1. Performance on assignments and tests as well as involvement in class discussions has been academically satisfactory. All assignments are completed and submitted. Concept understanding has improved and is in the stages of cognitive transfer to other fields of experience and understanding.
2. Procrastination is always the downfall. 5:00 in the morning comes early when I am trying to finish those last minute assignments. Yuck!
3. For the semester, my goals have been completed. Extended goals of transferring learning to other brain compartments is ongoing.
4. I need to use psychology terminology in other faucets of my education in order to gain permanent retention and more complex understandings.
5. Motivation is excellent. I love meeting my goals, it is a rewarding feeling.
Extra: The goal now is to develop practical implementation strategies to extend my learning in this course to my field experiences. Developing assessment tools by applying learning theories is the next step in my journey.
Wednesday, April 28, 2010
Thursday, April 22, 2010
Social Cognitivism Case Study
Ms. Yamashita demonstrates vicarious reinforcement as she encourages Robin to continue creating concept maps and asks for permission to share her fabulous idea with the whole class so that they can benefit from her learning practices as well. Robin was learning a form of vicarious punishment from Mr. Kessinger. This form of punishment was already occurring as he would engage in bursts of anger with other students for their lack of preparation.
Mr. Kessinger was not considering reciprocal causation. He seems to lack the understanding that he plays a direct role in Robins environment. His incongruent behavior (anger) led to Robin obtaining false attributions relating to her own learning. Her self-efficacy has been squelched because her outcome expectancy was inconsistent with the real outcome, and her experience in his class is carrying over into other environments.
In creating concept maps, Robin is engaging in a process of self-instruction. She has created a way to remind herself of the connections that are occurring in her history class. This helps her identify cause and effect relationships between events. The more she is able to identify connections the more likely she will be in retaining information.
Robin has obviously been trying to raise her level of self-efficacy by creating an learning pattern that works for her. She believes that if she can grasp the connections between the information that she will be more likely to retain it. This is the purpose of concept maps in helping students find an alternative way to conceptualize information. Self-efficacy practices build positive outcome expectancies. When Robin was demoralized by her teacher for her learning strategy her outcome expectation was significantly altered. This can be seen as she fears being caught with her concept map in her next class. Her behavior in the next class suggests that she was a participant in enactive learning, which is interesting considering that she was trying to avoid such an experience by being prepared because she had already experienced vicarious learning from her peers in that class.
Mr. Kessinger was not considering reciprocal causation. He seems to lack the understanding that he plays a direct role in Robins environment. His incongruent behavior (anger) led to Robin obtaining false attributions relating to her own learning. Her self-efficacy has been squelched because her outcome expectancy was inconsistent with the real outcome, and her experience in his class is carrying over into other environments.
In creating concept maps, Robin is engaging in a process of self-instruction. She has created a way to remind herself of the connections that are occurring in her history class. This helps her identify cause and effect relationships between events. The more she is able to identify connections the more likely she will be in retaining information.
Robin has obviously been trying to raise her level of self-efficacy by creating an learning pattern that works for her. She believes that if she can grasp the connections between the information that she will be more likely to retain it. This is the purpose of concept maps in helping students find an alternative way to conceptualize information. Self-efficacy practices build positive outcome expectancies. When Robin was demoralized by her teacher for her learning strategy her outcome expectation was significantly altered. This can be seen as she fears being caught with her concept map in her next class. Her behavior in the next class suggests that she was a participant in enactive learning, which is interesting considering that she was trying to avoid such an experience by being prepared because she had already experienced vicarious learning from her peers in that class.
Final Learning Log/ Personal Learning Theory
Piaget believes children learn in a vacuum. This happens as children assimilate and/or accommodate new information into existing schemata to absolve cognitive disequilibrium. He believes children progress through 4 stages: Sensorimotor (goal-oriented), Preoperational (perception not logic, symbols, egocentric), Concrete Operational (solving concrete problems, conservation, transformation, reversibility, classification, serration, and transitivity), Formal Operational (hypothetical reasoning, probability, deduction).
Vygotskii takes a socio-cultural perspective on cognitive development. He believes that children have a zone of proximal development where they are able to learn through mediation by scaffolding and guided participation with an apprenticeship which leads to internalization. He believes that self-talk and inner speech play a significant role in the cognitive process.
Erikson believes in a strong connection between an individual’s emotional needs and their social environment. He believes that individuals progress through the following stages: Trust v. Mistrust (birth to 1yr, trusting or mistrusting the ability to rely on the care of another person), Autonomy v. Shame & Doubt (1yr-3yr, learning to be self-reliant and autonomous leads to high confidence in ability to control one's environment), Initiative v. Guilt (3yr-6yr, finding purpose in life by planning and achieving, follows with greater self-regulation and goal setting), Industry v. Inferiority (7yr-14yr, developing competence in learning new things, leads to more and more challenging tasks), Identity v. Role Confusion (teen, exploring gender roles, politics, religion, developing an integrated self reinforces confidence instead of confusion), Intimacy v. Isolation (Young Adult, ability to feel unselfish love, reciprocate intimate feelings, failure leads to isolation), Generativity v. Stagnation (Middle Adulthood, need to contribute to society and benefit family to avoid stagnation and helplessness), Integrity v. Despair (Late Adulthood, coming to grips with life, evaluating decisions, resolving mistakes to avoid despair).
Kohlberg’s theory says that there are 6 stages of moral development at 3 different levels- Pre-conventional, Conventional, and Post-conventional Reasoning. These range from no internalization of moral values to conforming of values to internalization of values acting without regard to societal conventions.
Goleman developed the theory of emotional intelligence which includes the following traits: Self-awareness (the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions), Self-management (involves controlling one's emotions and impulses and adapting to changing circumstances), Social awareness (the ability to sense, understand, and react to others' emotions while comprehending social networks), Relationship management (the ability to inspire, influence, and develop others while managing conflict).
The information processing theory focuses on the mental structures that are developed as a result of learning. The brain learns information as it senses, stores, encodes and retrieves information. The brain encodes information in different ways: Declarative Knowledge (semantic, episodic), Procedural (automatic), and Conditional (knowing when and why). Strategies such as mnemonics, dual processing and advanced organizers help with retention.
Knowledge construction and higher order thinking use principles of spiral organization and methods of Bloom’s taxonomy to engage learners in discovery-learning and inquiry-based learning. An authentic activity within a community of learners yields to cooperative learning. Transfer of previous learning build new or expanded schemata but can create misconceptions if transfer is negative.
Classical and operant conditioning are examples of behaviorist theories. Classical conditioning happens when automatic responses are paired with new stimuli. Operant conditioning happens when reinforcement and token economy are used to coax a new behavior. Negative reinforcement removes distractions or negative feelings to increase desired behaviors. Removal punishment removes desired stimuli to increase desired behavior. Presentation punishment uses an adverse stimulus when undesired behavior is manifest. Shaping, fading, and cueing assist in developing desired behaviors.
Social cognitivism relies heavily on principles of self-efficacy: self-regulated learning, self-recording, self-instruction, self-evaluation, and self imposed contingencies. This kind of learning comes through cognitive modeling, vicarious punishment and vicarious reinforcement.
Group and individual differences allows stereotyping and biases to be identified. These can occur in the forms of culture, SES, gender, race, and exceptionalities. Knowing your worldview allows you to work with cultural mismatches and create an inclusive classroom with a least restrictive environment for all students.
Motivation can be described intrinsically or extrinsically. To create motivation, interest (dispositional or situational) must be initiated. Motivation allows for goal setting and self-determination. Motivation also helps develop a sense of autonomy instead of learned helplessness and assists with creating facilitating anxiety rather than debilitating anxiety. Motivation is hard to obtain when psychological needs are not met or when basic physical needs are neglected.
I believe that aspects of all of the learning theories are valid. Piaget’s theory on assimilation and accommodation seems particularly relevant in how we process and encode information. His stages of learning seem too conclusive and I believe there is a large overlap among these stages and that different aspects of ones life can place a person in all of the stages at one time. Intelligent people who are immature would be one example.
Vygotskii’s theory on the ZPD is extremely relevant for students in our classrooms. I do believe however, that children can learn some things purely through discovery.
I agree with Erikson in that we are always trying to find equilibrium in our lives and that we seem to be fighting against a negative force that pulls us away from success or our perception of what we consider success to be.
Kohlberg’s theory is an interesting one. I think that people fluctuate back and forth between stages as they are progressing toward higher levels of moral autonomy. It would require some form of expiation for an individual to reach the highest stage, and that still seems improbable to do in every situation confronted with. I do believe that there are significant differences in how people morally reason their decisions in life.
Emotional intelligence is a required trait for making it through the day. People who are deficient in this area are often socially inept or awkward. It is definitely an essential characteristic for leadership.
It doesn’t seem logical that any of the learning theories would be possible without information processing. I am not as agreeable with the idea of decay, however. I think that information that is accessed often is more accessible… it is like the pile of papers in one’s backpack, the ones that never get used are at the bottom, but they are still there.
Authentic learning is a fascinating concept and very engaging, but I’m not sure that it is necessarily practical for constant use. I think that direct instruction incorporated into spiral learning can lead to periodic authentic learning in the classroom. I do believe that authentic learning should be used as often as possible.
Behaviorist theories work, but I’m not sold on the moral integrity of using behaviorist tactics as a primary form of motivation. I think all students have the desire to learn, we just need to arouse their faculties.
Social cognitivism seems to be a theory that would be greatly applied to Vygotskii’s ZPD theory. When students can recognize their own ZPD, they will be more likely to work with mentors in relative learning activities. Although allowing students to only experience self-analysis without teacher feedback does not seem effective.
Failure to recognize group and individual differences will spell disaster for any learning theory you choose to embrace. Students will be highly unmotivated if they feel their teacher holds biases against them.
Motivation is mandatory for learning. I think that teachers can create situational interest, and that can lead to dispositional interest, but I believe that students must first have some experience with intrinsic motivation before this can occur.
My personal learning theory is: Do whatever it takes! Not any one theory is going to meet the needs of every student. I believe that each student has their own ZPD which will require multi-structured lessons to satiate their thirst for knowledge without drowning them. Students must be able to work within a group framework and evaluate their own contributions. This will have a different outcome for each child depending on their moral development as well as how effectively their environment corresponds with their social needs. Teachers can model effective behavior and take opportunities to embrace moral and emotional learning. By using several different models of instruction, hopefully I can keep all of my students engaged. I don’t believe in plowing through instruction just to complete the curriculum. Instead I think that concrete understanding of principles allows students to scaffold their learning without building superficial concepts that will blow away before the next unit of information begins. This corresponds directly with the results of my teaching philosophy quiz. I scored very close to the same in regards to all of the theories: B=39, C=45, H=41.
This semester has given me a very broad view of several concepts. It would be nice to really expand my understanding of each of them so that I can more fully incorporate appropriate principles into my teaching framework. I feel like I only have a general and basic understanding of the learning theories we have discussed. I would like to focus on each idea separately so that I have the opportunity for flow to occur.
Vygotskii takes a socio-cultural perspective on cognitive development. He believes that children have a zone of proximal development where they are able to learn through mediation by scaffolding and guided participation with an apprenticeship which leads to internalization. He believes that self-talk and inner speech play a significant role in the cognitive process.
Erikson believes in a strong connection between an individual’s emotional needs and their social environment. He believes that individuals progress through the following stages: Trust v. Mistrust (birth to 1yr, trusting or mistrusting the ability to rely on the care of another person), Autonomy v. Shame & Doubt (1yr-3yr, learning to be self-reliant and autonomous leads to high confidence in ability to control one's environment), Initiative v. Guilt (3yr-6yr, finding purpose in life by planning and achieving, follows with greater self-regulation and goal setting), Industry v. Inferiority (7yr-14yr, developing competence in learning new things, leads to more and more challenging tasks), Identity v. Role Confusion (teen, exploring gender roles, politics, religion, developing an integrated self reinforces confidence instead of confusion), Intimacy v. Isolation (Young Adult, ability to feel unselfish love, reciprocate intimate feelings, failure leads to isolation), Generativity v. Stagnation (Middle Adulthood, need to contribute to society and benefit family to avoid stagnation and helplessness), Integrity v. Despair (Late Adulthood, coming to grips with life, evaluating decisions, resolving mistakes to avoid despair).
Kohlberg’s theory says that there are 6 stages of moral development at 3 different levels- Pre-conventional, Conventional, and Post-conventional Reasoning. These range from no internalization of moral values to conforming of values to internalization of values acting without regard to societal conventions.
Goleman developed the theory of emotional intelligence which includes the following traits: Self-awareness (the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions), Self-management (involves controlling one's emotions and impulses and adapting to changing circumstances), Social awareness (the ability to sense, understand, and react to others' emotions while comprehending social networks), Relationship management (the ability to inspire, influence, and develop others while managing conflict).
The information processing theory focuses on the mental structures that are developed as a result of learning. The brain learns information as it senses, stores, encodes and retrieves information. The brain encodes information in different ways: Declarative Knowledge (semantic, episodic), Procedural (automatic), and Conditional (knowing when and why). Strategies such as mnemonics, dual processing and advanced organizers help with retention.
Knowledge construction and higher order thinking use principles of spiral organization and methods of Bloom’s taxonomy to engage learners in discovery-learning and inquiry-based learning. An authentic activity within a community of learners yields to cooperative learning. Transfer of previous learning build new or expanded schemata but can create misconceptions if transfer is negative.
Classical and operant conditioning are examples of behaviorist theories. Classical conditioning happens when automatic responses are paired with new stimuli. Operant conditioning happens when reinforcement and token economy are used to coax a new behavior. Negative reinforcement removes distractions or negative feelings to increase desired behaviors. Removal punishment removes desired stimuli to increase desired behavior. Presentation punishment uses an adverse stimulus when undesired behavior is manifest. Shaping, fading, and cueing assist in developing desired behaviors.
Social cognitivism relies heavily on principles of self-efficacy: self-regulated learning, self-recording, self-instruction, self-evaluation, and self imposed contingencies. This kind of learning comes through cognitive modeling, vicarious punishment and vicarious reinforcement.
Group and individual differences allows stereotyping and biases to be identified. These can occur in the forms of culture, SES, gender, race, and exceptionalities. Knowing your worldview allows you to work with cultural mismatches and create an inclusive classroom with a least restrictive environment for all students.
Motivation can be described intrinsically or extrinsically. To create motivation, interest (dispositional or situational) must be initiated. Motivation allows for goal setting and self-determination. Motivation also helps develop a sense of autonomy instead of learned helplessness and assists with creating facilitating anxiety rather than debilitating anxiety. Motivation is hard to obtain when psychological needs are not met or when basic physical needs are neglected.
I believe that aspects of all of the learning theories are valid. Piaget’s theory on assimilation and accommodation seems particularly relevant in how we process and encode information. His stages of learning seem too conclusive and I believe there is a large overlap among these stages and that different aspects of ones life can place a person in all of the stages at one time. Intelligent people who are immature would be one example.
Vygotskii’s theory on the ZPD is extremely relevant for students in our classrooms. I do believe however, that children can learn some things purely through discovery.
I agree with Erikson in that we are always trying to find equilibrium in our lives and that we seem to be fighting against a negative force that pulls us away from success or our perception of what we consider success to be.
Kohlberg’s theory is an interesting one. I think that people fluctuate back and forth between stages as they are progressing toward higher levels of moral autonomy. It would require some form of expiation for an individual to reach the highest stage, and that still seems improbable to do in every situation confronted with. I do believe that there are significant differences in how people morally reason their decisions in life.
Emotional intelligence is a required trait for making it through the day. People who are deficient in this area are often socially inept or awkward. It is definitely an essential characteristic for leadership.
It doesn’t seem logical that any of the learning theories would be possible without information processing. I am not as agreeable with the idea of decay, however. I think that information that is accessed often is more accessible… it is like the pile of papers in one’s backpack, the ones that never get used are at the bottom, but they are still there.
Authentic learning is a fascinating concept and very engaging, but I’m not sure that it is necessarily practical for constant use. I think that direct instruction incorporated into spiral learning can lead to periodic authentic learning in the classroom. I do believe that authentic learning should be used as often as possible.
Behaviorist theories work, but I’m not sold on the moral integrity of using behaviorist tactics as a primary form of motivation. I think all students have the desire to learn, we just need to arouse their faculties.
Social cognitivism seems to be a theory that would be greatly applied to Vygotskii’s ZPD theory. When students can recognize their own ZPD, they will be more likely to work with mentors in relative learning activities. Although allowing students to only experience self-analysis without teacher feedback does not seem effective.
Failure to recognize group and individual differences will spell disaster for any learning theory you choose to embrace. Students will be highly unmotivated if they feel their teacher holds biases against them.
Motivation is mandatory for learning. I think that teachers can create situational interest, and that can lead to dispositional interest, but I believe that students must first have some experience with intrinsic motivation before this can occur.
My personal learning theory is: Do whatever it takes! Not any one theory is going to meet the needs of every student. I believe that each student has their own ZPD which will require multi-structured lessons to satiate their thirst for knowledge without drowning them. Students must be able to work within a group framework and evaluate their own contributions. This will have a different outcome for each child depending on their moral development as well as how effectively their environment corresponds with their social needs. Teachers can model effective behavior and take opportunities to embrace moral and emotional learning. By using several different models of instruction, hopefully I can keep all of my students engaged. I don’t believe in plowing through instruction just to complete the curriculum. Instead I think that concrete understanding of principles allows students to scaffold their learning without building superficial concepts that will blow away before the next unit of information begins. This corresponds directly with the results of my teaching philosophy quiz. I scored very close to the same in regards to all of the theories: B=39, C=45, H=41.
This semester has given me a very broad view of several concepts. It would be nice to really expand my understanding of each of them so that I can more fully incorporate appropriate principles into my teaching framework. I feel like I only have a general and basic understanding of the learning theories we have discussed. I would like to focus on each idea separately so that I have the opportunity for flow to occur.
Thursday, April 15, 2010
Behaviorism Case Study
Mr. Kessinger's class does not represent a community of learners as defined by the Constructivist theory. Robin tried to construct her knowledge in a fashion that suited her learning style but was sharply rebuked from doing so. Mr. Kessinger requires that all students learn by rote memorization and be prepared to regurgitate information on the spot. He doesn't seem interested in creating a community of learners, only a community of memorizers.
Mr. Kessinger uses presentation punishment when he takes Robin's concept map and tears it to shreds. In this way he presents an adverse stimulus to stop the undesired behavior. Students will see the punishment and remember not to use notes when answering questions in class. In this way, Robin has been classically conditioned to associate notes with teacher displeasure. This presentation punishment carried through to Robin's Psychology class when she feared the consequences for having notes in class.
Robin has paired having notes in class with displeasing the teacher and being labeled a cheater. Robin could not handle the punishment that she received in Mr. Kessinger's class and instead of receiving the same punishment in Ms. Yamashita's class, she runs to the restroom and cries not knowing how she is going to learn the information that she needs to know for her classes. She has misconceived Ms. Yamashita's removal of her notes because of prior experience.
Ms. Yamashita has begun the reinforcement process by asking for permission to copy her concept map for the rest of the class. By shaping Robin's success in the class around the use of her concept map, she will encourage Robin to continue using this method for studying. As Robin sees the benefits of using the map and success, she will be able to be individually accountable for her learning abilities.
Mr. Kessinger uses presentation punishment when he takes Robin's concept map and tears it to shreds. In this way he presents an adverse stimulus to stop the undesired behavior. Students will see the punishment and remember not to use notes when answering questions in class. In this way, Robin has been classically conditioned to associate notes with teacher displeasure. This presentation punishment carried through to Robin's Psychology class when she feared the consequences for having notes in class.
Robin has paired having notes in class with displeasing the teacher and being labeled a cheater. Robin could not handle the punishment that she received in Mr. Kessinger's class and instead of receiving the same punishment in Ms. Yamashita's class, she runs to the restroom and cries not knowing how she is going to learn the information that she needs to know for her classes. She has misconceived Ms. Yamashita's removal of her notes because of prior experience.
Ms. Yamashita has begun the reinforcement process by asking for permission to copy her concept map for the rest of the class. By shaping Robin's success in the class around the use of her concept map, she will encourage Robin to continue using this method for studying. As Robin sees the benefits of using the map and success, she will be able to be individually accountable for her learning abilities.
Wednesday, April 7, 2010
Course Contract Review #3
1. I am still keeping up on assignments. I still have not missed any classes and I am still engaging in class participation, both voluntarily and involuntarily. I am still retaining information from previous units and am actually able to apply it to current learning both inside and outside of class.
2. My reading of the class text has become more of a skimming activity. I need to reserve more time to actually read the material.
3. My goals of mastery seem to be coming together. The information I am learning is applicable and useful in other environments which helps me gain better mastery of it. My performance goals are in line with my expectations.
4.I think that if I stay on track with the things that I am currently doing that I will be able to accomplish my goals. The study tactics that I have implemented seem to be working for me. I need to be better about reading the text.
5. Motivation is still increasing. I think that I am starting to focus more on mastery goals so that I have the information I am learning intrinsically within my grasp as a teacher. Now that the semester is coming to a close and most of my large projects are completed, it is easier to relax and absorb information.
2. My reading of the class text has become more of a skimming activity. I need to reserve more time to actually read the material.
3. My goals of mastery seem to be coming together. The information I am learning is applicable and useful in other environments which helps me gain better mastery of it. My performance goals are in line with my expectations.
4.I think that if I stay on track with the things that I am currently doing that I will be able to accomplish my goals. The study tactics that I have implemented seem to be working for me. I need to be better about reading the text.
5. Motivation is still increasing. I think that I am starting to focus more on mastery goals so that I have the information I am learning intrinsically within my grasp as a teacher. Now that the semester is coming to a close and most of my large projects are completed, it is easier to relax and absorb information.
Constructivism Case Study
In both approaches, the objectives were the same; the students were to gain an understanding of measurement and how it operates. In both approaches, instruments were used to determine how long an object was.
In the traditional approach students were explicitly told how long the whale was but the teacher wanted them to have an idea of just how long 100 feet actually was. In the constructive approach students were to figure out the length of the boat. Determining just how long it actually was came through comparisons to other real life objects that the students were familiar with. These same comparisons could have been made in the traditional approach, but they were not introduced. Another difference is that because the students in the traditional approach did not apply their information in another way, the internal processing of the information was limited. The students in the constructive approach could relate the lengths of several real world objects to the length of the boat helping them encode the information in more meaningful ways.
The students benefited from the constructive approach because they gained a deeper understanding of the concept. The retention of this information will most likely be easier to retrieve because it is attached to several prior schema's the children have in their lives. They had to draw from alternative resources which allowed for a large amount of creativity. The ability for the students to engage in this kind of thinking process will greatly benefit them the next time they are confronted with a challenge that seems impossible.
A significant drawback for this kind of instruction is that there is a lot of time involved. It took two days for the students in the constructive approach to accomplish what it took perhaps 20 minutes for those in the traditional approach to accomplish. This makes it difficult when the instructor must teach a significant amount of information in a limited amount of time.
Another drawback comes in the form of initial emotions experienced by the students and the teacher. It seemed difficult for the teacher to withhold information that she knew would be beneficial to the students. It also seemed very uncomfortable during those moments of silence when no one seemed to know how to handle the situation. The types of feelings can be huge stressors for students who are used to being provided with steps or a formula.
Looking at the benefits in comparison to the drawbacks, it seems that the benefits outweigh the drawbacks in the long run. The students seemed to have learned more and in the future it is likely that ideas will be more forthcoming more quickly. As students gain experience with comparisons in their surroundings they will have more tools to draw upon in future endeavors.
The constructive approach provided opportunities for critical thinking because it forced students to analyze their approach and determine what was working effectively and what wasn't. Questions directed from the teacher guided their thinking to evaluate better ways of collecting and conveying information. When students realized that their body parts were all different lengths and that the receiver of their message would not be able to identify with an one person in the class, they had to figure out a way to meet the criteria of length and sending an understandable message. Critical thinking is the ability to process information in a new way without having all of the steps clearly defined. This is exactly what the students were able to do.
This specific constructivist activity would definitely be considered an authentic activity because it has real life applications. There are several times in my own life when I have had to measure something without having standard measuring tools available. Knowing that I could use other objects to create equal measurements was extremely helpful. After engaging in this learning process, it is likely that these students would be able to accomplish the same feat I did because of the comparative understanding that they were able to gain. The same could not be said of those students who were taught in the traditional manner.
In the traditional approach students were explicitly told how long the whale was but the teacher wanted them to have an idea of just how long 100 feet actually was. In the constructive approach students were to figure out the length of the boat. Determining just how long it actually was came through comparisons to other real life objects that the students were familiar with. These same comparisons could have been made in the traditional approach, but they were not introduced. Another difference is that because the students in the traditional approach did not apply their information in another way, the internal processing of the information was limited. The students in the constructive approach could relate the lengths of several real world objects to the length of the boat helping them encode the information in more meaningful ways.
The students benefited from the constructive approach because they gained a deeper understanding of the concept. The retention of this information will most likely be easier to retrieve because it is attached to several prior schema's the children have in their lives. They had to draw from alternative resources which allowed for a large amount of creativity. The ability for the students to engage in this kind of thinking process will greatly benefit them the next time they are confronted with a challenge that seems impossible.
A significant drawback for this kind of instruction is that there is a lot of time involved. It took two days for the students in the constructive approach to accomplish what it took perhaps 20 minutes for those in the traditional approach to accomplish. This makes it difficult when the instructor must teach a significant amount of information in a limited amount of time.
Another drawback comes in the form of initial emotions experienced by the students and the teacher. It seemed difficult for the teacher to withhold information that she knew would be beneficial to the students. It also seemed very uncomfortable during those moments of silence when no one seemed to know how to handle the situation. The types of feelings can be huge stressors for students who are used to being provided with steps or a formula.
Looking at the benefits in comparison to the drawbacks, it seems that the benefits outweigh the drawbacks in the long run. The students seemed to have learned more and in the future it is likely that ideas will be more forthcoming more quickly. As students gain experience with comparisons in their surroundings they will have more tools to draw upon in future endeavors.
The constructive approach provided opportunities for critical thinking because it forced students to analyze their approach and determine what was working effectively and what wasn't. Questions directed from the teacher guided their thinking to evaluate better ways of collecting and conveying information. When students realized that their body parts were all different lengths and that the receiver of their message would not be able to identify with an one person in the class, they had to figure out a way to meet the criteria of length and sending an understandable message. Critical thinking is the ability to process information in a new way without having all of the steps clearly defined. This is exactly what the students were able to do.
This specific constructivist activity would definitely be considered an authentic activity because it has real life applications. There are several times in my own life when I have had to measure something without having standard measuring tools available. Knowing that I could use other objects to create equal measurements was extremely helpful. After engaging in this learning process, it is likely that these students would be able to accomplish the same feat I did because of the comparative understanding that they were able to gain. The same could not be said of those students who were taught in the traditional manner.
Thursday, April 1, 2010
Cognitive Psychology/Information Processing Case Study Analysis
Case 1
1. This is an interesting approach to learning that allows students to understand the perceptions of those who fought in this battle by gaining their own perceptions through a mock experience. This type of information processing allows students to engage in meaningful learning as they apply their new information and experiences to their prior schema's. Chances are that the students will have some major accommodations made in their existing schema's. These students will remember the feelings they associate with experience. As they encode declarative knowledge through procedural and conditional means, they will have a stronger long term-memory because they will have a broader range of understanding when they need to retrieve the information.
Text book reading induces far fewer kinesthetic processes and the procedural technique of reading often precludes attentiveness. Thus, the hands-on experience is far more likely to be filed into long-term memory.
2. Students emotions are strongly engaged in this hands-on learning process. A lot of what they are feeling is processed through the Amygdala which is the processing center for emotion. It is interesting that post-traumatic stress disorder is an amygdalic condition. It is plausible that students might understand some of the fear that these soldiers experience many years ago in battle. Sensory memory receives input from our five senses, so when all five senses are being engaged in learning, we conceivable are five times as likely to remember the event. As we use our five senses we retrieve previous understandings of what we are experiencing, and the emotions that are associated with those previous experiences. Thus, our emotions become tied with the input that our five senses are extending to our sensory memory.
3. During this experience, Mr. West's class largely engaged their visual/spacial storage unit. This should be followed up with auditory input to complete the dual-processing mode of learning. In this way, the information the students learned is likely to be cemented in their memory for easy retrieval. An interesting way for Mr. West to supply an auditory rehearsal of their experience would be for the students to report on what they experienced and how it impacted them. In this way, students would not only get the perspectives of their peers, but the information would be processed again in an auditory fashion to compliment their visual/spacial experience.
Case 2
4. I would definitely prefer to be in Mr. Richard's class. Although the students do not know what to expect in advance of their arrival, they are supplied with an advanced organizer to help them get a vision for where the classroom learning will lead. Mr. Dunkin's students know exactly what to expect as far as learning style, but not necessarily according to learning content. Mr. Richards engages in dual-processing teaching to allow students to process information in a variety of ways. This allows the students to implement knew knowledge with existing knowledge by assimilation.
5. It is likely that Mr. Dunkin's students will retain information through maintenance rehearsal long enough to regurgitate it on the Friday exam they are expecting. Mr. Richard's students are using their long term memory to assimilate and accommodate the new information and are more likely to retain the new information in their long-term memory. This is beneficial for their pop quizzes because they are already prepared.
1. This is an interesting approach to learning that allows students to understand the perceptions of those who fought in this battle by gaining their own perceptions through a mock experience. This type of information processing allows students to engage in meaningful learning as they apply their new information and experiences to their prior schema's. Chances are that the students will have some major accommodations made in their existing schema's. These students will remember the feelings they associate with experience. As they encode declarative knowledge through procedural and conditional means, they will have a stronger long term-memory because they will have a broader range of understanding when they need to retrieve the information.
Text book reading induces far fewer kinesthetic processes and the procedural technique of reading often precludes attentiveness. Thus, the hands-on experience is far more likely to be filed into long-term memory.
2. Students emotions are strongly engaged in this hands-on learning process. A lot of what they are feeling is processed through the Amygdala which is the processing center for emotion. It is interesting that post-traumatic stress disorder is an amygdalic condition. It is plausible that students might understand some of the fear that these soldiers experience many years ago in battle. Sensory memory receives input from our five senses, so when all five senses are being engaged in learning, we conceivable are five times as likely to remember the event. As we use our five senses we retrieve previous understandings of what we are experiencing, and the emotions that are associated with those previous experiences. Thus, our emotions become tied with the input that our five senses are extending to our sensory memory.
3. During this experience, Mr. West's class largely engaged their visual/spacial storage unit. This should be followed up with auditory input to complete the dual-processing mode of learning. In this way, the information the students learned is likely to be cemented in their memory for easy retrieval. An interesting way for Mr. West to supply an auditory rehearsal of their experience would be for the students to report on what they experienced and how it impacted them. In this way, students would not only get the perspectives of their peers, but the information would be processed again in an auditory fashion to compliment their visual/spacial experience.
Case 2
4. I would definitely prefer to be in Mr. Richard's class. Although the students do not know what to expect in advance of their arrival, they are supplied with an advanced organizer to help them get a vision for where the classroom learning will lead. Mr. Dunkin's students know exactly what to expect as far as learning style, but not necessarily according to learning content. Mr. Richards engages in dual-processing teaching to allow students to process information in a variety of ways. This allows the students to implement knew knowledge with existing knowledge by assimilation.
5. It is likely that Mr. Dunkin's students will retain information through maintenance rehearsal long enough to regurgitate it on the Friday exam they are expecting. Mr. Richard's students are using their long term memory to assimilate and accommodate the new information and are more likely to retain the new information in their long-term memory. This is beneficial for their pop quizzes because they are already prepared.
Friday, March 5, 2010
Course Contract Review #2
1. So far, I am keeping up on assignments. I have excellent class attendance and participation. I have kept up on most of the reading, and all of the applicable reading. Most importantly, my attitude is changing slightly to actually enjoying this class since we have stopped reproducing assignments from my curriculum class and started discussing things that are more applicable to psychology.
2. Well, I thought I wasn't performing so well on the second exam that we just performed, but when I received the accurate results, it turned out that I was performing as expected. I might work on my efforts to participate better in group work... I am kind of ornery about it.
3. Most of my goals are related to psychology and not curriculum development, so I think we will be diving more directly into my goals within the next few weeks. However, as I have been reading in the text, I have been cognitively applying the information I learn to the goals that I have.
4.I think that if I stay on track with the things that I am currently doing that I will be able to accomplish my goals. The study tactics that I have implemented seem to be working for me.
5. Motivation is increasing. I think that I am starting to focus more on mastery goals so that I have the information I am learning intrinsically within my grasp as a teacher. Performance goals lead me to prune information that I receive, so I try to focus more on mastery goals.
2. Well, I thought I wasn't performing so well on the second exam that we just performed, but when I received the accurate results, it turned out that I was performing as expected. I might work on my efforts to participate better in group work... I am kind of ornery about it.
3. Most of my goals are related to psychology and not curriculum development, so I think we will be diving more directly into my goals within the next few weeks. However, as I have been reading in the text, I have been cognitively applying the information I learn to the goals that I have.
4.I think that if I stay on track with the things that I am currently doing that I will be able to accomplish my goals. The study tactics that I have implemented seem to be working for me.
5. Motivation is increasing. I think that I am starting to focus more on mastery goals so that I have the information I am learning intrinsically within my grasp as a teacher. Performance goals lead me to prune information that I receive, so I try to focus more on mastery goals.
Social and Moral Development Case Study
At this point in Laura's life her self-concept is strongly influenced by peer relationships. She has left the egocentric ism mode in the fact that she understands that her perception of life is not the only one, people actually have a perception of her too. She does still practice an egocentric mode of understanding in relation to her need to be accepted and liked by other people. Her appearance in a peer situation plays a strong role in how she defines her self-worth. She places greater importance on the self-esteem boost she receives from her peers than what she receives in praise for timeliness's from her teachers. According to Erikson, at this stage of Laura's life she is trying to figure out where she fits in. She has developed an understanding of stereotypes and knows the consequences of peer rejection if you are labeled the wrong way. Thus, she sees that to succeed in life she must be perceived accurately by her peers.
Her counselor seems to recognize that Laura ties her self-worth strongly with her appearance. By placing Laura in a debate class, her counselor allows her to develop an identity among her peers that is separate from how she looks. In this way she is able to progress farther along Erikson's model in understanding who she is because she will be adding another dimension to herself. A dimension perhaps that will be more influential after high school than her appearance.
Helping Laura get involved in service opportunities might also help her feel valued outside of her appearance. In this way, she can see that how she behaves toward other people has a greater effect on them than how she looks.
Laura seems to fall into stage 2 of Kohlberg's theory of moral reasoning. It is interesting though because she is trying to apply her willingness to engage in individualism and exchange to society as a whole which places her in the law and order stage, stage 4. She understands that there is a problem, but hasn't weighed all the aspects of the dilemma. She thinks a quick fix might be in order. She wants what would be in the best interest of the individual, and proposes that to keep order everyone should abide the principal, but she hasn't seen the perspective of society as a whole and not as an individual. Her teacher should continue to ask her questions that identify flaws in her argument and help her see the positive and negative consequences of her solution.
A debate class is an excellent opportunity to help students develop cognitively because they can look at dilemmas and work toward proposed solutions. They are able to analyze flaws in arguments and how they might be resolved. This process also helps them linguistically because it forces them to take a linguistic approach to solving the problem, they must communicate their solutions. In this way they are interacting socially at a level that goes beyond appearance. Individuals really get to display who they are and develop their self-concept further. Debate always allows for moral development and makes it more comfortable because students usually get to debate topics that require moral thinking that only involves themselves in an abstract way. They don't have to debate their own personal dilemma's, but rather popular societal dilemmas. In this way however, their ability to morally analyze their own personal dilemmas increases.
Her counselor seems to recognize that Laura ties her self-worth strongly with her appearance. By placing Laura in a debate class, her counselor allows her to develop an identity among her peers that is separate from how she looks. In this way she is able to progress farther along Erikson's model in understanding who she is because she will be adding another dimension to herself. A dimension perhaps that will be more influential after high school than her appearance.
Helping Laura get involved in service opportunities might also help her feel valued outside of her appearance. In this way, she can see that how she behaves toward other people has a greater effect on them than how she looks.
Laura seems to fall into stage 2 of Kohlberg's theory of moral reasoning. It is interesting though because she is trying to apply her willingness to engage in individualism and exchange to society as a whole which places her in the law and order stage, stage 4. She understands that there is a problem, but hasn't weighed all the aspects of the dilemma. She thinks a quick fix might be in order. She wants what would be in the best interest of the individual, and proposes that to keep order everyone should abide the principal, but she hasn't seen the perspective of society as a whole and not as an individual. Her teacher should continue to ask her questions that identify flaws in her argument and help her see the positive and negative consequences of her solution.
A debate class is an excellent opportunity to help students develop cognitively because they can look at dilemmas and work toward proposed solutions. They are able to analyze flaws in arguments and how they might be resolved. This process also helps them linguistically because it forces them to take a linguistic approach to solving the problem, they must communicate their solutions. In this way they are interacting socially at a level that goes beyond appearance. Individuals really get to display who they are and develop their self-concept further. Debate always allows for moral development and makes it more comfortable because students usually get to debate topics that require moral thinking that only involves themselves in an abstract way. They don't have to debate their own personal dilemma's, but rather popular societal dilemmas. In this way however, their ability to morally analyze their own personal dilemmas increases.
Thursday, February 25, 2010
Brain Awareness Project Proposal
I intend to create some form of video incorporating my core content area that displays the way our brain connects and stores thoughts. This will most likely include a PowerPoint creation with some YouTube video addition. This will also include some anatomy of the neuron structure and function.
Development Case Study
1. According to Piaget's theory of cognitive development, Laura is just entering the Formal Operational Stage. Laura is taking her ability to think concretely and attempting to apply it to hypothetical situation. Her limited experience forces her to assimilate her understanding of how the world works with the dilemma she is faced with. When her teacher begins to question her schema, she accommodates her previous explanations with new dilemma's that she is presented with. She is trying not to disrupt her cognitive equilibrium and the result is that her jump into the formal operational stage is tentative. Her teacher is guiding her through the process of hypothetical deductive reasoning by allowing her to test different variables against her hypothesis. She seems to be trying to apply concrete reasoning to this process. She is able to apply transitivity to her reasoning by reevaluating and regrouping her hypothesis, but she is afraid to let go of the equilibrium she is grasping to withdraw her hypothesis and consider an alternative.
2. It is likely that Laura has never seen the effects of pollution or even completely defined what pollution is. She narrowly defines it as consumed gasoline. When her teacher introduces her to landfill pollution she seems to vaguely understand the connection and has to accommodate her previous schema to this new idea. Ironically enough she does this by solving the problem with more pollution, chemicals. When this contradiction is presented to her she struggles to assimilate the concept into her recently expanded schema. It is at this point that her prior knowledge base limits her ability to engage in a rational discussion of an unfamiliar topic.
3. Laura's teacher is attempting to expand her zone of proximal development by allowing her to develop theories that she is comfortable with and then slowly challenging them to broaden her range of cognitive reasoning. He is using a scaffolding technique that expands her reasoning one step at a time instead of dumping a lot of challenging information into a semi-permeable schema. Through this type of guided participation all of the students are benefiting from the scaffold of information. By using a scaffolding technique, Laura's teacher allows her and her peers to assimilate and accommodate new ideas as they try to maintain equilibrium. By disrupting their state of schema equilibrium, he encourages cognitive development because they have to regain their equilibrium.
4. Piaget's theory discusses how learners acquire schema and adapt them by manipulating their environment and piecing information together into understandable cognitive pathways. He suggests that this happens independently as a child figures out the world around him. Vygotskii would take this process and intercede with an experienced learner to guide the learning process. This can be seen as Laura is allowed to develop her own hypothesis about how the world operates, or should operate, and then her teacher guides her through the rest of the play experience by guiding her reasoning processes though his own experience and understanding.
2. It is likely that Laura has never seen the effects of pollution or even completely defined what pollution is. She narrowly defines it as consumed gasoline. When her teacher introduces her to landfill pollution she seems to vaguely understand the connection and has to accommodate her previous schema to this new idea. Ironically enough she does this by solving the problem with more pollution, chemicals. When this contradiction is presented to her she struggles to assimilate the concept into her recently expanded schema. It is at this point that her prior knowledge base limits her ability to engage in a rational discussion of an unfamiliar topic.
3. Laura's teacher is attempting to expand her zone of proximal development by allowing her to develop theories that she is comfortable with and then slowly challenging them to broaden her range of cognitive reasoning. He is using a scaffolding technique that expands her reasoning one step at a time instead of dumping a lot of challenging information into a semi-permeable schema. Through this type of guided participation all of the students are benefiting from the scaffold of information. By using a scaffolding technique, Laura's teacher allows her and her peers to assimilate and accommodate new ideas as they try to maintain equilibrium. By disrupting their state of schema equilibrium, he encourages cognitive development because they have to regain their equilibrium.
4. Piaget's theory discusses how learners acquire schema and adapt them by manipulating their environment and piecing information together into understandable cognitive pathways. He suggests that this happens independently as a child figures out the world around him. Vygotskii would take this process and intercede with an experienced learner to guide the learning process. This can be seen as Laura is allowed to develop her own hypothesis about how the world operates, or should operate, and then her teacher guides her through the rest of the play experience by guiding her reasoning processes though his own experience and understanding.
Thursday, February 18, 2010
Special Needs Case Study Analysis
Nathan does not display classic symptoms of a learning disability. Learning disabilities are identified by the student's struggle to perform tasks relative to reading, writing, spelling, reasoning, listening, and math. It is possible that Nathan has a listening problem, but more likely that he has an inattentive problem. The listening part seems to be working just fine because he knows what is expected of him, and his behavior issues do not only stem from listening. It appears that Nathan has ADD, or from the mention of hyperactivity in a previous environment, he could have ADHD. He seems to be fully cognisant that he is distracted easily. His teacher has noticed that although completely capable of doing the work, Nathan struggles to complete the task. This is occurring both in classwork and on exams. He also forgets to follow through with classroom procedures. This isn't happening because of defiance, but rather undirected focus. These are all classic symptoms of ADD.
Other teachers seem to have noticed similar patterns of behavior because specific actions were taken to help Nathan. It appears that he was medicated by a doctor to increase his ability to focus. Although this was effective, Nathan always felt tired, and does not want to continue taking medication. His teachers also placed him in a resource environment. This probably seemed effective because the classroom size is much more limited and the teacher was more able to meet Nathans needs. It is likely that resource classes didn't continue into junior high school because Nathan did not have a learning disability, only an attention problem and so the resource teacher did not feel it necessary to continue services.
Nathan can receive services under IDEA in a category entitled "other health impairments". Nathan could also benefit from an IEP in which he can collaborate with his teachers and parents as well as other educational staff to find ways to help him succeed. Some ways that might be considered are explained below.
It seems that Nathan does not struggle with beginning an assignment or with understanding it. He only struggles with completing it. Therefore, it would make sense to break assignments into smaller chunks and allow in between time for some type of activity involving movement. In this way, Nathan would be able to complete large assignments a piece at a time.
One possibility might be to allow Nathan do move around the room to different stations to complete different portions of his assignment. In this way he would be less likely to get off task in a daydreaming mode because he would be engaging a motor skill in his assignment/exam process.
It has also been helpful for children with ADHD to have something in their hands to manipulate during instruction time so that their mind can stay focused and their hands can be engaged.
Another idea regarding the procedure of handing in homework could be handled through the buddy system. Students could be grouped by tables or rows and each student in the group could take turns being responsible for gathering their groups homework. In this way Nathan would be reminded to retrieve his homework from his backpack and turn it in. The group leader could then report to the teacher any missing assignments so that the teacher could immediately seek out reasons for missing work.
Many schools have implemented day planner systems to help their students track their work. In this way Nathan would be reminded at the beginning of each period what assignments he needed to turn in and at the end of the period what assignments he needs to take home. This is a technique that he can carry with him into the rest of his life. It allows him to be personally accountable.
4-6% of Children have a learning disability, and 3-5% of children have ADD or ADHD. This means that it is likely that you will have at least one of each type of student in all of your classes as a teacher. It is also likely that children with ADD will also have a learning disability. In fact, 25-70% of children with ADD also have a learning disability. This information can be found at http://www.ldanatl.org/aboutld/teachers/index.asp and at http://www.ldanatl.org/aboutld/teachers/understanding/adhd.asp
Other teachers seem to have noticed similar patterns of behavior because specific actions were taken to help Nathan. It appears that he was medicated by a doctor to increase his ability to focus. Although this was effective, Nathan always felt tired, and does not want to continue taking medication. His teachers also placed him in a resource environment. This probably seemed effective because the classroom size is much more limited and the teacher was more able to meet Nathans needs. It is likely that resource classes didn't continue into junior high school because Nathan did not have a learning disability, only an attention problem and so the resource teacher did not feel it necessary to continue services.
Nathan can receive services under IDEA in a category entitled "other health impairments". Nathan could also benefit from an IEP in which he can collaborate with his teachers and parents as well as other educational staff to find ways to help him succeed. Some ways that might be considered are explained below.
It seems that Nathan does not struggle with beginning an assignment or with understanding it. He only struggles with completing it. Therefore, it would make sense to break assignments into smaller chunks and allow in between time for some type of activity involving movement. In this way, Nathan would be able to complete large assignments a piece at a time.
One possibility might be to allow Nathan do move around the room to different stations to complete different portions of his assignment. In this way he would be less likely to get off task in a daydreaming mode because he would be engaging a motor skill in his assignment/exam process.
It has also been helpful for children with ADHD to have something in their hands to manipulate during instruction time so that their mind can stay focused and their hands can be engaged.
Another idea regarding the procedure of handing in homework could be handled through the buddy system. Students could be grouped by tables or rows and each student in the group could take turns being responsible for gathering their groups homework. In this way Nathan would be reminded to retrieve his homework from his backpack and turn it in. The group leader could then report to the teacher any missing assignments so that the teacher could immediately seek out reasons for missing work.
Many schools have implemented day planner systems to help their students track their work. In this way Nathan would be reminded at the beginning of each period what assignments he needed to turn in and at the end of the period what assignments he needs to take home. This is a technique that he can carry with him into the rest of his life. It allows him to be personally accountable.
4-6% of Children have a learning disability, and 3-5% of children have ADD or ADHD. This means that it is likely that you will have at least one of each type of student in all of your classes as a teacher. It is also likely that children with ADD will also have a learning disability. In fact, 25-70% of children with ADD also have a learning disability. This information can be found at http://www.ldanatl.org/aboutld/teachers/index.asp and at http://www.ldanatl.org/aboutld/teachers/understanding/adhd.asp
Thursday, January 21, 2010
Course Contract Review
So far, I am doing really well at cracking open the textbook. I never read textbooks, but I have been reading this one. Hooray, and I must say, I really like the pictures... it doesn't make the text seem as long. Really though, the information is very applicable to the goals that I have set for this course. The test was also manageable which was comforting considering the panic state I had created for myself.
I'm not doing so hot at navigating the website though. I keep getting lost in all of the links, and struggle following exactly what chapter we are supposed to be focusing on in the text. For a while, there seemed to be more assignments due than were actually listed on the assignment schedule, but that seems to have been fixed. Hopefully this will remedy some of the confusion I was experiencing.
It seems like we began discussing some of the goals I set in our second day of class, which was motivating. The class discussion, study guide, and text, as well as the articles posted on Facebook, all seemed geared toward a better understanding of the brain, which will help me not only understand my students better but help them learn more about themselves as well. I feel like the other goals that I have set will be discussed in future readings and class periods, so I will try and exercise patience.
The things I am doing to meet my goals seem to be working. I have started taking more study breaks which helps with retention and focus during reading sessions, so in a round about way, this helps me gain a better handle on reaching my goals. I also should look at the website more frequently because important information (that would have been beneficial for the test) is posted there. I have been checking it almost daily, maybe that isn't enough.
Reading assignments come with chocolate in my office, so that is very motivating. The goals I have for learning in this class are mastery goals, and I have already discussed my progress toward those. My goal for passing this class is definitely a performance goal, and as far as I know things are going smoothly. As long as I keep checking the website and following my study plan, things should play in my favor.
I'm not doing so hot at navigating the website though. I keep getting lost in all of the links, and struggle following exactly what chapter we are supposed to be focusing on in the text. For a while, there seemed to be more assignments due than were actually listed on the assignment schedule, but that seems to have been fixed. Hopefully this will remedy some of the confusion I was experiencing.
It seems like we began discussing some of the goals I set in our second day of class, which was motivating. The class discussion, study guide, and text, as well as the articles posted on Facebook, all seemed geared toward a better understanding of the brain, which will help me not only understand my students better but help them learn more about themselves as well. I feel like the other goals that I have set will be discussed in future readings and class periods, so I will try and exercise patience.
The things I am doing to meet my goals seem to be working. I have started taking more study breaks which helps with retention and focus during reading sessions, so in a round about way, this helps me gain a better handle on reaching my goals. I also should look at the website more frequently because important information (that would have been beneficial for the test) is posted there. I have been checking it almost daily, maybe that isn't enough.
Reading assignments come with chocolate in my office, so that is very motivating. The goals I have for learning in this class are mastery goals, and I have already discussed my progress toward those. My goal for passing this class is definitely a performance goal, and as far as I know things are going smoothly. As long as I keep checking the website and following my study plan, things should play in my favor.
Wednesday, January 20, 2010
Teens and Anxiety Article
This study shows an interesting potential correlation between teenagers and the factors that are causing their anxiety to increase in comparison to similar studies done in 1938. Teens are reporting increased pressure to perform instead of master their goals. Psychologists are also reporting an increase in psychopathic deviation, something along the lines of defiance.
Thinking about the world teens are growing up in compared to the world as it was 72 years ago, elicits some ideas of what teens might be facing. 72 years ago, the options for a career were not as numerous as they are today. It seems that students are required to have dabbled in all of the fields to find one that might eventually suite them for a career. Not only do students have to worry about finding something that suites them, but also what kind of income they can expect. This seems almost to take precedence over choice. Along with those two factors, students must be concerned with competitive performance among their peers in order to be the best candidate for the necessary schooling or for the interviewing process. All of these factors in comparison to 72 years ago when college education was a luxury and people typically became part of the family business or at least learned a trade can add a lot of pressure.
With the plethora of opportunities available today, it is imperative that teachers help their students focus on their intrinsic interests. In this way, teachers can help their students using interest theories that will help students apply whatever subject they may be learning to their career interests. It also seems important that teachers encourage and teach teens to set mastery goals in addition to the performance goals that seem pre-determined by external factors. When students feel confident in their ability to apply their learning to things they enjoy, they will be more likely to maintain healthy levels of anxiety.
Thinking about the world teens are growing up in compared to the world as it was 72 years ago, elicits some ideas of what teens might be facing. 72 years ago, the options for a career were not as numerous as they are today. It seems that students are required to have dabbled in all of the fields to find one that might eventually suite them for a career. Not only do students have to worry about finding something that suites them, but also what kind of income they can expect. This seems almost to take precedence over choice. Along with those two factors, students must be concerned with competitive performance among their peers in order to be the best candidate for the necessary schooling or for the interviewing process. All of these factors in comparison to 72 years ago when college education was a luxury and people typically became part of the family business or at least learned a trade can add a lot of pressure.
With the plethora of opportunities available today, it is imperative that teachers help their students focus on their intrinsic interests. In this way, teachers can help their students using interest theories that will help students apply whatever subject they may be learning to their career interests. It also seems important that teachers encourage and teach teens to set mastery goals in addition to the performance goals that seem pre-determined by external factors. When students feel confident in their ability to apply their learning to things they enjoy, they will be more likely to maintain healthy levels of anxiety.
Saturday, January 16, 2010
Educational Neuroscience
Principles of Brain-based Learning
Eric Jensen noticed in his research that a lot of misunderstandings have occured in relation to the brain and how it is applied in teaching methods. He published an article in 2000 with the intent of debunking myths that are currently being followed by practitioners as they try to implement neuroscience into their practices. Eric Jensen understands the importance of using neuroscience to become effective practitioners, but cautions teachers about taking research from the laboratory directly into the classroom. He makes it abundently clear that teachers must use research that has not only been tested, but applied. Eric Jensen has been teaching pratitioners methods that have been thouroughly applied in a classroom and proved to be effective. He calls his instruction the Principles of Brain-based Learning.
He demonstrates in his lectures that the memory isn't able to retain what teachers want it to because of the complexities of the human body. The memory fails when it is interupted by things like inattention, erosion, and bias. He also teaches that because our bodies are so complex that the brain often does its business on auto-pilot. Thus, we aren't concious about things like breathing, or digesting, and repeated behaviours become automatic. He suggests that this creates problems for learning. Eric Jensen also teaches practitioners about the effect limitations have. For example, humans have short attention spans unless they are in a flow state. Thus, teachers must gear their lessons toward the attention span length of their students. He also discusses they capacity our brains have to learn new information. When a teacher desires quality learning, quantity is not its equivalent. The deeper the understandings, the longer the retention of the input information.
As a teacher, understanding the principles that Eric Jensen is teaching will ultimately lead to a reduction of debilitating anxiety. If I am able to gear my teaching strategies toward the needs of my students' cognitive capabilities, then my goals and the students goals automatically become the same and we create a win-win situation. Eric Jensen also taught another classroom aplicable notion. He explains that our brains rarely understand something completely the first time. Our brains begin creating something of a rough draft, and that through repetion we put finishing touches on our learning that make it more concrete. In a classroom setting, we are always asking our students to create rough drafts and then improve upon them, so it only makes sense that we would do the same thing as we teach them. I believe that as I apply principles of brain-based learning to my classroom, I will be a more effective teacher, and my students will be more effective learners. In this way we both achieve the desired outcome.
Eric Jensen noticed in his research that a lot of misunderstandings have occured in relation to the brain and how it is applied in teaching methods. He published an article in 2000 with the intent of debunking myths that are currently being followed by practitioners as they try to implement neuroscience into their practices. Eric Jensen understands the importance of using neuroscience to become effective practitioners, but cautions teachers about taking research from the laboratory directly into the classroom. He makes it abundently clear that teachers must use research that has not only been tested, but applied. Eric Jensen has been teaching pratitioners methods that have been thouroughly applied in a classroom and proved to be effective. He calls his instruction the Principles of Brain-based Learning.
He demonstrates in his lectures that the memory isn't able to retain what teachers want it to because of the complexities of the human body. The memory fails when it is interupted by things like inattention, erosion, and bias. He also teaches that because our bodies are so complex that the brain often does its business on auto-pilot. Thus, we aren't concious about things like breathing, or digesting, and repeated behaviours become automatic. He suggests that this creates problems for learning. Eric Jensen also teaches practitioners about the effect limitations have. For example, humans have short attention spans unless they are in a flow state. Thus, teachers must gear their lessons toward the attention span length of their students. He also discusses they capacity our brains have to learn new information. When a teacher desires quality learning, quantity is not its equivalent. The deeper the understandings, the longer the retention of the input information.
As a teacher, understanding the principles that Eric Jensen is teaching will ultimately lead to a reduction of debilitating anxiety. If I am able to gear my teaching strategies toward the needs of my students' cognitive capabilities, then my goals and the students goals automatically become the same and we create a win-win situation. Eric Jensen also taught another classroom aplicable notion. He explains that our brains rarely understand something completely the first time. Our brains begin creating something of a rough draft, and that through repetion we put finishing touches on our learning that make it more concrete. In a classroom setting, we are always asking our students to create rough drafts and then improve upon them, so it only makes sense that we would do the same thing as we teach them. I believe that as I apply principles of brain-based learning to my classroom, I will be a more effective teacher, and my students will be more effective learners. In this way we both achieve the desired outcome.
Wednesday, January 13, 2010
Motivation
Why am I here taking Educational Psychology in the Education Program at Utah Valley University? Well, I am tempted to give the really ingenious, obvious answer, but I doubt it is phsycho-analytical enough. I seem to have some deep-seeded hatred, that is yet to be explored, for Utah Valley in general. Maybe it is the fact that it is generally referred to as Happy Valley. Regardless, I swore I would never live in this part of town and now I do. Why? Well, honestly, because I received a scholarship. There really is no other reason, it truly is a money issue. I did luck out in the fact that I am in an amazingly well-respected Education program.
I love American Sign Language, and love is perhaps not a strong enough choice of words for it is something that literally flows within me. I love teaching. There is something about sharing my passion with others that excites me. There is also a particular advantage that I have over core curriculum teachers, and that is that students who sign up for American Sign Language generally want to be there. Can a classroom environment get any better?
Well, I guess it can get better: the students can love being there, perhaps they will enter my class with intrinsic motivation, but perhaps not. That is where Educational Psychology comes in. If I want to be great at sharing my passion, I need to understand how to reach that objective. Students need teachers who understand them and are prepared to gear their instruction toward the students needs by inplementing intrest theories into teaching design. As much as teaching American Sign Language is my passion, it is no longer about me in the classroom, the focus shifts to the students. This course will help me gear my passion toward my students so that we both feel successful.
What motivates me? Chocolate and competition, preferably both.Yes, those are bothe methods of extrinsic motivation. Really though, in a classroom, I am definitely motivated by excitement. When there is enthusiasm in a presentation or an idea, I want to be involved. It is like a firetruck racing down your street; you want to know what is going on. You want to know what all the excitement and commotion is all about.
I am also motivated by self-proposed challenges that are extensions of improving myself and becoming an autonomous goal setter. For example last year I resolved to not eat fast food for one year. That was a great challenge, and the more people I told and involved, the more exciting it became. One year it was no carbonation for a year... down with the fizzy stuff!! This year it is 3 vegetables a day, and this challenge might actually get the better of me.
Why do I succeed? Success is the only option. I am the only person who can measure my success with any accuracy, and I determine what success means to me. So what, that on day 2 I only at two vegetables instead of three. The next day I didn't give up, I just started over with my year mark. Success only increases for me when my innate psychological needs seek control. I had an English professor who passed out a rubric where the highest attainable grade was a B. I approached her and ask where the A rubric was and she admitted that she had never given an A and never would. I asked for the A rubric and declared that she would be giving her first A. I then proceeded to write A papers in her course. I have probably never worked harder at something I didn't really care about for a teacher I didn't really respect. The ability to succeed by my own efforts demonstrates an internal locus of control. Perhaps hot cognition played a role in my efforts to succeed in spite of impossibility.
Why do I fail? Failure used to be part of my vocabulary when I used external locus's of control to place the blame for my perceived failure on someone or something. Now I realize that the only things I failed in life are the things I refused to learn from. There are times when results for perceived success where less than expected and a professor's refusal to give credit for their mistakes lowered my scores, but that didn't mean I was a failure. I knew I recorded an accurate answer. So, I guess I fail when I start letting other people account for my learning.
The goals in my course contract are performance goals. This reflects a desire to continually seek better and more efficient ways to accomplish my goals. When something is mastered, it is usually a concrete idea or concept. Educational Philosophies are always adapting, and thus goals that are associated with Philosophies are always being adapted.
The biggest mindset I have for this class that might prevent me from doing my best is the perception that we have a lot of "busy" work. I need to trust that a professor would only assign work that would benefit me both presently and in the future. My motivations for this class are already preset by my definition of success. If I can learn from every outcome, then I will have succeeded and my future teaching abilities will have improved. After all, how difficult can this course be? Definitely not more difficult than three vegetables a day, so it seems I'm already ahead.
I love American Sign Language, and love is perhaps not a strong enough choice of words for it is something that literally flows within me. I love teaching. There is something about sharing my passion with others that excites me. There is also a particular advantage that I have over core curriculum teachers, and that is that students who sign up for American Sign Language generally want to be there. Can a classroom environment get any better?
Well, I guess it can get better: the students can love being there, perhaps they will enter my class with intrinsic motivation, but perhaps not. That is where Educational Psychology comes in. If I want to be great at sharing my passion, I need to understand how to reach that objective. Students need teachers who understand them and are prepared to gear their instruction toward the students needs by inplementing intrest theories into teaching design. As much as teaching American Sign Language is my passion, it is no longer about me in the classroom, the focus shifts to the students. This course will help me gear my passion toward my students so that we both feel successful.
What motivates me? Chocolate and competition, preferably both.Yes, those are bothe methods of extrinsic motivation. Really though, in a classroom, I am definitely motivated by excitement. When there is enthusiasm in a presentation or an idea, I want to be involved. It is like a firetruck racing down your street; you want to know what is going on. You want to know what all the excitement and commotion is all about.
I am also motivated by self-proposed challenges that are extensions of improving myself and becoming an autonomous goal setter. For example last year I resolved to not eat fast food for one year. That was a great challenge, and the more people I told and involved, the more exciting it became. One year it was no carbonation for a year... down with the fizzy stuff!! This year it is 3 vegetables a day, and this challenge might actually get the better of me.
Why do I succeed? Success is the only option. I am the only person who can measure my success with any accuracy, and I determine what success means to me. So what, that on day 2 I only at two vegetables instead of three. The next day I didn't give up, I just started over with my year mark. Success only increases for me when my innate psychological needs seek control. I had an English professor who passed out a rubric where the highest attainable grade was a B. I approached her and ask where the A rubric was and she admitted that she had never given an A and never would. I asked for the A rubric and declared that she would be giving her first A. I then proceeded to write A papers in her course. I have probably never worked harder at something I didn't really care about for a teacher I didn't really respect. The ability to succeed by my own efforts demonstrates an internal locus of control. Perhaps hot cognition played a role in my efforts to succeed in spite of impossibility.
Why do I fail? Failure used to be part of my vocabulary when I used external locus's of control to place the blame for my perceived failure on someone or something. Now I realize that the only things I failed in life are the things I refused to learn from. There are times when results for perceived success where less than expected and a professor's refusal to give credit for their mistakes lowered my scores, but that didn't mean I was a failure. I knew I recorded an accurate answer. So, I guess I fail when I start letting other people account for my learning.
The goals in my course contract are performance goals. This reflects a desire to continually seek better and more efficient ways to accomplish my goals. When something is mastered, it is usually a concrete idea or concept. Educational Philosophies are always adapting, and thus goals that are associated with Philosophies are always being adapted.
The biggest mindset I have for this class that might prevent me from doing my best is the perception that we have a lot of "busy" work. I need to trust that a professor would only assign work that would benefit me both presently and in the future. My motivations for this class are already preset by my definition of success. If I can learn from every outcome, then I will have succeeded and my future teaching abilities will have improved. After all, how difficult can this course be? Definitely not more difficult than three vegetables a day, so it seems I'm already ahead.
Course Contract
Goals: My goals seem to deal primarily with mastery and not performance
1) To become more familiar with what the triggers might be that shut down student learning. For myself an example might include feeling overwhelmed by a teachers introduction on the first day when the teacher introduces themselves by a title and lists all the little initials that exist after their name. I find that this is a trigger for me that turns my attention away from any further input and forms initial moments of debilitating anxiety. So, I am curious about things like this that trigger students to turn off or shut down their input mode.
2) To learn how I can play a role in the intrinsic motivation of students to engage themselves in transferable learning. If I can somehow help students apply the things they learn to their specific lives at that given period of time, I think the information will take root and regenerate itself instead of blowing away with the wind.
3) To learn how to teach my students how to understand the role their own brain plays in their learning processes. Ideally that they will better protect the precious gift that they pack around daily in the back of their skull. I realize science and health are not my content areas, but the brain plays such a vital role in everything we do and learn. Learning about the brain in one of my general education classes was the beginning of my own intrinsic motivation in the learning process.
Tracking:
At the end of each day I review the work load for each class and record any assignments and their due dates on a white board in my bedroom. Assignments that involve appointments are logged into the calendar on my blackberry with an alarm reminder. I assess the assignment to determine how much time should be allotted to accomplishing the task. Reading assignments are done in short 10-20 intervals both between classes and after school/work. My roommates know that I am a hermit and that I hole up and work, so interruptions are kept to a minimum. I read assignments thoroughly before I begin them and again each time that I have to continue where I previously left off. This allows for fewer errors in understanding the task at hand. I have 20 credits and a part-time job that requires significant brain-power, so it is unlikely that this class will receive my attention EVERY day, but my evenings on both Tuesday and Thursday have 2 hour blocks of time dedicated to homework for this course. I have other study blocks on Wednesdays and Saturdays that can be used as overflow time if needed. The Tuesday study block will be dedicated to the reading assignment and the Thursday block will be used for the case study assignments.
Study Strategies:
So far the only things I am confident that will require study strategies are reading assignments and vocabulary retention. I am sure there are several other things to study for that I have not been introduced to yet and I will develop strategies for those as I go. When reading I highlight material that seems important and write notes and questions in the columns. When memorizing vocabulary, I initially use mnemonic tools. I then use vocabulary in application such as essays and summaries. As far as being ready to study, I recognize the importance of Maslow's Hierarchy of Needs and make sure that I've covered my bases before I expect to gain anything from a study period.
Understanding:
I recognize as a teacher that I can't always explain things as I understand them in my own head. So, as a learner, when I don't understand during a lecture, I have no qualms with raising my hand for clarification. When working on my own, I HATE to bother other people!!! So, I do everything I can to find information on my own, even to the point of "wasting time". When I don't get lucky, I like to have contact info for a few class members that I feel comfortable asking. Usually this solves the problem. It is nice to have so many avenues to contact the instructor in this course for when both of these methods fail.
Summary:
I will reach my goals in this course by engaging in the classroom environment and instruction to learn how I can be an effective, autonomous teacher and provide my students with an effective and motivational learning atmosphere. I will then take the information that I gain in this course as a foundation for further advancements in achieving my goals in study and practice.
1) To become more familiar with what the triggers might be that shut down student learning. For myself an example might include feeling overwhelmed by a teachers introduction on the first day when the teacher introduces themselves by a title and lists all the little initials that exist after their name. I find that this is a trigger for me that turns my attention away from any further input and forms initial moments of debilitating anxiety. So, I am curious about things like this that trigger students to turn off or shut down their input mode.
2) To learn how I can play a role in the intrinsic motivation of students to engage themselves in transferable learning. If I can somehow help students apply the things they learn to their specific lives at that given period of time, I think the information will take root and regenerate itself instead of blowing away with the wind.
3) To learn how to teach my students how to understand the role their own brain plays in their learning processes. Ideally that they will better protect the precious gift that they pack around daily in the back of their skull. I realize science and health are not my content areas, but the brain plays such a vital role in everything we do and learn. Learning about the brain in one of my general education classes was the beginning of my own intrinsic motivation in the learning process.
Tracking:
At the end of each day I review the work load for each class and record any assignments and their due dates on a white board in my bedroom. Assignments that involve appointments are logged into the calendar on my blackberry with an alarm reminder. I assess the assignment to determine how much time should be allotted to accomplishing the task. Reading assignments are done in short 10-20 intervals both between classes and after school/work. My roommates know that I am a hermit and that I hole up and work, so interruptions are kept to a minimum. I read assignments thoroughly before I begin them and again each time that I have to continue where I previously left off. This allows for fewer errors in understanding the task at hand. I have 20 credits and a part-time job that requires significant brain-power, so it is unlikely that this class will receive my attention EVERY day, but my evenings on both Tuesday and Thursday have 2 hour blocks of time dedicated to homework for this course. I have other study blocks on Wednesdays and Saturdays that can be used as overflow time if needed. The Tuesday study block will be dedicated to the reading assignment and the Thursday block will be used for the case study assignments.
Study Strategies:
So far the only things I am confident that will require study strategies are reading assignments and vocabulary retention. I am sure there are several other things to study for that I have not been introduced to yet and I will develop strategies for those as I go. When reading I highlight material that seems important and write notes and questions in the columns. When memorizing vocabulary, I initially use mnemonic tools. I then use vocabulary in application such as essays and summaries. As far as being ready to study, I recognize the importance of Maslow's Hierarchy of Needs and make sure that I've covered my bases before I expect to gain anything from a study period.
Understanding:
I recognize as a teacher that I can't always explain things as I understand them in my own head. So, as a learner, when I don't understand during a lecture, I have no qualms with raising my hand for clarification. When working on my own, I HATE to bother other people!!! So, I do everything I can to find information on my own, even to the point of "wasting time". When I don't get lucky, I like to have contact info for a few class members that I feel comfortable asking. Usually this solves the problem. It is nice to have so many avenues to contact the instructor in this course for when both of these methods fail.
Summary:
I will reach my goals in this course by engaging in the classroom environment and instruction to learn how I can be an effective, autonomous teacher and provide my students with an effective and motivational learning atmosphere. I will then take the information that I gain in this course as a foundation for further advancements in achieving my goals in study and practice.
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