Course Contract #4

1. Prepare to study for the Praxis exam

2. Learn better self regulation and study abilities; put systems in place to facilitate my own learning

3. Pass the course with a clear understanding of educational psychology, how it will aid me in the classroom and how to apply theory into practice

I am doing basically well over-all. I do feel like I have a grasp of educational psychology and I very much understand and have ideas on how to implement it into the classroom. I have enjoyed it so much that I debate what I have been studying and now am a tad bit flummoxed as to what the next step in my education should be.

Luckily I have been able to obtain more self-regulation. With what the course demanded, I had to stay on top of all aspects and that was good for me -- to recognize the need to implement my study in multiple areas and not just give in to the 'night before' syndrome.

But still I have yet to have had a chance to really prep for Praxis. It was just unrealistic of me to idealize my time management in such a fashion that I could even begin such an undertaking. It will become my Christmas break project, but beyond as something that coexists during the school semester, not so much.

Thank you for this class. It has really opened my eyes beyond the pop-psychology out there into something I didn't realize I enjoyed this much. And if you are still amenable to the idea, I would love the opportunity to t.a. for you in the future.

Personal Learning Theory

PIAGET’S COGNITIVE DEVELOPMENT:

Behavior (adaptation to the environment) is controlled through mental organizations called schemes that the individual uses to represent the world and designate action. This adaptation is driven by a biological drive to obtain balance between schemes and the environment (equilibration). Personally I find this a very applicable theory when dealing with young children but I do not agree with the idea that individuals will automatically move to the next cognitive stage as the biologically mature.

VYGOTSKI’S COGNITIVE DEVELOPMENT:
Vygotski believed that we encode and represent our world through language (language is a symbolic system by which we communicate, it is a cultural tool – history and culture are transmitted through language), our thoughts are based on language – “inner speech”). Social Interaction plays an important role in the transformation and internalization processes (Social plane – development first takes place on a social plane where children observe parents and imitate, Internal plane – as child becomes more competent, information becomes internalized). Vygotski also was interested in human intellectual development (ZPD, scaffolding; instruction precedes development. Instruction leads the learner into the ZPD).

ERIKSON’S PSYCHOSOCIAL DEVELOPMENT:
Erik Erikson explained eight stages through which a healthily developing human should pass from infancy to late adulthood. In each stage the person confronts, and hopefully masters, new challenges. Each stage builds on the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future.

KOHLBERG’S MORAL DEVELOPMENT:
The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.

GOLEMAN’S EMOTIONAL INTELLIGENCE:
The model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines four main EI constructs:
1. Self-awareness — the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions.
2. Self-management — involves controlling one's emotions and impulses and adapting to changing circumstances.
3. Social awareness — the ability to sense, understand, and react to others' emotions while comprehending social networks.
4. Relationship management — the ability to inspire, influence, and develop others while managing conflict.

Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies.

INFORMATION PROCESSING:
Theoretical perspective that focuses on the specific ways in which learners mentally think about, or process, new information and events. People are selective about what they process and learn, meaning is constructed by the learner; rather than being derived directly from the environment.

KNOWLEDGE CONSTRUCTION AND HIGHER-ORDER THINKING:
"The knowledge construction process relates to the extent to which teachers help students to understand, investigate, and determine how the implicit cultural assumptions, frames of references, perspectives, and biases within a discipline influence the ways in which knowledge is constructed within it.” Higher-order thinking is a concept of Education reform based on learning taxonomies such as Bloom's Taxonomy. The idea is that some types of learning require more cognitive processing that others, but also have more generalized benefits

BEHAVIORISM:
The learning perspective (where any physical action is a behavior), is a philosophy of psychology based on the proposition that all things which organisms do — including acting, thinking and feeling — can and should be regarded as behaviors.

SOCIAL COGNITIVISM:
Social Cognitive Theory, used in psychology, education, and communication, posits that portions of an individual's knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences. Based on the ideas that people learn by watching what others do and that human thought processes are central to understanding personality.

GROUP AND INDIVIDUAL DIFFERENCES:
• To what extent will knowledge about individual and group differences enable us to draw conclusions about particular students?
• What do we mean by the term intelligence, and how can we promote intelligent behavior in all of our students?
• In what ways are students from various cultural and ethnic groups apt to be alike and different from one another? What implications do their differences have for classroom practice?
• In what ways are males and females alike and different? What can we do to provide equitable educational opportunities for both boys and girls?
• How can we accommodate the unique needs of students from lower socioeconomic groups?
• What characteristics can help us identify students at risk for school failure, and how can we help these students achieve academic success?

MOTIVATION:
Motivation is the activation or energization of goal-oriented behavior. Motivation may be intrinsic or extrinsic. According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, morality, or avoiding mortality.
----------------------------------

MY OWN TAKE:
I have attempted to derive what I feel my take on learning theory is. I have come to the conclusion that there is no one conclusion. Within almost all aspects of these theories there are positive and negative attributes. I can conclude with almost complete certainty that I completely disagree with behaviorism. I don’t like comparing our abilities to animals nor do I think people should be treated in such a fashion that forces them into compulsion by signifiers. It makes me feel (and I know this is extreme) like many fascists of our time and all the compulsory actions that have lead up to human genocide.

Based upon my own readings and natural inclinations, I find myself siding with many aspects of Vygotski intermixed with social cognitivism. I find myself gravitating towards methods of emotional intelligence intermixed with the ideas that we can only find our own intrinsic motivation after building a social network of support. Then at this point our actions turn inward into image recognition and ultimately to language based semiotics.

As individuals we natural put our understanding into codes based on a frame of reference built upon personal experience. If we can create and connect pathways to this knowledge (recognizing learning methods and natural inclinations), then perhaps we have a stronger push towards higher order thinking. I still feel like this is scattered thinking and I apologize for this truth.

If we build a community of learners and use the ideas of scaffolding, we can take our students to the next level. Again by giving recognition for abilities and creating moments of expanding experience, confidence should engage intrinsic motivation. It is our job as a teacher to use multiple methods of presentation and activity to engage the student. Tedious lecture will result in tedious and mundane responses.

Course Contract Review #3

1. What are you doing well?

I am finally on top of the assignments and dates and such. So I feel like I am on par with the schedule. Finally. So glad that the assignment inventory is turned in for better or for worse.
2. What are you not doing well?

I am just not making the time to go through the supplementary materials you have given us on the course website. This is ridiculous of me. I need the supplemental material to make sure I understand the concepts in order to take the tests, do the assignments, and begin the preparation for praxis III.
3. Are you making sufficient progress on your goals?

I do feel like I am understanding application in the classroom (now let’s see if I can maintain these ideals when I actually finally get there). I am working on self regulation but I find that when my life turns insane (as it always does) I go back to my old bad habits and they are bad habits). I am not spending any time at all in preparation for Praxis. I started out creating online flashcards for the future and have sense dropped it all together. Ridiculous.
4. List specific things you need to change in order to meet your goals.

I need to catch up on my Praxis study. If I keep it up now it won't be as horrid come later. I know that my Christmas break will be fully spent in catching up when really I'd like the down time with my kids. I also need to not allow myself to let go better study tactics. I have to exercise before I sit down (especially if reading is involved). I also have found I learn better in the mornings around 9-11am. I get more done and I comprehend and retain the material in such a way as I cannot otherwise. The hard part is my three year old. Such is life.

Ch. 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 using vicarious reinforcement. Prior to his altercation with Robin he chastised Micki for admitting the truth that he didn’t know the answer to his inquiry. He followed this up with further humiliation when Micki tried to reason a response. So by the time it reached Robin, she was already nervous. Perhaps she knew the answer, but with Micki being treated substandard before her, the stakes became higher and so did the tension. She ultimately referred to her notes and was even more humiliated for having the answer but not having it committed to memory. After class she was blustered up by other students in the class who felt the teacher demeaning. These student too recognized what was being taught by Mr. Kessinger and are likely to not participate to the fullest of their ability due to fear and intimidation. Mr. Kessinger has now created an environment or perpetuated mediocrity due to his lack of discretion and teaching skills.

2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.

Based upon his reinforcement and vicarious punishment encouraged and engaged in within the classroom, Mr. Kessinger is completely ignoring the ideas that behavior and environment are all intertwined with the individual themselves and therefore are cyclical in nature. Robin will not perform again which will affect his teaching environment and therefore the behaviors of her clique of friends who will retaliate in support … he has destroyed any credibility he might have previously had in favor of anger and distress.

3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.

It appears that Robin might be engaging herself within Attention Control. Possibly not, but you can argue tat she created a concept map for the very reason that she knew she couldn’t regulate so many facts and dates together so wanted to interlink the ideas into a better form of note taking. She is already self-motivated enough to enhance her study and now needs the added form of recall and focus found within the complexities of a concept map.

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.

If individuals are more likely to engage in activities they believe they will be able to execute successfully, then Robin will no longer engage in class and not prepare. She put in great deals of effort and persistence (as evident by Ms. Yamashita’s praise). She wanted to learn, wanted to have greater understanding and knowledge. She wanted to achieve a sense of security (hence the detail in the concept map and the very idea of creating a concept map to link ideas and concepts together). This day will be considered a failure for Robin (again as evident by her running out of Ms. Yamashita’s class). Self-efficacy is based a lot on our ability to trust ourselves, feel successful and receive positive cues and message from others. Robin watched failure in Micky, watched an ineffectual teacher attempt to communicate through the basest of means, and ended up with low self-efficacy. She never again makes notes and has lost a sense of achievement and trust in herself. One teacher at one moment has broken this student for a very long time.

2nd Annual UVU Arts in Education Conference

What:


This was the 2nd Annual UVU Arts in Education Conference entitled ‘Connections’ held on Friday, October 23rd, 2009. It was a series of presentations with 2 breakout sessions to choose from and attend therewith. The focus seemed to be about drawing and finding connections between literature and the arts. How would one or could one use literature to express themes, to motivate and above all magnify the subject matter via the focus of the creative process itself.

So What:

So within the scope of education there will always be reading content. Is there a way to make core more accessible and longer lasting to our students? Of course. I personally attended the Dance – Books in Motion and Drama – Using Theatre and Drama as Educational Resources and Teaching Tools breakout sessions. These were both primarily geared towards elementary education but the theories are approachable in secondary education as well. I didn’t feel this was a weakness in the conference. I did feel that it put emphasis on creating a healthy standard in our children from a young age so they can potentially have a broader and richer environment from the beginning. I also learned about obtaining grants as a teacher to pursue the addition or hands on learning in conjunction with core curriculum. The ideas presented by the faculty at Reese Elementary was heartening; to realize that it might be possible to gain approval regardless of NCLB to use visual culture as a frame of reference to teaching a larger curriculum.

Now What:

Because of the grant knowledge, I can begin (at least in theory) to create ideas of how to approach content in such a manner that would gain attention and therefore funding. I know the arts budgets are almost nothing in most schools across the U.S. so if I can come up with an idea that is both easy to implement and that would reflect clear indicators of progress, I would in essence be beginning my journey towards emulating Ken Robinson. That was the fault of the conference; a lack of concrete adaptability. But that is the job of the teacher. How do you use music to teach and aid mathematics, how do you use movement to engage the mind and help a physical awareness of language beyond the superficial, how do you teach history and engage in dual-coding? That is my job. Mainly I am grateful to know that funding does exist even with budget cuts. Just as an inkling to a beginning of a thought, perhaps treat the classroom as one would approach a non-profit arts organization.

Chapter 9 Case Study

Ch. 9 Questions:

1. Does Mr. Kessinger's class represent a community of learners as defined in Ch. 7? Why or why not?

This feels like a given no. Basing on the simple aspects of a community of learners we can easily rule out diversity, value in multiple discussion, coordination between teacher and student, multiple potentials of resources (both other students and notes), teacher guidelines …

2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.

Mr. Kessinger uses presentation punishment as he reprimands Robin in front of the class, changes what should have been an acceptable and praiseworthy action and makes it a negative approach to learning, and then in essence tells the class that note taking is bad and unacceptable behavior in the class. He mocks his student and makes the environment massively uncomfortable. Then of course in the end you have the sheer fact that Robin never takes notes again.

3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.

If we relate Robin to Pavlov and the famous studies of the dogs responses you have a clear and simple understanding of Robin’s reaction. She did a remarkable job and was punished for it, therefore when she does yet another remarkable job and the teacher begins to respond, she doesn’t even hear the words, just assumes s negative, and takes off. She has now been conditioned to believe (at least for the time being) that what she had done was negative and would always meet with punishment and shame.

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.

Upon Robin’s return Ms. Yamashita could begin with praise. Without singling Robin out at first she could say that a singularly exemplary student had something worth sharing with the class, then asking Robin for her concept map she could show it and continue to teach from the material Robin had present. Also she could continue this positive reinforcement by having Robin teach (if she’s willing) her approach to study. Putting Robin as an example would hopefully shape a more positive environment. As well, she could give time in class for the students to work independently towards personal study giving credence to the praise and secondary reinforcement to the expected work response.

Ch. 6 Case Study Analysis

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?

I think they will take away a very concrete perspective on aspects/realities of war. They won’t likely remember dates, but they might take away ideas of battle preparation, tactics, heightened emotions … These re-enactors typically take what they do seriously and preserve the historical aspect as much as possible; gratefully you can depend on accuracy and not as much attempt at correcting misinformation as one might otherwise assume.
The moment or day in the life that the students were involved in will far more likely last longer in their memory than sitting in front of a text or a film and learn to regurgitate blanket facts. This also might translate into active involvement where the students initiate going to the memorization side of things and the text because they were emotionally engaged in the first place. Then they might want to participate in the study with more focus and more self motivated tactics. If this happens, one could easily assume that retrieval will be quicker because of the dual learning tactics.

2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
 
I just mentioned it (again should read all the questions before answering them), but, you are creating concrete pathways to memory and retrieval. You aren’t just studying in text but in physical form. Being a part of things, hardships, emotive pulls, the physical action, can create yet more stimuli. It is long past the short term and certain aspects of the movement will create long term reflection. I wonder what those who were in the Confederate vs. the Union side would take away from perspective in the long term. I wonder if they understood more what each side was fighting for based upon their experience. This takes RAD teaching to another dimension (as long as its tied back together in the classroom in detail). I would assume, but don’t know the research behind it to reinforce my thought process; I assume that the activity should stimulate the brain and positive emotion. Being more personally involved, more personally engaged, would hopefully put the student in greater control and be equipped with a greater sense of self. Having a more positive self should trigger more connections to memory and the brain. So activity mixed with emotive connection should (in theory) engage the amygdala; removing the fear in the learning process and opening the body up to trust and automaticity.
 
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?
 
I admit that I know very little about dual-coding except what was briefly discussed in class and a bit of scanty research on the internet. From what I can gather, this interactive learning process for the kids isn’t true dual-coding. There is a single aspect of participation, but there is no instruction or written or opposite to enhance the immediacy of the learning. But, in a follow up, if Mr. West were to have taken pictures of the kids and juxtapose those with images and text and movie clips from history while lecturing on the subject matter, this itself would be true dual-coding and in such a socio-cultural manner that I believe it would hit an emotional connection with the participating students. Cognitive abilities would be tapped. With a visual and oral communication, also a time line graphic handout or something along those lines might be helpful for reference – especially if the graphic organizer were connected again to what the students saw in the visual lecture, this would increase the learning and aptitude of the students.

-

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.

Before anything else, I think both teachers are missing the point. I think to be effective and well rounded you need to engage with the teaching of Mr. Richards but with the organization (as per student awareness) of Mr. Dunkin. That being said, I would prefer to participate in Mr. Richard’s coursework. So for this argument I will easily and readily side with our second teacher Mr. R. His tests are more varied, his activities engaging and attempting to reach more students than the typical (and proven to be poor in the long run) course breakdown. If we just go to memory system ideas, Mr. R is giving sensory input. He is helping the brain take thoughts and force them to short term memory. Not knowing anything else about his course work we can’t assume how effective he is. But if he can gain students attention, he can focus stimuli to register for longer periods of time. Because he has outlined on the chalkboard, the students have some idea of what to expect so they are not completely caught completely unawares. If Mr. R build on prior knowledge, and offers activities that are varied as is represented, then the students have options when it comes to selection of processing. They are also given more of an opportunity to construct knowledge and have moments of maturation. They are actively involved in their learning which holds them accountable.

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


I expect that Mr. R’s class will be more engaged, so therefore personally involved and likely will end up with better test scores. Mr. Dunkin’s class might initially score better on their weekly exams, but the long term and automacity will not likely be there. If you look forward to class, or at least know that you won’t be bored, your mind is actively engaged. If you know that you will be lectured at by a talking head, it’s easier to turn off and zone, not gather any new information, have a severe lack of meaningful learning, and waste your time in a classroom every day for the length of time you are stuck in such a tedious learning environment.