Yacaman 7
Chapter 7 Review
Analytic rubrics, according to Cennamo, Ertmer, and Ross, are a type of assessment
rubric in which component categories are broken down. As the instructor creates a set of
expectations in which the students must meet, the students assignment or work must either meet
those expectations by excelling those expectations, or meet the criterias of other requirements.
Typically an analytic rubric will have a rank of the requirements to be met. For example, an
analytic rubric would can have a rating of the work done, from 1 to 4. In these rankings, one
could be the lowest ranking, showing the student exhibited very little to no work. The ranking of
4 could show the student excelled expectations of the work asked. By giving an analytic rubric, it
will give the students an insight to what is acceptable to reach the desired grade, and what work
needs to be done in order to reach the expectations. Furthermore, giving students an analytic
rubric before they begin to work on the assignment, will leave no confusion and a clear grading
for the projects record. Analytic rubrics can be very useful to grade and give students an
advantage to know what should be done on their behalf so it is not a given grade, but an earned
grade. As there is a criteria to meet in teachers expectations, students should be given a bit of
space to add in their own personal touch to their project. In this, students will have the ability to
express themselves, giving them room to show their understanding of the project, while still
demonstrating uniqueness, in their own way, compared to the other students.

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Chapter 8 Review
Ergonomics is the the study and development of furniture, tools, and systems that
promote safe and healthy use. As a culture in which depends on technology for much of our
productivity, the simple aspects such as how we sit, and our alignment of our body, matters for
long term health. Students in elementary school vary in furniture compared to students needs in
high school. The furniture of students in elementary school need to have different requirements
than the students in high school. Students in elementary school require seats, for example, in
which are short or low. Compared to students in high school in which are in a technology class,
students would need seats in which can vary in seating height. Students in high school, may need
chairs in which are not restricted in a particular height. Due to these different heights in chairs
for example, posture plays a role in the students impacted health. As one wouldnt see a fifth
grader sitting in a high school technology room, it would also wouldnt be casual to see the seats
of a high school technology room in an elementary school. Another example of ergonomics
would be the structure of the technology room setup. In an elementary school, students have the
computers on thick tables or desks, sometimes with even older versions of computers. By having
thicker tables or desks, students in elementary schools have less of a risk of bumping into a table
and dropping equipment. Compared to the technology classroom of a high school, computers and
technology are ideally freely placed on tables, as it is presumable that students will be careful
with while in the classroom.

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Chapter 9 Review
Open-source software, according to Cennamo, Ertmer, and Ross, free software that also
allows users to access and modify the underlying code in order to contribute to its continued
development. As practically anyone can download this type of software, it is constantly being
fixed with many contributions to make the development of the software better. By having a
software in which allows users to add their contributions, it becomes a software in which users
will have an advantage in making the software beneficial to them. By having a software in which
one can add and get rid of what needs to be on the software, users are allowed to have their own
customized software. With so many softwares, it is important to have the software in which
meets the needs of ones ideal lesson plan. With such diversity in learning amongst every single
student, all over the globe, it is essential to have different technology supports to meet the needs
of each student. Open-source softwares demonstrates the benefits of using technology in order
to teach a class because of the tweaks and adjustments which can be done to meet the needs of
all students, regardless of the same material in which is being used.

Yacaman 10
Chapter 10 Review
Plagiarism has become a problem in which technology has helped recover many issues.
As users of the internet, it becomes very critical to give credit where it is due. Because of much
confusion as to what should be labeled as someone elses work or not, there is citing internet
resources. These resources are broken up in a way that each subject corresponds to a different
style of citing, to make the process of identifying plagiarism and giving credit to the author or
editor, easier than other methods. APA and MLA are common uses of citing in order to avoid
plagiarism. Using these two styles for example, allow the author of work to be credited, as well
as clearly give credit to the authors work. As documents, books, and other texts are very freely
displayed on the internet, it is more than easy to copy and paste, and claim someones work as
their own. While citations can be a bit tricky, they make assure the reader that they used the work
is properly giving credit. On top of this, the viewer of the work can easily find the works title,
author, and year it was published. Having the authors title is important for the purpose of
reviewing where the piece is from. One top of this, there are many authors, doctors, philosopher,
artists, etc. with the same first and last name. Giving the author with the title and date published,
can narrow any confusion, and most importantly give credit to the proper author. And having the
author, there are many titles of work with the same or very familiar titles, in this case, the view
can know exactly who published the title with such a broad title.

Yacaman 11
Chapter 11 Review
Digital Divide according to Technology Integration for Meaningful Classroom Use: A
Standards-based Approach, is the disparity between families and students who access to
digital tools and resources and those who do not (pg. 276). As an educator, it is important to
remember that as much as this society is so advanced in technology, not every household and
student is up to date in their technology due to different factors. One factor can be economic
status. Although students all attend one school, students each have a different family status.
With that being said, it cannot be expected for a student to have access to technology,
internet, or software programing at home. Some students may have the computer, which may
only be used for typing and printing papers because there is no internet access at home.
Similarly, some students may have an outdated computer at home with no software
programing due to the fact that the computer may be so old, the program is not allowed or
accessible.

Yacaman 12
Chapter 12
Gardners multiple intelligences provide insight to the theory that individuals possess
multiple intelligences. As Gardner has suggested there are seven intelligences, an eighth
intelligence has been added. As educators, it is key to keep in mind that there are different ways
of teaching because there are different ways of learning. With this in mind, students of all ages
have different strengths and weaknesses when it comes to their learning of a new concept. One
example of Gardners Multiple Intelligences would be Bodily-Kinesthetic Intelligence.
According to Gardner, this intelligence is ,manifested through physical actions with the body,
manipulating objects, touching and feeling objects to better connect and internalize feedback
from the environment (pg. 141). Through this intelligence, students have the ability to learn
through physically touching and grasping the material in order to understand what is being
taught. While some students can use mental math, students who fall under the bodily-kinesthetic
intelligence, may have to use blocks of units to understand how math works. This student may
also just be naturally good at physical movements and ways of adjusting their body. Being
excellent in classes such as physical education. The skills of throwing and passing a ball may be
easier to this student than to other students. Another intelligence of a student can fall under the
Linguistic Intelligence. In this intelligence, students have the capacity to understand and
communicate through written and spoken languages. Learning a language, to this student, is
completely different than learning a language for the Bodily-Kinesthetic Intelligent student. In
all, it is observant to see that there are different intelligences for every student. All of the types of
intelligences, there must be a way of teaching these intelligences to reach a common goal.

Yacaman 13
Works Cited:
Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. Technology Integration for
Meaningful Classroom Use: A Standards-based Approach. 2nd ed. Belmont, CA:
Wadsworth, 2010. Print.