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.
Thursday, November 12, 2009
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.
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