Running Head: MODULE ONE EXIT TICKET 1

Module One Exit Ticket

SPED 841: Advanced Methods & Assessment

University of Kansas

Ling Zhang & Pearl Jingrong Xie

Brent Seager

August 28, 2017

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Module One Exit Ticket

In the readings and materials this week, there were several quotes and big ideas that

really stood out and allowed for better understanding of the complexities of the human brain.

The quote from the readings and materials this week that resonated with me came from unit four,

different learners and different minds. One takeaway that I have from the materials this week I

found in unit three, seeing others from the self; as it discussed learning and mirror systems as

vital aspects for learning to occur in the school environment. One important concept that I

developed this week was from unit six, implications for schools; this described the many aspects

of active engagement. Perhaps one of my biggest concept developments from the week was

from unit five, building new neural networks; the zone of proximal development helped to shed

some light on how students learn and process information differently. Even though there were

other great ideas and information throughout the readings and materials this week, the ideas

listed above allowed me to reflect as an educator about the learning and teaching processes.

Quote

While there were several quotes from the readings and materials that allowed me to

reflect and capture the big picture this week, the quote from unit four, different learners, different

minds. The quote While the range of factors that determines the diversity of learning in a given

classroom can be exceedingly broad and complex, certain aspects of this diversity can be

understood in terms of neuroscience. (Annenberg Learner, 2017, Unit 4 Section 2). One aspect

of learning that can be understood using neuroscience is attention, as this varies from individual

to individual; which helps to explain why some students are more engaged and motivated in the

classroom. Therefore, it is important that educators consider attention when designing and

implementing instruction in the classroom, as each student and their attention needs will vary,

and using a variety of strategies will allow educators to improve the attention of students in the
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classroom (Annenberg Learner, 2017, Unit 4 Section 4). One of the biggest concepts that really

stood out to support the quote was with memorization, as this skill is often associated with

successful or unsuccessful learning; and neuroscience has shown that not all successful learners

have the best rote memorization skills (Annenberg Learner, 2017, Unit 4 Section 6). While

attention and memorization are just two aspects that I covered with the diversity of learners,

these aspects when combined with neuroscience, help to provide insight into diversity and

learning in the classroom.

Unit Three Takeaway

The first takeaway that I had from the readings this week was from unit three, as it

discussed learning and mirror systems and the implications of using this in the school

environment. A mirror system occurs when some individual replicates or copies an action or

actions of another person; for this to occur and be considered a mirror system, the individual

must see the relevance in copying or replicating in the action or actions. While actions can be

copied in a variety of settings and contexts, it is only considered a true mirror system in which all

individuals mirror the behavior or actions being shown because they find them meaningful and

relevant. Learning about the mirror system allowed me to reflect on how I would like to

implement this in my classroom, as I can use this system to implement actions and behaviors that

are meaningful and relevant to my students. One great aspect of the mirror system is that all

students and learners can benefit from using it, even students with disabilities; as educators using

the mirror system strive to provide meaningful and relevant actions to engage all learners in the

classroom (Annenberg Learner, 2017, Unit 3 Section 3).

Unit Six Takeaway

In this unit, I learned how I can transfer ideas and concepts learned throughout the

modules and units into my school and classroom. The big idea that I gleamed from this unit was
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active engagement and how I can implement this into my classroom, as this will invite and

encourage all students to participate in the classroom. While there are several different ways to

motivate and engage students in the classroom, emotional relevance is the method that I would

like to implement in my classroom to increase active engagement and participation in all

activities and lessons. Emotional relevance occurs when learners can connect what matters the

most to them with their learning, and this increases motivation and engagement in the classroom

(Annenberg Learner, 2017, Unit 6 Section 2). To develop emotional relevance in my classroom,

I plan on implementing universal design for learning principles of providing the students with

multiple means of engagement; using relevant and real world skills and applications (National

Center on Universal Design for Learning, 2017). Even though implementing emotional

relevance in the classroom can be challenging, this unit has allowed me to see the benefits and

significance of implementing this in my classroom.

Unit Five Takeaway

The biggest takeaway that I gleamed from the materials this week was from unit five, as

it discussed zones of proximal development. Zones of proximal development help to provide

educators with a basis for understanding that how and why each student learns, and with the use

of scaffolding; each student can be successful learners. Using the theory of zones of proximal

development, educators can customize instruction for the learning styles of all learners. This will

provide an environment that students will have confidence and can be successful, as the students

will have different supports in place. Using scaffolding for each student will allow students the

opportunity to learn relevant information and store it for later retrieval. Even though the zones

of proximal development is not a new theory, I believe that implementing it into my classroom

will allow students to better comprehend and apply the information being taught in my classroom

(Annenberg Learner, 2017, Unit 5 Section 3).

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Conclusion

The materials and readings from module one really allowed me to reflect on the teaching

and learning process, and how neuroscience and other factors can influence the learning

environment. There were several big ideas and takeaways and even a quote that best summarize

my learning and how I plan on implementing the new ideas and takeaways into my classroom.

Through learning about neuroscience, I can see how I can promote a better environment for

learning for each student in my classroom. Using the mirror system will improve the classroom

environment, as this will provide clarity and consistency within the classroom. The implications

for schools was another big idea that I took from the materials this week, as schools and

classrooms will need to provide students with opportunities to be actively engaged; as this will

increase emotional relevance and student success. While active engagement, emotional

relevance, neuroscience, and diversity are important aspects to consider for the classroom,

determining how students learn and process the information is vital as well. For this to occur,

teachers can use zones of proximal development to scaffold and tailor learning in the classroom,

which is one of the cornerstones of modern day education. Even though there were other great

ideas and concepts within the readings and materials, these ideas allowed me to rethink what I

need to implement into my classroom to provide the best learning environment possible for all of

my students.
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References

Annenberg Learner. (2017). Unit 3 Section 3. Retrieved from:

http://www.learner.org/courses/neuroscience/text/text.html?dis=U&num=03&sec=03

Annenberg Learner. (2017). Unit 4 Section 2. Retrieved from:

http://www.learner.org/courses/neuroscience/text/text.html?dis=U&num=04&sec=02

Annenberg Learner. (2017). Unit 4 Section 4. Retrieved from:

http://www.learner.org/courses/neuroscience/text/text.html?dis=U&num=04&sec=04

Annenberg Learner. (2017). Unit 4 Section 6. Retrieved from:

http://www.learner.org/courses/neuroscience/text/text.html?dis=U&num=04&sec=06

Annenberg Learner. (2017). Unit 5 Section 3. Retrieved from:

http://www.learner.org/courses/neuroscience/text/text.html?dis=U&num=05&sec=03

Annenberg Learner. (2017). Unit 6 Section 2. Retrieved from:

http://www.learner.org/courses/neuroscience/text/text.html?dis=U&num=06&sec=02

National Center on Universal Design for Learning. (2017). Retrieved from:

http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice