What -
After taking the theory exam by Edmund Sass, I had basically half my questions that were agree a little, and the other half disagree a little. I tended to agree with most questions that were about being social with others. When thinking of Piagets theories, I tend to think of my little sister Bailey who is 11 years old so that would put her in the formal operational stage. I can see her still starting to figure things out. She is a smart girl for her age, but it has only been recent when she starting to think outside the box. With Vygotsky's theory, my sister is starting to love the social part of life, and tries to always have something going on with friends, where as only a few years ago, she really didn't want anything to do with friends, and was strictly a home body. In Eriksons theory, my sister is mainly in the industry-inferiority stage, because she is learning new things, but is still is shy in some areas. I do see a little bit of identity confusion also, because of the fact she doesn't have a thing she does (ex. mine was baseball, and my other sister Whitney was dance). My sister Bailey is in the Level1/stage1, because she only follows rules in the house because she's scared of what my dad would do (he wouldn't beat her of course, but he will yell and ground her probably). With the thought Goleman (emotional intelligence), it is important to know that our emotional intelligence are abilities that must be learned. The key part in the information process is not losing the information in the lost section of the model. I think that complex thinking that goes beyond basic remembrance of facts, such as evaluation and invention, enabling students to retain information and to apply problem-solving solutions to real-world problems. When thinking of behaviorism, I think about reward or punishment for the behavior we display. The term Social Cognitivism relays in my mind that observation is the most effective way to learn. Group and indiviual differences reminds me of the fact that every single person is not the same, and that goes with the way we learn as well. When thinking of Motivation, I think of the fact that positive motivation can be the best way to achieve a goal.
So What-
I personally think that every single person learns differently, and I think with positive motivation, a person can strive to achieve their best. I think that discovery learning is a very effective way to find what interests you and lets you have the opportunity to find things yourself, which can be very effective.
Now What-
When I start teaching P.E. classes, I try and switch up my methods of teaching so that everyone can have a turn learning the best way they can. I do realize the importance of doing so. A couple of suggestions could include the reward system for good behavior, token system, applying athletic siuations, and information video's (showing skills). My goal is master the theories I feel are the most positive in my classroom. I feel I need to get a better more in depth understand of all theories as well, because it has become kind of difficult to stay on top of some.
Sunday, April 25, 2010
Friday, April 23, 2010
Course Contract Review #4
1. I felt that I have gone a long ways in gaining knowledge about the teaching world. I am starting to understand all theories and concepts learned in my classes on teaching. I believe that it will be of great benefit to me to have these theories with me at all times, so I can dabble in each of them and use them in my class.
2. I felt I could have done a much better job of staying on top of the assignments outside of class. I felt myself rushing to get most things done, instead of taking it step by step and giving myself time to complete each assignment thoroughly.
3. I am definitely making progress towards my goals. The main goals I set at the beginning are to become the best teacher I can possibly be, and I feel with the instruction I have recieved I have definitely taken a step in that direction.
4. I think this goes back to question number 2. My hope is, that I can use my time more wisely and turn in assignments. I feel tat this can carry over into teaching, where I need to make sure I stay on top of each lesson/unit plan for the semester so I can cover every area needed for class.
5. I honestly feel that my motivation to become a teacher is as high as anyone in my class. From my time being a baseball coach this year, I have really gained a love for being around and helping Lehi's student athletes. It is something I look forward to everyday and I am so thankful I have found something I love so early in life. As of right now I feel that I am on the right path of reaching each of my goals. And as I have said before, I plan on mastering each goal I have, but I feel experience in the classroom is a neccesity in order to do achieve that.
2. I felt I could have done a much better job of staying on top of the assignments outside of class. I felt myself rushing to get most things done, instead of taking it step by step and giving myself time to complete each assignment thoroughly.
3. I am definitely making progress towards my goals. The main goals I set at the beginning are to become the best teacher I can possibly be, and I feel with the instruction I have recieved I have definitely taken a step in that direction.
4. I think this goes back to question number 2. My hope is, that I can use my time more wisely and turn in assignments. I feel tat this can carry over into teaching, where I need to make sure I stay on top of each lesson/unit plan for the semester so I can cover every area needed for class.
5. I honestly feel that my motivation to become a teacher is as high as anyone in my class. From my time being a baseball coach this year, I have really gained a love for being around and helping Lehi's student athletes. It is something I look forward to everyday and I am so thankful I have found something I love so early in life. As of right now I feel that I am on the right path of reaching each of my goals. And as I have said before, I plan on mastering each goal I have, but I feel experience in the classroom is a neccesity in order to do achieve that.
Course Contract #2
1. I feel that I am gradually getting more and more engrained in my brain about philosophies and different ways of teaching that will fit what I want to do as a teacher. I had done some observations and had a grasp of what the students preferred, and what the students worked best with. obviously not all students are the same, but I feel that from what I have learned, I can break every class up so that every type of learner will have a good experience in my classroom.
2. Again, I have not done a good job of staying on task with my assignments. Try outs were just occuring for baseball, and we as a coaching staff were spending long nights picking the teams at every level. I definitely need to do a better job of getting assignments in on time.
3. I have definitely made progress on most goals, but at the same time I feel that there is still so much to learn from the classes I am taking. I felt coming in that I had a good idea of how I wanted to do this and wanted to do that, but after some of these classes, I now know much more effective ways of doing things better.
4. Honestly I don't know if there is anything I can change. I am learning tons, while at the same time, understanding that there is still so much more to learn. I had mentioned my time management, which is still a problem, but when I do become a teacher, I think I will it will be easier to have good time management.
5. I am definitely in a position where I am working on performance goals. There are so many things going on that mastering a goal would be very very difficult at this time, although my ultimate goal is to master every goal I have set for myself. I don't believe change is needed at this time though.
2. Again, I have not done a good job of staying on task with my assignments. Try outs were just occuring for baseball, and we as a coaching staff were spending long nights picking the teams at every level. I definitely need to do a better job of getting assignments in on time.
3. I have definitely made progress on most goals, but at the same time I feel that there is still so much to learn from the classes I am taking. I felt coming in that I had a good idea of how I wanted to do this and wanted to do that, but after some of these classes, I now know much more effective ways of doing things better.
4. Honestly I don't know if there is anything I can change. I am learning tons, while at the same time, understanding that there is still so much more to learn. I had mentioned my time management, which is still a problem, but when I do become a teacher, I think I will it will be easier to have good time management.
5. I am definitely in a position where I am working on performance goals. There are so many things going on that mastering a goal would be very very difficult at this time, although my ultimate goal is to master every goal I have set for myself. I don't believe change is needed at this time though.
Course Contract Review #1
1.At this time I feel like there had been a ton of different things thrown at me, and I felt it was starting to get tough already by keeping track of all the classes that were going on. I did feel at the time that I was grasping different concepts of teaching, and starting to get a grasp of what it takes to become a quality teacher.
2. I felt at the time that I was starting to slack in the homework department already. It had become very difficult because of the 6 classes I was taking, the coaching, and the part time job to stay on task with all of my assignments. I know it is an excuse, but man it became tough to stay on top of all things.
3. At the time, I was stable. It was too early in the semester to really grade on how I was doing as far as staying on top of goals. Obviously I was slacking a little bit, but I probably felt I could make it up and get everything back to normal, and keep my goals intact.
4. My time management. I sometimes got in the habit of when I did have free time, to spend it with the family and not do any homework. I feel that family time is very important, but my goal is to be a teacher, and I need to do everything I can to become one.
5. At the time I have to imagine that it was probably a mixture of both mastery and performance goals. I have felt the entire time that mastery goals come from experience, and I will eventually become the master of my own teaching world, but that comes when I am in the classroom every day.
2. I felt at the time that I was starting to slack in the homework department already. It had become very difficult because of the 6 classes I was taking, the coaching, and the part time job to stay on task with all of my assignments. I know it is an excuse, but man it became tough to stay on top of all things.
3. At the time, I was stable. It was too early in the semester to really grade on how I was doing as far as staying on top of goals. Obviously I was slacking a little bit, but I probably felt I could make it up and get everything back to normal, and keep my goals intact.
4. My time management. I sometimes got in the habit of when I did have free time, to spend it with the family and not do any homework. I feel that family time is very important, but my goal is to be a teacher, and I need to do everything I can to become one.
5. At the time I have to imagine that it was probably a mixture of both mastery and performance goals. I have felt the entire time that mastery goals come from experience, and I will eventually become the master of my own teaching world, but that comes when I am in the classroom every day.
Thursday, April 22, 2010
Behaviorism and Social Cognitivism Case Study
BEHAVIORISM
1. I feel that Mr. Kessinger is no doubt a D-Bag!... Sorry had to get that off my chest. I feel that his class is no where near a community of learners classroom. He doesn't allow the students to express their own thoughts or idea, and he is very strict in the way he teaches. I think that Ms. Yamashita does allow her class to grow and learn as a class just based on the fact she is wanting to use Robins map for the class.
2. Mr. Kessinger uses presentation punishment by punishing Robin in front of the whole class. This is very humiliating for a high school girl and can damage the learning of that student and could end up scarring a student for life just like how Robin thought she was going to get in trouble when Ms. Yamashita saw the concept map. According to the teacher the student was displaying an almost illegal action in the classroom by bringing the notes. But having those notes is a great way for a student to learn in my opinion.
3. Because Robin had previously been given a verbal lashing for having the concept notes out on her desk she was afraid that Ms. Yamashita would get upset for having the notes out on her desk during that class as well. Robin held all the emotion in as Mr. Kessinger had it out on her during his class. Robin did not expect Mr. Kessinger to get mad for her having the concept map. So in Ms. Yamashita's class, Robin had her notes and tried to hide them thinking that she would get in trouble. Robin had learned that she would get into trouble for having her notes on her desk in Mr. Kessingers class, so it was an automatic response to hide them in any other class. Then when Ms. Yamashita took the notes, Robin let her emotions even though Ms. Yamashita thought that the notes were a great idea.
4. Ms. Yamashita didn't know the story of what had happened in her other class, so she was probably unaware of why Robin ran out of the classroom crying. It was a good idea that Ms. Yamashita asked if the rest of the class could use her notes to use. That gives positive encouragement for Robin to continue to do her concept notes. I feel that Mr. Kessinger's actions were out of line, and he deserves a slap across the face from Robins mother, especially since Robin didn't have a clue that it was wrong. Ms. Yamashita could comment on Robin's notes often and say how nice they are and tell her that it was a great idea (also known as positive reinforcement). It is important to continue to reinforce to the class and to Robin, that she was using good study habits by taking notes and enhancing her learning by using the concept notes.
SOCIAL COGNITIVISM
1. Ms. Yamashita was definitely the most vicarious teacher. She was trying to observe the behavior of taking great notes as a good behavior and in her class she was hoping that it would lead to a positive outcome, but the teacher was unaware of what happened in Mr. Kessinger's class. Mr. Kessinger's showed the opposite of vicarious reinforcement because his actions lead Robin to a negative behavior and never took notes in his class again. Because of the situation that Robin had in Mr. Kessinger's class, other students may stop taking notes as to not get yelled at in a similar way Robin did.
2. Because of Mr. Kessinger's actions, the students are at a point where they are unhappy with him, the class, and environment he teaches in. The class flat out doesn't like him, and the students overall reflection is negative toward him. Robin is now scarred for life from him and his actions.
3. Robin is using the self recording method. Self-recording refers to keeping a journal or something to record your own thoughts and ideas on. Robin is keeping her journal but doing it in a creative way. She is making a concept map to remember and map out what she was taught in the class last time. As she creates her concept map she is able to reflect and monitor what is being taught in the class.
4. Robin's self-efficacy has been affected in a negative way because of her experience with Mr. Kessinger. She doesn't feel comfortable in Mr. Kessinger's class anymore. Because the environment has been affected and with her peers telling her that they don't like Mr. Kessinger either it leads to her personally feeling that she doesn't want to take notes in his class anymore. In the end, Robin will not be learning much from the class, because she fears the teacher, and so her focus now becomes, "How do I not get in trouble again?"
1. I feel that Mr. Kessinger is no doubt a D-Bag!... Sorry had to get that off my chest. I feel that his class is no where near a community of learners classroom. He doesn't allow the students to express their own thoughts or idea, and he is very strict in the way he teaches. I think that Ms. Yamashita does allow her class to grow and learn as a class just based on the fact she is wanting to use Robins map for the class.
2. Mr. Kessinger uses presentation punishment by punishing Robin in front of the whole class. This is very humiliating for a high school girl and can damage the learning of that student and could end up scarring a student for life just like how Robin thought she was going to get in trouble when Ms. Yamashita saw the concept map. According to the teacher the student was displaying an almost illegal action in the classroom by bringing the notes. But having those notes is a great way for a student to learn in my opinion.
3. Because Robin had previously been given a verbal lashing for having the concept notes out on her desk she was afraid that Ms. Yamashita would get upset for having the notes out on her desk during that class as well. Robin held all the emotion in as Mr. Kessinger had it out on her during his class. Robin did not expect Mr. Kessinger to get mad for her having the concept map. So in Ms. Yamashita's class, Robin had her notes and tried to hide them thinking that she would get in trouble. Robin had learned that she would get into trouble for having her notes on her desk in Mr. Kessingers class, so it was an automatic response to hide them in any other class. Then when Ms. Yamashita took the notes, Robin let her emotions even though Ms. Yamashita thought that the notes were a great idea.
4. Ms. Yamashita didn't know the story of what had happened in her other class, so she was probably unaware of why Robin ran out of the classroom crying. It was a good idea that Ms. Yamashita asked if the rest of the class could use her notes to use. That gives positive encouragement for Robin to continue to do her concept notes. I feel that Mr. Kessinger's actions were out of line, and he deserves a slap across the face from Robins mother, especially since Robin didn't have a clue that it was wrong. Ms. Yamashita could comment on Robin's notes often and say how nice they are and tell her that it was a great idea (also known as positive reinforcement). It is important to continue to reinforce to the class and to Robin, that she was using good study habits by taking notes and enhancing her learning by using the concept notes.
SOCIAL COGNITIVISM
1. Ms. Yamashita was definitely the most vicarious teacher. She was trying to observe the behavior of taking great notes as a good behavior and in her class she was hoping that it would lead to a positive outcome, but the teacher was unaware of what happened in Mr. Kessinger's class. Mr. Kessinger's showed the opposite of vicarious reinforcement because his actions lead Robin to a negative behavior and never took notes in his class again. Because of the situation that Robin had in Mr. Kessinger's class, other students may stop taking notes as to not get yelled at in a similar way Robin did.
2. Because of Mr. Kessinger's actions, the students are at a point where they are unhappy with him, the class, and environment he teaches in. The class flat out doesn't like him, and the students overall reflection is negative toward him. Robin is now scarred for life from him and his actions.
3. Robin is using the self recording method. Self-recording refers to keeping a journal or something to record your own thoughts and ideas on. Robin is keeping her journal but doing it in a creative way. She is making a concept map to remember and map out what she was taught in the class last time. As she creates her concept map she is able to reflect and monitor what is being taught in the class.
4. Robin's self-efficacy has been affected in a negative way because of her experience with Mr. Kessinger. She doesn't feel comfortable in Mr. Kessinger's class anymore. Because the environment has been affected and with her peers telling her that they don't like Mr. Kessinger either it leads to her personally feeling that she doesn't want to take notes in his class anymore. In the end, Robin will not be learning much from the class, because she fears the teacher, and so her focus now becomes, "How do I not get in trouble again?"
Constructivism Case Study
1. Both case studies use measurement and math. Both case studies used forms of individual contructivism to help solve problems using the discovery learning method.The difference between the two is in one case the teacher used the guided discovery method in which the teacher gave the students directions to find the solution to the problem. Yet this form of style was unable to get the students' mind moving, and may not have accomplished the concept of this form. The other case the teacher allowed the students to come up with their own ideas and form their own hypotheses to solve the problem. This style got the students' brains turning and they were able to come to a conclusion of why it was important to have a standard form for measurement.
2. Having a constructivist approach can have its positives and negatives. Some students may learn better by just lecturing and having the students read straight from the book. Some students may learn more effectively by having thought provoking activities for the student to think and come up with solutions to the problem. As the student is involved in discovery learning it engages the student to come up with a solution by him or herself. The student would take in the different hypotheses from all the different students to form their own solution to the problem. The inquiry-based model might come with problems as the case showed at first because the students were not able to start their thinking at first. but then as the first idea was presented, it got the ball moving and others were able to feed off of that first idea. This form of teaching may take more time than your traditional lecture and power point form of teaching. But this form of teaching gets the students thinking and solving the problems on their own and were able to work through the problem.
3. In the constructivist lesson the students are engaged in thinking critically to solve the problem. The students have to use logic and reasoning to discovery how to solve this problem. They come up with a hypotheses and test their idea. In one case the students decide to measure the boat by how tall the student is. They test their hypotheses and come to the conclusion that all people are not the same size and could get different answers based upon how tall someone is. Then by using the information that they created about an individuals height, they come up with a different hypotheses to test. The students have to critically think and come up with ideas to solve the problem.
4. I would argue that a constructivist activity is an authentic activity. In definition, authentic activity is based upon real world experiences and concepts. The students had to come up with how big the ship was to tell the King. This was a real world experience in that they had to solve the problem with their own ideas.
2. Having a constructivist approach can have its positives and negatives. Some students may learn better by just lecturing and having the students read straight from the book. Some students may learn more effectively by having thought provoking activities for the student to think and come up with solutions to the problem. As the student is involved in discovery learning it engages the student to come up with a solution by him or herself. The student would take in the different hypotheses from all the different students to form their own solution to the problem. The inquiry-based model might come with problems as the case showed at first because the students were not able to start their thinking at first. but then as the first idea was presented, it got the ball moving and others were able to feed off of that first idea. This form of teaching may take more time than your traditional lecture and power point form of teaching. But this form of teaching gets the students thinking and solving the problems on their own and were able to work through the problem.
3. In the constructivist lesson the students are engaged in thinking critically to solve the problem. The students have to use logic and reasoning to discovery how to solve this problem. They come up with a hypotheses and test their idea. In one case the students decide to measure the boat by how tall the student is. They test their hypotheses and come to the conclusion that all people are not the same size and could get different answers based upon how tall someone is. Then by using the information that they created about an individuals height, they come up with a different hypotheses to test. The students have to critically think and come up with ideas to solve the problem.
4. I would argue that a constructivist activity is an authentic activity. In definition, authentic activity is based upon real world experiences and concepts. The students had to come up with how big the ship was to tell the King. This was a real world experience in that they had to solve the problem with their own ideas.
Cognitive Psychological/Information Processing Case Study
1. Most individuals remember experiences from years ago. I remember doing activites in classes when I was in junior high that allowed me to get out of my seat, and be somebody who isn't Matt Bezzant. I remember in Geography class, we each had to do a project about a european country and explain what was good and bad about the country. We were to dress up and try and speak the countries language. I was France and I remember vividly me trying to talk romance, and acting like a fool, but I remember it. I couldn't tell you another thing we did in that class, because it was out of the book. but an experience that allows a student to learn and be a part of will allow for more remembrance later in life or even for tests. There are just too many words in a book to really grasp everything you need to know as a student.
2. I can imagine it could have been fired up. If the students really took to their parts, they probably would have had a great time doing everything, as well as get the feeling of actually being a part of the Union or Confederate sides. Each student had the opportunity to be a soldier, and though some students may just go with the flow, there are going to be other students who become engaged in the situation, which ultimately allows for the best kind of learning.
3. I think allowing the students to keep a journal would be great. I think that if the students were to write down the feelings they have of what they are learning, and the feelings they have of what they think a soldier would be feeling would be beneficial. I think if the student writes in the journal until the end of the unit or re-enactment with thoughts on what they felt about it, then the student would be given the opportunity to go over their feelings and revisit the whole experience. After revisiting it, the student will be able to keep that information longer.
4. I find it hard in a classroom setting when I have teachers like Mr. Dunkin and find it hard to pay attention in that setting. I am a student that needs to be involved and engaged in the learning process. As stated already, I feel it is much more beneficial to have engaging classrooms that mix it up. Class re-enactments and activites that change allow my brain to wrok in different fashions. Any other way can be found boring at times. I feel that there are times where Mr. Dunkins way can be appropriate, but definitely not all the time. I personally think that is why I have enjoyed both Dr. Cooks and Dr. Cox's classrooms. They both differ from day to day. I don't know what to expect sometimes, but that makes it more enticing to come to class to get a better understanding. In other words, I feel that Mr. Richards class would be much more fun to be in and to learn in.
5. I would think that people in Mr. Dunkins class would become more book smart, and have a much better idea of what to study for and look for in in the book when it comes to tests and assignments. They may also have more facts. Where as Mr. Richards students will gain more of a connection and feeling toward a subject. The class will also have a longer lasting memory of the subject. In all, each student will learn the basics, but each class will differ on what is felt as important.
2. I can imagine it could have been fired up. If the students really took to their parts, they probably would have had a great time doing everything, as well as get the feeling of actually being a part of the Union or Confederate sides. Each student had the opportunity to be a soldier, and though some students may just go with the flow, there are going to be other students who become engaged in the situation, which ultimately allows for the best kind of learning.
3. I think allowing the students to keep a journal would be great. I think that if the students were to write down the feelings they have of what they are learning, and the feelings they have of what they think a soldier would be feeling would be beneficial. I think if the student writes in the journal until the end of the unit or re-enactment with thoughts on what they felt about it, then the student would be given the opportunity to go over their feelings and revisit the whole experience. After revisiting it, the student will be able to keep that information longer.
4. I find it hard in a classroom setting when I have teachers like Mr. Dunkin and find it hard to pay attention in that setting. I am a student that needs to be involved and engaged in the learning process. As stated already, I feel it is much more beneficial to have engaging classrooms that mix it up. Class re-enactments and activites that change allow my brain to wrok in different fashions. Any other way can be found boring at times. I feel that there are times where Mr. Dunkins way can be appropriate, but definitely not all the time. I personally think that is why I have enjoyed both Dr. Cooks and Dr. Cox's classrooms. They both differ from day to day. I don't know what to expect sometimes, but that makes it more enticing to come to class to get a better understanding. In other words, I feel that Mr. Richards class would be much more fun to be in and to learn in.
5. I would think that people in Mr. Dunkins class would become more book smart, and have a much better idea of what to study for and look for in in the book when it comes to tests and assignments. They may also have more facts. Where as Mr. Richards students will gain more of a connection and feeling toward a subject. The class will also have a longer lasting memory of the subject. In all, each student will learn the basics, but each class will differ on what is felt as important.
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