For your Final Reflection in this course, I would you to would like you to pull up your Initial Reflection and re-read what you wrote at the beginning of the semester. Use your Initial Reflection as a touch point of reflection to talk about about what has changed as a result of your experiences in this course in terms of yourself, your heart, you knowledge, and about your beliefs about teaching and learning
Remember– these are your reflective thoughts about you as a health teacher now that you have learned more about teaching, and teaching health. There are no “right” or “wrong” answers to the questions below. You are simply capturing in writing what has changed since the beginning of the semester. You are describing who you are and what you believe at this moment in time by reflecting back on any changes you may make in your approach to teaching and learning for children’s health as a result of your experiences in this class.
Note: The instructions for this exercise are written to be intentionally broad. This exercise is intended to provide you the freedom to deeply reflect on what emerges as most significant and important to you. The hope is that you will write for your own benefit — not for a grade, and not for the intent of seeking a particular response from me. I intend to respectfully meet you where you are at now as an student, a learner and an emerging educator. As you read these prompts, note they are written as if you are already a teacher! Think of yourself as a health education with your own classroom. Who will you be now as a teacher? How will you teach? Picture yourself in the role of educator, armed with all the new knowledge and understanding you have worked hard to achieve this semester, and answer the following prompts
Why – Discuss the changes for each of the following
Why do you believe teaching is important? What has changed about your answers since the beginning of the semester?
Has your preferred path of teaching changed? Why or why not?
What – Discuss the changes for each of the following:
What has changed about your objectives for being and becoming a teacher?
What do you now believe about the essential emotional skills of a teacher?
What do you now believe are essential skills a teacher needs for providing positive feedback and engaging with students?
What are the most significant things you have learned about building classroom activities and assessments?
What are the most significant things you have learned about classroom management?
How – For each of the prompts below, discuss what has changed about your answers between now and what you wrote at the beginning of the semester. Describe specifically why or why not; how or how not change has occurred.
How will you make decisions about your content; about what to teach?
How will you make sure your objectives achievable and relevant to the current requirements for health education?
How will you create a path for your students to achieve your learning objectives? How will you know if the learning objectives are being met?
How do you believe that the negative evaluation of student performance should be done?
How will you solve problems in teaching? How will you teach your students to solve problems?
How do you want to make a difference in the lives of your students?
How do you think you can make health education for children better?
This page of the article has 4530 words. Download the full form above. My Extended Project Qualification point decision is the 'Mozart Effect'. I have chosen to concentrate on the impacts of old style music, particularly Wolfgang Amadeus Mozart's Sonata for Two Pianos in D Major Key K.448, and its consequences for psychological capacity and spatial thinking. Just as this, I will investigate the first 1991 and 1993 investigation of 'Music and Spatial Task Performance: A Casual Relationship' by Frances H. Rauscher, Gordon L. Shaw, Linda J. Levine and Katherine N. Ky from the University of California, Irvine at the Irvine Conservatory of Music. What is the Mozart Effect? The 'Mozart Effect' is a hypothesis proposing that tuning in to Mozart's music will incidentally improve subjective capacity and spatial thinking inside the psyches of youngsters and grown-ups the same. The examination was initially done in 1991 by Frances H. Rauscher, Gordon L. Shaw, Linda J. Levine, and Katherine N. Ky at the University of California, Irvine on 36 college understudies. The 'Mozart Effect' study was done in light of the fact that Leng, Shaw and Wright were propelled by a model of the cerebrum's neuronal cortex to test the speculation that music and spatial undertaking execution were 'causally' related. The lead specialist Dr Gordon Shaw started investigating the cerebrum's ability for spatial thinking 1973 (The Associated Press) and afterward in the 1990's he proceeded to build up the hypothesis that tuning in to old style music could improve scholastic capacities, usually known as the 'Mozart Effect'. Why The 'Mozart Effect'? Motivation for looking more into this hypothesis originated from an organized model of the cerebrum's cortex that deduced that music and intellectual capacity share a characteristic terminating design that are sorted out along these lines through an organized spatial-worldly code. This proposal started a conviction that the relationship among's music and spatial/psychological capacities is because of development of example improvement by gatherings of neurons realized by melodic tasks. The first investigation was "expected to decide whether the neural terminating designs significant to melodic comprehension were additionally applicable to spatial-transient thinking" (Rauscher, 2018) Dr Gordon Shaw began to build up the hypothesis encompassing the Mozart Effect in the mid 1970's the point at which he came inspired by cerebrum hypothesis and the mind's ability for spatial thinking. Shaw and one of his alumni understudy Xiaodan Leng built up a model of the cerebrum that pre-owned melodic notes to show mind movement, when the notes were played back they discovered it to sound a great deal like old style music. Anyway Dr Gordon Shaw was by all account not the only individual enraptured by this thought. A French man by the name of Alfred A. Tomatis additionally investigated the codependence of music in the mind and distributed a book in 1991 called 'Pourquoi Mozart? (Why Mozart?) Yet Tomatis concentrated more on how Mozart's music can retrain the ear at various frequencies, positively affecting the ear, mending and advancement of the mind. Extraordinary thinking and intellectual capacity The 'Mozart Effect' shapes its premise on the possibility that Mozart's piano sonata has been known to improve the psychological defeating of subjective cacophony and improve spatial thinking, for a ten to brief time length. Over the long haul, they accepted that if music is examined and acknowledged since early on (as a youngster's cortex is as yet creating now), that it can help create psychological and melodic capacities to a more prominent degree. 'Psychological' in its most perfect sense is the way toward performing mental assignments, for example, critical thinking, along these lines 'Intellectual Dissonance' is the activity of finding new data that negates realized convictions causing mental clash; for instance, "when a fox sees high-hanging grapes, its craving to eat grapes and failure to contact them are in strife. The fox conquers this subjective cacophony by choosing that the grapes are acrid and not worth eating" (Masataka and Perlovsky, 2012). Psychological cacophony influences explicit areas of the cerebrum, for example, the insula (the processor of feelings) making it become increasingly dynamic when sentiments of upset or outrage are felt, and the dorsolateral prefrontal cortex, which is emphatically engaged with intellectual control. 'Spatial Reasoning' is a factor inside the thinking aptitudes, and it alludes to the capacity to consider three-dimensional items with little data about them and from this they can make up inferences about the articles. For instance, an individual with great spatial thinking would have the option to consider an article and how it would look when it is pivoted. The left half of the globe (the left hand side of the cerebrum) has a primary goal of controlling and creating 'Spatial Reasoning'. The left half of the cerebrum is the place maths and spatial counts are done with relate straightforwardly to great spatial comprehension. Mozart and Classical Music Wolfgang Amadeus Mozart (complete name, Johannes Chystostomus Wolfgangus Theophilus Mozart) is conceivably the most skilled traditional artist throughout the entire existence of old style music. Mozart was an author, director, virtuoso piano player, organist and musician, with his music grasping concertos, drama, choral, chamber, instrumental, ensemble and vocal viewpoints. Mozart was conceived in Salzburg in 1756 to a dad of an aspiring Composer and Violinist; be that as it may, his sister, Nannerl was the youngster wonder of the family. At 16 years old, Mozart had before long gotten one of music's first "independent" experts in spite of holding the status of a gourmet specialist in the Court of Salzburg. Mozart landed in Vienna in 1781, when he was 25, and wedded Constanze Weber a year later in 1782. During this time he started to put on shows, distribute music and get commission for his dramas. From 1781 to 1791, Mozart composed around 200+ works and combined his notoriety, yet regardless he needed to show piano exercises in his leisure time just as taking in outskirts and obtaining cash to keep up the sumptuous way of life he had picked up from his high melodic status. Mozart formed his Sonata for Two Pianos in D major, k. 488, in 1781 when he was 25. It has three developments and is written in a sonata-allegro structure with a "Galant" style that contains interlocking tunes and synchronous rhythms. It was formed for his companion Josepha Auernhammer for a presentation they would give together, making it one of Mozart's couple of sytheses composed for two pianos. Mozart is said to have kicked the bucket on the fifth of December 1791 at the youthful age of 35, anyway it is unsure what he passed on from. There are theories of homicide by his companion Antonio Salieri by poison, yet ever-present indications of ailment for an incredible duration rejected this hypothesis. The Parish register, a book recording christenings, relationships, and internments at an area church, states he passes on from a serious instance of "military fever". Mozart was known to have been an evil kid and to have experienced limbs of sickness as he was growing up; from the age of nine years of age he encountered the hazardous ailment, potentially known as typhoid fever, just as ramifications of smallpox, tonsillitis, bronchitis, pneumonia, ailment and gum illness. Mozart's horrendous invulnerable framework drives us to the inquiry that if Mozart's music should recuperate and improve the psyche and body, for what reason did he experience the ill effects of such extraordinary diseases all through his lifetime. The Original Study The Original 'Mozart Effect' study was performed and completed by three inquires about, Frances Rauscher, Katherine Ky and Dr Gordon Shaw in 1993. The investigation depended on thirty-six college understudies from the brain science office at the University of California, Irvine. The understudies indicated a normal score increment of eight to nine on the Stanford-Binet Intelligence Scale in the wake of tuning in to 10 minutes of Mozart's Sonata for Two Pianos in D Major K.448 (the traditional piece was proposed by Daniel Remler). As indicated by Rauscher "The impact kept going 10 minutes, and was not found for different spaces of insight, for example, transient memory or spatial acknowledgment. (Rauscher 2018) Rauscher, Ky and Shaw's unique Hypothesis states "Music, which is generally refreshing from birth, can be utilized to build up these inalienable terminating designs, alongside related practices which are applicable to spatial thinking… [They] expect that contemplating music will give a more extended term assistance, especially for small kids in whom the cortex is as yet developing." This recommends if traditional music or a melodic instrument is considered and acknowledged since early on, it can create psychological and melodic capacities to a more prominent degree on the grounds that at a youthful age a youngster's cortex is as yet creating. In the primary investigation completed, 36 college understudies were played either 10 minutes of Mozart's Piano Sonata for two Pianos in D Major K.448, 10 minutes of a taped self-trance or sat peacefully for 10 minutes. Be that as it may, in the investigation that was rehashed a determination of 84 understudies at first participated. The understudies were part into three capacity comparable gatherings dependent on a trial of 16-paper collapsing and cutting things and memory put together test given to them with respect to the primary day of the examination to gauge every individual's spatial thinking. The collapsing and cutting paper action and the memory test was completed in a manner by which the understudies would see a photograph for a moment on an overhead projector, and afterward they were offered time to work out the response and record it down in a booklet. From these outcomes the understudies were part into gatherings of Mozart, quiet or self-spellbinding. The investigation went on for 10 to 15 minutes and every understudy was paid $30 over a successive five-day time frame. A sum of 84 understudies took an interest anyway just 79 understudies completely finished the examination. Finish of unique outcomes From>GET ANSWER