(There were a few I didn’t write about
because we didn’t learn about it)Thanks:)
Likes and Dislikes:
• Piaget's Cognitive Development:
Likes and Dislikes: The first thing that I like about Piaget’s Cognitive Development was that it was a lifelong study. He didn’t just come up with his ideas overnight. Also, I liked that he put an age group on his stages. I like this because you can say well I have a seven year old he should be in this stage but he is actually advanced and is in concrete operational stage. Etc I like the terms that he labels in each stage like conservation for example. You can literally test a student on this subject to see what stage they are in. The thing that I do not like about Piaget’s Cognitive Development was that it was confusing for me to pinpoint students in certain stages. This may be my own personal problem rather than a flaw in his theory. Though the ages are interesting to note it can be confusing. Especially if I have a student his is seven in the formal operational stage. The idea can be misleading.
• Vygotsky's Cognitive Development:
Likes and Dislikes: I liked the Zone of Proximal Development. It makes sense to me the ZPD is what the learner can successfully do with the assistance of more capable others. We want our students learning to stay in this stage. Then I like the Beyond Zone of Potential Development which is what the learner cannot successfully do, even with the assistance of more capable others. As teachers we want to stay away from having our students be in the BZP. Then there is the Actual Development Zone which is what the learner can successfully do without assistance. Overall, I liked that Vygotsky’s theory made sense. Also, I like the term Internalization: the appropriation of the language and culture of one’s community. The idea that I did not like was self-talk. I have always related talking to yourself as weird or crazy. But I realize as I become a teacher that this is a skill that will help students remember ideas. Also, Vygostky theory can be flawed because some may feel that he has underestimated children’s natural ability to learn.
• Erikson's Psychosocial Development:
Likes and Dislikes: I loved this theory because I could literally relate to several of the stages. For example, in the stage intimacy versus isolation I noticed that at one point in my life I had experienced failure at this stage which will result in a sense of isolation and the feeling that one is incapable of achieving intimacy with others. After I read about this stage I felt like celebrating because I have made it through it and developed an affectionate relationship. I also really like that the stages start from when you’re born and go until you are ready to die. The stages go in order which makes it less confusing. I also like how in the text it gives advice how to help students successfully get through or accomplish a particular stage. For example, in the stage Initiative versus Guilt it says teachers can promote initiative by presenting many opportunities for children to try new things. What I don’t like about Erikson’s Psychosocial Development is that he does fail to consider the role of culture in shaping individuals’ personal development.
• Kohlberg's Moral Development:
Likes and Dislikes: First I like how Kohlberg’s Moral Development is broken down. For example in the stage Conventional Reasoning there are subsections. Per say nice girl/good boy, this makes it easier to understand. I like that I now understand those people who never break rule no matter what. I can say, “Oh you’re in the Conventional Reasoning Stage I will try and understand.” For example, the other day I bought a phone and it was giving me major trouble. I went back to get a different one two days later and they were like sorry it is policy you talked more than sixty minutes. I said, “Well I had to talk those sixty minutes to figure out the phone was giving me trouble.” I was able to get over it by simple thinking “you think a rule is rule.” I like how we help students with their moral development. We don’t tell them what to believe we give them scenarios and let them decide. I don’t like that Kohlberg said, “most men progressed to stages 4 and 5 whereas most women “stayed” at stage 3. I don’t believe this.
• Information Processing:
Likes and dislikes: I like that in the beginning of the chapter information processing can be compared to a computer. The human mind is analogous to a computer in that new information can be input, processed, stored, and later retrieved. Also, the diagram made this theory make a lot more sense. It starts with the incoming stimuli, sensory memory, attention and perception, working memory, storing and encoding, and long-term memory. The thing that I really like about this model is that it has made me realize what is required to get information into long-term memory. (I want the information I am teaching students to be processed and stick in their minds) This theory makes me want to continually be refreshing information or reviewing information when I can with students. For example, if I were to teach my students about the writing trait, ideas, after I taught the lesson doesn’t mean I never bring it up again. I compare it to the new information we are learning. Etc. The thing that I don’t like about this theory is it is really confusing. It is complicated. It is hard for me to visualize this theory as a whole. (Though the example in class was helpful)
• Knowledge Construction and Higher-order thinking:
Likes and dislikes: I like several things about knowledge construction. I like that there are several ways for students to construct knowledge. For example, I think about all of the different verbs on blooms. There are so many—evaluate,draw, analyze, judge, and classify to name a few. What I like about higher-order thinking is blooms taxonomy. In blooms taxonomy gives many examples to help teachers know how to help students synthesis and evaluate ideas. The thing I don’t like about these ideas that they were confusing to first learn. But overtime I have understand them a lot better.
• Behaviorism:
Likes and dislikes: The thing that I like about the behaviorist is that they are concerned with the study of human behavior rather than with the study of the human mind. This is something I like because I am worried about my students behavior. For example, how am I going to get thirty seventh graders to listen to me? Therefore, I like some of the ideas such as token economies and contingency contracting. I also like this theory because it teaches you how to discipline. For example, in class we decided that giving out of school suspension is not successful. This is not a punishment it is a reward to some students especially the ones that hate school. The thing that I don’t like about behaviorism is that some of the terms are confusing. They make more sense after class discussion but for example negative reinforcement is confusing. It is not what it sounds like.
• Social Cognitivism:
Likes and dislikes: I like the definition of sociocognitive theory: A theory that focuses on learning that is the result of observing others or observing the consequences of the behaviors of others. I always learn best by observing others which makes me like this theory. Also I like the term self-efficacy which is the belief about one’s capability to perform or achieve a certain goal. I want my student to have or gain a high self-efficacy in my class. The thing I don’t like about this theory is I do believe there are more way to learn than just from observing others.
What?
This section should include your the results of the quiz and your review of each of the theories:
• • Piaget's Cognitive Development: There are four stages of cognitive development through which people progress between birth and adulthood, namely, sensorimotor, preopoerational, contrete operational, and formal operational stages. Piaget argued that humans have a need to organize and adapt to the demands of the physical environment to find equilibrium. Cognitive development results from the interaction of maturation, activity, and social experiences, which help children adjust their existing schemas through the processes of assimilation and accommodation.
•Vygotsky's Cognitive Development: Cognitive skills develop through social interactions and the use of language. It is by means of social interactions with more-capable others that children learn the ways of thinking and behaving of their community. Assisted learning takes place within children’s zone of proximal development.
•Erikson's Psychosocial Development: Erickson’s psychosocial theory, personal and social development occurs in stages, with each stage being marked by a psychosocial challenge or crisis. Positive resolution of the crises from birth through the elementary school years results in students who are trusting, autonomous, willing to take initiative, and industrious. Individuals who resolve later-year crises have strong identities and the ability to achieve intimacy, generativity, and integrity.
•Kohlberg's Moral Development: Kohlberg’s theory of moral development is based on individuals’ response to moral dilemmas. He argues that moral development has three main levels: Preconventional reasoning, conventional reasoning, and postconventional reasoning, with each level being subdivided into two stages. According to Kohlberg, the force that drives moral development is internalization, the change from externally controlled behavior to internally controlled behavior.
•Information Processing: Information can be held in working memory indefinitely by using maintenance rehearsal, which is rote repletion of the information. Information can be stored in long-term memory by using rote methods (rehearsal) or can be encoded in long-term memory with meaningful methods (elaboration, organization), which consist of linking the new information to related information already stored in long-term memory.
•Knowledge Construction and Higher-order thinking: Complex Cognitive Processes. Which are those that require using or transforming previously acquired knowledge and skills, such as when students engage in conceptual change, thinking, and transfer. It talks about learning ideas and categorizing. For example, prototype: is the best representation of a certain category or class.
o Bloom’s taxonomy helps teachers write lesson plans promoting students understanding, application, analysis, synthesis, and evaluation skills
o Cooperative Learning. It gives specific suggestions to teachers who use cooperative learning. For example, Positive interdependence, individual accountability, Face-to-face interaction, social skills, and group processing.
• Behaviorism: A perspective that psychology should be concerned with the study of human behavior rather than with the study of the human mind. Behavioral learning theories define learning as a relatively enduring change in observable behavior that occurs as a result of experience. Early classical behaviorist research on learning studied the effects of presenting stimuli on reflexive behaviors. The goal is to decrease undesirable behaviors. Differential reinforcement, extinction, removal punishment, time-out, detention, in-School suspension, and response cost. It also goes into detail about effectiveness of different reinforcement schedules.
So What? And The Now What
So What? First, I believe that people learn from each other or students learn from their peers. Therefore, I am an advocate for things like Cooperative learning: is a method in which small groups work together to make sense of new information or solve a new problems. I see myself using cooperative learning in my classroom because this is how I believe people learn. The Now What? For example, I see myself getting students into groups of four and talking about a book such as The Outsiders. I would give my students prompts or questions that they could answer together. Students will have light bulbs come on—for instance their peer may say something that they never thought of before. The Now What? I plan to let my students have individual accountability—I will ask them to write a reflection after they work together. Therefore they will be able to evaluate themselves and their group members. Also, questions will include--what did you learn through the help of your group members. Etc. So What? Also, I believe in information processing. Therefore, I want to use meaningful learning in order that my students can remember what I have taught them. I feel students need meaningful learning to remember. The Now What? For example, I plan to continually talk about concepts I have already talked about in the past. (Maintenance rehearsal) For instance, I see myself going over verbs on several occasions. (Mini reminders throughout other lessons) So What? I am also an advocate for Vygotsky's Cognitive Development. I want to teach in my student’s zone of proximal development. I believe that people should not be overwhelmed in learning. You can’t give students to hard of ideas that is out of the ball park if this makes sense. The Now What? When I teach I plan to give my students pre-tests to help me in evaluating their zone of proximal development. I plan to teach seventh grade—I plan to use self-talk with my students. For example, I could be teaching a spelling word of the day. I could say, “Students say premonition with me….premonition then I want you to repeat the definition out loud to yourself closing your eyes.” So What? Overall, I believe in a lot of things but I feel that I am a somewhat of behaviorist. The Now What? For example, I plan to use a token economy in my classroom. I see myself having class goals—for example one the class has twenty cotton balls in the jar my class can have party. Each cotton ball can represent good behavior or a time where exceptional learning took place in my classroom. So What? Lastly, I believe in giving my students dilemma and I plan on doing so. Students will learn from other people’s dilemmas. The Now What? As we have talked about in class I plan to let my students take their own personal stance on the dilemmas I give them.
•I would have liked to been able to learn about motivation. I will have to study this chapter in the summer. Also, I feel sometimes I struggle with seeing the overall picture of the ideas we have talked about in class and studied outside of class. I feel this has improved but it is a weakness of mine. The theory that I struggle with most is probably the information processing one. I struggle seeing the larger picture in this instance but the model that was done in class for this chapter was helpful.
Monday, April 26, 2010
Social Cognitivism (Ch. 8) Questions:
1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with definitions and an example from the case study.
A: According to sociocognitive theory, social learning helps individuals form expectations about the consequences that are likely to result form different behaviors. When observed behavior (bruce’s hard studying) leads to a positive outcome (getting an A) we are more likely to demonstrate the observed behavior in the future. This is called vicarious reinforcement. I feel that both scenario’s demonstrates vicarious reinforcement because both teachers create consequences for Robin’s note taking. For example, in Mr. Kessinger’s class the consequence is ripping up Robin’s notes. (Which I don’t agree with) Then in Ms. Yamashita’s class the teacher is impressed and this is a type of positive consequence (praise) for Robin’s hard work. (Though Robin didn’t take it positive because of her past experience.) Robin did ‘demonstrate the observed behavior.’ She never wanted to use notes again in class because of her experience.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
A: Reciprocal Causation: Refers to the interrelationship between students’ environment, their personal beliefs, and their behavior. I feel that Mr. Kessinger did not consider reciprocal causation. First, he did not consider the behavior component. (I noticed this first) He did not consider Robin’s response made in any given situation—emotional response. I feel Mr. Kessinger should have considered Robin’s feelings. He did not consider the environment component. He did not consider not only how Robin would feel but what this could have done to the other students. Then lastly the Personal component: he did not consider Robin’s beliefs and attitudes that could potentially affect her learning. One of her beliefs/learning ways was to learn using concept maps he did not consider this idea.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
A: Self-Regulated Learning: The ability to control all aspects of one’s learning, from advance planning to evaluating performance afterward. In this process I feel that she is in the Performance Phase: At this stage, the learner focuses on the task, applies the set of strategies laid out in the previous planning phase, and monitors progress by the us of self-recording. Self-recording is the process of learning by recording incremental accomplishments. I feel that Robin is recording her ideas by using concept maps.
4. How do 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.
A: Self-efficacy: The belief about one’s capability to perform or achieve a certain goal. I feel that Robin self-efficacy is very much affected from this experience. First, I thought back to when I was Robin’s age and I would cry if I received a tardy. I could not imagine having a teacher reprimand me as happened to Robin. You can tell she is struggling in Ms. Yamashita’s class. When Ms. Yamashita asks her a question, Robin is apprehensive to answer. Robin says, “The id is...uh.” Then in the end Robin runs out crying. At this time, Robin is lacking any kind of self-efficacy and it is because of this experience.
A: According to sociocognitive theory, social learning helps individuals form expectations about the consequences that are likely to result form different behaviors. When observed behavior (bruce’s hard studying) leads to a positive outcome (getting an A) we are more likely to demonstrate the observed behavior in the future. This is called vicarious reinforcement. I feel that both scenario’s demonstrates vicarious reinforcement because both teachers create consequences for Robin’s note taking. For example, in Mr. Kessinger’s class the consequence is ripping up Robin’s notes. (Which I don’t agree with) Then in Ms. Yamashita’s class the teacher is impressed and this is a type of positive consequence (praise) for Robin’s hard work. (Though Robin didn’t take it positive because of her past experience.) Robin did ‘demonstrate the observed behavior.’ She never wanted to use notes again in class because of her experience.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
A: Reciprocal Causation: Refers to the interrelationship between students’ environment, their personal beliefs, and their behavior. I feel that Mr. Kessinger did not consider reciprocal causation. First, he did not consider the behavior component. (I noticed this first) He did not consider Robin’s response made in any given situation—emotional response. I feel Mr. Kessinger should have considered Robin’s feelings. He did not consider the environment component. He did not consider not only how Robin would feel but what this could have done to the other students. Then lastly the Personal component: he did not consider Robin’s beliefs and attitudes that could potentially affect her learning. One of her beliefs/learning ways was to learn using concept maps he did not consider this idea.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
A: Self-Regulated Learning: The ability to control all aspects of one’s learning, from advance planning to evaluating performance afterward. In this process I feel that she is in the Performance Phase: At this stage, the learner focuses on the task, applies the set of strategies laid out in the previous planning phase, and monitors progress by the us of self-recording. Self-recording is the process of learning by recording incremental accomplishments. I feel that Robin is recording her ideas by using concept maps.
4. How do 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.
A: Self-efficacy: The belief about one’s capability to perform or achieve a certain goal. I feel that Robin self-efficacy is very much affected from this experience. First, I thought back to when I was Robin’s age and I would cry if I received a tardy. I could not imagine having a teacher reprimand me as happened to Robin. You can tell she is struggling in Ms. Yamashita’s class. When Ms. Yamashita asks her a question, Robin is apprehensive to answer. Robin says, “The id is...uh.” Then in the end Robin runs out crying. At this time, Robin is lacking any kind of self-efficacy and it is because of this experience.
Monday, April 19, 2010
Behaviorism and Social Cognitivism Case Study
1. Does Mr. Kessinger's class represent a community of learners as defined in Constructivist theory? Why or why not?
A: Community of learners is a method in which students not only co-construct knowledge but also work together in the design of their learning environment and curriculum. I would say that Mr. Kessinger’s class does not represent a community of learners. First, Mr. Kessinger is not allowing Robin participate in their class discussion. When she tries to participate he gets mad that she is using her notes and rips them up. He is not allowing robin to “design her own learning environment and curriculum.” At this point, the only thing that Robin can and would do is withdraw from any type of learning. She is probably so embarrassed and I would guess for the entire class period she would replay what just happened in her head over and over.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.
A: I feel that Mr. Kessinger used presentation punishment. It is presenting an aversive stimulus when an undesirable behavior is displayed. The undesired behavior is that Robin is using a concept map and the teacher considers this cheating. It appears to me that the aversive stimulus is that Mr. Kessinger rips up Robin’s paper in front of her peers and says, “Robin? I'm waiting for an answer! What gives you the right to cheat in my class?!!” In the book it says, “The benefit of presenting punishers is that they produce immediate compliance for most students.” Robin is going to have immediate compliance in this situation. In this case this appears to be true especially considering that Robin no longer wants to use a concept map in Ms. Yamashit’s class. Robin is definitely complying and immediately. (I do not agree with what Mr. Kessinger did to Robin. This had to be a traumatic experience for the young girl.)
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning. Which stimuli are paired and how does that condition her response?
A: Classical conditioning is a behaviorist learning theory in which individuals learn by association, pairing automatic response to new stimuli. In this situation the unconditioned stimulus is Ms. Yamashita at Robin's desk looking at her work. Then Robin’s unconditioned response is the way she wants to hide her concept map and the way she cringes. When the stimuli is paired it definitely conditions her response. Robin has fear that Ms. Yamashita is going to rip her up concept map and accuse her of cheating. And this is because of her past experience in her history class. Where her teacher did rip up her concept map and accuse her of cheating.
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.
A: Ms. Yamashita will encourage Robin to create concept maps in the future by acknowledging and praising Robin for her hard work. She can also use shaping which is an operant conditioning method that teaches new behaviors by reinforcing successive approximations towards the target behavior. For example, on several occasions if Robin has a concept map on her desk she can give her a smiley sticker. (Similar to what we did in our class the other day) For instance Ms. Yamashita could explain to the class that after getting ten smiley faces you can receive two extra credit points. Another idea is for Ms. Yamashita to use is cueing in a positive way. Cueing is using signals to indicate that a certain response is desirable or undesirable. So to show Robin that the concept map is desirable she could smile at Robin which is a type of cue. Then Ms. Yamashita could use reinforcement: which is the process of applying reinforcers with the goal of increasing that behavior. This could be that Ms. Yamashita listens to Robin and wants to hear what she has to say about her concept map.
A: Community of learners is a method in which students not only co-construct knowledge but also work together in the design of their learning environment and curriculum. I would say that Mr. Kessinger’s class does not represent a community of learners. First, Mr. Kessinger is not allowing Robin participate in their class discussion. When she tries to participate he gets mad that she is using her notes and rips them up. He is not allowing robin to “design her own learning environment and curriculum.” At this point, the only thing that Robin can and would do is withdraw from any type of learning. She is probably so embarrassed and I would guess for the entire class period she would replay what just happened in her head over and over.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.
A: I feel that Mr. Kessinger used presentation punishment. It is presenting an aversive stimulus when an undesirable behavior is displayed. The undesired behavior is that Robin is using a concept map and the teacher considers this cheating. It appears to me that the aversive stimulus is that Mr. Kessinger rips up Robin’s paper in front of her peers and says, “Robin? I'm waiting for an answer! What gives you the right to cheat in my class?!!” In the book it says, “The benefit of presenting punishers is that they produce immediate compliance for most students.” Robin is going to have immediate compliance in this situation. In this case this appears to be true especially considering that Robin no longer wants to use a concept map in Ms. Yamashit’s class. Robin is definitely complying and immediately. (I do not agree with what Mr. Kessinger did to Robin. This had to be a traumatic experience for the young girl.)
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning. Which stimuli are paired and how does that condition her response?
A: Classical conditioning is a behaviorist learning theory in which individuals learn by association, pairing automatic response to new stimuli. In this situation the unconditioned stimulus is Ms. Yamashita at Robin's desk looking at her work. Then Robin’s unconditioned response is the way she wants to hide her concept map and the way she cringes. When the stimuli is paired it definitely conditions her response. Robin has fear that Ms. Yamashita is going to rip her up concept map and accuse her of cheating. And this is because of her past experience in her history class. Where her teacher did rip up her concept map and accuse her of cheating.
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.
A: Ms. Yamashita will encourage Robin to create concept maps in the future by acknowledging and praising Robin for her hard work. She can also use shaping which is an operant conditioning method that teaches new behaviors by reinforcing successive approximations towards the target behavior. For example, on several occasions if Robin has a concept map on her desk she can give her a smiley sticker. (Similar to what we did in our class the other day) For instance Ms. Yamashita could explain to the class that after getting ten smiley faces you can receive two extra credit points. Another idea is for Ms. Yamashita to use is cueing in a positive way. Cueing is using signals to indicate that a certain response is desirable or undesirable. So to show Robin that the concept map is desirable she could smile at Robin which is a type of cue. Then Ms. Yamashita could use reinforcement: which is the process of applying reinforcers with the goal of increasing that behavior. This could be that Ms. Yamashita listens to Robin and wants to hear what she has to say about her concept map.
Monday, April 12, 2010
Constructivism Case Study
1.Describe two similarities between the traditional lesson and the constructivist one as described above. What are two differences?
A: 1) similarities- In the traditional and the constructivist lesson the children in both classes had an opportunity to measure a large entity. 2) Both classes were introduced to measurement and in both situations the teacher really cared about his or her students and wanted them to learn about measurement. The teachers had an essential goal for their students or a plan. There are differences between the two lessons. 1) differences-The traditional lesson did not take very long and there was no class discussion after they measured the whale regarding measurement. 2) In the constructivist lesson there was a lot of class discussion between the students and the teacher. Also, the students were given opportunities to do discovery learning. They were in charge of what they learned and were able to explore measurement.
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.
A: 1) benefits- I feel the first benefit is the students struggled to find a solution to the problem that the teacher presented. In the end they were able to find a solution and because they struggled I feel that they won’t forget the concept of measurement. The concept is more likely to stick. 2) Also, another benefit to the constructivist approach is that each student had an opportunity to learn in the way that was best for them. For example one of the students learned best by using himself as a measurement and then another student learned best by using his hands to measure the ship. Each student was able to learn in the way that best made sense to him or her. 1) drawbacks- The first drawback could be that it takes a lot of time. At the end of the lesson the students wanted to measure everything in the classroom. The exploration took three class periods. 2) Another drawback could be that the students have a lot of say regarding what they will and won’t learn. What if the students take the teacher in a direction that she or he wasn’t planning on? What if they get off the topic of what they should be learning? As this is, I feel that the benefits are worth the costs. In this constructivist approach students learn how to discover.
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.
A: The constructivist lesson promotes critical thinking because when the students find a solution they infer to see if their solution is true. For example, Mark measures the ship with his hands and he discovers that it is 36 hands long. Then the students have Sue measure the ship with her hands. It ends up being 44 hands long. The students have used critical thinking to figure out that measurement using hands is relative and really isn’t reliable because everyone’s hands are different. Therefore, the students decided that the king knew Zeb and that they should make him their “universal measurement.” As the students come up with dilemmas they work through them to find solutions. This is critical thinking. The definition of critical thinking is: involves determining the meaning and significance of what is observed or expressed, or, concerning a given inference or argument, determining whether there is adequate justification to accept the conclusion as true. In this lesson plan students use their critical thinking skills in several different ways.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
A: In the book it says that an authentic activity is the use of real-world resources in an activity such as authentic resources, experiences, and sharing. I feel that this is an authentic activity. First, the real-world resource is the large boat (Mayflower) that the students are measuring. And the students are given a real-life scenario that they must figure out how large the boat is in order to tell the king. They must find these things out before the ship can set sail. The students participate in sharing and class discussion regarding the real life scenario. The activity is a real-world experiment.
A: 1) similarities- In the traditional and the constructivist lesson the children in both classes had an opportunity to measure a large entity. 2) Both classes were introduced to measurement and in both situations the teacher really cared about his or her students and wanted them to learn about measurement. The teachers had an essential goal for their students or a plan. There are differences between the two lessons. 1) differences-The traditional lesson did not take very long and there was no class discussion after they measured the whale regarding measurement. 2) In the constructivist lesson there was a lot of class discussion between the students and the teacher. Also, the students were given opportunities to do discovery learning. They were in charge of what they learned and were able to explore measurement.
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.
A: 1) benefits- I feel the first benefit is the students struggled to find a solution to the problem that the teacher presented. In the end they were able to find a solution and because they struggled I feel that they won’t forget the concept of measurement. The concept is more likely to stick. 2) Also, another benefit to the constructivist approach is that each student had an opportunity to learn in the way that was best for them. For example one of the students learned best by using himself as a measurement and then another student learned best by using his hands to measure the ship. Each student was able to learn in the way that best made sense to him or her. 1) drawbacks- The first drawback could be that it takes a lot of time. At the end of the lesson the students wanted to measure everything in the classroom. The exploration took three class periods. 2) Another drawback could be that the students have a lot of say regarding what they will and won’t learn. What if the students take the teacher in a direction that she or he wasn’t planning on? What if they get off the topic of what they should be learning? As this is, I feel that the benefits are worth the costs. In this constructivist approach students learn how to discover.
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.
A: The constructivist lesson promotes critical thinking because when the students find a solution they infer to see if their solution is true. For example, Mark measures the ship with his hands and he discovers that it is 36 hands long. Then the students have Sue measure the ship with her hands. It ends up being 44 hands long. The students have used critical thinking to figure out that measurement using hands is relative and really isn’t reliable because everyone’s hands are different. Therefore, the students decided that the king knew Zeb and that they should make him their “universal measurement.” As the students come up with dilemmas they work through them to find solutions. This is critical thinking. The definition of critical thinking is: involves determining the meaning and significance of what is observed or expressed, or, concerning a given inference or argument, determining whether there is adequate justification to accept the conclusion as true. In this lesson plan students use their critical thinking skills in several different ways.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
A: In the book it says that an authentic activity is the use of real-world resources in an activity such as authentic resources, experiences, and sharing. I feel that this is an authentic activity. First, the real-world resource is the large boat (Mayflower) that the students are measuring. And the students are given a real-life scenario that they must figure out how large the boat is in order to tell the king. They must find these things out before the ship can set sail. The students participate in sharing and class discussion regarding the real life scenario. The activity is a real-world experiment.
Monday, April 5, 2010
Cognitive Psychology/Information Processing Case Study Analysis
Case 1:
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?
A: Students who participate in this activity will remember what war is like. Because they are physically re-enacting the war they will take notice of the long preparations such as setting up camp and cooking. Students who only read about the Civil War in the text book may forget the information they read. The students who re-enacted the war will be more likely to remember because as they participate in these activities they can make connections to any prior knowledge about war. This activity is meaningful learning.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
A: Mr. West’s Civil War re-enactment will engage student’s emotions. First, many of the students have experienced war in some way. Maybe, a father, brother or other family member has been involved in our current war in Iraq. Or maybe some of the students have even lost a family member to war. Or others watch the war on television and fear for what the future could bring. All the students have experienced the affects of our war in some form. The re-enactment could bring back these memories for the students. Also, as they go through all the activities for some it could become emotional as they experience how difficult war can be as they engage in preparation of the battles.
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?
A: Based on dual-coding theory, Mr. West could go further in depth about the civil war when the students come back to school. He could show pictures of the re-enactment that the students experienced and then read certain sections from the text book that further describes the war. Or as he shows students pictures he could read real live accounts of the war and what the people during this time period felt and experienced. He could also show a video clip of the re-enactment and then after ask the students questions such as what did you learn about the civil war that you didn’t know prior. Was this experience difficult for you, what did you feel going through this?
Case 2:
4.Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
A: I feel that Mr. Richards’ class provides better instruction for his students because he is engaging them in different learning ideas such as role-plays, lectures, videos. Overall, I feel that Mr. Richards is giving his students opportunities to experience meaningful learning. Meaningful learning is when students are able to make connections between new information and their prior knowledge. By engaging the students in learning activities such as role-plays, lectures and videos they are able to make connections. These students are more likely to process the information in their working memory. I feel that Mr. Dunkin’s lectures and reading assignments lack meaningful learning. The students experience the same thing everyday. They hear a lecture, do some reading and answer some questions. In my opinion it is less likely that this information will be processed for these students in working memory or long-term memory.
4. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
A: The learning outcomes of the students would differ depending on the teacher they had. The students in Mr. Dunkin’s class would gain skills such as being able to read a text book and answer questions appropriately. (Finding answers) They may become familiar with text book features. For example, bold words and chapter headings. Then those students in Mr. Richards’ class will have opportunities to learn in several different aspects. For example, working in groups and preparing learning projects. They will have opportunities to learn through in class hands on activities. Also, I feel Mr. Richards students will learn how to handle life situations based on how he teaches. For example, each day when the students come to class they do something different. This is how the real world works. Especially in job situations, you do not know everyday what is going to happen at work. Or what problem you will run into next. You deal with things when they arise and Mr. Richards teaches this idea.
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?
A: Students who participate in this activity will remember what war is like. Because they are physically re-enacting the war they will take notice of the long preparations such as setting up camp and cooking. Students who only read about the Civil War in the text book may forget the information they read. The students who re-enacted the war will be more likely to remember because as they participate in these activities they can make connections to any prior knowledge about war. This activity is meaningful learning.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
A: Mr. West’s Civil War re-enactment will engage student’s emotions. First, many of the students have experienced war in some way. Maybe, a father, brother or other family member has been involved in our current war in Iraq. Or maybe some of the students have even lost a family member to war. Or others watch the war on television and fear for what the future could bring. All the students have experienced the affects of our war in some form. The re-enactment could bring back these memories for the students. Also, as they go through all the activities for some it could become emotional as they experience how difficult war can be as they engage in preparation of the battles.
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?
A: Based on dual-coding theory, Mr. West could go further in depth about the civil war when the students come back to school. He could show pictures of the re-enactment that the students experienced and then read certain sections from the text book that further describes the war. Or as he shows students pictures he could read real live accounts of the war and what the people during this time period felt and experienced. He could also show a video clip of the re-enactment and then after ask the students questions such as what did you learn about the civil war that you didn’t know prior. Was this experience difficult for you, what did you feel going through this?
Case 2:
4.Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
A: I feel that Mr. Richards’ class provides better instruction for his students because he is engaging them in different learning ideas such as role-plays, lectures, videos. Overall, I feel that Mr. Richards is giving his students opportunities to experience meaningful learning. Meaningful learning is when students are able to make connections between new information and their prior knowledge. By engaging the students in learning activities such as role-plays, lectures and videos they are able to make connections. These students are more likely to process the information in their working memory. I feel that Mr. Dunkin’s lectures and reading assignments lack meaningful learning. The students experience the same thing everyday. They hear a lecture, do some reading and answer some questions. In my opinion it is less likely that this information will be processed for these students in working memory or long-term memory.
4. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
A: The learning outcomes of the students would differ depending on the teacher they had. The students in Mr. Dunkin’s class would gain skills such as being able to read a text book and answer questions appropriately. (Finding answers) They may become familiar with text book features. For example, bold words and chapter headings. Then those students in Mr. Richards’ class will have opportunities to learn in several different aspects. For example, working in groups and preparing learning projects. They will have opportunities to learn through in class hands on activities. Also, I feel Mr. Richards students will learn how to handle life situations based on how he teaches. For example, each day when the students come to class they do something different. This is how the real world works. Especially in job situations, you do not know everyday what is going to happen at work. Or what problem you will run into next. You deal with things when they arise and Mr. Richards teaches this idea.
Monday, March 22, 2010
Development Case Study Chapter 4
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.
A: Laura’s preoccupation with her appearance has a lot to do with the fact that she is trying to find herself. She is trying to define herself. According to Erikson’s theory a High School Crisis: Identity versus Role Confusion, Laura is going through the stage where she asks questions such as Who am I? What will I do with my life? Laura’s preoccupation with her appearance says that she has not found a sense of self confidence. It is very possible that Laura is having an identity crisis. This could mean she is confused about who she wants to become and what she wants to do with her life. Another idea is that Laura struggles with her self-esteem. She is putting so much of her energy into how she looks. In the book it says, “Students with higher self-esteem are more likely to succeed in school, have more positive attitudes toward school.” In the scenario Laura does not put school as a priority. For example, she lingers throughout the halls for fifteen minutes and often times it’s because her beauty bathroom visits. I believe that it is possible for Laura to gain self-confidence and work through this situation. (It interesting because my friend in high school was almost identical to Laura. She was always in the bathroom making sure she looked good. The sad part of this story is my friend didn’t graduate.) I want to help students like the teachers have in the scenario.
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?
A: The first example I thought about is students who are very energetic, who are witty and say things on the stop. (For example, the class clown) This student could be guided to the drama program and performing arts. Or as a teacher when given book project opportunities in my English class, I would recommend she or he put on a play with other students in the class. Students who are more interested in social matters should be given opportunities in learning to be social. If they like to talk to their peers let them read books and discuss them in groups. Give them opportunities to talk but guide their conversation staying close by ensuring they are discussing the task at hand. Overall, I think it is important to encourage students to do things they like. If I noticed a student who was really good at reading and writing I could say, “You should join the writing team.” Or a student who is really good at math I could say, “You should join the math squad.” Let students listen to daily announcements and encourage them to do social academic things.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?
A: I want to put Laura into the Preconventional Morality. First a general definition of this stage says, “Morality in Kohlberg’s first level is determined by the consequences of an action rather than by the inherent goodness or badness of the action.” I feel that Laura is looking at the situation and determining or analyzing it based on its consequences. She is seeing the consequences of banning gasoline as positive and she is not seeing the “inherent goodness or badness of the action.” Overall, I feel that Laura shows “no internalization of moral values.” I would say she is on the right track but needs to see the larger picture. I feel I could not put her in conventional morality because Laura does not abide by rules that are essentially the standards of others. I do not believe that her ideas are the standards of others.
In the book it suggests that asking students about moral issues will promote their moral growth. I agree. I feel that in my classroom I could have my students write a one page paper about a moral dilemma. I want my students to think about controversial topics and moral issues. I will have many class discussions on such topics.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A: Students in a debating class will benefit cognitively because they are going to experience cognitive conflict. (Conflict about their own thinking) They are going to question what they believe in. Students will benefit linguistically because they are going to have to get up in front of their peers and tell their opinion. This can be the hardest thing for young teenagers and I know because I was one once who was fearful of public speaking. Students in a debating class will have many opportunities to use language and especially persuasive language. I know that there will be a benefit socially for students in a debating class. This same idea has happened to me. I have had opportunities to get up in front of my peers and teach. It has given me confidence. I wish that I would have had opportunities to gain this confidence sooner such as in a debating class in high school. Students in a debating class will gain confidence and feel they can accomplish other goals. One accomplishment leads to another one. Therefore, students with confidence will be more influenced to engage in social activities with their peers. Lastly, I feel students in a debating class will influence student’s moral development because students are at an age of exploring issues. They will be able to talk aloud about issues that they may at some point face in their life. They will be able to gain a perspective about moral issues that they never thought about before.
A: Laura’s preoccupation with her appearance has a lot to do with the fact that she is trying to find herself. She is trying to define herself. According to Erikson’s theory a High School Crisis: Identity versus Role Confusion, Laura is going through the stage where she asks questions such as Who am I? What will I do with my life? Laura’s preoccupation with her appearance says that she has not found a sense of self confidence. It is very possible that Laura is having an identity crisis. This could mean she is confused about who she wants to become and what she wants to do with her life. Another idea is that Laura struggles with her self-esteem. She is putting so much of her energy into how she looks. In the book it says, “Students with higher self-esteem are more likely to succeed in school, have more positive attitudes toward school.” In the scenario Laura does not put school as a priority. For example, she lingers throughout the halls for fifteen minutes and often times it’s because her beauty bathroom visits. I believe that it is possible for Laura to gain self-confidence and work through this situation. (It interesting because my friend in high school was almost identical to Laura. She was always in the bathroom making sure she looked good. The sad part of this story is my friend didn’t graduate.) I want to help students like the teachers have in the scenario.
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?
A: The first example I thought about is students who are very energetic, who are witty and say things on the stop. (For example, the class clown) This student could be guided to the drama program and performing arts. Or as a teacher when given book project opportunities in my English class, I would recommend she or he put on a play with other students in the class. Students who are more interested in social matters should be given opportunities in learning to be social. If they like to talk to their peers let them read books and discuss them in groups. Give them opportunities to talk but guide their conversation staying close by ensuring they are discussing the task at hand. Overall, I think it is important to encourage students to do things they like. If I noticed a student who was really good at reading and writing I could say, “You should join the writing team.” Or a student who is really good at math I could say, “You should join the math squad.” Let students listen to daily announcements and encourage them to do social academic things.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?
A: I want to put Laura into the Preconventional Morality. First a general definition of this stage says, “Morality in Kohlberg’s first level is determined by the consequences of an action rather than by the inherent goodness or badness of the action.” I feel that Laura is looking at the situation and determining or analyzing it based on its consequences. She is seeing the consequences of banning gasoline as positive and she is not seeing the “inherent goodness or badness of the action.” Overall, I feel that Laura shows “no internalization of moral values.” I would say she is on the right track but needs to see the larger picture. I feel I could not put her in conventional morality because Laura does not abide by rules that are essentially the standards of others. I do not believe that her ideas are the standards of others.
In the book it suggests that asking students about moral issues will promote their moral growth. I agree. I feel that in my classroom I could have my students write a one page paper about a moral dilemma. I want my students to think about controversial topics and moral issues. I will have many class discussions on such topics.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A: Students in a debating class will benefit cognitively because they are going to experience cognitive conflict. (Conflict about their own thinking) They are going to question what they believe in. Students will benefit linguistically because they are going to have to get up in front of their peers and tell their opinion. This can be the hardest thing for young teenagers and I know because I was one once who was fearful of public speaking. Students in a debating class will have many opportunities to use language and especially persuasive language. I know that there will be a benefit socially for students in a debating class. This same idea has happened to me. I have had opportunities to get up in front of my peers and teach. It has given me confidence. I wish that I would have had opportunities to gain this confidence sooner such as in a debating class in high school. Students in a debating class will gain confidence and feel they can accomplish other goals. One accomplishment leads to another one. Therefore, students with confidence will be more influenced to engage in social activities with their peers. Lastly, I feel students in a debating class will influence student’s moral development because students are at an age of exploring issues. They will be able to talk aloud about issues that they may at some point face in their life. They will be able to gain a perspective about moral issues that they never thought about before.
Tuesday, March 9, 2010
Cognitive Development (Ch. 3) Analysis Questions:
1.From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
A)At this moment, I’m putting Laura in the Preoperational Stage. My only hesitation is that Laura is 14 years old and this stage is usually for 2-7 year olds. Laura is unable to understand what her teacher is telling her about her argument of banning gasoline. She is showing signs of Egocentrism. This is defined as the inability to consider the world from a perspective other than their own. I would really like to say, “Laura is putting on a show and wanting to be right.” But the end of the story clued me in that she was serious and really couldn’t see the perspective of her teacher. She states, “Mr. Marculescu can be so unreasonable!” Overall, I would say Laura is in the Preoperational Stage transferring into Concrete Operational. I have decided this because she has attempted to solve a concrete problem.
2.How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution? Use terminology from Ch. 3 in your response.
A)Laura’s knowledge base has a lot to do with her situation. First, she does have a schema which are building blocks of learning. (Mental networks of organized information) What is her schema? She is familiar that pollution can be caused by gasoline. This is familiar to her. I also feel Laura is affected by what she does not know or the schemas she is not familiar with. I feel that Laura is going through disequilibrium. This is defined as the state of the cognitive conflict that arises when one’s thinking is not consistent or when our current schemas are not confirmed by our experiences with the world. Laura must not be familiar with the information that the teacher is trying to get her to see and learn about. It could be because of her world experiences. Maybe she has grown up in a world with a mom that only puts emphasis on the way she looks and has never learned anything about the needs of life. I’m not sure. But in that moment her old schema did not match the schema that the teacher is talking about.
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
A)The first benefit is that Mr. Marculescu is taking advantage of his students natural tendency to resolve disequilibrium. In the book it states, “Find ways to promote cognitive conflict to help children learn in meaningful ways.” The teacher has created a cognitive conflict for Laura by asking her so many questions. Also, according to the definition of Zone of Proximal Development Mr. Marculescu’s questions can be seen as a benefit. Students need to be guided through their Zone of Proximal Development. Laura needs help by her teacher to understand solutions to pollution that are reasonable. Which brings makes me think of the word Scaffolding. This is defined as the instructional method in which support is given to students early on in the learning process, as they navigate their Zone of Proximal Development. Laura really needs her scaffold Mr. Marculescu to “navigate her ZPD.” Overall, Laura benefits to think in a different way by her teacher posing a series of questions.
4.How does this scenario represent Piaget's and Vygotsky's conceptions of play?
A. First, I feel like the Laura was put in a scenario that used pretend play. Mr. Marculescu says, “Come on up here and stand behind the podium on the right. I'll take the podium on the left." The activity literally uses real life props such as the podium. The podium represents a real life debating floor. Though it is a practice scenario if feels and appears to be real. In the book it says, “Pretend play is a mechanism that fosters cognitive development.” After my research and thought I feel that this scenario fostered Laura with cognitive development. My next idea is that this scenario is a social interaction (of play) for Laura that will influence her schema's and thinking processes.
A)At this moment, I’m putting Laura in the Preoperational Stage. My only hesitation is that Laura is 14 years old and this stage is usually for 2-7 year olds. Laura is unable to understand what her teacher is telling her about her argument of banning gasoline. She is showing signs of Egocentrism. This is defined as the inability to consider the world from a perspective other than their own. I would really like to say, “Laura is putting on a show and wanting to be right.” But the end of the story clued me in that she was serious and really couldn’t see the perspective of her teacher. She states, “Mr. Marculescu can be so unreasonable!” Overall, I would say Laura is in the Preoperational Stage transferring into Concrete Operational. I have decided this because she has attempted to solve a concrete problem.
2.How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution? Use terminology from Ch. 3 in your response.
A)Laura’s knowledge base has a lot to do with her situation. First, she does have a schema which are building blocks of learning. (Mental networks of organized information) What is her schema? She is familiar that pollution can be caused by gasoline. This is familiar to her. I also feel Laura is affected by what she does not know or the schemas she is not familiar with. I feel that Laura is going through disequilibrium. This is defined as the state of the cognitive conflict that arises when one’s thinking is not consistent or when our current schemas are not confirmed by our experiences with the world. Laura must not be familiar with the information that the teacher is trying to get her to see and learn about. It could be because of her world experiences. Maybe she has grown up in a world with a mom that only puts emphasis on the way she looks and has never learned anything about the needs of life. I’m not sure. But in that moment her old schema did not match the schema that the teacher is talking about.
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
A)The first benefit is that Mr. Marculescu is taking advantage of his students natural tendency to resolve disequilibrium. In the book it states, “Find ways to promote cognitive conflict to help children learn in meaningful ways.” The teacher has created a cognitive conflict for Laura by asking her so many questions. Also, according to the definition of Zone of Proximal Development Mr. Marculescu’s questions can be seen as a benefit. Students need to be guided through their Zone of Proximal Development. Laura needs help by her teacher to understand solutions to pollution that are reasonable. Which brings makes me think of the word Scaffolding. This is defined as the instructional method in which support is given to students early on in the learning process, as they navigate their Zone of Proximal Development. Laura really needs her scaffold Mr. Marculescu to “navigate her ZPD.” Overall, Laura benefits to think in a different way by her teacher posing a series of questions.
4.How does this scenario represent Piaget's and Vygotsky's conceptions of play?
A. First, I feel like the Laura was put in a scenario that used pretend play. Mr. Marculescu says, “Come on up here and stand behind the podium on the right. I'll take the podium on the left." The activity literally uses real life props such as the podium. The podium represents a real life debating floor. Though it is a practice scenario if feels and appears to be real. In the book it says, “Pretend play is a mechanism that fosters cognitive development.” After my research and thought I feel that this scenario fostered Laura with cognitive development. My next idea is that this scenario is a social interaction (of play) for Laura that will influence her schema's and thinking processes.
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