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.
Tuesday, April 20, 2010
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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