What are you doing well? I am still doing well with my attendance and my work. I am just trying to stay organized.
What are you not doing well? I do like to procrastinate studying and so I could have studied more for this test, but I knew the material better than the last one.
Are you making sufficient progress on your goals? I could be trying harder, but I am progressing.
List specific things you need to change in order to meet your goals. I need to go study at school and not at home where I can hear everything going on. My mind wanders when I am trying to study and it is becoming a problem for me. (don't live with your best friend... she is a distraction from school (: )
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? My motivation is a little down right now because I am sad I won't get to be going to have a field experience this semester. I work in a school and that helps me out a lot for observations and learning some tricks, but it is not the same as being in a class required to teach lessons.
Wednesday, April 21, 2010
Course Contract #2
What are you doing well? I am attending class especially because I'm not a morning person, and I am staying on top of my work.
What are you not doing well? I could be making more of an effort to study for my exams, I do not test well in the testing center (it freaks me out) and so I should have studied harder for this exam.
Are you making sufficient progress on your goals? I am working hard, but there is always room for improvement.
List specific things you need to change in order to meet your goals. I need to find a better place to study and focus. It is hard when you're at home with room mates because there are a lot of distractions around.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? I think I am doing great with my motivation at this point and am reaching to achieve my goals.
What are you not doing well? I could be making more of an effort to study for my exams, I do not test well in the testing center (it freaks me out) and so I should have studied harder for this exam.
Are you making sufficient progress on your goals? I am working hard, but there is always room for improvement.
List specific things you need to change in order to meet your goals. I need to find a better place to study and focus. It is hard when you're at home with room mates because there are a lot of distractions around.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? I think I am doing great with my motivation at this point and am reaching to achieve my goals.
Course Contract #4
What are you doing well? I worked on my Field Response Journal for a while and was working hard to get a better grade on it.
What are you not doing well? I got used to not having class during field and that made it hard these past few weeks to get to class and be on top of my work. I am also getting spring fever which has made it harder to focus.
Are you making sufficient progress on your goals? My goals have been slipping these past few weeks, because I got so used to not having class and when you're in a cohort you have a field partner and people to work with and I didn't get the opportunity to work with this cohort enough to find a group of people to work with.
List specific things you need to change in order to meet your goals. I need to study harder and be more social in my classes.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? My motivation has been down, but I worked harder for my exam. I learned a lot about my study habits this semester and have come up with some ideas to change them for future semesters.
What are you not doing well? I got used to not having class during field and that made it hard these past few weeks to get to class and be on top of my work. I am also getting spring fever which has made it harder to focus.
Are you making sufficient progress on your goals? My goals have been slipping these past few weeks, because I got so used to not having class and when you're in a cohort you have a field partner and people to work with and I didn't get the opportunity to work with this cohort enough to find a group of people to work with.
List specific things you need to change in order to meet your goals. I need to study harder and be more social in my classes.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? My motivation has been down, but I worked harder for my exam. I learned a lot about my study habits this semester and have come up with some ideas to change them for future semesters.
PERSONAL LEARNING THEORY!!!
With which theory are you most closely aligned? Take the quiz at the following URL to find out: Your Emerging Theory
I was tied with B and C, but H was only one point behind.
**Piaget's Cognitive Development: I like how Piaget has defined his stages and in working in a kindergarten class I have observed many of these to be true, but people don't all progress at the same level. Not everyone has the same way of thinking and so this makes his stages a little too structured to the age groups. I will use his theory in my classroom and be able to model teach the students so they understand concepts better.
**Vygotsky's Cognitive Development: Vygotsky has more of a progressive process with his theory. He knows that each person learns differently and that they need to be taught or have help in their own way. I can use scaffolding in my classroom and guide my students to help them progress their ZPD.
**Erikson's Psychosocial Development: Erikson has broken down his personal development to show how much we grow and learn. I have observed and experienced Erikson's stages in my self, family, friends and at work. In my classroom I can use his stages to help the students learn successful patterns to progress in the stages like they should.
**Kohlberg's Moral Development: My favorite thing about Kohlberg is that he does not put a time frame on his stages. He knows for a fact that people learn and grow at their own speed, but they tend to progress in way of his stages. You can look at your own life and see the ages you were around in his stages, but you can also go back and forth among the levels. When you hit a new stepping stone in life you might have to fall back to a lower level and work your way up in that situation or time in your life. I can apply this by helping my students progress in the classroom and prepare them for the next stage and next grade level.
**Goleman's Emotional Intelligence:
**Information Processing: You have to shape the way you teach to help your students put their learning to use. They need to learn how to bring the information to working memory and be able to make connections and progress it to long-term memory. In order to do this you need to be aware of how your students learn and retain information. This will help them be life long learners and develop their brain. I was not taught this in school growing up and I have a hard time studying and preparing for exams and other tests. I want to make sure I work with each of my students to get them to the place they need to be.
**Knowledge Construction and Higher-order thinking: You need to push your students to learn and think at a higher level. I would ask my students questions about what we are learning to see what ideas they come up with before we start learning the topic. This way they get their brain working and ideas going through their head. Then we can discuss the topic and see what they learned and the connections they can make with their prior knowledge ideas from the beginning. Another good thing with higher-order thinking is wait time. You need to give everyone a chance to think before you start calling on students.
**Behaviorism: I think that the way a student acts in class and their behaviors can make a difference on how they learn. You have to know how to control the behaviors of your classroom in order to teach and have each student be successful. I do think that psychology has to do with both behavior and the mind. These two things go hand in hand. The way you think and learn is the way you're going to behave and act in situations as well.
**Group and Individual Differences
**Motivation: You need to motivate your students to learn and retain the knowledge of what they are learning. This is important because they need guidance and when you motivate them you also guide them to learn and make the right choices.
I learned a lot more taking this class over. I was lucky because Dr. Cox teaches more hands on and is energetic in teaching and she taught me so much more. I want to learn more about how to apply the theorists in my classroom and more ideas. This class was a big help and will help me as a future teacher.
I was tied with B and C, but H was only one point behind.
**Piaget's Cognitive Development: I like how Piaget has defined his stages and in working in a kindergarten class I have observed many of these to be true, but people don't all progress at the same level. Not everyone has the same way of thinking and so this makes his stages a little too structured to the age groups. I will use his theory in my classroom and be able to model teach the students so they understand concepts better.
**Vygotsky's Cognitive Development: Vygotsky has more of a progressive process with his theory. He knows that each person learns differently and that they need to be taught or have help in their own way. I can use scaffolding in my classroom and guide my students to help them progress their ZPD.
**Erikson's Psychosocial Development: Erikson has broken down his personal development to show how much we grow and learn. I have observed and experienced Erikson's stages in my self, family, friends and at work. In my classroom I can use his stages to help the students learn successful patterns to progress in the stages like they should.
**Kohlberg's Moral Development: My favorite thing about Kohlberg is that he does not put a time frame on his stages. He knows for a fact that people learn and grow at their own speed, but they tend to progress in way of his stages. You can look at your own life and see the ages you were around in his stages, but you can also go back and forth among the levels. When you hit a new stepping stone in life you might have to fall back to a lower level and work your way up in that situation or time in your life. I can apply this by helping my students progress in the classroom and prepare them for the next stage and next grade level.
**Goleman's Emotional Intelligence:
**Information Processing: You have to shape the way you teach to help your students put their learning to use. They need to learn how to bring the information to working memory and be able to make connections and progress it to long-term memory. In order to do this you need to be aware of how your students learn and retain information. This will help them be life long learners and develop their brain. I was not taught this in school growing up and I have a hard time studying and preparing for exams and other tests. I want to make sure I work with each of my students to get them to the place they need to be.
**Knowledge Construction and Higher-order thinking: You need to push your students to learn and think at a higher level. I would ask my students questions about what we are learning to see what ideas they come up with before we start learning the topic. This way they get their brain working and ideas going through their head. Then we can discuss the topic and see what they learned and the connections they can make with their prior knowledge ideas from the beginning. Another good thing with higher-order thinking is wait time. You need to give everyone a chance to think before you start calling on students.
**Behaviorism: I think that the way a student acts in class and their behaviors can make a difference on how they learn. You have to know how to control the behaviors of your classroom in order to teach and have each student be successful. I do think that psychology has to do with both behavior and the mind. These two things go hand in hand. The way you think and learn is the way you're going to behave and act in situations as well.
**Group and Individual Differences
**Motivation: You need to motivate your students to learn and retain the knowledge of what they are learning. This is important because they need guidance and when you motivate them you also guide them to learn and make the right choices.
I learned a lot more taking this class over. I was lucky because Dr. Cox teaches more hands on and is energetic in teaching and she taught me so much more. I want to learn more about how to apply the theorists in my classroom and more ideas. This class was a big help and will help me as a future teacher.
Tuesday, April 20, 2010
Social Cognitivism Case Study
1. The strategies that Mr. Corbet uses to teach his students appropriate school behavior are most consistent with which two theories/theorists that we have learned about so far this semester? Justify your response.
-Erikson's Industry vs. Inferiority comes into play with this example. Mindy is scared because everything is new to her and she does not want the teacher to get upset with her. When she was about to point her finger she remembered the teachers saying that was not polite so she changed her actions to be more pleasing to him. Piaget also shows that the way you talk and act towards the kids show them the correct way to behave. He does not get mad at the kids for running to the door he just states how wonderful the students walking are doing and says they are ready for kindergarten. Well all of the kids want to be praised and so they all do exactly what is told.
2. Describe one incident in the case study that represents vicarious reinforcement. Explain your reasoning.
- Like I stated in number one, students like to be praised and so when you praise students others will follow that behavior hoping for the same reaction. This will help them learn the rules and your expectations as a teacher.
3. Describe one incident in the case study that represents vicarious punishment. Explain your reasoning.
- Showing the example of pointing is rude was a way of telling him not to do it again, but it showed the other students the correct way to act in that situation.
4. Do you think Mindy has low or high self-efficacy with regard to appropriate kindergarten behavior? Justify your response with examples from the case.
- I think she has high self-efficacy beacuse she sees the good examples pointed out by Mr. Corbet and she acts as those students did to make sure she is following the rules and directions.
-Erikson's Industry vs. Inferiority comes into play with this example. Mindy is scared because everything is new to her and she does not want the teacher to get upset with her. When she was about to point her finger she remembered the teachers saying that was not polite so she changed her actions to be more pleasing to him. Piaget also shows that the way you talk and act towards the kids show them the correct way to behave. He does not get mad at the kids for running to the door he just states how wonderful the students walking are doing and says they are ready for kindergarten. Well all of the kids want to be praised and so they all do exactly what is told.
2. Describe one incident in the case study that represents vicarious reinforcement. Explain your reasoning.
- Like I stated in number one, students like to be praised and so when you praise students others will follow that behavior hoping for the same reaction. This will help them learn the rules and your expectations as a teacher.
3. Describe one incident in the case study that represents vicarious punishment. Explain your reasoning.
- Showing the example of pointing is rude was a way of telling him not to do it again, but it showed the other students the correct way to act in that situation.
4. Do you think Mindy has low or high self-efficacy with regard to appropriate kindergarten behavior? Justify your response with examples from the case.
- I think she has high self-efficacy beacuse she sees the good examples pointed out by Mr. Corbet and she acts as those students did to make sure she is following the rules and directions.
Behaviorism Case Study
1. Is Haley's fear of men most likely due to classical or operant conditioning? Justify your response (yes, it will all be hypothetical as we do not have enough information in this case) using terminology, definitions, and examples.
- I think it is a classical condition because her sister might be afraid of men and that is why she has a fear. Her father also might not be around much and so she does not know how to act around a male figure or her parents might be divorced and they have a bad relationship with their father. All of these reasons would be classical because she is using the knowledge she knows of men to be scared.
2. How might you explain Meredith's aggressive behaviors from the perspective of operant conditioning?
- When animals want something they might fight for it, they are also aggressive and bite so she is using these examples to make her own actions. She also is not disciplined and so she can take advantage of anyone or anything she wants.
3. What strategies from Behavioral theory might a teacher use in working with Haley? Be specific and describe how each strategy could be used.
- Using positive and negative reinforcement to show her good and bad behavior. When she is acting up don't let her go see her sister help her find a new way to deal with the problem. You can also do this when her friend is gone. You can reward her with a token economy for good behavior and when she has a good day. When she has so many good days you can let her get a prize that is well deserved.
4. What strategies from Behavioral theory might a teacher use in working with Meredith? Be specific and describe how each strategy could be used.
- I also think she can use reinforcement. She will loose privileges when she acts violent or acts out in class. She also needs the support of her mom to help with this reinforcements.
- I think it is a classical condition because her sister might be afraid of men and that is why she has a fear. Her father also might not be around much and so she does not know how to act around a male figure or her parents might be divorced and they have a bad relationship with their father. All of these reasons would be classical because she is using the knowledge she knows of men to be scared.
2. How might you explain Meredith's aggressive behaviors from the perspective of operant conditioning?
- When animals want something they might fight for it, they are also aggressive and bite so she is using these examples to make her own actions. She also is not disciplined and so she can take advantage of anyone or anything she wants.
3. What strategies from Behavioral theory might a teacher use in working with Haley? Be specific and describe how each strategy could be used.
- Using positive and negative reinforcement to show her good and bad behavior. When she is acting up don't let her go see her sister help her find a new way to deal with the problem. You can also do this when her friend is gone. You can reward her with a token economy for good behavior and when she has a good day. When she has so many good days you can let her get a prize that is well deserved.
4. What strategies from Behavioral theory might a teacher use in working with Meredith? Be specific and describe how each strategy could be used.
- I also think she can use reinforcement. She will loose privileges when she acts violent or acts out in class. She also needs the support of her mom to help with this reinforcements.
Constructivism Case Study
1. Describe two similarities between the traditional lesson and the constructivist one as described above. What are two differences?
- The students did not understand measurement and what it was used for, and the teachers thought that the students would understand what was going on. The students in the constructivist lesson thought of a few different ways to measure and were confused when they didn't come up with the same numbers. The traditional lesson the students were impressed on how big the whale was, but they did not get the use of the yard stick.
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.
- Two benefits are she made the students think about the tool to use and what would work, then they understood the reason for standard measurement. The students also were able to be creative with their ideas and had a class discussion. She is teaching the students logical thinking and gave them the example of how important it is to have standardize measurement in the world.
3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study and include a definition of critical thinking to support your response.
The students had to be creative and Tom made the connection that he was four feet tall, then they measured him. The other student took the letter "E" and thought of the number "3". These are conclusions they had to come up with on their own though critical thinking.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
- She would have to teach them the instruments that they used to measure the boat and report to the king like they did back when the event occurred.
- The students did not understand measurement and what it was used for, and the teachers thought that the students would understand what was going on. The students in the constructivist lesson thought of a few different ways to measure and were confused when they didn't come up with the same numbers. The traditional lesson the students were impressed on how big the whale was, but they did not get the use of the yard stick.
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.
- Two benefits are she made the students think about the tool to use and what would work, then they understood the reason for standard measurement. The students also were able to be creative with their ideas and had a class discussion. She is teaching the students logical thinking and gave them the example of how important it is to have standardize measurement in the world.
3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study and include a definition of critical thinking to support your response.
The students had to be creative and Tom made the connection that he was four feet tall, then they measured him. The other student took the letter "E" and thought of the number "3". These are conclusions they had to come up with on their own though critical thinking.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
- She would have to teach them the instruments that they used to measure the boat and report to the king like they did back when the event occurred.
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