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.
Cognitive Psychology
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?
- I am a very visual learner and so they will have the memory of acting out what happened instead of just reading about it. When reading they will retain some of the events and details, but with the activity they engaged in it will help them understand how they did things and lived during the war.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
- You remember emotions and how you felt when doing something and that's why you get scared of some things, because you have a memory of being scared doing it before. The students will remember the re-enactment because they were able to live it for a day.
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?
- Have them talk about their emotions to remember what went on. He also can have the students read a story about a persons emotions during that time and event and have them compare their emotions to see how alike and different their emotions were with the person in the story.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
- It depends on the age in my opinion. Mr. Dunkins students know what is expected of them and they might slack on the reading and just hunt for the answers in the book all week and then study a little for the test on Friday. Mr. Richards students don't know what to expect and so they should come to class prepared for anything on a given day. I like Mr. Richards way of a variety of teaching, but if I were his student I would like to know the day before what was going on so I could prepare more for class.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
- Mr. Dunkins students would just retain the information in short-term memory because they would only have to retain it until Friday for the test. Mr. Richards students would retain their learning for longer as long as they do well with being prepared all of the time.
- I am a very visual learner and so they will have the memory of acting out what happened instead of just reading about it. When reading they will retain some of the events and details, but with the activity they engaged in it will help them understand how they did things and lived during the war.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
- You remember emotions and how you felt when doing something and that's why you get scared of some things, because you have a memory of being scared doing it before. The students will remember the re-enactment because they were able to live it for a day.
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?
- Have them talk about their emotions to remember what went on. He also can have the students read a story about a persons emotions during that time and event and have them compare their emotions to see how alike and different their emotions were with the person in the story.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
- It depends on the age in my opinion. Mr. Dunkins students know what is expected of them and they might slack on the reading and just hunt for the answers in the book all week and then study a little for the test on Friday. Mr. Richards students don't know what to expect and so they should come to class prepared for anything on a given day. I like Mr. Richards way of a variety of teaching, but if I were his student I would like to know the day before what was going on so I could prepare more for class.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
- Mr. Dunkins students would just retain the information in short-term memory because they would only have to retain it until Friday for the test. Mr. Richards students would retain their learning for longer as long as they do well with being prepared all of the time.
Special Needs and Learning Differences Case Study
1. What classic symptoms of a learning disability does Nathan exhibit?
-Nathan is easily distracted and does not remember finishing things or turning things in. His mind will wander and then he doesn't stay on track.
2. What accommodations has Nathan received in the past?
- He has been in a resource classroom getting special help and his doctor also has put him on a medication to calm him down, but he would just get tired.
3. What strategies would you recommend to help Nathan work with his learning disability? Why?
- Have the teacher have him sit in the front and have him pull out his homework first and then the rest of the students pass it in and up to his desk then she can collect it and she knows that she has his work. She also can walk around and make sure that he is on task during tests and quizzes. This could help him focus and he will know that she can help by saying you're doing great Nathan keep working on the test if she sees he is off task.
4. How many students like Nathan will you likely have in your classes? Justify your response by summarizing the information from a link or reference (include the link/reference).
- I will have I would think 3-5 students with this similar conditions and learning disorders in my class. It is more common these days and I have observed this in the kindergarten class I work in. There are students I am constantly sitting next to and getting them to finish work. I also am sending home reminders that they are missing a lot of homework to let their parents be more aware of what is going on.
-Nathan is easily distracted and does not remember finishing things or turning things in. His mind will wander and then he doesn't stay on track.
2. What accommodations has Nathan received in the past?
- He has been in a resource classroom getting special help and his doctor also has put him on a medication to calm him down, but he would just get tired.
3. What strategies would you recommend to help Nathan work with his learning disability? Why?
- Have the teacher have him sit in the front and have him pull out his homework first and then the rest of the students pass it in and up to his desk then she can collect it and she knows that she has his work. She also can walk around and make sure that he is on task during tests and quizzes. This could help him focus and he will know that she can help by saying you're doing great Nathan keep working on the test if she sees he is off task.
4. How many students like Nathan will you likely have in your classes? Justify your response by summarizing the information from a link or reference (include the link/reference).
- I will have I would think 3-5 students with this similar conditions and learning disorders in my class. It is more common these days and I have observed this in the kindergarten class I work in. There are students I am constantly sitting next to and getting them to finish work. I also am sending home reminders that they are missing a lot of homework to let their parents be more aware of what is going on.
Social and Moral Development Case Study
1. The second paragraph lists a number of strategies that Ms. Knowles and Ms. Brophy have tried to teach social skills. Which one do you think might be most effective and why?
- I like that they are teaching the students how to ask if they can join in on what other students are playing and how to get involved with an activity. I have been working with a kindergarten class for a year and that is one thing that a lot of kids lack. They think that you are only allowed to play with one person at a time and most of that is because parents will only allow one friend to come over at a time. This will be a trait the students can strengthen and keep for future years to social grow.
2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development?
- The books can teach the kids to take initiative and get involved with active friendships. Some of these friendship can last especially if the students go on to attend the same elementary school. Children's literature can help them use their imagination and become more active. It can also help them get over shame and realise that they are not alone with some of their qualities.
3. How might children's literature help them develop moral reasoning?
- There are many books on lying and steeling. These books teach the students right from wrong. When they are so little they don't notice that what they do can hurt someones feelings or physically hurt someone. That makes these books very effective. A boy in a class had to pull his card one day and told the teacher he didn't a few weeks later he and his mom came in the class and he said he pulled a "trick" on the teach and told us the story. We explained to him that what he did was not a trick, but a lie and let him know why it was wrong and the difference between the two. Students just need to be taught the difference.
4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential cognitive, social, and moral advantages of this strategy? Incorporate ideas from Chapters 3 and 4 in your response.
- This is a way of assessing what the students have learned about social skills. It helps the teachers to see who is improving and who needs some social work. The students also feel like they are helping someone out and doing a good thing. I also like how they did circle time with Liam and had the students all talk about what they are working on and could tell Liam how they feel about his behavior. It lets him know they like him and he can just be nice when he wants to join in an activity.
- I like that they are teaching the students how to ask if they can join in on what other students are playing and how to get involved with an activity. I have been working with a kindergarten class for a year and that is one thing that a lot of kids lack. They think that you are only allowed to play with one person at a time and most of that is because parents will only allow one friend to come over at a time. This will be a trait the students can strengthen and keep for future years to social grow.
2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development?
- The books can teach the kids to take initiative and get involved with active friendships. Some of these friendship can last especially if the students go on to attend the same elementary school. Children's literature can help them use their imagination and become more active. It can also help them get over shame and realise that they are not alone with some of their qualities.
3. How might children's literature help them develop moral reasoning?
- There are many books on lying and steeling. These books teach the students right from wrong. When they are so little they don't notice that what they do can hurt someones feelings or physically hurt someone. That makes these books very effective. A boy in a class had to pull his card one day and told the teacher he didn't a few weeks later he and his mom came in the class and he said he pulled a "trick" on the teach and told us the story. We explained to him that what he did was not a trick, but a lie and let him know why it was wrong and the difference between the two. Students just need to be taught the difference.
4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential cognitive, social, and moral advantages of this strategy? Incorporate ideas from Chapters 3 and 4 in your response.
- This is a way of assessing what the students have learned about social skills. It helps the teachers to see who is improving and who needs some social work. The students also feel like they are helping someone out and doing a good thing. I also like how they did circle time with Liam and had the students all talk about what they are working on and could tell Liam how they feel about his behavior. It lets him know they like him and he can just be nice when he wants to join in an activity.
Cognitive Development Case Study
1. Describe an episode in the case study that demonstrates disequilibrium. Justify your response. Describe an episode that demonstrates assimilation. Justify your response.
-Amy thinks that the class fish has just been sleeping and that maybe it forgot how to swim and sleep. She does not think the the extent that the fish might have died. When she tells the teacher something is wrong the teacher explains the situation and she did not think he was dead because when her grandpa died he left and went to heaven. The fish was still in the tank and did not go anywhere.
2. Identify a possible instance of preoperational egocentrism in the case. Justify your response.
-When Amy and Lucy are referring to heaven they are relating it to their life on earth even though they don't know what heaven will be like. They are using the knowledge they know to figure out what it would be like.
3. How might a Vygotskian theorist suggest Ms. Bowman address the death of the class pet?
-She should figure out the level in which the students can understand death and what happens, then she can let the students know what has gone on. She will explain that it was no one persons fault, but that it was the fishes time to go.
4. How might taking care of pets in the classroom promote students' cognitive development?
- It teaches the students responsibility and also helps them grow. Just like them the fish needs to eat so they need to feed the fish and clean the fish bowl to keep him safe and alive.
-Amy thinks that the class fish has just been sleeping and that maybe it forgot how to swim and sleep. She does not think the the extent that the fish might have died. When she tells the teacher something is wrong the teacher explains the situation and she did not think he was dead because when her grandpa died he left and went to heaven. The fish was still in the tank and did not go anywhere.
2. Identify a possible instance of preoperational egocentrism in the case. Justify your response.
-When Amy and Lucy are referring to heaven they are relating it to their life on earth even though they don't know what heaven will be like. They are using the knowledge they know to figure out what it would be like.
3. How might a Vygotskian theorist suggest Ms. Bowman address the death of the class pet?
-She should figure out the level in which the students can understand death and what happens, then she can let the students know what has gone on. She will explain that it was no one persons fault, but that it was the fishes time to go.
4. How might taking care of pets in the classroom promote students' cognitive development?
- It teaches the students responsibility and also helps them grow. Just like them the fish needs to eat so they need to feed the fish and clean the fish bowl to keep him safe and alive.
Course Contract #1
What are you doing well? I am doing well in my study guides. I want to have a goal to keep on top of all the work this semester and not get behind.
What are you not doing well? I do not do well with morning classes and that will be a struggle this semester and I hope to work on making all classes.
Are you making sufficient progress on your goals? I am so far, but I just need to stay consistent. I need to set aside more time for homework and need to have a more set bed time so that I can be more productive during the day. I also need to focus on school more than work.
How is your motivation? I need be more motivated because this is my second time taking the class and not being in a cohort has brought my attitude down a lot. I have no body to blame but myself and I need to change my attitude or it will be a long semester. Are you focusing on mastery or performance goals? Performance. I just need to work and try harder in all of my assignments. Does anything need to change? Yes, my attitude!!!
What are you not doing well? I do not do well with morning classes and that will be a struggle this semester and I hope to work on making all classes.
Are you making sufficient progress on your goals? I am so far, but I just need to stay consistent. I need to set aside more time for homework and need to have a more set bed time so that I can be more productive during the day. I also need to focus on school more than work.
How is your motivation? I need be more motivated because this is my second time taking the class and not being in a cohort has brought my attitude down a lot. I have no body to blame but myself and I need to change my attitude or it will be a long semester. Are you focusing on mastery or performance goals? Performance. I just need to work and try harder in all of my assignments. Does anything need to change? Yes, my attitude!!!
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