Tag: Poster Fall 17

Jaime Aguayo, Stan Singleton

Multiple Intelligence Theory

Jack and I will be presenting on Howard Gardener’s theory of multiple intelligences. Gardner’s pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon everyone. The seven primary intelligences identified by Gardner include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. The eighth, Naturalistic intelligence, was not part of Gardner’s original framework but was added in 1996 to include those who excel in the realm of natural science. In our presentation we will be answering the question: through Gardner’s theory how can the knowledge of your personal learning style help you to become more knowledgeable?

EDUC 340, Elementary Literacy Methods & Children’s Literature

Brian Kaelin

Banquet Room, Poster #14

10 AM – Noon

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Ruben Carmona

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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Haley Damian, Katelin Downes, Sydney Rothenbush

Italian Food Culture

During our travels in Italy, the experience we had with their food culture was vastly different from what we are used to. The time for preparation was greater, the quality of food was better, and the atmosphere was calmer and more relaxing. Their meals were a time to come together and stay for awhile. They are a social event rather than a rushed through sit down. A few key differences between Italian and American food culture is the length of the meals, the service, and the collectivist culture that was reflected in the dining experience in Italy.

Our take away from our study abroad experience is that there is a significant benefit for having a slow food culture, and this is evident in the healthier lifestyle that Italians lead. In our presentation we will discuss the statistics that back up this claim.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #2

1 – 3 PM

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Jacque Donner, Chantel Hall

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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Cassidy Galindo, Taylor Irons

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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Amanda Goodwin, Mary Lou Greene

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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Britnee Joaquin

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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Myranda Johnson, Bri Wood

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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Sammy Johnson, Gunnar Lassen, Nicholas Rubino

Food/Dieting in Italy

As a group, we went through some challenges on this Italy trip, however, our experience provided us with a great lesson. We learned how (Italy diet is broken down in to groups), which would affect us mentally and physically, meanwhile, our body would emotionally feel the toll of because of the overall culture shock that took place the second we walked off the plane. With an entirely new diet into our lives, it created turmoil which made us irritable and homesick. At first we weren’t familiar with each other as individuals in this Italy group, however, we created friendships through this experience, which we will carry through our lives. The best part was that we all created those friendships and memories with each other through sharing meals and taking on this new diet together as a group.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #4

1 – 3 PM

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Allison Keeney

Musical Influences in Middle Earth

When J.R.R. Tolkien created Middle Earth in his book The Hobbit, he was influenced by previous literary, musical works. Tolkien was a scholar of the epic Beowulf and used this tale to influence his famous story. He was also influenced by The Song of Nibelungs and other Norse and Germanic sagas. When Tolkien was a young man, before he started writing The Hobbit, Richard Wagner and his opera, The Ring of Nibelung, was very popular in Europe. There are many similarities between Wagner and Tolkien’s works, but Tolkien claims that “both rings were round, and there the resemblance ceases.” This presentation will be exploring the musical influences that Tolkien drew from to create his stories in Middle Earth, as well as look at the similarities between Wagner’s opera and Tolkien’s books.

MUS 321, Survey of Music History

Lynn Kane

Banquet Room, Poster #5

1 – 3 PM

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Savanna Lassen, Danielle Willyard

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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Erin Caireen T. Lounsbury

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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Maggie McCausland

Encountering the Global Church

Studying abroad provides the opportunity to learn and experience culture in a new way. On the Italy summer abroad trip, I encountered the significance of experiencing history in its context and interacting with it rather than simply learning it. In this new environment, I came face to face with the global nature of the Christian Church on both a current and historical scale. Furthermore, within the coursework pertaining to the Renaissance era that we covered throughout the trip, my mind was opened to the history of the church as we looked more in depth at the positive and negative realities of the church at this time. I was challenged to contemplate stereotypes and biases that I took in to the experience and allow the reality of what I encountered to alter my perspective.

GLST 295, Study Abroad

Lauren Riley

Banquet Room, Poster #6

1 – 3 PM

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Maddie Peterson, Keri Schwarz

Incentives

Incentives have become a valuable tool in the classroom. Incentives are also something that vary by grade level and the students age based on interests. When succeeding in the classroom, students will receive rewards of many kinds. Incentives are designed to manage classrooms and keep students on task.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #9

10 AM – Noon

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Gianna Rains

The Mamertine Prison

The Mamertine Prison is located in Rome, Italy at the bottom of Capitoline Hill that looks over the Roman forum. This place held prisoners in a dungeon-like setting where it was small, wet, and cold (Hill 2017). This is supposedly the place where Paul spent his time while imprisoned. 2 Timothy 4:12 gives potential facts to back up this information (Jackson 2017) for it says, “Make every effort to come to me before winter.” Paul was writing to Timothy while in prison. Paul was known to continue rejoicing and praising God for all his blessings in life while suffering in prison. This really had me thinking about the attitude I should have while living a blessed, comfortable life under the love of Jesus Christ. We can compare and contrast Christians nowadays to the life Paul lived back then. Paul was very mistreated for his beliefs but maintained a strong, faithful relationship with God. Nowadays, some Christians do undergo persecution and trials because they are Christians. Some Christians do not, but regardless, we should be striving for the joy and trust that Paul had in the Mamertine prison.

GLST 295: Study Abroad

Lauren Riley

Banquet Room, Poster #7

1 – 3 PM

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Courtney Robertson, Monique Thompson

Positive Reinforcement & the Positive Effect it has on Students in Different Grade Levels

Positive Reinforcement is widely used throughout child development to encourage the continuation or the start of good behavior, especially among students. However, the use of different forms of positive reinforcement for different grade levels is essential, because individuals tend to respond more positively when given the form of positive reinforcement that best fits their classroom culture or grade level. In this study, we explored affective forms of positive reinforcement for elementary, middle, and high school levels. Included are examples of ways to use positive reinforcement in the classroom without it being mistaken for an incentive. The difference between the two will also be discussed

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #10

10 AM – Noon

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Emily Shinkle, Sami Wilson

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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Emma Trusty

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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Colin Watters

Pets in the Classroom

Pets are beneficial to a child’s learning. Pets increase literacy in young learners. Pets build self efficacy. Pets reduce school bullying. This is a pro pets study on the positive and negative effects of pets in the classroom.

EDUC 360, Adolescent Literacy

Brian Kaelin

Banquet Room, Poster #13

10 AM – Noon

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