What?
My personal theory of learning is related to that of constructivism. I do believe that students do their best learning when they are able to recall on past experience to learn new information. Students are also more prone to learn through assistance of a more skilled individual to help them learn new skills. Students who are more likely to be at higher risk need extra assistance to reassure them they are worth the education, and that it does matter if they do not attend my class. I was a troubled teen at one point in my education. It was not a lack of parental support, i was just a rebellious teenager who thought they knew everything. I stooped going to school when I was a junior in high school. I do not recall any teachers who contacted my parents or made any effort to see why I was not attending. It was not until my senior year of school that i returned to a different high school. Teachers were very caring and took an active interest in me as well as my education. I hope to be the teacher who does not stereotype my students and that I take the time and effort in investing in my students success. I hope to use the five E's to help engage my students in the learning process. The five E's are Engage- get students interested, Explore- Student centered, Explain- working together to analyze, Elaborate- Student centered deeper thought process, Evaluate- Check students understanding. My theory also goes along with Gardeners multiple intelligence as well. Everyone does have a different type of learning in which they learn better while participating in that activity. The theories which I have discussed I think will impact how I will engage my students and how I plan to have a safe environment in my classroom for my students to learn in.
So What!!
Through these many theories I hope to teach students that learning may not necessarily about how well you do on a test or how good your grades are. I hope to encourage students to learn that learning is a process that should never stop, even when you are finished with school. There is always something you can learn. Also I hope the theories which I have learned while in educational psychology will help me to better understand how students learn and how i as a teacher can give the best possible method for them to learn in. I also was impressed by how much a students socioeconomic plays a role into the success their education. I consider the many ways that I could help students to overcome those differences and give the students a great education while in my classroom. Although it makes me wonder how much of a difference can I make in a students life if I only have that student for fifty minutes or less a day. Through constructivism student will have the opportunity to explore their past exposure to things we are learning and add to those theories.
Now What
I still need to learn how to specifically implement all the theories that we discussed in class. I also need to learn how to recognize those theories which i am using and be able to recognize if the theories are working correctly or not. I still need to be more open minded and step out of my box when dealing with Gardner's multiple intelligence. I am a very kinesthetic and spatial person so for me to teach a lesson through naturalism will be very difficult for me to do. It will be a working progress to constantly try to invest in all of my students future. It will be difficult to help students learn to embrace differences amongst themselves and help them understand we are better for the differences. This will be a contentiously theory to work on in my classroom as well as in my school. I also still need to be more confident that I am capable of mastering these skills within a classroom and even more confident that I will be able to give students the best possible education that I can.
Tuesday, April 28, 2009
Monday, April 27, 2009
Chapter 4
What?
Chapter four discusses the differences between groups in our society. Thought culture students have certain beliefs, values, and influences which can help or hinder skills within a classroom. Culture gives students and individuals a sense of self. In certain situations a student may be in a cultural mismatch. A cultural mismatch is when a child's home culture and school culture have conflicting expectations for a child's behavior. Educators must be careful not to form stereotypes about any student or group of students. Chapter four also discusses language barriers that some students have to over come. Students may also have a dialect which may set them apart from other students in their school. The students dialect may be difficult to understand. In other cultures talking out of turn is considered to be rude or disrespectful. A child may be taught never to look at an adult while speaking and to think about the question being asked. When a child waits to ponder a question being asked is called wait time. In many other cultures it is thought to be rude to answer right away. Using wait time is essential for students to be successful within a classroom. When students are given the opportunity to think about what is being asked students are more engaged with in the classroom and are more successful. Chapter four discusses the emphasis of multicultural education. Multicultural education is instruction that integrates throughout the curriculum the perspectives and experiences of numerous cultural groups. The stress from diverse cultures can benefit all students and teachers as well. It gives individuals the opportunity to different perspectives. Socieonomics also can help or discourage a student within a classroom. Students who are at higher risk for lack of nutritional supplements, housing, exposure to toxins, unhealthy home environments, or lack of parental involvement are at a higher risk for failure in the school environment. Teachers should show support for students and have a high expectations for students in their classroom reports chapter four. Chapter four also discusses how teachers should make the curriculum relevant to students lives as well as their needs.
So What?
Chapter four has many different views on how culture plays such a role on students lives. It makes me nervous to think that a few moments after a student walks into the classroom most teachers have already made a decision or judgment about how that student will perform in the classroom. I am excited that i will have the opportunity to teach student who may be from a different culture than my own. I grew up in small town and there was really no noticeable cultural differences among us. Teachers never really brought in how different classrooms or countries worked when I was in school. I hope that I will be able to give my students a better opportunity than I did about learning different cultures and multicultural education can be integrated into any subject. It was very interesting that both boys and girls really have no differences mentally. The only difference boys and girls differ in is visual-spatial ability. I still hear people say oh "He does so well in math, because he is a boy" when in reality the girls within the family have the same opportunity to be just as smart at math as the boy. As a teacher I hope to deal with student who are at risk with a supporting attitude. I hope to make my classroom a room of safety, learning, and understanding. I hope to identify those students who may be at higher risks for failure early into the semester so I can give them as much support as I am able. I also want to encourage students to have high expectations for themselves as well as that I have high expectations for them within my classroom as well.
Now What?
I still need to know how to properly teach multiculturaly within my classroom. I also need to understand how to help those student who are at a higher risk for withdrawing from school. I need to learn how to not make assumptions and stereotype a student before I have the opportunity to get to know them. I already not the type to stereotype an individual, but it may be harder after I have taught for a few years not to stereotype individuals who remind me of past students. I need to work on Wait time as well. I have few patients now so it will be a work in progress to train myself to Wait before asking students to ask questions. Students who may not speak English as their first language will be harder for me to relay the information the state requires, but there are many different ways that I would be able to help those students. such as I would see if some other students wanted to help tutor or include that student into their study group. At parent teacher conference if parents did not speak English I could easily find an interpreter to help break the language barrier. There are many different programs on the web that will translate languages so notes could be sent home to students parents who do not speak English. There are so many things yet to learn for me to be able to teach students. Learning how to be a good teacher takes time, and a life time of constant reflection as well as changing thing that may not be working in the classroom.
Chapter four discusses the differences between groups in our society. Thought culture students have certain beliefs, values, and influences which can help or hinder skills within a classroom. Culture gives students and individuals a sense of self. In certain situations a student may be in a cultural mismatch. A cultural mismatch is when a child's home culture and school culture have conflicting expectations for a child's behavior. Educators must be careful not to form stereotypes about any student or group of students. Chapter four also discusses language barriers that some students have to over come. Students may also have a dialect which may set them apart from other students in their school. The students dialect may be difficult to understand. In other cultures talking out of turn is considered to be rude or disrespectful. A child may be taught never to look at an adult while speaking and to think about the question being asked. When a child waits to ponder a question being asked is called wait time. In many other cultures it is thought to be rude to answer right away. Using wait time is essential for students to be successful within a classroom. When students are given the opportunity to think about what is being asked students are more engaged with in the classroom and are more successful. Chapter four discusses the emphasis of multicultural education. Multicultural education is instruction that integrates throughout the curriculum the perspectives and experiences of numerous cultural groups. The stress from diverse cultures can benefit all students and teachers as well. It gives individuals the opportunity to different perspectives. Socieonomics also can help or discourage a student within a classroom. Students who are at higher risk for lack of nutritional supplements, housing, exposure to toxins, unhealthy home environments, or lack of parental involvement are at a higher risk for failure in the school environment. Teachers should show support for students and have a high expectations for students in their classroom reports chapter four. Chapter four also discusses how teachers should make the curriculum relevant to students lives as well as their needs.
So What?
Chapter four has many different views on how culture plays such a role on students lives. It makes me nervous to think that a few moments after a student walks into the classroom most teachers have already made a decision or judgment about how that student will perform in the classroom. I am excited that i will have the opportunity to teach student who may be from a different culture than my own. I grew up in small town and there was really no noticeable cultural differences among us. Teachers never really brought in how different classrooms or countries worked when I was in school. I hope that I will be able to give my students a better opportunity than I did about learning different cultures and multicultural education can be integrated into any subject. It was very interesting that both boys and girls really have no differences mentally. The only difference boys and girls differ in is visual-spatial ability. I still hear people say oh "He does so well in math, because he is a boy" when in reality the girls within the family have the same opportunity to be just as smart at math as the boy. As a teacher I hope to deal with student who are at risk with a supporting attitude. I hope to make my classroom a room of safety, learning, and understanding. I hope to identify those students who may be at higher risks for failure early into the semester so I can give them as much support as I am able. I also want to encourage students to have high expectations for themselves as well as that I have high expectations for them within my classroom as well.
Now What?
I still need to know how to properly teach multiculturaly within my classroom. I also need to understand how to help those student who are at a higher risk for withdrawing from school. I need to learn how to not make assumptions and stereotype a student before I have the opportunity to get to know them. I already not the type to stereotype an individual, but it may be harder after I have taught for a few years not to stereotype individuals who remind me of past students. I need to work on Wait time as well. I have few patients now so it will be a work in progress to train myself to Wait before asking students to ask questions. Students who may not speak English as their first language will be harder for me to relay the information the state requires, but there are many different ways that I would be able to help those students. such as I would see if some other students wanted to help tutor or include that student into their study group. At parent teacher conference if parents did not speak English I could easily find an interpreter to help break the language barrier. There are many different programs on the web that will translate languages so notes could be sent home to students parents who do not speak English. There are so many things yet to learn for me to be able to teach students. Learning how to be a good teacher takes time, and a life time of constant reflection as well as changing thing that may not be working in the classroom.
Wednesday, April 22, 2009
Chapter 5
What?
Chapter 5 discusses the many differences that individuals have. It talks about the different ways that teacher could help cater to specific needs of a students, such as those with special needs. Those with special needs are students who differ from his or her peers in which they require specially adapted instructional materials and practices. The chapter discusses intelligence and how intelligence is the ability for an individual to apply prior knowledge or experience to accomplish a new task. There are a number of theorists who talk about intelligence in a person and how to be enhance their intelligence. A few of those who were mentioned in the text are Charles Spearman, Raymond Catell, Howard Gardner, and Robert Sternberg. Charles Spearman purposed that intelligence compromised of two different categorize. One a single pervasive reasoning ability which is used on a variety of task, and the second a number of narrow abilities which involves executing particular tasks. Raymond Catell's theory on intelligence has two different perspectives. Fluid intelligence which is the ability to acquire knowledge quickly and adapt to new situations, and crystallized intelligence which is the knowledge and skills they have accumulated from his or her experiences, such as schooling or culture. Distributed intelligence is thinking which is facilitated by physical objects and technology, such as concepts and symbols of ones culture or social support. Robert Sternberg has three domains to his theory on intelligence, which are analytical intelligence, creative intelligence, and practical intelligence. The theory which I seem to be more drawn to is Gardener and his multiple intelligences. Gardner has eight different levels of intelligences in which people are more prone to be, which helps them learn about their environments and or in the educational process. He listed his domains in linguistic, logical-mathematical, spatical, musical, bodily-kinestetic, interpersonal, interpersonal, and naturalist. Chapter five discusses the different ways to help students who have special needs. IDEA was passed by congress in 1975 which granted educational rights for individuals from birth to the age of 21. These individuals have cognitive, emotional, or physical disabilities which prevented them from attending a public school. With the IDEA there came about new ways to help students with special needs excel in school as well as help them prepare for their future lives as adults. The IEP is an individual education program which is tailored to the individuals strengths or weaknesses. The IEP is a written statement to help the student and revised at least once a year if not more to ensure the student is getting the most beneficial education that they can receive. With the IDEA it required that students have the least restrictive environment which can reasonably meet the needs of the student with a disability.
So What?
Chapter five had very good information for future teachers such as myself. I was impressed with the different aspect of how intelligences may work, and how I as a teacher can help student to receive a quality education using the theories used in the book. As a future teacher I would use Garners multiple intelligences to help students learn concepts from my lessons. For those students who are Linguistic I could have them write or debate why herbal supplements should or should not be held up to the FDA for review. For those students who are logical-mathematical I could plan a lesson in which student would have the opportunity to go to the grocery store and see if no named brand foods are more or less healthy for an individual from the dietary information on the products. For those students who are spatial I would have them draw and label blood flow from the heart. For those who are Musial I could have music playing while I was introducing a new subject or reviewing the subject. Bodily-kinesthetic students would be able to practice CPR or the hymlic maneuver. Interpersonal students would be able to work with in groups and hear smaller discussions on subjects regarding health issues. For students who are Interpersonal a lesson plan could be designed to keep journals throughout the semester and reflect on what they have learned about a health issue and how it may affect their lives in the future. For students who are naturalist I could design a program which would revolve around environmental health. Students would be required to identify specific environmental factors which maybe affecting them and come up with a plan to help eliminate that danger from their environment.
Now What?
Chapter five gave many great examples of how a teacher could implement theories on intelligence. I still need to investigate how all the different theories could be used effectively in a classroom. I still need to understand how IEPS work and how to help a student who may fall under the IDEA act. I am unsure how a teacher gives extra attention to one student when they may have twenty other students in their class. It does make me nervous that I can not make an individual plan for every child in the class which would benefit them in their eduction. I still need to learn more ways to apply Gardner's multiple intelligences as well as the other theorist which were discussed in class.
Chapter 5 discusses the many differences that individuals have. It talks about the different ways that teacher could help cater to specific needs of a students, such as those with special needs. Those with special needs are students who differ from his or her peers in which they require specially adapted instructional materials and practices. The chapter discusses intelligence and how intelligence is the ability for an individual to apply prior knowledge or experience to accomplish a new task. There are a number of theorists who talk about intelligence in a person and how to be enhance their intelligence. A few of those who were mentioned in the text are Charles Spearman, Raymond Catell, Howard Gardner, and Robert Sternberg. Charles Spearman purposed that intelligence compromised of two different categorize. One a single pervasive reasoning ability which is used on a variety of task, and the second a number of narrow abilities which involves executing particular tasks. Raymond Catell's theory on intelligence has two different perspectives. Fluid intelligence which is the ability to acquire knowledge quickly and adapt to new situations, and crystallized intelligence which is the knowledge and skills they have accumulated from his or her experiences, such as schooling or culture. Distributed intelligence is thinking which is facilitated by physical objects and technology, such as concepts and symbols of ones culture or social support. Robert Sternberg has three domains to his theory on intelligence, which are analytical intelligence, creative intelligence, and practical intelligence. The theory which I seem to be more drawn to is Gardener and his multiple intelligences. Gardner has eight different levels of intelligences in which people are more prone to be, which helps them learn about their environments and or in the educational process. He listed his domains in linguistic, logical-mathematical, spatical, musical, bodily-kinestetic, interpersonal, interpersonal, and naturalist. Chapter five discusses the different ways to help students who have special needs. IDEA was passed by congress in 1975 which granted educational rights for individuals from birth to the age of 21. These individuals have cognitive, emotional, or physical disabilities which prevented them from attending a public school. With the IDEA there came about new ways to help students with special needs excel in school as well as help them prepare for their future lives as adults. The IEP is an individual education program which is tailored to the individuals strengths or weaknesses. The IEP is a written statement to help the student and revised at least once a year if not more to ensure the student is getting the most beneficial education that they can receive. With the IDEA it required that students have the least restrictive environment which can reasonably meet the needs of the student with a disability.
So What?
Chapter five had very good information for future teachers such as myself. I was impressed with the different aspect of how intelligences may work, and how I as a teacher can help student to receive a quality education using the theories used in the book. As a future teacher I would use Garners multiple intelligences to help students learn concepts from my lessons. For those students who are Linguistic I could have them write or debate why herbal supplements should or should not be held up to the FDA for review. For those students who are logical-mathematical I could plan a lesson in which student would have the opportunity to go to the grocery store and see if no named brand foods are more or less healthy for an individual from the dietary information on the products. For those students who are spatial I would have them draw and label blood flow from the heart. For those who are Musial I could have music playing while I was introducing a new subject or reviewing the subject. Bodily-kinesthetic students would be able to practice CPR or the hymlic maneuver. Interpersonal students would be able to work with in groups and hear smaller discussions on subjects regarding health issues. For students who are Interpersonal a lesson plan could be designed to keep journals throughout the semester and reflect on what they have learned about a health issue and how it may affect their lives in the future. For students who are naturalist I could design a program which would revolve around environmental health. Students would be required to identify specific environmental factors which maybe affecting them and come up with a plan to help eliminate that danger from their environment.
Now What?
Chapter five gave many great examples of how a teacher could implement theories on intelligence. I still need to investigate how all the different theories could be used effectively in a classroom. I still need to understand how IEPS work and how to help a student who may fall under the IDEA act. I am unsure how a teacher gives extra attention to one student when they may have twenty other students in their class. It does make me nervous that I can not make an individual plan for every child in the class which would benefit them in their eduction. I still need to learn more ways to apply Gardner's multiple intelligences as well as the other theorist which were discussed in class.
Investigations Math EXTRA-CREDIT
What?
Investigations math is a concept in which students spend time exploring problems in depth. They are able to find more than one solution to the different problems they are working on. Students are also encouraged to develop his or her own strategies and approaches to mathematical relationships based on his or her knowledge and understanding of mathematics. Students are encouraged to express his or her mathematical thinking through drawing, writing, or talking. Students work on investigations math in a variety of ways. They work individually, in pairs, as a whole classroom, or in small groups. They are encouraged to move around throughout the classroom as they explore mathematics in his or her environment and engage in conversations with his or her peers about math. Educators are not concerned that students memorize his or her basic math skills; such as adding, subtracting, multiplying, or dividing. Students are encouraged to investigate math through problems solving skills and understand numbers in relationship with his or her environment. Those who are in favor of investigations math says that it eliminates barriers for students such as; isolation from peers, speed, memorization, or excluding a student from participating successfully in mathematics.
What Happened
The investigations math which was implemented in Alpine school district did not work as well as it was expected to. The basic ideas of mathematics were not being taught said concerned parents. Children were being taught concepts of math and demonstrating those concepts, but there was just not enough emphasis on basic arithmetic. Articles which I read regarding Alpine school district stated that many students who had been enrolled in investigations math were not able to count money or tell time when they were in fifth grade. There were many people who suggested that both investigations math and standardized mathematics would work well together, but investigations math on its own is not sufficient for a student to learn mathematics.
Now What?
With all of the new technologies and teaching strategies it is hard for a teacher or a school district to know what is best for their students. Although investigations math should have not been allowed to be used for as long as it was. Students needed structure with in math to help them understand that there are correct solutions for things and that although they may think they are right about a concept in math they may be thinking about it incorrectly. Students should be allowed to explore and find ideas on his or her own, but there should also be structure in which students are provided the correct information if they are off the mark on ideas or principles regarding a concept in math. Alpine school district had good intentions when investigations math was put into effect, but it was allowed to go on for too long before the district intervened. Alpine school district gave teachers the opportunity to choose between the two programs of mathematics. As of now Alpine school district has no longer uses investigations math, which failed horribly.
Investigations math is a concept in which students spend time exploring problems in depth. They are able to find more than one solution to the different problems they are working on. Students are also encouraged to develop his or her own strategies and approaches to mathematical relationships based on his or her knowledge and understanding of mathematics. Students are encouraged to express his or her mathematical thinking through drawing, writing, or talking. Students work on investigations math in a variety of ways. They work individually, in pairs, as a whole classroom, or in small groups. They are encouraged to move around throughout the classroom as they explore mathematics in his or her environment and engage in conversations with his or her peers about math. Educators are not concerned that students memorize his or her basic math skills; such as adding, subtracting, multiplying, or dividing. Students are encouraged to investigate math through problems solving skills and understand numbers in relationship with his or her environment. Those who are in favor of investigations math says that it eliminates barriers for students such as; isolation from peers, speed, memorization, or excluding a student from participating successfully in mathematics.
What Happened
The investigations math which was implemented in Alpine school district did not work as well as it was expected to. The basic ideas of mathematics were not being taught said concerned parents. Children were being taught concepts of math and demonstrating those concepts, but there was just not enough emphasis on basic arithmetic. Articles which I read regarding Alpine school district stated that many students who had been enrolled in investigations math were not able to count money or tell time when they were in fifth grade. There were many people who suggested that both investigations math and standardized mathematics would work well together, but investigations math on its own is not sufficient for a student to learn mathematics.
Now What?
With all of the new technologies and teaching strategies it is hard for a teacher or a school district to know what is best for their students. Although investigations math should have not been allowed to be used for as long as it was. Students needed structure with in math to help them understand that there are correct solutions for things and that although they may think they are right about a concept in math they may be thinking about it incorrectly. Students should be allowed to explore and find ideas on his or her own, but there should also be structure in which students are provided the correct information if they are off the mark on ideas or principles regarding a concept in math. Alpine school district had good intentions when investigations math was put into effect, but it was allowed to go on for too long before the district intervened. Alpine school district gave teachers the opportunity to choose between the two programs of mathematics. As of now Alpine school district has no longer uses investigations math, which failed horribly.
Wednesday, April 1, 2009
Chapter 10
What?
Social cognition is a theory that focuses on how people learn by observing others and how eventually assume control over his or her own behavior. The ideas that go along with social cognition is that people learn by observing others actions or studies. People internalize what they learn and through this process individuals learn new information. The environment and the people that a learner is exposed to influence each other as an individual acquire new information. People can eventually learn how to self-regulate his or her learning process through goal and behavior. Social reinforcement is reported on throughout chapter ten. Many people learn that his or her actions have consequences, but only if they are aware of the possibility that there is a consequence for that action. People learn from watching what happens to other people as well as themselves. learners decisions about weather to make certain responses depend not only on his or her awareness of the response-reinforcement possibilities but also on his or her belief about his or her own ability to make the response successfully. Modeling is referred to throughout the chapter and how an individual can learn from having a live or symbolic models which may influence how an observer behaves. The chapter reports on response facilitation effect as well as response inhibition effect. These theories are for the increased and decrease frequency of a previously learned behavior after seeing someone else being punished or reinforced for that action.
So What?
Social cognition has some good ideas about how an individual learns and these ideas are very practical for a teacher within her classroom. Teachers need to frequently monitor his or her classroom to observe who is benefiting and who could benefit from applying the social cognitive theory. If a student does not understand how something that is being taught in could be applied outside a classroom a teacher could show live models of someone or something of that concept being used outside a classroom. Teacher could demonstrate cognitive modeling about how to think about a subject as well as how to complete the task Every student could benefit from observational learning which will provide for a new behavior after watching someone else do it. Although most future teachers like myself believe his or her classroom will be perfect and that the students will be perfect as well, but there will always be one student who wants to test a teachers limits. Vicarious punishment would apply to most of the rest of the class. The students would see another person being punished for that response so the rest of the class's response deceases in frequency. Chapter ten speaks about how to teach self-efficacy as well as a collective self-efficacy. That is a belief that one is capable of executing certain behaviors or reaching certain goals together or alone. The one topic in the book that I am currently in with my son is co-regulated learning. That is the process through which an adult and child share responsibility for directing various aspects of the child's learning. I am trying to help my son learn to read and to complete his homework on time, and I'll tell you what kindergarten math is hard for me as well as his father. Although we have a difficult times, but we are trying to instill a sense of self-efficacy with in our children.
Now What?
There are many things through out this chapter that teachers can instantly apply to his or her classrooms. Through these techniques a teacher must be constantly reevaluating his or her classroom. I am understand the definition of vicarious punishment and vicarious reinforcement but I am unsure how I would recognize it with in my own classroom. I think it would be really hard to recognize students who are being vicariously reinforced if a teacher was not constantly reevaluating his or her classroom. I think the hardest term for me to understand in this chapter was cognitive modeling, because I am unsure how to demonstrate how to think about as well as how to do a task. I also think that it is very hard to teach student how to have good self-efficacy at the high school level. The reason for this is that most students have either had a really good experience with school or a terrible experience. I am unsure how to enhance a students self-esteem as well as self-efficacy when the class he or she is in has twenty eight other students within it. The term peer meditation would in theory be a great way to help students who have different view points or who are fighting to sit down and be able to come together to work on the problem. Although this would still be difficult to help students who cognitive development has not fully developed enough to see the benefits of dissolving issues and come to a compromise.
Social cognition is a theory that focuses on how people learn by observing others and how eventually assume control over his or her own behavior. The ideas that go along with social cognition is that people learn by observing others actions or studies. People internalize what they learn and through this process individuals learn new information. The environment and the people that a learner is exposed to influence each other as an individual acquire new information. People can eventually learn how to self-regulate his or her learning process through goal and behavior. Social reinforcement is reported on throughout chapter ten. Many people learn that his or her actions have consequences, but only if they are aware of the possibility that there is a consequence for that action. People learn from watching what happens to other people as well as themselves. learners decisions about weather to make certain responses depend not only on his or her awareness of the response-reinforcement possibilities but also on his or her belief about his or her own ability to make the response successfully. Modeling is referred to throughout the chapter and how an individual can learn from having a live or symbolic models which may influence how an observer behaves. The chapter reports on response facilitation effect as well as response inhibition effect. These theories are for the increased and decrease frequency of a previously learned behavior after seeing someone else being punished or reinforced for that action.
So What?
Social cognition has some good ideas about how an individual learns and these ideas are very practical for a teacher within her classroom. Teachers need to frequently monitor his or her classroom to observe who is benefiting and who could benefit from applying the social cognitive theory. If a student does not understand how something that is being taught in could be applied outside a classroom a teacher could show live models of someone or something of that concept being used outside a classroom. Teacher could demonstrate cognitive modeling about how to think about a subject as well as how to complete the task Every student could benefit from observational learning which will provide for a new behavior after watching someone else do it. Although most future teachers like myself believe his or her classroom will be perfect and that the students will be perfect as well, but there will always be one student who wants to test a teachers limits. Vicarious punishment would apply to most of the rest of the class. The students would see another person being punished for that response so the rest of the class's response deceases in frequency. Chapter ten speaks about how to teach self-efficacy as well as a collective self-efficacy. That is a belief that one is capable of executing certain behaviors or reaching certain goals together or alone. The one topic in the book that I am currently in with my son is co-regulated learning. That is the process through which an adult and child share responsibility for directing various aspects of the child's learning. I am trying to help my son learn to read and to complete his homework on time, and I'll tell you what kindergarten math is hard for me as well as his father. Although we have a difficult times, but we are trying to instill a sense of self-efficacy with in our children.
Now What?
There are many things through out this chapter that teachers can instantly apply to his or her classrooms. Through these techniques a teacher must be constantly reevaluating his or her classroom. I am understand the definition of vicarious punishment and vicarious reinforcement but I am unsure how I would recognize it with in my own classroom. I think it would be really hard to recognize students who are being vicariously reinforced if a teacher was not constantly reevaluating his or her classroom. I think the hardest term for me to understand in this chapter was cognitive modeling, because I am unsure how to demonstrate how to think about as well as how to do a task. I also think that it is very hard to teach student how to have good self-efficacy at the high school level. The reason for this is that most students have either had a really good experience with school or a terrible experience. I am unsure how to enhance a students self-esteem as well as self-efficacy when the class he or she is in has twenty eight other students within it. The term peer meditation would in theory be a great way to help students who have different view points or who are fighting to sit down and be able to come together to work on the problem. Although this would still be difficult to help students who cognitive development has not fully developed enough to see the benefits of dissolving issues and come to a compromise.
Wednesday, March 25, 2009
Chapter 9
What?
Chapter nine discusses behaviorist's views of how learners learn. Behaviorism focuses on how environmental stimuli bring about changes in people's behaviors. Throughout the chapter it focuses on how people's behaviors are influenced by their environment. Learners also observe events and make associations from stimuli and responses. Responses are specific behavior that an individual exhibits, and stimuli is specific objects or events that influences an individuals leaning or behavior. The best learning is when both responses and stimuli occur closely together. The chapter discusses the difference between unconditioned stimulus and unconditioned response. The difference is the stimulus elicits a particular response that an individual does not have any prior learning of, and response is elicited by a particular unconditioned stimulus without prior learning. The chapter also discusses the difference between conditioned stimulus verses conditioned response. Conditioned stimulus begins to elicit a particular response through classical conditioning, where as conditioned response begins to be elicited by a particular conditioned stimulus through classical conditioning. Generalization is also discussed throughout this chapter and is explained as someone gets anxious about writing an English paper and generalize a response that any English assignments make them anxious. Reinforcers are also written about in the chapter and are explained that a person learns consequences of a response that leads to increase frequency of the response. A reinforcer is the act that follows a response with a reinforcer, such as paying attention to the student who is being disruptive in class. The student will learn they will get your attention if they are being disruptive. The premake principle is that learners will do less preferred activities in order to do something they prefer to do. In the classroom teacher also use a token economy to entices their students to do well. This is used generally for grade school students and is less likely to be used in a high school or junior high school environment. The chapter discusses how teacher can reduce and eliminate undesired behaviors such as cueing inappropriate behaviors, setting events and encourage behavioral momentum. punishments for disobeying or students who are unwilling to cooperate the chapter suggests different methods of punishments such as time out verbal reprimands, a response cost, and school suspension.
So What?
The chapter had many different ideas of how to run a classroom efficiently, but it seems this idea of behaviorism is just not implemented well and does not work for all students to learn efficiently. I still am very confused about the conditioned and unconditioned stimuli and how to distinguish them appropriately. Like the unconditioned response comes after an unconditioned stimulus I am unsure how a teacher would ever change that in a student. An example i am petrified of mice. I have a unconditioned response that happens after I see one I first scream breaking everyone's eardrums climb to the highest possible point in the room and try not to faint. The idea of classical conditioning seems like it would be a great way to motivate a student to learn by having involuntary response is acquired as a result of two stimuli being presented at the same time. Teachers could try this approach to learning through using music therapy while they teach their students new math problems or have them do their homework while listening to classical music. The idea of the premack principle is one of the really good ideas that was given in chapter nine. It talks about doing less preferred things in order to do an activity that is more interesting to the individual. Teachers could use this in his or her classroom as a reward system for their students. Teachers could give students the opportunity many different choices on major assignment or give a ten minutes free period at the end of the week for those who are doing their work.
Now What?
I still need to better understand the idea of behaviorism and how it works in a classroom. I need to be able to learn how to correctly identify those who seek attention thought negative ways and that i may be rewarding them for their behavior. As a future teacher I need to learn how to manage a classroom using rewards as well as punishment on a high school level. I do have two small boys and what works for them will not work on a 180 pound seventeen year old boy. I need to learn how to encourage students to learn and help them find the motivation with in themselves to succeed as a student and throughout life. I still need to better understand how to apply classical conditioning in a classroom to be able to promote learning behavior. I need to learn how I as a future teacher could use classical conditioning within the classroom having more than two stimuli to promote learning. I need to do more research on how terminal behaviors could be brought about by a teacher to promote a healthy learning environment through operant conditioning.
Chapter nine discusses behaviorist's views of how learners learn. Behaviorism focuses on how environmental stimuli bring about changes in people's behaviors. Throughout the chapter it focuses on how people's behaviors are influenced by their environment. Learners also observe events and make associations from stimuli and responses. Responses are specific behavior that an individual exhibits, and stimuli is specific objects or events that influences an individuals leaning or behavior. The best learning is when both responses and stimuli occur closely together. The chapter discusses the difference between unconditioned stimulus and unconditioned response. The difference is the stimulus elicits a particular response that an individual does not have any prior learning of, and response is elicited by a particular unconditioned stimulus without prior learning. The chapter also discusses the difference between conditioned stimulus verses conditioned response. Conditioned stimulus begins to elicit a particular response through classical conditioning, where as conditioned response begins to be elicited by a particular conditioned stimulus through classical conditioning. Generalization is also discussed throughout this chapter and is explained as someone gets anxious about writing an English paper and generalize a response that any English assignments make them anxious. Reinforcers are also written about in the chapter and are explained that a person learns consequences of a response that leads to increase frequency of the response. A reinforcer is the act that follows a response with a reinforcer, such as paying attention to the student who is being disruptive in class. The student will learn they will get your attention if they are being disruptive. The premake principle is that learners will do less preferred activities in order to do something they prefer to do. In the classroom teacher also use a token economy to entices their students to do well. This is used generally for grade school students and is less likely to be used in a high school or junior high school environment. The chapter discusses how teacher can reduce and eliminate undesired behaviors such as cueing inappropriate behaviors, setting events and encourage behavioral momentum. punishments for disobeying or students who are unwilling to cooperate the chapter suggests different methods of punishments such as time out verbal reprimands, a response cost, and school suspension.
So What?
The chapter had many different ideas of how to run a classroom efficiently, but it seems this idea of behaviorism is just not implemented well and does not work for all students to learn efficiently. I still am very confused about the conditioned and unconditioned stimuli and how to distinguish them appropriately. Like the unconditioned response comes after an unconditioned stimulus I am unsure how a teacher would ever change that in a student. An example i am petrified of mice. I have a unconditioned response that happens after I see one I first scream breaking everyone's eardrums climb to the highest possible point in the room and try not to faint. The idea of classical conditioning seems like it would be a great way to motivate a student to learn by having involuntary response is acquired as a result of two stimuli being presented at the same time. Teachers could try this approach to learning through using music therapy while they teach their students new math problems or have them do their homework while listening to classical music. The idea of the premack principle is one of the really good ideas that was given in chapter nine. It talks about doing less preferred things in order to do an activity that is more interesting to the individual. Teachers could use this in his or her classroom as a reward system for their students. Teachers could give students the opportunity many different choices on major assignment or give a ten minutes free period at the end of the week for those who are doing their work.
Now What?
I still need to better understand the idea of behaviorism and how it works in a classroom. I need to be able to learn how to correctly identify those who seek attention thought negative ways and that i may be rewarding them for their behavior. As a future teacher I need to learn how to manage a classroom using rewards as well as punishment on a high school level. I do have two small boys and what works for them will not work on a 180 pound seventeen year old boy. I need to learn how to encourage students to learn and help them find the motivation with in themselves to succeed as a student and throughout life. I still need to better understand how to apply classical conditioning in a classroom to be able to promote learning behavior. I need to learn how I as a future teacher could use classical conditioning within the classroom having more than two stimuli to promote learning. I need to do more research on how terminal behaviors could be brought about by a teacher to promote a healthy learning environment through operant conditioning.
Thursday, March 5, 2009
The five E's
The 5 E's
Engage- get students interested
Explore- Student centered
Explain- working together to analyze
Elaborate- Student centered deeper thought process
Evaluate- Check students understanding
Engage- Show students short clips about different organs of the body which are damaged by either poor diet, drug abuse, smoking, or lack of exercise.
Explore- have students go on a tour of a website picked by me to show them different damages done by different lifestyles people live.
Explain- With an open discussion after the lecture explore ways to prevent damage to the body from changing ones life styles.
Elaborate- Have students examine his or her own life style to see if they can diagnose certain criteria which would put them at risk for future disease or organ damage. Student will write a short essay on what they can prevent and what they are unable to control within his or her lifestyle.
Evaluate- To check students understanding of the subject read through his or her short essays to see if they are understanding the concept of how lifestyle affects ones own health.
Engage- get students interested
Explore- Student centered
Explain- working together to analyze
Elaborate- Student centered deeper thought process
Evaluate- Check students understanding
Engage- Show students short clips about different organs of the body which are damaged by either poor diet, drug abuse, smoking, or lack of exercise.
Explore- have students go on a tour of a website picked by me to show them different damages done by different lifestyles people live.
Explain- With an open discussion after the lecture explore ways to prevent damage to the body from changing ones life styles.
Elaborate- Have students examine his or her own life style to see if they can diagnose certain criteria which would put them at risk for future disease or organ damage. Student will write a short essay on what they can prevent and what they are unable to control within his or her lifestyle.
Evaluate- To check students understanding of the subject read through his or her short essays to see if they are understanding the concept of how lifestyle affects ones own health.
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