WHAT:
I scored an 88 on the quiz.
Piaget's Cognitive Development
- I like that Piaget splits his cognitive theories into four groups. But, I find his separation intersting, and somtimes confusing.
Vygotsky's Cognitive Development
- I like the idea of scaffolding and the Zone of Proximal Development. His cognitive tools are also something i believe to be very helpful in the classroom.
Erikson's Psychosocial Development
-Erikson's stages were interesting to learn about, but not the throey i agree with the most. I do like the ones relating to the age I will be teaching, and believe they can help me as a future teacher.
Kohlberg's Moral Development
-I did not enjoy learning about Kohlberg and his theory. I t was my least favorite, and very vague. It was hard to distinguish what stage a person was in because they all seemed to overlap.
Goleman's Emotional Intelligence
-I liked Goleman's ideas for intelligence, and how it's important to know your own emotions ans manage them before venturing into relationships. I believe this is very important.
Information Processing
-Learning about where and how memory is stored is something that as a teacher will be very important. The information needs to be stored in the long term memory, otherwise it will soon be forgotten.
Knowledge Construction and Higher-order thinking
-I liked learning about social constructivism and individual constructivism and the differences and advantages between the two. I think they are both very important for the learning environment of the classroom.
Behaviorism
-Though this section was difficult for me to fully understand, once I did get it, I learned a lot. Reinforces and token economy are things that are used in many classrooms, and things I plan to use in my classroom.
Social Cognitivism
This chapter taught me much about the different types of punishments, and the good and the bad. I like the idea of modeling. I think it's important for the student to see a good example of what is expected of them.
Group and Individual Differences
-It was interesting to learn about the differences among individual learning and group learning. I think each student is different in the type of learning they like or are best at, so it's important to use a variety of types in the classroom.
Motivation
-I never really knew that the two types of motivation: intrinsic and extrinsic. I found them both interesting and know they will be important in my classroom.
SO WHAT:
I believe that every student learns differently. There are many different factors that attribute to how students learn effectively and i believe that it is important as a teacher to use as many variations as possible, while being consistent in the teaching, to allow each students to feel that they can truly understand the subject
matter. I believe Vygotsky has many key points in his theory, and I will definitely use many of his ideas in my classroom.
NOW WHAT:
-I will use my theory in my classroom by knowing the students ZPD and using scaffolding methods to help the students be the best they can be. I will also be positive and reinforce my students to hopefully increase their behavior and perfomrance in the classroom.
- I would like to learn more about the latter chapters that we touched briefly upon in our class. For example, the theories on intelligence, and the chapter on motivation. I need to improve upon the RSVP section.
Sunday, December 13, 2009
Thursday, December 10, 2009
Case Study 7/8
1. Describe two similarities between the traditional lesson and the constructivist one as described above.
-In both lessons, the teacher was trying to teach the students about measurements. Also, the students needed to use measurement tools to find the measurement of either the whale or the ship.
2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.
-Benefits: It allows children to really think and find solutions to problems. It also allows for much discussion to take place so all are included in the learning.
-Drawbacks: It takes up a lot of time waiting for students to come up with the solutions. Also, you risk the students coming up with a wrong solution, and them thinking it is right.
3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study to support your response.
-It promotes critical thinking by allowing students to have time to come up with solutions that work. The children in the case study came up with many different solutions before coming up with one that worked. This proves they were able to think about many aspects, discuss with one another, and then find a solution that finally worked.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
- I believe it would be considered an authentic activity because in the real world, people need to know measurements of certain things. Maybe not boats, and the king won't need to know, but measurements come up in different areas of everyday life.
-In both lessons, the teacher was trying to teach the students about measurements. Also, the students needed to use measurement tools to find the measurement of either the whale or the ship.
2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.
-Benefits: It allows children to really think and find solutions to problems. It also allows for much discussion to take place so all are included in the learning.
-Drawbacks: It takes up a lot of time waiting for students to come up with the solutions. Also, you risk the students coming up with a wrong solution, and them thinking it is right.
3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study to support your response.
-It promotes critical thinking by allowing students to have time to come up with solutions that work. The children in the case study came up with many different solutions before coming up with one that worked. This proves they were able to think about many aspects, discuss with one another, and then find a solution that finally worked.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
- I believe it would be considered an authentic activity because in the real world, people need to know measurements of certain things. Maybe not boats, and the king won't need to know, but measurements come up in different areas of everyday life.
Course Contract #3
1. I am understanding the material and am able to apply it to the material and to test. I am taking in what I am reading as opposed to having to re-read the material multiple times.
2. I am having a hard time remembering material from the first test. I remember a lot of it, but I need to spend more time on the RSVP characteristics to fully understand them helping me remember them.
3. I believe I am making progress on my goals.
4. I still need to focus on all the material instead of what I find the most interesting or easy to understand.
2. I am having a hard time remembering material from the first test. I remember a lot of it, but I need to spend more time on the RSVP characteristics to fully understand them helping me remember them.
3. I believe I am making progress on my goals.
4. I still need to focus on all the material instead of what I find the most interesting or easy to understand.
Thursday, November 12, 2009
Chapter 10 Case Study
1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with an example from the case study.
Ms. Yamashita. She is positively reinforcing Robin for her concept map and making copies of it for other students to use. Robin received praise, and other students will most likely respond to this and act in similar ways as Robin to hopefully receive the same treatment.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
No he is not. The classroom and the teacher are supposed to create a safe, learning environment for the student to come to. He was creating an intimidating environment in which students were scared to enter, and that will influence their learning and behavior.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
She is setting goals for herself by creating the concept map. She is learning by doing it, and it is helping her fully understand the material, therefore, reaching her goal.
4. How you think Robin's self-efficacy has been affected by this experience. Be specific about which self-efficacies have been affected and justify your response with examples from the case study.do
I believe she is confused about what is acceptable. She created the concept map for herself, to help her understand. It was liked by one teacher and the other teacher did not approve. She is probably confused because she thought her concept map was a good tool, but there was disagreement among the teachers, resulting in a different self-constructed judgment.
Ms. Yamashita. She is positively reinforcing Robin for her concept map and making copies of it for other students to use. Robin received praise, and other students will most likely respond to this and act in similar ways as Robin to hopefully receive the same treatment.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
No he is not. The classroom and the teacher are supposed to create a safe, learning environment for the student to come to. He was creating an intimidating environment in which students were scared to enter, and that will influence their learning and behavior.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
She is setting goals for herself by creating the concept map. She is learning by doing it, and it is helping her fully understand the material, therefore, reaching her goal.
4. How you think Robin's self-efficacy has been affected by this experience. Be specific about which self-efficacies have been affected and justify your response with examples from the case study.do
I believe she is confused about what is acceptable. She created the concept map for herself, to help her understand. It was liked by one teacher and the other teacher did not approve. She is probably confused because she thought her concept map was a good tool, but there was disagreement among the teachers, resulting in a different self-constructed judgment.
Sunday, November 8, 2009
Chapter 9 Case Study
1. Does Mr. Kessinger's class represent a community of learners as defined in Ch. 7? Why or why not?
No it does not. A community of learners is when a teacher and students work together actively to learn. Mr. Kessinger is not helping the students learn. Instead, he is creating an environment in which the students are scared. Even though Robin took notes and created a map that helped her learn, he chose to not look at it that way, instead, he saw it as cheating.
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.
Robin has just been punished for her concept map in Mr. Kessinger's class, and now she was being rewarded for a concept map in Ms. Yamashita's class. She was confused at what to do because both teachers had different opinions.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
I believe her idea to make copies of Robin's concept map for the rest of the class was a good start. Also, by encouraging the class and reinfocing Robin to keep up with the concept maps consistently, so she knows that they are a good thing, especially if they help her learn.
No it does not. A community of learners is when a teacher and students work together actively to learn. Mr. Kessinger is not helping the students learn. Instead, he is creating an environment in which the students are scared. Even though Robin took notes and created a map that helped her learn, he chose to not look at it that way, instead, he saw it as cheating.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.
Removal punishment. Robin obviously learns from her concept maps and enjoys doing them because she did one for her other class. Mr Kessinger told her that her map was a form of cheating, thereore taking away something she didn't want to lose.3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.
Robin has just been punished for her concept map in Mr. Kessinger's class, and now she was being rewarded for a concept map in Ms. Yamashita's class. She was confused at what to do because both teachers had different opinions.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
I believe her idea to make copies of Robin's concept map for the rest of the class was a good start. Also, by encouraging the class and reinfocing Robin to keep up with the concept maps consistently, so she knows that they are a good thing, especially if they help her learn.
Sunday, November 1, 2009
1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?
-The students will remember the activities in which they participated and those that helped them. This will help them translate what they learned from the text book, and help them apply it, and therefore, more fully understand it.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
-Their emotions are more connected to what they are learning becuase they are acting it out as opposed to just reading it. This connection is huge and will hopefully be stored in their long term memory.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
-Having the students discuss their activities in class and writing what they felt they learned from botht the text book and from the activity.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
-I believe Mr. Richards provides better instruction because his students never know what to expect and should come to class prepared for anything, He offers dofferent methods of learning for all types of learners, and different types of tests to really assess the knowledge the students have learned.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
-I believe the students in Mr. Richards' class would be able to learn is a wider variety of ways and be assessed in the same. In Mr. Dunkin's class, the students would have only learned in the same way and been assessed in the same way resulting in a more constricted way of learning.
-The students will remember the activities in which they participated and those that helped them. This will help them translate what they learned from the text book, and help them apply it, and therefore, more fully understand it.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
-Their emotions are more connected to what they are learning becuase they are acting it out as opposed to just reading it. This connection is huge and will hopefully be stored in their long term memory.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
-Having the students discuss their activities in class and writing what they felt they learned from botht the text book and from the activity.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
-I believe Mr. Richards provides better instruction because his students never know what to expect and should come to class prepared for anything, He offers dofferent methods of learning for all types of learners, and different types of tests to really assess the knowledge the students have learned.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
-I believe the students in Mr. Richards' class would be able to learn is a wider variety of ways and be assessed in the same. In Mr. Dunkin's class, the students would have only learned in the same way and been assessed in the same way resulting in a more constricted way of learning.
Sunday, October 25, 2009
Couse Contract Review
What are you doing well?
I am understanding the material and not only finishing the reading, but enjoying it as well. I am trying to use the Get Ready, Read, Reduce, and Retain while reading. I am stopping myself at certain points to assure that I understand.
What are you not doing well?
I studied for this last test and thought I understood everything. However, I did not get the grade I was hoping for. Something I need to work on to help with this, would be more consistency. To constantly review the material instead of getting it all done in one or two days.
Are you making sufficient progress on your goals?
Though there is still room for improvement, I believe I am making progress.
List specific things you need to change in order to meet your goals.
I need to be more consistent, like I mentioned earlier. It does me no good to read the chapter to early, or by cramming it in. This will help me achieve my goals.
I am understanding the material and not only finishing the reading, but enjoying it as well. I am trying to use the Get Ready, Read, Reduce, and Retain while reading. I am stopping myself at certain points to assure that I understand.
What are you not doing well?
I studied for this last test and thought I understood everything. However, I did not get the grade I was hoping for. Something I need to work on to help with this, would be more consistency. To constantly review the material instead of getting it all done in one or two days.
Are you making sufficient progress on your goals?
Though there is still room for improvement, I believe I am making progress.
List specific things you need to change in order to meet your goals.
I need to be more consistent, like I mentioned earlier. It does me no good to read the chapter to early, or by cramming it in. This will help me achieve my goals.
Monday, October 19, 2009
Ch. 2 and 3 Analysis Questions
Ch. 2 Analysis Questions:
1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
-Formal Operations Stage. Laura is defending her point, it's logically valid to her. But she is arguing a concept that no place in reality.
-Formal Operations Stage. Laura is defending her point, it's logically valid to her. But she is arguing a concept that no place in reality.
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?
-She knows that cars cause pollution, and that cars need gas to get places. But by cutting cars completely out of the picture, she is creating more problems. Landfills cause pollution as well, yet she wants everyone to walk their garbage to the landfills, and then have scientist create chemicals, that could cause more pollution.
-She knows that cars cause pollution, and that cars need gas to get places. But by cutting cars completely out of the picture, she is creating more problems. Landfills cause pollution as well, yet she wants everyone to walk their garbage to the landfills, and then have scientist create chemicals, that could cause more pollution.
3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response.
-This cognitive tool challenges students. It requires them to use self talk and inner speech to answer the question. It allows students to come up with many answers and responses to something they may have only had one thought about.
-This cognitive tool challenges students. It requires them to use self talk and inner speech to answer the question. It allows students to come up with many answers and responses to something they may have only had one thought about.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
-In "play" children are taking on scenarios that in the real world would be impossible. This relates to the ideas that Laura was coming up with to rid the world of pollution.Ch. 3 Analysis Questions:
1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.
-In Erikson's theory Identity versus role confusion, he states how adolescents ponder how they will fit into society. Sense of self is also a big part of why Laura was very preoccupied with her appearance.
-In Erikson's theory Identity versus role confusion, he states how adolescents ponder how they will fit into society. Sense of self is also a big part of why Laura was very preoccupied with her appearance.
2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
-They could put together study groups in a social environment, allowing for students to be social while studying. They could also encourage students to join an extracurricular group such as student council.
-They could put together study groups in a social environment, allowing for students to be social while studying. They could also encourage students to join an extracurricular group such as student council.
-Stage three: Good boy/good girl. Laura is making decisions on what other think. She loves being the center of attention. He could tell her to make decisions based on what she thinks and believes in, rather than on what she thinks other people want.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
-It requires students to think on their feet, and think of things that they may not have thought of before. Also, it requires them to speak in public, allowing for them to become more comfortable in social settings.
-It requires students to think on their feet, and think of things that they may not have thought of before. Also, it requires them to speak in public, allowing for them to become more comfortable in social settings.
Wednesday, October 7, 2009
Course Contract Review
1. What are you doing well?
I am understanding the material we are leaning, and am reading the chapters and paying attention to what I read. I am also completing the assignments and taking in as much as I can from them.
2. What are you not doing well?
I am paying more attention to some of the subjects we have read and learned about instead of fully giving each the time they need.
3. Are you making sufficient progress on your goals?
I am making progress. I am not where i want to be yet, but I am on my way there.
4. List specific things you need to change in order to meet your goals.
I need to pay more attention to everything that I read and is taught instead of those topics that i find more interesting than others.
I am understanding the material we are leaning, and am reading the chapters and paying attention to what I read. I am also completing the assignments and taking in as much as I can from them.
2. What are you not doing well?
I am paying more attention to some of the subjects we have read and learned about instead of fully giving each the time they need.
3. Are you making sufficient progress on your goals?
I am making progress. I am not where i want to be yet, but I am on my way there.
4. List specific things you need to change in order to meet your goals.
I need to pay more attention to everything that I read and is taught instead of those topics that i find more interesting than others.
Saturday, October 3, 2009
Multiple Intelligences Project
The project I am choosing to do is visiting the project where I will visit the Children's Discovery Museum and then following the guidelines listed for that option.
Sunday, September 20, 2009
Cool Brain Research: Judy Willis
What:
I chose to research Judy Willis. She started researching the effect of what was taught in the classroom and the effect it has on students' long term memories. Most of what she found was a packed curriculum and teaching aimed just for high test scores. When she found this led to students forgetting most of the information, she decided to do more research. She started researching learning-centered brain research and the correlation of this with classroom strategies. She has researched the neural system and has come up with R.A.D., which stand for Reticular activating system, Amygdala, and Dopamin.
So What:
Her research is aimed at student reaching their ultimate potential and not forgetting everything they learned after they have taken a test. She has found new ways of looking at the brain.and how it learns best. With this new finding, she has found ways to help students learn best and have more of a want to learn. Her teaching practices also encourage students to use their heart and mind to do all they can to learn as much as they can.
Now What?
I found Judy's research very helpful and it made a lot of sense. I was not in elementary and high school very long ago, and much of what she found, applied to me. I would study for what was going to be on a test, not really focusing on anything else that was learned. Her new research of the brain open up many opportunities for teachers to better their student. I hope to use this in my classroom, to help my student reach their full potential. I will not teach specifically for a test, but hope my student learn well enough to still do well on their tests. But also, I hope they go beyond the test, and remember everything that was taught.
I chose to research Judy Willis. She started researching the effect of what was taught in the classroom and the effect it has on students' long term memories. Most of what she found was a packed curriculum and teaching aimed just for high test scores. When she found this led to students forgetting most of the information, she decided to do more research. She started researching learning-centered brain research and the correlation of this with classroom strategies. She has researched the neural system and has come up with R.A.D., which stand for Reticular activating system, Amygdala, and Dopamin.
So What:
Her research is aimed at student reaching their ultimate potential and not forgetting everything they learned after they have taken a test. She has found new ways of looking at the brain.and how it learns best. With this new finding, she has found ways to help students learn best and have more of a want to learn. Her teaching practices also encourage students to use their heart and mind to do all they can to learn as much as they can.
Now What?
I found Judy's research very helpful and it made a lot of sense. I was not in elementary and high school very long ago, and much of what she found, applied to me. I would study for what was going to be on a test, not really focusing on anything else that was learned. Her new research of the brain open up many opportunities for teachers to better their student. I hope to use this in my classroom, to help my student reach their full potential. I will not teach specifically for a test, but hope my student learn well enough to still do well on their tests. But also, I hope they go beyond the test, and remember everything that was taught.
Tuesday, September 8, 2009
Hidden Assignment
List 2-3 specific goals you have for this course.
One of the main goals I hope to receive from this course is to gain a better understanding of how students learn, and the different ways different students learn. Along with this, another goal I hope to accomplish is to find an good way of getting to know students and help them learn in the most effective way possible. I also hope I can reach each student and show them the attention they need, and because each student is different, I hope to learn useful ways of doing this as well.Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.
I will read the chapter throughout the week. If I read it to early, it may not be fresh in my mind for the next class period. But if I try and cram it in the night before, it won't really sink in either. So I hope to take my time reading the chapter from Wednesday to Friday, taking thorough notes. I will also report on my blog after each class, most likely that night, so I do not forget the things that stuck out to me in my mind that class period.
Outline the study strategies that you will use to understand the material.
We have already gone over the note taking strategy of Get Ready, Read, Reduce, and Retain, and I plan on following this guide to help me most understand the material. I agree with setting a study length to help me retain the most, and also stopping at points to make sure I really understand what's going on.
Explain the process you will follow if you do not understand a topic.
I will try and read more about it and figure it out myself. If I am unable to, I will either ask you, the teacher, but if you are unavailable, I will ask another classmate.
I will reach my goals in this course by not only attending every class I can and doing all the assignments, but paying close attention and taking in everything that is being said and taught. Also, I plan on taking my time with the assignments and making sure I really understand what I'm doing. I also hope to take in the experience and wisdom from you and from other that can help me in the future.
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