Battle Armor

In preparation for the BYU, Oregon State game last night, Beau was washed, lubed up and had his battle armor placed on him by his courtiers. Unfortunately, Beau lost interest after BYU's second touchdown. We should have taken the hint as well and watched Biggest Loser instead. By half time he had conked out and only woke up after the celebrating had ended. If I had to guess, I would have to say he's actually a Ute fan at heart but didn't want to upset daddy this early in his life. I guess we'll find out tonight if he's really a Utah man or a Cougar kitty. Go Utes!

What's in a Name

Four of us sitting around -hmmming. What should his name be? We had quite a list: Ryder, Ronan, Rockwell, Oliver, Liam, Leland, Alexander, Beaumont, Graham, Roger (I don't know where that came from), Jameson and made especially worse with a book of names titled "Choosing the RIGHT Name for Your Baby." (author emphasis added) Since Kiera and Ramon had been calling her BIG belly "baby Beau" for such a long time, they both had a hard time relegating it to the baby name refuse heap where names go that every child on the block already has, creates a bully-target in elementary school or is ANY character from Twlight. It was decided that calling him Beau for months then changing his name to something else would confuse him and possibly make him constipated - hey, no one really knows why these babies get constipated so easily - I know, mother's milk, Similac, water, meds, etc., are all guilty conspirators, but it could possibly be a name change issue, too.
Once the name Beau was selected there were some who wanted to give it an added masculine thumping by adding mont to Beau. I mean really, I'm all for the masculine flexing thing, but Beaumont and Beauregard are two peas in the same silver spoon. After much discussing, hand-wringing, debating, fretting and finally resignation to the fates, it was decided his name would be Beau. Now, the simple task of giving him a middle name. And, wouldn't you know, it was no easier than his first name! I won't constipate you with all the names we went through, but there were short ones, long ones, tough ones, sissy ones - wait, this is sounding like an Oscar Mayer wiener ad. It seemed from out of no where, Ramon mentioned the name Brahms and like a harp-strum from heaven it sounded so sweet. So, that's it, it's decided, Beau Brahms Relyea would be his moniker for his mortal sojourn. It worked out nicely because it was about at that time the state birth certificate official came in wheeling a computer cart ready to submit his official name to the state of Florida, and they have no patience with parents who can't decide what to name their child. As Kiera was about to announce Beau's official name, she thought it would be fun to run the debate past the state official who obviously has lots of experience with baby's names. Well, to complicate what was a former dilemma, the woman loved the name Beaumont. Ramon had left earlier to study at school, so Kiera called him on the phone and pleaded her case for Beaumont. Ramon remnded Kiera of the ostentatious nature of the name and how he just couldn't stand the idea of grade schoolers teasing him about being born with a silver spoon in his mouth. Besides, he wasn't born with it, Ramon bought it for him the day AFTER he was born. Welcome home, Beau Brahms Relyea! By the way, that book, "Choosing the Right Name for Your Baby" didn't have either of Beau's names in it! I'd like a refund, Amazon!

A Natal Day to Remember

Finally, after suffering for years in an arid g-parent desert as a result of a judge's orders forbidding our offspring to reproduce - a dissolution of the moratorium has arrived. Kiera and Ramon are the proud pioneering parents to a baby boy - Beau(mont). Here are the numbers: 7 pounds, 12 ounces, 21 inches long (I wasn't told his girth, in case we want to ship him to the g g-parents). After 22 hours of labor the doc decided a C-section was in order. So, at around 2 am, some time or something like that because I was only half conscious when Ramon told me, baby Beau was no longer stuck in the mine shaft, but was hoisted out by Doctor "Search and Rescue" Johnson. Yea, Doc! It's all going to make a great headline some day.

Independence day fireworks

It's been a tradition for at least 8 years. Every July 3rd we go to The Eaglewood golf course to watch a pyrotechnical display of deafening proportions. This year (as in many past) we met the Gibbs family (Brad, Wendy, Abby, Natalie, Alissa, and Stephanie with her boyfriend Greg) who saved us a great spot on the grass because we rode our bikes to the site. Some of us left from home (Tamara, Chris and Roger) while others (Lise, Micah, Kalli, Chad, Janet and Tyler) rode from the Bountiful temple. The above picture is right after we arrived. The fireworks pictures are a test of my digital camera using long exposure times from 1/4 second to 2 and a 1/2 seconds - all hand held. The long exposure causes the camera to delay showing an image on the screen for a second or two after the exposure is complete. It was a little frustrating.



Natalie Gibbs has a bit of Canadian Bacon in her!




On to the fireworks.

Theoretical Hallucinations

Sandcastles in the air, pie in the sky, wishful thinking, call it what you want, but theory without practice is hallucination. It's cognitive cotton candy with all the fun but none of the fat. Sure it melts in your mouth AND in your hand , but once it's gone all you're left with is a cone of paper. A lot like theory unpracticed, and the paper you're left with!

Lev Vygotsky, a stud of biblical proportions

Several weeks ago we discussed the theories of a gentleman named Lev Vygotsky. I was so intrigued by him, I decided to check him. He was born in 1896 and lived to the not so ripe-old-age of 38, dying of tuberculosis. When he attended the University of Moscow he read all the latest thinking in the fields of linguistics, sociology, psychology, philosophy and the arts. In 1924 he started a systematic inquiry into psychology launching investigations into developmental psychology, pedagogy and psychopathology. His most famous work, Thought and Language promoted a theory for language development and logical thinking in children. The theories in his book looked at the course of children's interactions with adults and the world around them. It considered how school-age children developed conceptually and theoretically as their experiential knowledge came into contact with the socially transmitted knowledge of the teacher.

When teaching materials and concepts fall outside the
"Zone of Proximal Development" no learning can occur

So, it's not to surprising to find out he developed a theory called "The Zone of Proximal Development". It states that a range of a skill can be developed with adult or peer collaboration beyond what can be attained alone. This means an instructor needs to provide the learners with material that is outside or beyond their current understanding and capabilities. As part of his theory of transmission, he believes that scientific or schooled concepts are learned "downward" through written symbols to examples, but spontaneous concepts are learned "upward" from sensory experiences to generalization. He believed pedagogy should interface spontaneous and schooled concepts to ensure the highest learning.

This ZPD means an instructor MUST know the cognitive range of development with each of her students in order to be most effective. Naturally, in the beginning of a class, the teacher won't know each student's level, but by utilizing a frequent formative evaluation the teacher should know quickly enough who's advanced and who's behind in the group. This social constructivist approach to learning was picked up by the West in the 60's and continues to be a substantial practice among instructors today. In fact, I'll even go so far as to say it was practiced by none other than Dr. John Monson in edpsych 6430, Fall 2007. Very effectively, I would add! Thanks, Dr. Monson (Dr. John).

Backwards Design Moves Forward

One of the presentations in class concerned how to implement backward design when creating a curriculum. The concept is to start the design process with the end in mind or as Stephen R. Covey puts it in his book, The Seven Habit of Highly Effective People, "To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction." I've heard a similar concept discussed when people talk about how to consider the type of life you should live. They say that by thinking about what you want said on your tombstone or obit, you can determine the types of actions you can take today.
Doing some reading beyond class, I discovered there are three questions that need to be asked in a backwards design: 1. What is worthy and requiring of understanding? 2. What is evidence of that understanding? and 3. What learning experiences and teaching promote understanding, interest and excellence in the subject?
So the first step is to focus on the learning goals. These are the "enduring understandings" teachers use to form the first questions in backward design. These are the "big picture" questions that consider concepts and principles. They should move beyond the walls of the school into real life and typically engage the "doing" of the subject. These type of understandings engage the students.
In order for learners to express their understanding and for instructors to recognize the understanding, the learners should be able to explain, interpret, apply, empathize, and have perspective and self-knowledge. This second step is where b.d. is different from traditional design. Instead of thinking of questions for the test or quiz, b.d. asks how will I know when they understand? - when they can explain, interpret, apply, etc. It's much less important what questions are being asked than whether the content being taught is understood. Because the emphasis is on understanding, instructors can focus on the different levels of understanding instead of correct or incorrect answers.
Finally, in the third stage, instructors design lessons and experiences that help learners gain understanding through inquiry, arguments, applications and points of view that lay beneath the facts and opinions concerning the subject. These learning experiences should require students to theorize, interpret, use or see from a perspective regarding what they are asked to learn. This process is an inquiry-based approach and provides what I believe are "opportunities for discovery" for the learner.
This is such an amazing way of constructing a class, I think I'm going to try it on the basic photography curriculum for next semester.

(concepts and some language come from Understanding by Design, Grant Wiggins and Jay McTighe, 2001, Prentice Hall Inc)