LOG 5- Sex Education

OK guys, so since we didn't really have much time during class to write about this log, we are going to try something new this time. Written below is the log topic, read it, analyze it, and then on the bottom comment on it. Then the next person does the same thing and try to keep this somewhat conversational...This isn't facebook but maybe it might work and if so this might be an easier way to document our logs.
Sex education is common in almost all educational institutions throughout the U.S. However, recent years have been witness to controversy over the content (abstinence only vs. general theoretical knowledge) and impact of such programs (increase in teen pregnancy rates after decades of decline) in schools.
Problem: Do you believe that Sex Education in High Schools has an impact on adolescents? What content do you believe should be included in such a program? Draw on your understandings of students through the explicit principles of Behaviorism, Information Processing and Complex Cognitive Processes as well as on the implicit knowledge of your own personal experiences and beliefs in order to evaluate the issue and provide solutions.

Gabe: My issue with sex education in school is that it is obviously designed to scare students about sex and instill in their minds that sex is bad, at least in my experience with schooling and sex education.

Mike: yeah that true, Sex Education in school has been around for many years, which began as a general theoretical knowledge class that was to make kids abstinence, has been forced to pick a side. sex education should be taught in high schools because it will have a positive impact on adolescents.

Gabe: Parents should accept the fact that their children are going to grow up, and that sex is just another aspect of life they need to accept. If the subject were treated maturely, then the outcome would be a positive response. The age of the adolescent is a huge factor and should be considered when teaching about sex education.

Ana: I agree to this because since sex is considered a taboo this will increase the curiosity in students to go out and do it. I believe that teachers should teach students abstinence but also how to avoid catching STDs and different birth control techniques

Gabe: I do believe adolescents need to be aware of the harmful dangers of sexually transmitted diseases, but I disagree that this should be the primary focus when presenting a student who has no knowledge of what sex actually is.

Log 4

Written By: Gabriel Dominguez

Do you believe that drills, practices and rote memorizations have a place in your future classrooms? If yes, then in what circumstances would you use these strategies? Please authenticate your answers based on learning strategies we discussed in class.

Danny: I don’t agree with drills, when I see drills, it is more like a surprise exam; I guess it depends on the weight of the drill. It may be pretty stressful, it may encourage or paranoid.

Ana: I agree with practices, not drills. In order to develop skills like in Art. Repetition helps

Christy: In terms of drills and practices, what are drills, in terms of discussing work with others, such as mega cognitive thinking. Working on other peoples work to develop your own. That retrospect will help the student develop his or her own work

Danny: When I was saying drills, Drills and practices are different; practice is very essential, especially in art. And drills more like being caught off guard/being forced to do something, when you are not primed for it

Mike: The way i see drills are as a method of learning in which you constantly repeat the information to the students, while in practices is when you try to accomplish what your doing, you have a certain method and you constantly reuse it. drills are use to learn and practice is to test you knowledge.

Christy: Practices is connecting your prior knowledge with new knowledge. But we also have to include all types of memory (sensory etc)

I agree with Danny but when they undergo drills it strengthens their memory

Gabe:

Danny: In terms of art, how to draw different objects, training your mind to develop an understanding of form, space.

April: Rote Memorization, in classroom procedures. Setting up a camera, preparing paint.

Christy: Drills, practices all have place

Danny/Ana: Art history would be the only applicable location where we can apply these strategies.

Mike: As students use repetition in their practices they are developing skills in the fine arts, for example when they are practicing drawing different objects, they are training their mind to develop an understanding of form and space. Rote Memorization is used in classroom to remember procedures such as setting up a camera, preparing paint. Once the students are used to the guidelines, this allows them to explore these new skills, but without drilled foundation they will not know were to start.

Christy: Just like an author becomes a better author to develop their writing, critiquing art work allows you to become a better artist. Art classrooms allow the art teachers to bring something out of the students

Danny: In other classrooms the students are taking information in, and in the art classroom, we are releasing more, more interactive.

Ana: there is so many strategies to how we can make art that the basic would be a good start.

Christy: combing prior knowledge of how this----

Danny: I remember at UIC students were trying to be very technical. I recall I did blind drawing drew objects from memory, to understanding form

Christy: Drawing with two hands helps a student develop the technicality on how to draw, how to use your hand

Mike : Negative allow student to see what they are not drawing in order to understand why an object look like in its out line form. then they will practice to see how shading and value play curtail role in drawing and that developing the form.

- Expecting students to learn something specific

April: I hated perspective drawing; I think drills would help us enable students to learn how to understand perspective.

Gabe: I think for the most part that’s all were going to be doing-DRILLS

Danny: In a sense, yes, but only for the beginning. Once they are used to the guidelines, allow them to explore, but without foundation they wont know were to start.

Foundation courses.

Ana: Art is more of a cognitive setting. Everyone has a different style for art. At first everyone may think the classroom is easy. And At first everyone goes straight o error.

Mike: Student has the privilege to take a the knowledge they gain from the class and show their understanding buy using the different style. These style are their own, in which they depict what they have learn in lecture.

Christy: I high school we can challenge schema of what a class is going to be; Example: Jewelry class

Ana: In Diana’s class, at first we did something wit a stick, and after the concept came. So we were forced to have a conceptual approach after the hands on.

Danny: It depends in the environment, because if the environment does not have a lot of resources then maybe we are limited to art, so instead of cognitive, it may be behaviorism.