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.
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.
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