Tag: EDUC 330

How Does Sleep Affect Child Development and Academic Achievement?

This project analyzes the affects of both positive and negative sleeping patterns on the cognitive and physical development of children as well as their academic achievement. Poor sleeping habits increase irritability, decrease immune system repairs, growth, and classroom focus while good sleeping patterns do the opposite.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 14

10 AM – Noon

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Are break spaces as effective in the classroom?

Break spaces in the classroom have become more and more popular throughout the years. But the question is are they effective? Corrina and Shahaley propose that break spaces inside the classroom are not nearly as effective as break spaces in another classroom where it is supervised with trained teachers (SPED). We discovered that having a break space inside of a classroom is often not used correctly and does not serve the children who need them. When they are inside of a classroom children often misuse it when they do not want to do their work. Break spaces or cool down rooms are supposed to be designed for students who are at there breaking point-crisis mode. When children are in crisis mode or the red zone, they have a hard time calming themselves back down, they need a separate space to help themselves calm down. This space is also used when the student feels themselves heading to the red zone, to prevent them from reaching that point. An effective break classroom needs to have not so much toys, but multisensory objects and ways help them move to get out their anger. It also important that there is emotion charts and ways to help regulate their emotion. Children in this zone are incapable of verbally communicating their thoughts.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 10

10 AM – Noon

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Projects vs. Project-Based Learning

This presentation covers the differences between projects and project-based learning in our schools. Often these two methods get confused, as they both circulate around a project. However, there is a difference to the two methods. Through our research we found differences in the two, examples, benefits and disadvantages to these practices. Projects are individual or collaborative work that is planned and designed with a particular aim. These are often teacher directed and done after the learning to demonstrate what they learned. Some examples are book reports, poster projects, and an art project. Project-based learning are projects done over an extended period of time that engages students in solving a complex real-world problem and solving the problem. This method is student-directed as students are leading the investigation and problem solving. Examples are coming up with ideas to improve the community, a science project with its results presented to the public and acting out a scene from a famous piece of literature. Schools tend to stick to the traditional methods of projects rather than implementing a project-based system into their lessons because this style of projects “fit” easier into their scheduling and curriculum given by the school board. However, research shows that students under a project-based learning have higher test scores and are better prepare for their future in future education and work.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 3

10 AM – Noon

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How can teacher and parents help develop self-efficacy in elementary students?

This poster project goes over four points including prior accomplishments, vicarious experiences, social persuasion, and emotional arousal. We will give the definition of each and share what teachers and parents can do to make their students learning more enjoyable to them. This project is mostly about self efficacy and how students benefit from having the self confidence.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 7

10 AM – Noon

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What are the Advantages of Project-Based Learning?

Project-Based learning is a teaching method where students gain knowledge by working to investigate and respond to a complex question, problem, or challenge for an extended period of time. To properly implement PBL, and access the advantages of this type of learning, these essential elements must be put into place: key knowledge and skills, a challenging problem or question, sustained inquiry, authenticity, student choice, reflection, revision, and public product. Based on recent research studies, some advantages include, increased retention of content, improvement of students’ attitudes towards learning, students working collaboratively on simulated real-world problems, and the increase in test scores. A study also found that 63% of students in a PBL classroom earned higher test scores in social studies compared to those in the control classroom. An example of effective PBL is in a first grade classroom students learn how to successfully raise trout and able to communicate to others how to do the same. In this example, students worked collaboratively over a period of time to answer the question, “How do we teach other to successfully raise trout eggs and help them understand the importance of keeping our watersheds healthy?” The implementation of project-based learning gives students the opportunity to learn in a hands-on environment and provides a different approach to the material.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 1

10 AM – Noon

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How does Computer-Based Technology aid learning?

This poster presentation discusses how computer-based technology aids learning. The first aspect of the presentation focuses on the three types of computer-based technologies. The first program is a drills and practicing program. This program allows students to practice knowledge and skills learned earlier to produce fast and accurate results. The second kind of program, the tutoring program, teaches new information and skills in either a linear or branching format. This program mimics student teacher interactions by how information simple or difficult information is presented. The final type of CBI, computer-based instruction, program is a problem solving program. This program also teaches new information and skills but it is done by providing an opportunity to apply what is learned to a meaningful and realistic context. The next section reviews statistical results concluding that computer-based instruction has a positive influence on students’ achievement. This section includes five different statistics ranging from an increase of 10% to 21% on performance and an increase of three-fourths of a standard deviation on achievement tests. As a result of these positive outcomes, I researched several beneficial programs that are used frequently within the classroom. The examples that I used were Freckle Math/LA/Science, Khan Academy, Code.org, Kahoot, and Prodigy. Following my presentation, for the kinesthetic learner, I will have brought my computer and my iPad and I can provide a physical example of how these programs could be used by students in the classroom.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 12

10 AM – Noon

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How Teachers Can Build a Child’s Self-efficacy

During the Child Development course at Northwest Christian University, students were able to learn about the self-efficacy and self-esteem of a child and how both can be influenced by teacher interaction. The goal of our presentation is to provide learners with information on what self-efficacy means, how it differs from self-esteem, and why such a concept is important. We have done this through giving examples of how a teacher can build a child’s self-efficacy through processes such as verbal encouragement, mastery experience, emotional support, and vicarious experience. Lastly, we have corroborated our findings with the studies and outcomes that have been researched from teacher influence in the classroom.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 5

10 AM – Noon

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School- Wide Positive Behavioral Interventions and Supports

School- Wide Positive Behavioral Interventions and Supports (SWPBIS) is a behavioral support system for students attending school. The purpose of SWPBIS is to reduce the number of referrals and suspensions students receive throughout the school year.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #2

10 AM – Noon

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Self Efficacy

Self efficacy is the ability to define a goal, perseverance, and see oneself as capable. The major building blocks of self efficacy are : Mastery experiences, Vicarious experiences, Verbal Persuasion, and altering emotion state. Self efficacy is important for several reasons. First it teaches students perseverance. It helps to raise confidence.  The students with high self efficacy feel capable and know their strengths. Teachers can help enhance student self efficacy in several methods. One would be to slow down with the lesson. Another would be specific with expectations and deadlines.  Finally they can help students identify strengths.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #3

10 AM – Noon

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Incentives in the Classroom

Our project is about incentives in the classroom. The research question that we chose to focus on is, “Do classroom incentive programs really benefit student performance?” Teachers design incentives to provide students with clear feedback on appropriate classroom behavior, and a path to progress towards mastery of the curriculum. Teachers have the choice to design their own incentives and to choose which system fits best in their classroom. In order for incentives to truly work it must be followed consistently and needs to maintain student interest. The concept of incentives is to provide rewards at a variety of levels and to link it with expectations. Incentives play a huge role with target behavior in the classroom as well. The pros to incentives is that it changes behavior quickly, it is easy for students to understand, and encourages involvement and participation. The cons of incentives are, it is only temporary, it can be expensive, some students might give up, and it can lose value.  There have been several studies done within incentives in the classroom for all grade levels. Researchers have found that incentives can boost student performance. Incentives has the ability to make students take tests and to take classwork more seriously. Researchers also found that elementary students are more responsive to incentives than high school students. Overall incentives can benefit and improve student performance throughout the classroom.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #4

10 AM – Noon

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Outdoor Learning

Children learn in various settings and formats. The most beneficial setting in terms of development is the wide world outside the classroom. A wide world equals a wide perspective. Studies have shown that students thrive in their physical, cognitive, and psychological domains while learning in an outside environment. There is an infinite amount of project-based learning opportunities that any teacher can implement in their curriculum. Outdoor curriculum includes natural materials, big questions, promotes community, discovery, and observation skills that encompass common core state standards in an effective manner. Students are happier, have higher self-esteem, build healthy relationships, master social and emotional skills, are set up for a healthy life style, have stronger language, and develop interests in all subject matter when lessons are kicked outside of the classroom!

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #5

10 AM – Noon

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How Teachers Can Promote Students’ Self-Efficacy

Self-efficacy, or the belief in one’s ability to achieve a goal or outcome, is a major influence of a student’s academic achievement, motivation, and learning. Students with a strong sense of self-efficacy are more likely to challenge themselves, be intrinsically motivated, persevere through failure, and achieve their goals. Teachers can help support and increase student self-efficacy by incorporating specific strategies into the classroom. First, mastery experiences are the best way to promote student self-efficacy because the student experienced success in that specific area. Second, self-efficacy can grow through vicarious experiences, which is when a student observes a peer or role model succeeding at something. Third, verbal persuasion and encouragement from the teacher or a peer is an effective strategy to promote self-efficacy. Fourth, a student’s emotional state or feelings towards a particular task or subject is strongly tied to one’s self-efficacy. Teachers can work on creating positive experiences and feelings towards that task or subject to boost one’s belief in their abilities. Other ways teachers can promote students’ self-efficacy are to teach goal setting, allow for cooperative learning, give students choices, and provide honest feedback.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #6

10 AM – Noon

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Metacognition in an Elementary Classroom

This presentation serves to answer the research question of, “What strategies can be used to teach metacognition in an elementary classroom?” and addresses the research behind why such strategies are important to student learning. The methods used for this study were examination of a study on Educational Research for school learning conducted Wang, Haertal, and Walberg (1993) and more recent studies from 2007 by Pianta, Belsky, Houts, & Morrison, examining “opportunities to learn” in America’s public schools. The findings of this project demonstrated that metacognition is one of the most common characteristics of high achievers and that teachers typically spend 1/10 of the time on explicitly teaching metacognition to upper elementary students than they do content-specific information. In this presentation, 3 strategies were provided to answer the research question of how to promote metacognitive learning in elementary classrooms: Checklists, Think-Alouds, and “Turn-in boxes”. Of these strategies, Checklists teach students goal-setting and expectations, Think Alouds allow students to monitor their own learning while doing activities, and separate “Turn-in boxes” allow students to evaluate their achievement in deciding how well they did in each assignment. Overall, the purpose of this presentation serves to provide practical strategies for elementary teachers to use to develop metacognitive skills early on in students’ educations. The limitations of this study were that the presenters did not have the opportunity to test each of these strategies in their own classrooms.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #7

10 AM – Noon

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Metacognition

Metacognition is the process in which we plan, monitor, and assess one’s own understanding, it required critical awareness of one’s thinking and learning, as well as how we think and learn best. There are many ways to help improve metacognition in the classroom. You can use planning strategies that include K-W-L charts, Think-Pair-Shares, and Jumpstart Journals. To monitor the learning of students, have students actively engage with strategies like Re-teach It and Fish Bowl discussions. The key to metacognition is assessing your own learning, strategies to help improve this important skill include Letters to Future Students, Figurative Transformation, and Photo Captions.

EDUC 330, Child Development

Brian Kaelin

Banquet Room

10 AM – Noon

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Metacognition

Metacognition is the process in which we plan, monitor, and assess one’s own understanding, it required critical awareness of one’s thinking and learning, as well as how we think and learn best. There are many ways to help improve metacognition in the classroom. You can use planning strategies that include K-W-L charts, Think-Pair-Shares, and Jumpstart Journals. To monitor the learning of students, have students actively engage with strategies like Re-teach It and Fish Bowl discussions. The key to metacognition is assessing your own learning, strategies to help improve this important skill include Letters to Future Students, Figurative Transformation, and Photo Captions.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #8

10 AM – Noon

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Token Economy In the Classroom

During our ACE Day Presentation we will be going over what a Token Economy is and what that looks like in the classroom. We will get into more detail about the different age groups, and if the token economy works for that specific age. During the time we will look over what a token economy looks like in an elementary school classroom and what are the different incentives that the students have at that age. Then we will discuss what this looks like in a classroom for middle school and high school aged students.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #11

10 AM – Noon

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Behavior Charts in Elementary Schools

Behavior Charts in elementary schools are a common occurrence for many schools. Are they beneficial to the students that use them or are they more harmful? Students can see them as beneficial if they the students that behave and can reap the benefits they are used for. The students on the other end, the ones always in trouble due to different learning styles or with short attention spans, will never see the benefits and see it more as a punishment in front of the entire class. Many teachers have pulled their charts because they have seen how it can negatively affect the students that tend to be on the lower end of the charts. While different teaching styles create different types of charts, they tend to hurt the students more if they are not used to the best of the teacher’s ability. When used with meticulous planning and practice with small groups of students, or even at home with family, they can be very beneficial and help the students have a better sense of who they are and how they are growing as people. While there are many downfalls to having behavior charts, having some sort of tracker to check in with the students occasionally can be helpful for the students and teachers alike. Checking in can allow teachers a glimpse into how a student is doing and whether or not they need to adapt their teaching style to better teach their students. While behavior charts are not always an answer to tackling a classroom management problem, they can be beneficial to help teachers connect with their students, allow a better relationship form, and create a better environment for everyone to learn in.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #12

10 AM – Noon

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Encouraging Self-Efficacy

I used research from multiple resources to provide information about promoting self-efficacy (confidence in one’s abilities) in the classroom and found that it can be encouraged through verbal persuasion, mastery experiences, vicarious experiences and emotional arousal.

EDUC 330 Child Development

Brian Kaelin

Banquet Room, Poster #1

10:00 AM – Noon

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