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.
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