1. What classic symptoms of a learning disability does Nathan exhibit?
Nathan exhibits easy distractibility and inability to organize his actions so he can complete assignments an turn the assignment in when he finishes it. . Nathan also shows an inability to keep up with the other students in the classroom.
These are all classic symptoms for ADHD
2. What accommodations has Nathan received in the past?
Nathan was able to use the resources available to him at the elementary level. He was assessed and then given the necessary accommodations to help Nathan keep up scholastically.
3. What strategies would you recommend to help Nathan work with his learning disability? Why?
It is obvious that Nathans understands the material but is failing when it comes down to putting this knowledge in writing. As a teacher I would try to develop a way of assessing Nathan orally in a one on one situation. This would have to be done with the help of the special education teacher in my school because of practicality issues.
4. Is Nathan experiencing a cultural mismatch? Justify your response with examples from the case study.
This is not a case of cultural mismatch because the parents and the teacher both want the same thing for Nathan. The parents were involved in Nathans homework and encourage him to complete his work. Both his parents and teacher wanted Nathan to succeed in school and both placed an importance on Nathan’s education.
Sunday, June 21, 2009
Sunday, June 14, 2009
Chapter 10 Case Study
1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with an example from the case study.
Mr. Kessinger is demonstrating vicarious reinforcement; in this case it is a negative reaction to the students. Each time Mr. Kessinger calls on a student it is done in negative manner, which increases the fear in the other students in the class.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
No, Mr. Kessinger is not considering reciprocal causation in his class , this is obvious in his treatment of the students and the environment within his classroom which is not conducive to learning.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
Robin set a goal of being prepared for class by spending an hour the night before creating a concept map for class the next day. The concept map was not an assignment but fulfilled Robin’s goal of preparation.
4. How do you think Robin's self-efficacy has been affected by this experience? Be specific about which self-efficacies have been affected and justify your response with examples from the case study.
Robin’s self-efficacy has been affected negatively in her ability to be prepared for class in the correct manor. She now feels inadequate to participate in not only Mr. Kessinger’s class but in all her classes at school (this is evident by her fleeing Ms. Yamashita’s classroom as soon as the teacher noticed her concept map.)
Mr. Kessinger is demonstrating vicarious reinforcement; in this case it is a negative reaction to the students. Each time Mr. Kessinger calls on a student it is done in negative manner, which increases the fear in the other students in the class.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
No, Mr. Kessinger is not considering reciprocal causation in his class , this is obvious in his treatment of the students and the environment within his classroom which is not conducive to learning.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
Robin set a goal of being prepared for class by spending an hour the night before creating a concept map for class the next day. The concept map was not an assignment but fulfilled Robin’s goal of preparation.
4. How do you think Robin's self-efficacy has been affected by this experience? Be specific about which self-efficacies have been affected and justify your response with examples from the case study.
Robin’s self-efficacy has been affected negatively in her ability to be prepared for class in the correct manor. She now feels inadequate to participate in not only Mr. Kessinger’s class but in all her classes at school (this is evident by her fleeing Ms. Yamashita’s classroom as soon as the teacher noticed her concept map.)
Monday, June 8, 2009
Chapter 9 case study
1. Does Mr. Kessinger's class represent a community of learners as defined in Ch. 7? Why or why not?
No, Mr. Kessinger did not promote a community of learners because he alienated everyone by his harsh teaching style. Mr. Kessinger created a classroom where fear was the main motivator and learning was secondary if at all.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.
Mr. Kessinger utilized presentation punishment by scolding Robin in front of the entire class.
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.
After the negative response she received from Mr. Kessinger she immediately assumed that Ms. Yamashita’s would react negatively to her concept map.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
Ms. Yamashita could give Robin positive reinforcement by explaining again how proud she is of the job she did in a one- on-one forum. Ms. Yamashita can help to develop Robin’s confidence about her abilities trough shaping with positive and encouraging remarks.
No, Mr. Kessinger did not promote a community of learners because he alienated everyone by his harsh teaching style. Mr. Kessinger created a classroom where fear was the main motivator and learning was secondary if at all.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.
Mr. Kessinger utilized presentation punishment by scolding Robin in front of the entire class.
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.
After the negative response she received from Mr. Kessinger she immediately assumed that Ms. Yamashita’s would react negatively to her concept map.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
Ms. Yamashita could give Robin positive reinforcement by explaining again how proud she is of the job she did in a one- on-one forum. Ms. Yamashita can help to develop Robin’s confidence about her abilities trough shaping with positive and encouraging remarks.
Wednesday, June 3, 2009
Case study chapter 7/8
1. Describe two similarities between the traditional lesson and the constructivist one.
a-In both lessons the teacher used some sort of object the kids where interested to measure.
b-In both lessons the teacher asked the kids for input as to how long they felt an item was.
2. What are two benefits and two drawbacks of the constructivist approach? Why? In your opinion, are the benefits worth the costs? Explain your response.
Benefits- The constructivist approach got the children thinking about size in relation to measurements. Also the students understood the need for a standardized metric system by having problem within their own classroom with standard measurements.
Drawbacks- a lot of time was spent on a concept that should have taken at the most. Another problem with this type of lesson is the more social children get to direct the direction of the class even if the shy student has a good idea this is an uncomfortable forum for them.
3. How does the constructivist lesson promote critical thinking? Give specific examples of critical thinking from the case study to support your response.
Constructivist promotes critical thinking because the class was able to conduct trial and error experiments. They had to try to solve the problem of various measuring tools to come up with a size.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
Yes this would be considered an authentic activity because in real life these student are going to have to figure out how to solve a problem they may not totally understand but through trial and error be able to solve. On a more practical note the students will understand how to measure something and why we need to use standardized measurements.
a-In both lessons the teacher used some sort of object the kids where interested to measure.
b-In both lessons the teacher asked the kids for input as to how long they felt an item was.
2. What are two benefits and two drawbacks of the constructivist approach? Why? In your opinion, are the benefits worth the costs? Explain your response.
Benefits- The constructivist approach got the children thinking about size in relation to measurements. Also the students understood the need for a standardized metric system by having problem within their own classroom with standard measurements.
Drawbacks- a lot of time was spent on a concept that should have taken at the most. Another problem with this type of lesson is the more social children get to direct the direction of the class even if the shy student has a good idea this is an uncomfortable forum for them.
3. How does the constructivist lesson promote critical thinking? Give specific examples of critical thinking from the case study to support your response.
Constructivist promotes critical thinking because the class was able to conduct trial and error experiments. They had to try to solve the problem of various measuring tools to come up with a size.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
Yes this would be considered an authentic activity because in real life these student are going to have to figure out how to solve a problem they may not totally understand but through trial and error be able to solve. On a more practical note the students will understand how to measure something and why we need to use standardized measurements.
Sunday, May 31, 2009
Chapter 6 analysis
Ch. 6 Case Study Analysis
1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?
This activity engages all of the student’s senses; the students are totally immersed into the civil war experience. The students will remember much more about the conditions of the battlefield then if they had read about it in a book. This experience may also spark a desire in the students to learn more about the civil war thus opening their mind to further teachings.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
The students will feel the emotions of the battlefield to some extent. They will experience the outdoor feel of the civil war. These experiences will create emotions, which in turn help to cement knowledge of events into their long-term memories.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
Mr. West can have the students work on a post journal entry of the individual students experience at the re-enactment. He could continue this by having each student give an oral report on their thoughts and experiences during their outing.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective. Mr. Richards’s form of teaching is overall the best. He approaches the information from different ways thus having the students receive the information in different ways. The information then travels through different pathways to the long-term memory. Mr. Richards even assess the students in various ways to retrieve the information. On the other hand Mr. Dunkin would be successful with a small number of students who learn from that one style of teaching. The information he gives only goes through one pathway into long-term memory.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
In Mr. Dunkin’s class a handful of students would gain permanent knowledge from his class, whereas in Mr. Richards class the majority of the class will have gained some type of knowledge through one of the avenues provided by Mr. Richards instruction.
1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?
This activity engages all of the student’s senses; the students are totally immersed into the civil war experience. The students will remember much more about the conditions of the battlefield then if they had read about it in a book. This experience may also spark a desire in the students to learn more about the civil war thus opening their mind to further teachings.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
The students will feel the emotions of the battlefield to some extent. They will experience the outdoor feel of the civil war. These experiences will create emotions, which in turn help to cement knowledge of events into their long-term memories.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
Mr. West can have the students work on a post journal entry of the individual students experience at the re-enactment. He could continue this by having each student give an oral report on their thoughts and experiences during their outing.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective. Mr. Richards’s form of teaching is overall the best. He approaches the information from different ways thus having the students receive the information in different ways. The information then travels through different pathways to the long-term memory. Mr. Richards even assess the students in various ways to retrieve the information. On the other hand Mr. Dunkin would be successful with a small number of students who learn from that one style of teaching. The information he gives only goes through one pathway into long-term memory.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
In Mr. Dunkin’s class a handful of students would gain permanent knowledge from his class, whereas in Mr. Richards class the majority of the class will have gained some type of knowledge through one of the avenues provided by Mr. Richards instruction.
Chapte 3 Analysis
Ch. 3 Analysis Questions:
1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.
Laura is in the Identity Vs. Role confusion; this is evident by the fears over how others will see her. She has not found her sense of identity at this point in her development. At Laura’s stage of development it is important to be popular and have friends.
2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
These students should be given opportunities to strengthen those desires. This can be done through joining sports teams or through serving on student council. Having these students excel in these spheres will help their overall confidence and ultimately give them the scholastic confidence to succeed.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcuiescu help Laura to advance her moral reasoning?
Laura is in the Good Boy/ Good Girl stage of Kohlberg’s theory. Laura is willing to do what Ms. Watkins suggested by joining the debate team. She then volunteers to debate her teacher as a way of pleasing both of her teachers. Mr. Marcuiescu can help to advance Laura’s moral reasoning into Law and order by having her debate and defend her ideas. By having to defend a position Laura will have to understand society.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debate class is one of the best ways to develop a student’s cognitive, linguistic, social and moral development. Cognitive development occurs, as the student has to think logically through a problem and be able to reason enough to make a stand. Linguistically Laura will have to be able to find the words to argue her point, this will take the ability to think of her words quickly and in an organized fashion. Socially, Laura will have to be able to engage her opponents in a socially appropriate way. Morally, Laura will have to develop her opinion based on reasonable facts. This will help her define her beliefs and thus develop her moral development.
1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.
Laura is in the Identity Vs. Role confusion; this is evident by the fears over how others will see her. She has not found her sense of identity at this point in her development. At Laura’s stage of development it is important to be popular and have friends.
2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
These students should be given opportunities to strengthen those desires. This can be done through joining sports teams or through serving on student council. Having these students excel in these spheres will help their overall confidence and ultimately give them the scholastic confidence to succeed.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcuiescu help Laura to advance her moral reasoning?
Laura is in the Good Boy/ Good Girl stage of Kohlberg’s theory. Laura is willing to do what Ms. Watkins suggested by joining the debate team. She then volunteers to debate her teacher as a way of pleasing both of her teachers. Mr. Marcuiescu can help to advance Laura’s moral reasoning into Law and order by having her debate and defend her ideas. By having to defend a position Laura will have to understand society.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debate class is one of the best ways to develop a student’s cognitive, linguistic, social and moral development. Cognitive development occurs, as the student has to think logically through a problem and be able to reason enough to make a stand. Linguistically Laura will have to be able to find the words to argue her point, this will take the ability to think of her words quickly and in an organized fashion. Socially, Laura will have to be able to engage her opponents in a socially appropriate way. Morally, Laura will have to develop her opinion based on reasonable facts. This will help her define her beliefs and thus develop her moral development.
Tuesday, May 26, 2009
Chapter 2 study case questions
1. Laura is in the Formal operational stage of development as defined by Piaget and his theory. Laura’s actions fit those as described in Piaget’s fourth stage of development, Laura can reason about non-concrete subjects such as pollution. This ability is not reached until this stage. Although she is able to argue for a non-concrete subject her logic still is developing and obviously has not reached full maturity.
2. Laura’s knowledge base has not been filled in completely causing her to fill in the missing information with her own reasoning. She lacks all the information on the affects of eliminating gasoline from our society, she is also unable to take into account others situation and how the ban on gasoline would affect them. She is looking at the issue from an egocentric point of view with little knowledge on the subject.
3. Mr. Marcuiescu continually asks Laura questions to help her define her reasoning and possibly see some of the flaws in her reasoning. Mr. Marcuiescu is helping Laura grow in her ability to see logic and continue in her movement to adulthood and concrete thinking. According to Vygotsky Mr. Marcuiescu is providing the scaffolding in Laura’s zone of proximal development to help her move onto the next development stage.
4. Both Piaget and Vygotsky believe that children learn through play. They both explain that it is through play that children are able to reach different levels. Piaget believes this is more of an individual action whereas Vygotsky believes the adults surrounding the playing shape the child. Laura is in a state of playing with her ideas and her teacher is facilitating her learning while she plays with different scenarios.
2. Laura’s knowledge base has not been filled in completely causing her to fill in the missing information with her own reasoning. She lacks all the information on the affects of eliminating gasoline from our society, she is also unable to take into account others situation and how the ban on gasoline would affect them. She is looking at the issue from an egocentric point of view with little knowledge on the subject.
3. Mr. Marcuiescu continually asks Laura questions to help her define her reasoning and possibly see some of the flaws in her reasoning. Mr. Marcuiescu is helping Laura grow in her ability to see logic and continue in her movement to adulthood and concrete thinking. According to Vygotsky Mr. Marcuiescu is providing the scaffolding in Laura’s zone of proximal development to help her move onto the next development stage.
4. Both Piaget and Vygotsky believe that children learn through play. They both explain that it is through play that children are able to reach different levels. Piaget believes this is more of an individual action whereas Vygotsky believes the adults surrounding the playing shape the child. Laura is in a state of playing with her ideas and her teacher is facilitating her learning while she plays with different scenarios.
Wednesday, May 13, 2009
Cool Brain Research Reflections
What?
Merilee Sprenger has just released a book titled, “How to Teach so Students Remember.” Sprenger outlines a seven-step plan teachers can use to help their students understand and learn the information. Upon learning this information students should also be able to remember this information beyond any assessment. The seven steps include ideas such as engaging the students in the learning process, connecting new information with what the students have already learned. Another important step is to speak to the students in their language, if we start using vocabulary unfamiliar to out students they will cease to listen. Sprenger also discusses the need for appropriate assessments, which will aid in the retention of information by the students.
So What?
Merilee Sprenger has been in the education field her entire life and has incorporated her knowledge of neurology and education to help us understand how a student learns. This is extremely important, Sprenger has been on the frontlines of education and has obtained the necessary knowledge to aid teacher in their quest to teach their students. I personally find it easier to listen to the advice of someone who has faced the everyday challenges of teaching the children to a scientist who has never spent a full year with a classroom to see what really works.
Now What?
After researching Merilee Sprenger I am very interested in purchasing her most recent book mentioned above. I feel she would be a great asset to my overall methods as an effective teacher. Understanding the brain functions of the students and what they are capable of are very important when determining lesson plans and strategies
Merilee Sprenger has just released a book titled, “How to Teach so Students Remember.” Sprenger outlines a seven-step plan teachers can use to help their students understand and learn the information. Upon learning this information students should also be able to remember this information beyond any assessment. The seven steps include ideas such as engaging the students in the learning process, connecting new information with what the students have already learned. Another important step is to speak to the students in their language, if we start using vocabulary unfamiliar to out students they will cease to listen. Sprenger also discusses the need for appropriate assessments, which will aid in the retention of information by the students.
So What?
Merilee Sprenger has been in the education field her entire life and has incorporated her knowledge of neurology and education to help us understand how a student learns. This is extremely important, Sprenger has been on the frontlines of education and has obtained the necessary knowledge to aid teacher in their quest to teach their students. I personally find it easier to listen to the advice of someone who has faced the everyday challenges of teaching the children to a scientist who has never spent a full year with a classroom to see what really works.
Now What?
After researching Merilee Sprenger I am very interested in purchasing her most recent book mentioned above. I feel she would be a great asset to my overall methods as an effective teacher. Understanding the brain functions of the students and what they are capable of are very important when determining lesson plans and strategies
Webquest step 3 reflection
What?
Descriptive study is a study, which observes how things are in their present state. Like the Descriptive study the Correlational study looks at how things are but goes one step further and compares two factors in their present condition. The Experimental study involves changing factors to create a control group and a treatment group, this type of study looks at the cause and effect of certain actions. Action Research is done by the teacher or administrators in charge of the observable students. This type of research helps teachers to develop the best learning environment for their particular students.
So What?
Learning about these different types of studies and research help us as future teachers in developing the best teaching environment for our students. In order for our students to learn in the best possible situation we should look into past studies and their conclusions. These conclusions should then be modified to work for our particular classroom.
Now What?
As a student I still have much to learn regarding research and the way in which I should interpret them for myself. Learning how to use action research in my classroom will be helpful for achieving a high level of learning for my students.
Descriptive study is a study, which observes how things are in their present state. Like the Descriptive study the Correlational study looks at how things are but goes one step further and compares two factors in their present condition. The Experimental study involves changing factors to create a control group and a treatment group, this type of study looks at the cause and effect of certain actions. Action Research is done by the teacher or administrators in charge of the observable students. This type of research helps teachers to develop the best learning environment for their particular students.
So What?
Learning about these different types of studies and research help us as future teachers in developing the best teaching environment for our students. In order for our students to learn in the best possible situation we should look into past studies and their conclusions. These conclusions should then be modified to work for our particular classroom.
Now What?
As a student I still have much to learn regarding research and the way in which I should interpret them for myself. Learning how to use action research in my classroom will be helpful for achieving a high level of learning for my students.
Thursday, May 7, 2009
Assignment #1
List 2-3 specific goals you have for this course.
1- I want to understand the development behind the learning styles of the students I teach.
2- I want to be able to write quality assessments for the individual students in my classes.
3- I want to continue my education towards becoming a respected teacher.
Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.
In order to get the most out of this class I intend to turn in all my assignments on time and keep up on my reading of the assigned chapters.
Outline the study strategies that you will use to understand the material.
I have always used the outline method in both note taking and structuring chapter readings of my textbooks. I intend to continue these methods in this class.
Explain the process you will follow if you do not understand a topic.
First- I will try to understand the topic through the textbook. Secondly, I will turn to the Internet to help find information. IF I still am uncertain I will turn to a fellow classmate for information. After having exhausted all these resources I will turn to Dr. Cox to clarify any topics still not understood.
Complete the following statement:
I will reach my goals in this course by completing all the assignments and retain the information learned during this semester.
1- I want to understand the development behind the learning styles of the students I teach.
2- I want to be able to write quality assessments for the individual students in my classes.
3- I want to continue my education towards becoming a respected teacher.
Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.
In order to get the most out of this class I intend to turn in all my assignments on time and keep up on my reading of the assigned chapters.
Outline the study strategies that you will use to understand the material.
I have always used the outline method in both note taking and structuring chapter readings of my textbooks. I intend to continue these methods in this class.
Explain the process you will follow if you do not understand a topic.
First- I will try to understand the topic through the textbook. Secondly, I will turn to the Internet to help find information. IF I still am uncertain I will turn to a fellow classmate for information. After having exhausted all these resources I will turn to Dr. Cox to clarify any topics still not understood.
Complete the following statement:
I will reach my goals in this course by completing all the assignments and retain the information learned during this semester.
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