Course contract review #3

Review your course contract from the beginning of the semester. Answer the following questions:

1. What are you doing well?  

 Well, I have to admit, I'm getting all of my homework done. I am working hard on all assignments and studying nightly.

1. What are you not doing well?  

I don't seem to be attaining as much information as i would like to, considering I am studying each night.  Test seem to be kicking me in the butt the most.

1. Are you making sufficient progress on your goals? 

I'm making good progress on getting my homework done and understanding it, but being able to apply it to authentic practices is a little sketchy. I am learning how it will make me a better teacher, so two out of three isn't bad. 

1. List specific things you need to change in order to meet your goals. 

• put each theory into multiple story problems
• have a friend quiz me on definitions
• have a friend quiz me on story problems
  

Chaper 4/5 Case Study Analysis

Questions:

1. What classic symptoms of a learning disability does Nathan exhibit?

Nathan exhibits the loss of attention in class, as well as can answer the questions correctly but does not complete tests, or turn in homework. 

2. What accommodations has Nathan received in the past?

He was put into a resource class because of a learning disability and put on drugs to help me not be so hyperactive. He did not like these drugs because they would make him sleepy and does not want to be put on them again. Him and his family do not want to pull him out into another resource class.

3. What strategies would you recommend to help Nathan work with his learning disability? Why?

1. I would have him put together a homework folder, in which his parents would make sure that his homework is in there, and Nathan would hand it to Ms. Cecere at the beggining of each day. That way he is making sure to turn in his homework and everyone is there to support him. 
2. Communications between the teacher and parents to say exactly what is due the next day, as well as assignments that are due later, as well as communicating behaviors and instructions in class.
3. I would ask for the help of an aid when we have tests to help Nathan keep on track and finish his tests. As for every day work I would assign him a partner that they could work together, giving him a boost to keep working and staying on task.
   

4. Is Nathan experiencing a cultural mismatch? Justify your response with examples from the case study.

 

No because Nathans parents have the expectation that he is doing his homework and turning it in. That is the same expectation that Ms. Cecere has for Nathan. Because they have the same expectations of Nathan, then it is not a cultural mismatch.

Chapter 10 Case Study

1. The strategies that Mr. Corbet uses to teach his students appropriate school behavior are most consistent with which two theories/theorists that we have learned about so far this semester? Justify your response.

 

Behaviorism and Social Cognitivism. I'd say this because Mr. Corbet uses cueing and reinforcing to shape the children into good behavior. He also sets the children up in groups and lets them learn from one another.

2. Describe one incident in the case study that represents vicarious reinforcement. Explain your reasoning.

I would say when the students went to line up. Mindy sees that Mr. Corbet likes it when students walk to the door and not runs, so she makes sure to walk to the door.

3. Describe one incident in the case study that represents vicarious punishment. Explain your reasoning.

When Johnathan got in trouble for pointing fingers, Mindy had to be careful not to point fingers at the girl who pushed her friend on the playground so she wouldn't get into trouble.

4. Do you think Mindy has low or high self-efficacy with regard to appropriate kindergarten behavior? Justify your response with examples from the case.

 

She has high self-efficacy with regard to appropriate kindgergarten behavior because she is seeing how to behave in class and outside, and tries hard to remember what to do. Even when she doesn't know about some behaviors not to do, she knows that when the whistle is blown it's not a good thing.

Chapter 9 Case Study

1. Is Haley's fear of men most likely due to classical or operant conditioning? Justify your response (yes, it will all be hypothetical as we do not have enough information in this case).

I'd have to say classical because Haley's "involentary" response is because of two different situations with men, so she involentarily responds the same way to all men. I would have said opperant, but I don't believe that the hypothetical abuse she sees or has at home from men would be considered a positive reinforcement (increasing behavior). I would look at it as punishment. The reason I think this is because the Male Violin teacher didn't see her behave in any way that the males at her home would see.

2. How might you explain Meredith's aggressive behaviors from the perspective of operant conditioning?

Well, because Meredith get's what she wants (positive reinforcement) she continues to act out aggressively. If she's not getting negative reinforcement for her behavior then she will continue. She could also see siblings or family members hit or control others to get what they want and would want to do the same to get what she wants.

3. What strategies from Chapter 9 might a teacher use in working with Haley? Be specific and describe how each strategy could be used.

I think that shaping would help Haley most. She can slowly see how the Male Violin teacher means no harm to any other students and won't harm her.

Another one could be token reward system. By rewarding her to go to Violin class she is enforcing the Premack Principle, (doing something she doesn't like to get something she likes) that works with the token reward.

4. What strategies from Chapter 9 might a teacher use in working with Meredith? Be specific and describe how each strategy could be used.

I think cueing would be my first step. I would cue when she is about to behave in an inappropriate way and say something like "remember students we aren't supposed to hit in class." Then I would slowly "shape" her into behaving nicely to other students.I would also  use the reinforcing inappropriate behavior by letting her use her energy in a different direction, maybe by drawing or creating something.

Chapter 7/8 Case Study Analysis

Ch. 7/8 Case Study Analysis

Questions:

1. Describe two similarities between the traditional lesson and the constructivist one as described above.

• both cases have students learning about measurements
• each had hands on (children measuring length of the whale and measuring a boat)

2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.

• the benefits of the constructivist approach:
• Students see outcome of measuring, can actually see what they are measuring.
  
• Students thought about and questioned ideas about what measurements to use, and how to use them
  
• The drawbacks of constructivist approach:
• Time consuming (took several days of little improvement each day until the lightbulb went off)
  
• Misconceptions the students will make while critical thinking.
  

3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study to support your response.

• The teacher let the students come up with how to measure. A lot of methods the students came up with were based on prior knowledge. 
• For example: When Mark wanted to measure the boat with his hands, he was thinking about why it didn't measure up each time. So he had to realize that his hands had to be the same length away each time. Then the students realized that each persons hands where not the same, some where bigger and some where smaller.
  

4. Would the constructivist activity be considered an authentic activity? Why or why not?

• Yes because authentic by definition is some accepted beliefs that has been agreed upon with known facts or experience.
  

Chapter 6 Case Study Analysis

Ch. 6 Case Study Analysis

Post your responses to the following questions on your blog.

Case 1: Mr. West wants his students to truly understand Civil War battles. He engages the help of a local Historical Re-enactment Society and assigns each of his students to the Union or Confederate side. His students join the re-enactors from 7:00am-7:00pm for a full day of activities which include a long march (complete with rudimentary battle gear), setting up camp, cooking over campfires, scouting territory, and engaging in a historically representative battle.

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?

The Students will remember if it was cold, how long the walk was, what the food tasted like, the stories the other re-enacters would tell.The students would be able to explain what a battle would be like, the feelings, the people, the unknown.

If a student would have to tell you about the battle from just a book they probably would only remember one or two big things because they were not there to experience them.

2.     How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?

Mr. West uses the Civil War re-enactment to engage students emotions by letting them feel what it was like to be a soldier. He puts them in the activity and lets them feel what it was like. The sorrow, loss, pain, cold, hunger. All of those things adding into how it really was. By having these emotions and connecting it with what they learned the students are able to recall it easier and remember it longer. Whenever they feel that emotion again they will think about the things they learned. The relationship between emotions and learning are that they leave longer lasting impressions because of the connections in the brain that are made.

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?

A good way for Mr. West to follow-up the re-enactment would to have the students watch a video clip of what they experienced, maybe even a home video of the students re-enacting it. Then once they watched the video they could discuss what they learned, what it would have been like when it happened, what happened. By doing this the students will recall the information and have some critical thinking.

Case 2: Mr. Dunkin and Mr. Richards, teachers at the same school, are debating in the teacher’s lounge about who provides the best type of organization for the students’ learning. Mr. Dunkin lectures and assigns reading and chapter problems Mondays through Thursdays. On Fridays he gives a short answer exam. In Mr. Richards’ class the students never know what will take place on any given day until they arrive in class and look at a detailed outline of the hour’s activities on the chalkboard. His class engages in mix of role-plays, lecture, videos, group projects and demonstrations. Mr. Richards occasionally gives surprise quizzes and his unit tests can include true/false, multiple choice, short answer, or essay.

4.     Who do you think provides better instruction for his students? Support your answer from an information processing perspective.

 I believe that Mr. Richards is teaching with the best type of organization because he is able to teach to every kind of multiple intelligence. He also teaches in so many ways that the experiences become memorable to the students, and not just repetition of information. The more he hits a subject, in different ways, the more connections the students will make, and will be able to remember.

                5.     How would you expect the students’ learning outcomes to differ depending on which teacher they had?

If I was the student, then I would not be able to learn effectively from Mr. Dunkin. I like hands on activities as well as different learning methods. It's hard for me to just listen to a lecture, read the book and do a worksheet. I need the different experiences. However, other students like the formatted way Mr. Dunkin teaches. It all depends on what Multiple Intelligence you learn best by.

Chapter 3 Case Study

1. The second paragraph lists a number of strategies that Ms. Knowles and Ms. Brophy have tried to teach social skills. Which one do you think might be most effective and why?

 I Believe that this statement is the most effective:

"They suggest that outgoing and socially self-confident children ask more reserved children to join a play activity."

The reason I think this is because I've seen it happen. I worked at a daycare for two years and have tried many tecniques to get shy children to play with others. If you put them together using some activity, the shy one still won't interact with the other children. It's when the outgoing one asks for another to play. The reason I think this is true is because when a child asks another to come and play it makes the child feel as if he/she is wanted. If a child feels wanted and loved they will be able to become more outgoing.

2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development?

 If you were to assume that the preschool child was at the level of initiative vs. guilt then you could safely say that a children's book that tells children that they can do anything if they try hard to get there.  Say the story was talking about how "Bobbie" wanted to tie his shoes by himself, so his mother showed him how to do it. Well, "Bobbie" sometimes had trouble still tying his shoes but wants to do it without help. The story should demonstrate how the mother encouraged the child by side-coaching instead of doing to help "Bobbie" tie his shoes by himself. Any story that shows encouragement to the child trying to do something would help resolve the stage of Initiative vs. Guilt.

3. How might children's literature help them develop moral reasoning?

To help with the development of moral reasoning a teacher would pick like Olivia. In Olivia the main character is taught many things. She likes to do things on her own as well. But Olivia gets in trouble when she paints the wall. She gets into trouble because she paints the wall. By sharing stories where the main character has to choose between right and wrong it gives the children examples of what might and might not be acceptable where they live.

4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential advantages of this strategy? Incorporate ideas from Chapters 2 and 3 in your response.
The advantages of using a letter written by a "friend" gives the children a chance to think about another persons problems. With these problems the children are trying to solve they use assimilation because they will relate it to their feelings with the same problems. They are using disequilibrium by going back to their feelings about the problems that Mr. Stone's daughter is having. I like the idea of using a letter from a friend with problems because it helps the students think about something that is not in their immediate view. This helps with their formal operational thought process, because the students together will come up with multiple ideas about what they don't necessarily see.

Course Contract Review #2

1. What are you doing well? 
1. What I am doing well is getting my homework done on time. Also I'm getting started on my group presentation, which I'm excited about because I actually understand it.
   
2. What are you not doing well?
1. I am not understanding the reading in the book. I will read the book, do the study guide, and still not get it because of the intensity of the book. However, I am now starting to do the study guide, go to class for discussion, and then read the book so that I may better understand and comprehend it. 
   
3. Are you making sufficient progress on your goals?  
• Honestly I'm trying to. I wanted to comprehend all assignments and I'm struggling to remember every single detail because of how in depth each person's theory is. I am working hard on it, and will achieve it, I just have to work hard at it.  
4.  List specific things you need to change in order to meet your goals
• In order to meet my goals I need to depict and summerize each and every theorist so that I can understand exactly what they are saying. Then I need to write out why that is important to my teaching. If I can do that, then I will be able to comprehend everything I'm learning.
  

Chapter 2 Case Study

1. Describe an episode in the case study that demonstrates disequilibrium. Justify your response. Describe an episode that demonstrates assimilation. Justify your response.

The part that would demonstrate disequilibrium would be when she states that when in heaven you have to eat but not use the restroom, because she does not realize that when in heaven your dead, and therefore don't have to eat or use the restroom.

2. Identify a possible instance of preoperational egocentrism in the case. Justify your response.

The girls can think about heaven, which is not something they can see, but they can't think logically about it. They don't quite understand that though it's a place, you can't go there on a whim.

3. How might a Vygotskian theorist suggest Ms. Bowman address the death of the class pet?

Vygotsky says that when we react to, talk about, or see something, the students are watching us to learn how to react, talk about and see the things we see. So if Ms. Bowman was to address death, she would do it reverently, carefully though because of religious problems, and let the girls know that it's sad but we can still move on.

4. How might taking care of pets in the classroom promote students' cognitive development?

Taking care of pets in the classroom promotes students' cognitive development by letting them have a hands on task. They get to feed the fish daily, make sure the tank is clean, etc. They learn how responsibility becomes important in their lives.

Course Contract Review #1

Review your course contract from the beginning of the semester. Answer the following questions:

1. What are you doing well?  

So far what I am doing well is getting my assignments done, learning more about the brain, and enjoying learning. Honestly, this class is my hardest one, but since I am learning so much from it I am enjoying it.

1. What are you not doing well?  

My biggest mistake so far was messing up my days and bringing the wrong books/assignments to Psychology. I was so ready for class until I realized it was the wrong day. I have to keep on top of what I'm doing so that I don't screw that one up again.

1. Are you making sufficient progress on your goals?
   

 One of my goals was understanding not just learning the concepts. And I have to say I'm excited because I heard someone talking today about their niece that had something wrong with their corpus collosum and I looked up and said, "wow, ya that impairs this this and this." It was funny because I was actually able to understand it and use it in a real life situation.

2. List specific things you need to change in order to meet your goals. 

My biggest thing I need to change is my scheduling. If I am able to remember which classes are which day (I do have a day planner to help me with this), then I will be A OK for this class.

Educational Research WebQuest Reflection

What? 

The WebQuest assignment went over four different types of educational research. The first was descriptive, which is basically an observation or story. It does not change. The second one was Correlation Research, which can be summarized as an existing relationship. You do not change any variables, you find out what the relationship is between two things. Explorative Research is different from the first two. It is the only type of research you can come out with a causation. You have a control group, which you do nothing to, and a treatment group, which you change a variable in, to find a difference. Action is the last research, which is actually doing something differently in the classroom. It's within the school (say teachers, principals, etc), without any outside help.

So What? 

It is important to use these research types because they will help me become a better teacher. Now I know I say that a lot, but let me explain. When I first become a teacher, my first year, my first day, I will know barely anything about my students other than what I've learned at Back To School Night (if my school has that). I will need to do some descriptive research about my students through assignments, discussion groups, and just observing to understand where each student is at, what their likes and dislikes are, and how I can help them. Once I have that down I will be able to see what helps them the most. With correlation research I can find how "Billy Bob" concentrates better during math when he isn't sitting next to "Joe." I'll be able to find relationships between my students and other students or a hard subject, that I will then be able to do an experimental study on. In my experiments I'll be able to see what kinds of lessons my students learn best with. The Action research is put into play by my different lesson plans. Amazing how it all fits together.

Now What? 

So I just realized that in order to do an Action and experimental research project you have to first do a correlational research study. Although in order to do a research study I have to conduct a Descriptive Research project on my students. I still need to leran so much about educational research. Not only are there rules that I'm only inclined to know, but other ways of doing each type of research to help me in each area. I want to learn how it's helped others in the classroom, and I'll make note of it, maybe use it, but learn that there is always something to learn when working with students. I beleive that I went over everything I wanted to do in the So What section of this reflection without knowing it about how I will use it. I know I will, even if I am not thinking about it, use at least one type of research each day as a teacher.

COOL BRAIN RESEARCH

WHAT?

I am currently learning about The Gully in the "Brain Glitch" Theory by Judy Willis. In this Judy talks about how the reading is not just learned with one part of the brain. This makes it hard for researchers to see why a student is not learning to read as fast as others. Scientists can not "conclude that reading ability has improved just because phonics-intense instruction has produced changes in phonics-functioning brain regions and improved performance on phonics-weighted post-tests." We are hurting generations of students by trying to do it this way. Phonics does not teach students to love reading, which is our main goal.

SO WHAT?

Judy's research has to do with education because lots of people (parents, teachers, etc) believe that phonics will improve their child's reading and make them want to read more. As a teacher, I understand that I will have to quirk their interest first to get them reading. I understand that each child is at a different level, and so I will have the resources to let them read at their level without feeling "dumb" or "stupid." A child's brain is always learning more information, and if they are forced to do something (reading in phonics) they will hate it because it is not their choice.

NOW WHAT?

As I read Judy's research I realized that I can not become the teacher that she is talking about. I can't just put a student in a special reading group and assume that they will love reading after. I need to, as a teacher, put forth my best effort to show that books can bring you into any world you want. I need to know what each student is interested in, enjoys, and is involved in. If a student of mine likes football find him a good book (his level) that has to do with football. Each student and each year will be different. Each childs brain is different, and as a teacher I must have basic knowledge of each child so I can help them to not only love reading, but love learning as well.

Hidden Assignment

Goals I have for this course:
1. Learning what will help me to become a better teacher
2. Understanding, not just reading, concepts and ideas
3. Working on my homework in a way that I can remember what I'm working on

My Study Strategies:

So I'm planning this strategy. I'm not sure if it will work, but I'm pushing for it to work and work well. Everyday after this class I'm going to do the assigned homework assignments. If I work on the assignments right after class I may be able to remember better what was talked about. Especially if I have to do a Case Study Analysis after every class. Along with my assignments I'm going to read the required chapters. That way I don't get behind.

I'm planning on doing the study guides, and if I don't understand it, my own notes on the chapter, so that I can thoroughly understand each concept.

I will reach my goals in this course by having faith in myself, asking for help when I need it, working well in my groups, diligently doing my homework, and always having a goal in mind.

INTRODUCTION

OK, so as I start this blog I'm getting a little worried... but hopefully I'll be able to set up a nice little studying habit so I can handle the 7 classes I am taking.

So about me. My name is Julie Hoyt. Recently married so my maiden name is Harmer. I'm hyphenating for the sake of my professors because I haven't changed my name at the school yet. I am twenty years old, and going into education because the only reason I survived high school was my teachers. I want to be that teacher that helps students in any way possible. plus i love kids. I'm currently working at a day care, and have been here for two years so I'm pretty good with kids...

right now I'm just going to listen to class so fare well