What are you doing well?
Overall, I think the best thing that I have been doing this semester is completing (nearly) every assignment before it is due, and attending each class. I have found that though this practice is simple, it is the best way to get the most out of a class and to prepare for exams.
What are you not doing well?
One area that I would like to improve in is going a little beyond the minimum requirements to simply get a good grade in the class. Specifically in this class I have often spent the reading time just looking at the key terms in the study guides and skimming over the rest. You could say I am more driven by extrinsic motivation. I would like to change this.
Are you making sufficient progress on your goals?
As far as the goals I set at the beginning of the semester, I would say I have been doing well at meeting them. I have been spreading out the reading and other assignments throughout the week, although there were a few of the bigger assignments that I was putting off until somewhere near the last minute (I never had to stay up all night to complete one, but I did put them off none the less.) I also made a point to really look into the concepts I had a harder time understanding until I felt more comfortable with them. I also went to Dr. Cox when I needed help, although this was mostly for getting feedback on assignments.
List specific things you need to change in order to meet your goals.
My main goal now is to work on my motivation. I would like to be more intrinsically motivated, with the desire to learn more of the things that will benefit me and my students when I become a teacher. This may entail, spending more time with the reading assignments I am given in the future. I would also like to apply the things I learn more by creating lists of the activities that I come up with in these classes so that I can actually use them as a teacher. Other than that, I plan to stay on course and continue staying on task and completing assignments before they are due.
Monday, December 14, 2009
Saturday, November 7, 2009
Change in Multiple Intelligences Project
I have decided to change the direction of my Multiple Intelligences theory. I will still keep the focus on music but rather than coming up with song lyrics to teach a principle, I have decided I want to learn a fairly difficult guitar piece using information processing tactics (Rehearsal, Repetition, Massed/Distributed Practice). As I am learning the song I will document the those tactics as well as other things (such as Interference, Decay, automaticity) I observe that have to do with information processing. I will then make that into a presentation where I could play the song and explain the tactics I used and setbacks I encounter.
Ch. 9 and 10 Case Study
Ch. 9 Questions:
1. Does Mr. Kessinger's class represent a community of learners as defined in Ch. 7? Why or why not?
Mr. Kessinger's class does not represent a community of learners (and I would say more closely resembles a dictatorship.) A community of learners classroom is an environment where things like discussion, participation, mutual learning and peer review is present. Mr. Kessinger's class (based on the example given) does not really show any of these characteristic. The expectation of Kessinger even implies that learning is to take place at home and that the classroom is a place for review and recitation.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.
Mr. Kessingers reaction more closely resembles presentation punishment. That which is being presented is public criticism and scolding. Here he is not really taking away any privilege (from what I understand using notes never was an available privilege in that class.)
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.
Based on the idea of classical conditioning, Robin reacted the way she did because in her mind the action of the instructor recognizing her use of a concept map was paired with a very negative reaction from the teacher. When Ms. Yamashita recognized the concept map Robin immediately thought back to the negative reaction of Mr. Kessiinger and thus acted the way she did.
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.
Ms. Yamashita might use positive reinforcement such as pulling Robin aside to tell her that she has done well, praising her (as she has done, when she has Robins attention) or providing some sort of extra credit for using concept maps. This goes along with operant conditioning, which Ms. Yamashita could achieve through continued reinforcement each time she notices Robin's concept map. Because of Robin's bad experience getting her to use concept maps again may take more gradual persuasion. Ms. Yamashita might also congratulate Robin on similar actions such as note taking in class, or studying at home.
Ch. 10 Questions:
1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with an example from the case study.
Mr. Kessinger does not use vicarious reinforcement in his teaching of the three students he questions, he only accepts one answer, and even that goes without any kind of reinforcement. Ms. Yamashita gives reinforcement to Robin based on her concept map, this could then motivate others to do the same.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
Mr. Kessinger is not considering reciprocal causation. He fails to look at how environment, behavior and personal factors may be affecting one another. For example in saying that Mikki needs to study more carefully he is not recognizing any personal factors that may be at play. Rather than finding out why she is not able to give the correct answer he passes judgement. He also fails to recognize the pressure he (the environment) is putting on the situation. We also see this in the fact that Robin never took notes again (her behavior) because of the negative stimulus from him (environment).
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
Robin's concept maps best represent flexible use of learning strategies. Robin wants to be prepared for the questions that Mr. Kessinger will fire at her (that is her goal). So she develops a learning strategy she feels will best help her reach that goal (concept map).
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.
The effects on Robin's self-efficacy will likely be detrimental. Mr. Kessinger's scorn has not only made Robin feel inadequate about her current knowledge, it has also made her doubt her method of learning to achieve her goal. Based on the fact that She never took notes again, it is likely that her resilient self efficacy has been compromised. (the set-back, scorn from the teacher, has affected her belief that she can do better).
1. Does Mr. Kessinger's class represent a community of learners as defined in Ch. 7? Why or why not?
Mr. Kessinger's class does not represent a community of learners (and I would say more closely resembles a dictatorship.) A community of learners classroom is an environment where things like discussion, participation, mutual learning and peer review is present. Mr. Kessinger's class (based on the example given) does not really show any of these characteristic. The expectation of Kessinger even implies that learning is to take place at home and that the classroom is a place for review and recitation.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.
Mr. Kessingers reaction more closely resembles presentation punishment. That which is being presented is public criticism and scolding. Here he is not really taking away any privilege (from what I understand using notes never was an available privilege in that class.)
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.
Based on the idea of classical conditioning, Robin reacted the way she did because in her mind the action of the instructor recognizing her use of a concept map was paired with a very negative reaction from the teacher. When Ms. Yamashita recognized the concept map Robin immediately thought back to the negative reaction of Mr. Kessiinger and thus acted the way she did.
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.
Ms. Yamashita might use positive reinforcement such as pulling Robin aside to tell her that she has done well, praising her (as she has done, when she has Robins attention) or providing some sort of extra credit for using concept maps. This goes along with operant conditioning, which Ms. Yamashita could achieve through continued reinforcement each time she notices Robin's concept map. Because of Robin's bad experience getting her to use concept maps again may take more gradual persuasion. Ms. Yamashita might also congratulate Robin on similar actions such as note taking in class, or studying at home.
Ch. 10 Questions:
1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with an example from the case study.
Mr. Kessinger does not use vicarious reinforcement in his teaching of the three students he questions, he only accepts one answer, and even that goes without any kind of reinforcement. Ms. Yamashita gives reinforcement to Robin based on her concept map, this could then motivate others to do the same.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
Mr. Kessinger is not considering reciprocal causation. He fails to look at how environment, behavior and personal factors may be affecting one another. For example in saying that Mikki needs to study more carefully he is not recognizing any personal factors that may be at play. Rather than finding out why she is not able to give the correct answer he passes judgement. He also fails to recognize the pressure he (the environment) is putting on the situation. We also see this in the fact that Robin never took notes again (her behavior) because of the negative stimulus from him (environment).
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
Robin's concept maps best represent flexible use of learning strategies. Robin wants to be prepared for the questions that Mr. Kessinger will fire at her (that is her goal). So she develops a learning strategy she feels will best help her reach that goal (concept map).
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.
The effects on Robin's self-efficacy will likely be detrimental. Mr. Kessinger's scorn has not only made Robin feel inadequate about her current knowledge, it has also made her doubt her method of learning to achieve her goal. Based on the fact that She never took notes again, it is likely that her resilient self efficacy has been compromised. (the set-back, scorn from the teacher, has affected her belief that she can do better).
Tuesday, October 27, 2009
Chapter 6 Case Study
Case 1:
1. After this activity it is likely that students will remember details from the civil war that include things like how soldiers lived, what they wore, what they ate and the weapons and gear that they used. This learning method as opposed to simply reading a textbook gives students an idea of what life was like that cannot completely be understood until they have experienced it. It puts the focus on the individuals in the Civil War and puts less focus on the facts such as dates and places (although those could be applied to this activity as well.) This activity also applies physical and emotional tactics that reading a book most likely would not.
2. Mr. West's activity puts students in the place of the soldiers in a way that allows them to, at least to an extent, feel all the physical and emotional ups and downs that went with being a soldier. This method of emotional targeted teaching allows students to connect what they are learning with what they are feeling at the time of the activity, thus appealing to the episodic component of long term memory.
3. Based on the dual-coding theory, it would be good for Mr. West to include activities that target the other senses and learning styles. This might include things such as a writing assignment about what it was like to be a soldier during the civil war. This could be preceded by a lesson or presentation that fills in the dates and figures associated with the civil war. Students could also do a project based on a similar theme, that could include a poster, a poem, or art project.
Case 2:
4. While I don't think it is necessarily a good thing for the students not to know what will take place in class ahead of time, I agree with Mr Richards teaching style and feel it has the potential to really help students learn and maintain that information. Mr. Richards teaching style includes a large variety of activities and assignments that would allow students to rehearse the subject matter and that could appeal to the 3 components of long term memory. Hands on activities such as role playing would help students construct their own meaning and activities guided by the teacher would assure that the information is less likely to be misinterpreted in the encoding process.
5. The Students from Mr. Dunkin's class would most likely be focused on, and able to remember the facts that are presented to them through lecture, reading and then reviewed in assessment. Repetition is another element that could be present as students read about what they have been, or will be taught. Mr. Richard's students may also remember the facts that are presented to them, but these facts are more likely to be associated with emotional experiences had in the various activities that are offered to them. A variety of activities could also allow Mr Richards to review the material various times without it becoming monotonous and boring.
1. After this activity it is likely that students will remember details from the civil war that include things like how soldiers lived, what they wore, what they ate and the weapons and gear that they used. This learning method as opposed to simply reading a textbook gives students an idea of what life was like that cannot completely be understood until they have experienced it. It puts the focus on the individuals in the Civil War and puts less focus on the facts such as dates and places (although those could be applied to this activity as well.) This activity also applies physical and emotional tactics that reading a book most likely would not.
2. Mr. West's activity puts students in the place of the soldiers in a way that allows them to, at least to an extent, feel all the physical and emotional ups and downs that went with being a soldier. This method of emotional targeted teaching allows students to connect what they are learning with what they are feeling at the time of the activity, thus appealing to the episodic component of long term memory.
3. Based on the dual-coding theory, it would be good for Mr. West to include activities that target the other senses and learning styles. This might include things such as a writing assignment about what it was like to be a soldier during the civil war. This could be preceded by a lesson or presentation that fills in the dates and figures associated with the civil war. Students could also do a project based on a similar theme, that could include a poster, a poem, or art project.
Case 2:
4. While I don't think it is necessarily a good thing for the students not to know what will take place in class ahead of time, I agree with Mr Richards teaching style and feel it has the potential to really help students learn and maintain that information. Mr. Richards teaching style includes a large variety of activities and assignments that would allow students to rehearse the subject matter and that could appeal to the 3 components of long term memory. Hands on activities such as role playing would help students construct their own meaning and activities guided by the teacher would assure that the information is less likely to be misinterpreted in the encoding process.
5. The Students from Mr. Dunkin's class would most likely be focused on, and able to remember the facts that are presented to them through lecture, reading and then reviewed in assessment. Repetition is another element that could be present as students read about what they have been, or will be taught. Mr. Richard's students may also remember the facts that are presented to them, but these facts are more likely to be associated with emotional experiences had in the various activities that are offered to them. A variety of activities could also allow Mr Richards to review the material various times without it becoming monotonous and boring.
Thursday, October 22, 2009
Course Contract Review #2
I have been doing better at completing the assignments during the week instead of waiting until the night before to complete them, especially in areas such as the reading and study guides. I feel like I've also been doing well at understanding the material that is presented in class and thinking about how it applies to me now and when I will be teaching.
An area that I need to improve in, one I did not even address in my course contract is being more on top of the group work for the Assessment Inventory. Up to this point my interaction with my partner has been limited. I would like to be more in sync and have a more clear idea of what it is we are going to teach.
I do feel that I am doing pretty well at meeting my goals, of course there is always room for improvement.
One thing I would like to do is make a better effort to understand the terms from the book and not just the ones that are covered on the study guide. I feel I could also know the material from the book a little better to the point that I can more fully apply the principles therein to real life situations. I believe this will come through the dedication of a little more time to study on a regular if not daily basis. I will also make it a point to meet with Joseph at the beginning of next week.
An area that I need to improve in, one I did not even address in my course contract is being more on top of the group work for the Assessment Inventory. Up to this point my interaction with my partner has been limited. I would like to be more in sync and have a more clear idea of what it is we are going to teach.
I do feel that I am doing pretty well at meeting my goals, of course there is always room for improvement.
One thing I would like to do is make a better effort to understand the terms from the book and not just the ones that are covered on the study guide. I feel I could also know the material from the book a little better to the point that I can more fully apply the principles therein to real life situations. I believe this will come through the dedication of a little more time to study on a regular if not daily basis. I will also make it a point to meet with Joseph at the beginning of next week.
Sunday, October 18, 2009
Chapter 3 Case Study Analysis Questions
1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.
Laura's preoccupation with her appearance is not something that is uncommon among adolescents (and I would dare say among a vast majority of the human race.) Based on her statement about not wanting to be a geek, It would seem that Laura considers her appearance to be one of her defining qualities, or what Identifies her. Based on Erikson't stages of development Laura is in the stage of Identity versus role confusion. In saying that she does not want people to thing she is a geek, Laura is expressing the concern that comes with not having a clear Identity or being identified with a less desirable group. The desire to be accepted is one that can be found in people of all walks of life, but adolescents are at a point in there life when they are especially susceptible to wanting to fit in.
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?
One strategy that may be used is motivating students such as Laura to run or apply for student council, or leadership activities. This will allow the students to get the attention they desire while motivating them to do things that are beneficial to the school. In leadership positions students may also develop important qualities such as team-work, patience and perseverance. Another strategy I might try is motivating students to join clubs or after school programs that have to do with subject matter taught in the school. Like the leadership positions, this too will provide students like Laura with a sense of belonging while putting their focus on to constructive 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?
I would place Laura in stage 2: Exchange of favors. I base this idea in her willingness to join the debate class and thus appease the counselor as long as she got the recognition she deserved in participating in the debate class. Her own needs (i.e. looking pretty) seem to be one of her major concerns. Even in the solutions she gives in the debate, Laura provides the people in the hypothetical situation a solution to their problems so long as it fits in with her argument. Mr. Marcalescu might help Laura by continuing what he is doing, that is presenting Laura with moral problems that may arise with her solutions that are difficult to solve. Laura can benefit from these situations as she begins to realize that there may be more at stake than her own well being and also that not all dilemmas have simple solutions.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debating class can be very positive in the development of these areas because it provides students to practice and employ skills and tactics from all these different areas often at one time. Debating causes kids to think critically about important issues and moral dilemmas. It allows them to work with other students, and teaches them skills of etiquette towards those who may disagree with them. Debating also allows students to practice speaking in public thus improving their linguistic ability. By using man of these skills at one time students are able to acquire them quicker and put them to practice in real life situations. Even in my own core area, Spanish, I see the benefits of debating and such activities for adolescent development.
Laura's preoccupation with her appearance is not something that is uncommon among adolescents (and I would dare say among a vast majority of the human race.) Based on her statement about not wanting to be a geek, It would seem that Laura considers her appearance to be one of her defining qualities, or what Identifies her. Based on Erikson't stages of development Laura is in the stage of Identity versus role confusion. In saying that she does not want people to thing she is a geek, Laura is expressing the concern that comes with not having a clear Identity or being identified with a less desirable group. The desire to be accepted is one that can be found in people of all walks of life, but adolescents are at a point in there life when they are especially susceptible to wanting to fit in.
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?
One strategy that may be used is motivating students such as Laura to run or apply for student council, or leadership activities. This will allow the students to get the attention they desire while motivating them to do things that are beneficial to the school. In leadership positions students may also develop important qualities such as team-work, patience and perseverance. Another strategy I might try is motivating students to join clubs or after school programs that have to do with subject matter taught in the school. Like the leadership positions, this too will provide students like Laura with a sense of belonging while putting their focus on to constructive 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?
I would place Laura in stage 2: Exchange of favors. I base this idea in her willingness to join the debate class and thus appease the counselor as long as she got the recognition she deserved in participating in the debate class. Her own needs (i.e. looking pretty) seem to be one of her major concerns. Even in the solutions she gives in the debate, Laura provides the people in the hypothetical situation a solution to their problems so long as it fits in with her argument. Mr. Marcalescu might help Laura by continuing what he is doing, that is presenting Laura with moral problems that may arise with her solutions that are difficult to solve. Laura can benefit from these situations as she begins to realize that there may be more at stake than her own well being and also that not all dilemmas have simple solutions.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debating class can be very positive in the development of these areas because it provides students to practice and employ skills and tactics from all these different areas often at one time. Debating causes kids to think critically about important issues and moral dilemmas. It allows them to work with other students, and teaches them skills of etiquette towards those who may disagree with them. Debating also allows students to practice speaking in public thus improving their linguistic ability. By using man of these skills at one time students are able to acquire them quicker and put them to practice in real life situations. Even in my own core area, Spanish, I see the benefits of debating and such activities for adolescent development.
Chapter 2 Case Study Analysis Questions
Ch. 2 Analysis Questions:
1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
Based on age alone, I am inclined to place Laura in the Formal Operations stage. I would stay with this belief based on the solutions that Laura comes up with related to pollution. Laura demonstrates the ability to form ideas that have little basis in reality, such as a "chemical that makes all the bad stuff go away." With this idea she is envisioning a reality that is better than the real world. She also offers solutions that seem logical but are not very practical. (i.e. eliminating the sale of gasoline.)
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?
Laura's knowledge of pollution seems to be primarily on the idea of pollution from cars and other fossil fuel emissions. This limited knowledge base seems to motivate her to offer a very simple solution that would, in her mind, eliminate pollution. In offering up this simplified solution, she fails to consider other sources of pollution such as landfills or harmful chemicals.
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.
Looking at this case from the perspective of Piaget's stages, Laura seems to think on a level of formal operational egocentrism. This is evident in the way she fails to consider both the perspective of others (her teacher), as well as practical considerations. Using Vygotsky's idea, her actual development level is limited be this and her limited knowledge of pollution. Mr. Marculescu is providing guided participation by helping Laura realize the weaknesses of her arguments. By continually questioning Laura's solutions, Mr Marculescu is causing Laura to think beyond her current or actual level. In doing this, he is providing the scaffolding necessary to help Laura function in her Zone of Proximal Development. Without giving Laura the answers, Mr. Marculescu is helping her see beyond her own formal operational egocentrism. This same tactic, of challenging ideas and pointing out potential problems allows children to progress by working through their own ideas and limited solutions, and can be applied by teachers in many different situations.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
This scenario represents Piaget's conception of play in the way Laura, and the other students are able to explore the situation in a simulation that is similar to real life. Piaget believed that learning came through hands on activities and exploration. By providing Laura and the other students with a debate that is nearly authentic the teacher is promoting this type of learning and play. According to Vygotsky's conception of play, children need time to practice adult roles through play. In the situation of Laura, Mr Marculescu is providing the students a game like situation in which they can practice debating a serious issue, thus preparing Laura and the others for adulthood.
1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
Based on age alone, I am inclined to place Laura in the Formal Operations stage. I would stay with this belief based on the solutions that Laura comes up with related to pollution. Laura demonstrates the ability to form ideas that have little basis in reality, such as a "chemical that makes all the bad stuff go away." With this idea she is envisioning a reality that is better than the real world. She also offers solutions that seem logical but are not very practical. (i.e. eliminating the sale of gasoline.)
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?
Laura's knowledge of pollution seems to be primarily on the idea of pollution from cars and other fossil fuel emissions. This limited knowledge base seems to motivate her to offer a very simple solution that would, in her mind, eliminate pollution. In offering up this simplified solution, she fails to consider other sources of pollution such as landfills or harmful chemicals.
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.
Looking at this case from the perspective of Piaget's stages, Laura seems to think on a level of formal operational egocentrism. This is evident in the way she fails to consider both the perspective of others (her teacher), as well as practical considerations. Using Vygotsky's idea, her actual development level is limited be this and her limited knowledge of pollution. Mr. Marculescu is providing guided participation by helping Laura realize the weaknesses of her arguments. By continually questioning Laura's solutions, Mr Marculescu is causing Laura to think beyond her current or actual level. In doing this, he is providing the scaffolding necessary to help Laura function in her Zone of Proximal Development. Without giving Laura the answers, Mr. Marculescu is helping her see beyond her own formal operational egocentrism. This same tactic, of challenging ideas and pointing out potential problems allows children to progress by working through their own ideas and limited solutions, and can be applied by teachers in many different situations.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
This scenario represents Piaget's conception of play in the way Laura, and the other students are able to explore the situation in a simulation that is similar to real life. Piaget believed that learning came through hands on activities and exploration. By providing Laura and the other students with a debate that is nearly authentic the teacher is promoting this type of learning and play. According to Vygotsky's conception of play, children need time to practice adult roles through play. In the situation of Laura, Mr Marculescu is providing the students a game like situation in which they can practice debating a serious issue, thus preparing Laura and the others for adulthood.
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