About
Description of workshop activities:
This workshop provides students the opportunity to take ownership of their own ‘Everything Book’ and create, draw, and write their own ideas within it. I will present a short PowerPoint about the goals of the Everything Book which explains what it is, how to use it and how to create one. Then students will have the opportunity to create their own using the materials I will supply such as pens, stickers, paper, cut outs, letters and numbers.
Theories and research behind my Everything Book workshop:
My Everything Book workshop has been designed to boost students’ industrious qualities vs endorsing students’ feelings of inferiority. According to Santrock, J. W. (2014), Erikson’s Eight Lifespan stages identifies those students in their primary school years are tasked with directing their energy towards mastering knowledge and academic skills. The negative outcome would be that students develop a sense of inferiority which may leave them feeling incompetent and unproductive which can lead on through later years of life. Therefore, the everything book project encourages students to create without consequence within their books. Students are encouraged to take pride in their work build resilience in creating. There is a strong psychological element that students will be faced with when they create their everything book alongside everyone else and that is feeling like their work is good enough vs looking at other students’ work. I have determined a few methods that can help students build resilience in the face of inferiority. One such method is to try and eliminate this feeling of inferiority at the root by creating a safe and welcoming learning environment where there is no judgement or competition. This process of creating an everything book is an individual undertaking and not to be compared with anyone else’s. Another method to help students overcome the roadblock in their work is to explain turning their page into a draft. When students have high hopes for a page of work and they begin to loose self-efficacy, they can take a mental step back and relabel the page as a ‘draft’ and the focus of the page will change to ironing out all the details and preparing for the good copy page.
I have designed the Everything Book project to connect easily to the New Zealand (Curriculum Ministry of Education. 2007). This Everything book project is a student directed project which intrinsically motivates students to create using tools they learn within the classroom. When students are motivated to use their Everything Book they will make pages based on interests by using the skills they have gained within the classroom. Skills learnt from the teachings of the New Zealand Curriculum such as Literacy skills involving writing, reading their work, and Interpreting knowledge. Student’s will use mathematics skills relating to size and orientation. Students may write equations and depict mathematics concepts to help themselves understand the world around them.
The Everything Book project develops personalities as it engages students in what interests them. From the text; Educational psychology: Developing learners written by Ormrod, J., Anderman, E., & Anderman, L. (2016), there is information regarding influencing children’s behaviors and how this can affect personal and social development. Research indicates that influencing children’s behaviors and inherited temperaments can influence the environmental circumstances they experience and so this can indirectly affect other aspects of personal and social development. This suggests that by influencing students to behave more creatively through making their own Everything Books can have effects on their environment, and this can affect their personal and social development. By encouraging students to create based on their interests, this influences behavior and leads students to experience a creative, safe, and self-built environment that develops their personalities.
References:
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
Santrock, J. W. (2014). Child development (Fourteenth ed.). McGraw-Hill Education.
Ormrod, J., Anderman, E., & Anderman, L. (2016). Educational psychology : Developing learners, ebook, global edition. Pearson Education, Limited.
This workshop provides students the opportunity to take ownership of their own ‘Everything Book’ and create, draw, and write their own ideas within it. I will present a short PowerPoint about the goals of the Everything Book which explains what it is, how to use it and how to create one. Then students will have the opportunity to create their own using the materials I will supply such as pens, stickers, paper, cut outs, letters and numbers.
Theories and research behind my Everything Book workshop:
My Everything Book workshop has been designed to boost students’ industrious qualities vs endorsing students’ feelings of inferiority. According to Santrock, J. W. (2014), Erikson’s Eight Lifespan stages identifies those students in their primary school years are tasked with directing their energy towards mastering knowledge and academic skills. The negative outcome would be that students develop a sense of inferiority which may leave them feeling incompetent and unproductive which can lead on through later years of life. Therefore, the everything book project encourages students to create without consequence within their books. Students are encouraged to take pride in their work build resilience in creating. There is a strong psychological element that students will be faced with when they create their everything book alongside everyone else and that is feeling like their work is good enough vs looking at other students’ work. I have determined a few methods that can help students build resilience in the face of inferiority. One such method is to try and eliminate this feeling of inferiority at the root by creating a safe and welcoming learning environment where there is no judgement or competition. This process of creating an everything book is an individual undertaking and not to be compared with anyone else’s. Another method to help students overcome the roadblock in their work is to explain turning their page into a draft. When students have high hopes for a page of work and they begin to loose self-efficacy, they can take a mental step back and relabel the page as a ‘draft’ and the focus of the page will change to ironing out all the details and preparing for the good copy page.
I have designed the Everything Book project to connect easily to the New Zealand (Curriculum Ministry of Education. 2007). This Everything book project is a student directed project which intrinsically motivates students to create using tools they learn within the classroom. When students are motivated to use their Everything Book they will make pages based on interests by using the skills they have gained within the classroom. Skills learnt from the teachings of the New Zealand Curriculum such as Literacy skills involving writing, reading their work, and Interpreting knowledge. Student’s will use mathematics skills relating to size and orientation. Students may write equations and depict mathematics concepts to help themselves understand the world around them.
The Everything Book project develops personalities as it engages students in what interests them. From the text; Educational psychology: Developing learners written by Ormrod, J., Anderman, E., & Anderman, L. (2016), there is information regarding influencing children’s behaviors and how this can affect personal and social development. Research indicates that influencing children’s behaviors and inherited temperaments can influence the environmental circumstances they experience and so this can indirectly affect other aspects of personal and social development. This suggests that by influencing students to behave more creatively through making their own Everything Books can have effects on their environment, and this can affect their personal and social development. By encouraging students to create based on their interests, this influences behavior and leads students to experience a creative, safe, and self-built environment that develops their personalities.
References:
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
Santrock, J. W. (2014). Child development (Fourteenth ed.). McGraw-Hill Education.
Ormrod, J., Anderman, E., & Anderman, L. (2016). Educational psychology : Developing learners, ebook, global edition. Pearson Education, Limited.
Below is my lesson plan to guide my teaching of the Everything Book Workshop. I have also attached a copy of my PowerPoint. Click on it to view my.
lesson_plan.docx | |
File Size: | 2530 kb |
File Type: | docx |
everything_book_presentation.pptx | |
File Size: | 6425 kb |
File Type: | pptx |