Course Contract Review #4

Course Contract Review

1. I think that I did well on completing all of my assignment and doing very well on them. I currently have an A- and I hope that goes up after the final!

2. Well I don't remember very much from this semester so I am going to have to study a lot for this final to do a good job on it. I am going to go to the study session tomorrow to help get me started. I know that next semester I need to stay on top of things and make sure I keep that motivation up throughout the whole semester. I know that things are going to keep getting harder and harder so I just need to stay a head of the game and not get behind. I also need to remember to always be reviewing things so that I will remember them for a long time.

3. Well out of my three goals (to read my book each week, to not procrastinate, and to write in my blog each time) I slipped on all of them at some point. I but I came through and I think I made up for it in the end. I know that I am not perfect so I am not going to be too hard on myself and give myself a pat on the back for trying.

Next Semester I am going to make better goals that I can achieve. I am still going to try the make the goal to not procrastinate and I am going to challenge myself to meet it.

4. Well for next semester I think I need to write down a to do list each week and check it off so that I do not get behind. I did something similar this semester I just started to get lazy toward the end of the semester where it really count. So next time I am going to push myself to the end!

5. I stayed motivated to complete everything I was assigned. I only slacked on getting it done in a timely fashion. I only ever turned in a few things late but most of the time I would do things the night before no matter how big the assignment. I really lost my motivation after field. Maybe I was burnt out but that's when it seemed we had the most work. So next semester I am going to remember this and do better as not overwhelm myself.

Personal Learning Theory

What? Your Emerging Theory: B=43, C=46, H=42 I think this mean I am a pretty well rounded teacher.
The following is what I liked and what I need to work on to rememeber in each term.

• Piaget Cognitive Development: He talks about schemas, the mental network of information. He explains that Assimilation is where you take your understand and make it the same understanding as everyone else (bring someone in and making them the same). Where as Accommodation is changing the old to be consistent with the new. Then he create the stages of development: Senisory-Motor, Pre-concrete Operational, Concrete Operational, Formal Operational.
  
• Vygotsky Cognitive Development: Vygotsky has a socioculture view of development. He said the socialization moves to internalization, the language and culture of one's community. You must understand those of student to help them. Then you can mediate, understand their behavior and change that behavior to something they can understand as well as everyone else. He said that students self-regulate themselves using inner speech, when you talk yourself through something out loud. He also developed ZPD (Zone of Proximal Development). Scaffolding is when you get your student to the right ZPD.
  
• Erikson's Psychosocial Development: He believed that everyone must go through these stages of development: Trust vs. Mistrust, Autonomy vs. Shame, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs. Stagnation, Integrity vs. Despair.
  
• Kolhberg's Moral Development: 3 main levels: Prevconventional Reasoning (no internalization of moral values) there are two parts: Obedience and punishment, where they are just concerned with the punishment and Individualism and exchange where the rules are negotiated. Conventional Reasoning is the next level where you abide by the rules but they are the standards of others. 2 parts: it is called the nice girl/good boy stage because moral decisions are based on the approval of others. Second part called law and order because they abide the rules for their own sake and they believe order must exist. Postconventional Reasoning is where their own internal moral outweigh the rules of society. 1st stage is social contract because the moral reasoning is based on socially agreed principals. 2nd stage is universal principles because they are committed to rights like life, liberty and justice.
  
• Goleman's Emotional Intelligence: This is our understanding and regulation of emotion. 1- Recognizing one's own emotions. 2- Regulating one's own emotions. 3- Recognizing other's emotions. 4- Handling interpersonal relationships. 5-Motivating oneself.
  
• Information Processing: Incoming stimuli (new information) and if you are paying attention and your perception of the information will going into your working memory from there is can be stored and encoded and put into long term memory. Then when you retrieve the information it goes back into the working memory. The long term memory is made up of there parts: declarative (semantic or general knowledge), procedural (how to perform a task), and conditional knowledge(knowing when and why to apply declarative or procedural). Metacognition: knowing what you know.
  
• Knowledge Construction and Higher Order Thinking: Bloom's Taxonomy, 4 types of knowledge: Factual, Conceptual (grouping similar objects, ideas events, or people), Procedural, Metacognitive. Positive Transfer: when something learned in the past helping learning something new. Negative Transfer: when something learned in the past hinders learning something new.


• Behaviorism: Classical Conditioning is learning by associate to an automatic response to a stimuli, for example you are bite by a dog. The unconditioned stimuli is the bite from the dog and the unconditioned response is you being scared. Then when you see a dog again the condition stimuli is the dog and your conditioned response is to be afraid. Generalization would then be being afraid of all dogs. Discrimination would be if a Dalmatian bit you and then you were afraid of all Dalmatians. Operant Conditioning is your deliberate response to achieve a certain end. So for example teaching an animal to push a lever to receive it's food. Token Economies are positive reinforcements for a certain behavior. Negative Reinforcement is removing an adverse consequence for good behavior. Contingency contract is a written agreement between teacher and student where the student agrees to act one way and the teacher provides an acceptable incentive.


• Social Cognitivism: Is your own regulation of your learning and learning by observing others. Here are some terms I struggle to remember: Reciprocal Causation is their interrelationship between the student's environment, their personal beliefs and their behavior. Self-efficacy is the belief in one's ability to preform or achieve a certain goal. ARPM: Attention, retention, performance, and motivation.


• Group and Individual differences: learning differences are based on culture and their view of the world. When a teacher misinterprets a behavior due to the students background this is called a cultural mismatch. IRE cycle is where the teacher imitates a discussion in which the students respond to and then the teacher evaluates their response. Teachers needs to also beware of a students socioeconomic status which is based on their economic, educational, and occupational status. Gender differences are also something to think about.
• Motivation: There are two types of motivation: intrinsic and extrinsic. Intrinsic is being involved in a learning activity for its own sake. Extrinsic is being involved in a learning activity for a means to an end. Students need to make goals to keep motivation. Mastery goal focuses on the improvement and understanding. Performance goals focus on the end result. Autonomy is the idea of having an internal locus of control. Attribution theory is relationship between student's explanation for success and failures.

So what?

My personal learning theory is probably mostly based on Vygotsky's theories. I believe that we are a tool to scaffold students to their right ZPD. I liked that he seemed to focus on the importance of social interaction because I think that is just as important as teaching cognitively. Students need to learn life skills early in life so they can have success for the future. I also really liked the concept of spiral learning because I never thought about how effective that could be. I want to be able to teach my students something and then throughout the year review it so that they can put all that information in their long term memory. I know that I have a hard time remembering what I learned in elementary school so that will be my goal to work to help them remember the things they learn for years to come.

Now what?
I really liked what my field teach would do to get her students in their ZPD. She would teach a concept to the whole class. Then she would have them do it groups and then they would do it individually. Then after they were graded she would give them a chance to fix what they did wrong. If they did not get it she would have a student who understands it better help them out. If they were still having problems she would sit down with them herself and work with them. This way I think that they students would really understand what they were learning. I really want to try and use this technique in my class someday.

I would like to learn more about the brain and how it effects learning. I thought it was really fascinating and I have always been interested in medical science. I thought about going to in a medical profession but I have a really weak stomach but still it would be interesting to take some classes to get a better understanding.

I think I need to improve reviewing over things over and over. I thought I understood things the first time learning them but now going over them I am forgetting stuff and not fully understanding things. So next time around I need to practice spiral learning myself so that I can remember things long term.

Social and Moral Development Case Study Analysis

Case Study:

1. I think I the strategy to have the more outgoing and socially confident students to go an ask the more reserved students to play. I know that I always feel more welcomed when someone asks me to do something and I feel like I am making friends that way. Also they can look to these students and learn from their examples and gain some more confidence.

2. Well depending on the type of book it can help any one of Erikson's psychosocial stages. For example if the story book talked about becoming self-sufficient, like learning to tie your show, it could help the students with Autonomy versus Shame.

3. I believe that children's literature is a great tool to help students learn moral reasoning. I know that there are many different books that could help. The book could go through a scenario of where the character made and choice and received a negative consequence, for example "The Three Little Bears". Goldie Locks did things when she did not have permission and the bears were unhappy.

4. I think the positive cognitive advantages to reading a letter from Mr. Stone is that they can discuss something that they might not ever learn in an environment where everyone can respond and help out. I know that by teaching something or by coming up with ideas for others I understand things better myself. The social aspects are great as well because they can see what their peers think and learn how to keep their friends in way that will not embarrass them. I also think the moral aspect is a good one because I don't like how they took Liam aside and had the whole class criticize them. That has the potential to back fire and make Liam feel pretty bad. This way they are inadvertently helping students understand how to make friends.

Behaviorism Case Study Analysis

Case Study

1. I think Haley's fear of men is classical conditioning because he probably had an unconditioned stimulus like a man being mean to her and then her natural unconditioned response was to be afraid of him. Now the conditioned stimulus is every man she sees. Therefore her conditioned response it to be afraid of all men.

2. Meredith's aggressive behavior is a case of operant conditioning. I think this because sometime in her past she behaved badly and she received no negative consequences for her actions. So she continues to behave badly knowing that no one is going to do anything about it.

3. Well I might have to talk to Haley first to see if we could work those her fears. Then through continuous reinforcement of her see that not all men are men she might learn to trust them again. We could also work through her need for her sister or her need to follow others by positive reinforcement of everytime she stands alone. I could call her or have her by my helper on something and then praise her so that she can see that she doesn't need others all the time.

4. For Meredith I think I would start out with removal punishment first. I would let her know that some behaviors such as hurting others in unacceptable and their will be consequences for those actions. Then slowly I would try shaping. I would reward her when she listen to the teacher or is nice to others. I would acknowledged when other students do it as well and praise them and maybe she will follow their example.

Social Cognitivism Case Study Analysis

Case Study

1. Mr. Corbert show examples from the behaviorist theory by using reinforcement. According to the theorist Skinner, when Mr. Corbert praises the others student walking quietly in line the other students are being reinforced. Mr. Corbert also uses theorist, Thorndike's law of effect theory when he tells Johnathan it is not nice to point or tattle. That way Mindy doesn't not want to be revokes for doing such an action.

2. Mindy hears the teacher comment on how a table walks to the line for recess. She then makes an effort to walk to line. She learned by vicarious reinforcement.

3. Mindy hears the teacher tell Johnathan not to point so Mindy learned vicariously that she should not point.

4. Mindy wants to get the approval of her teacher so she behaves in a certain way to achieve a certain goal. She listens to what the teacher approves of and what he does not. She also observes others and notices what is good or bad behavior. Then she tries to act in a certain way.

Constructivism Case Study Analysis

Case Study



1- Traditional and constructivism lesson plans can both teach the same thing and students can both learn from them. Sometimes it depends on the student on which lesson plan is more effective. A traditional lesson plan would consist of a formatted lesson plan where you guide the students step by step. Then a constructivism lesson would start out with teacher giving them a problem or a question and then the students construct their own way of solving it. So essentially they construct their own learning.



2- I think the constructive lesson plans can benefit your students because they have control of how they are learning so they might work a little harder. Another reason is it is very hands on so students can learn more that way. A draw back might be that it takes longer to teach using this approach. I think it is also hard when the students don't really know what they are doing and you have to watch them fumble through. I think that once your students get the hang of constructivism is a great way for your students to show initiative and thrive in their learning. They will learn independence and learn to figure things out on their own.

3- Critical thinking in the identification and evaluation of evidence to guide decision making. In the constructivist lesson in the case study the students had to use critical thinking to look at the problem and make a decision about how to solve it. For example, the students had to find a way to measure the boat. So they used critical thinking to understand what the problem was and evaluate it to come up with an answer.

4- I would think that you could create a constructivist lesson plan that would also be an authentic activity. For example, the students can figure out how to make a bird house something they would use in real life. The would need to figure out measurements and what they should make it out of. They would need to consider the best way to attract a bird and so on.

Course Contact Review #3

1- So this unit I actually read the chapters necessary. I will admit I wasn't planning on doing this but when I started to read I got caught up in what I was reading and I was done before I knew it. I found it really interesting and I think this will encourage me to read the book in the future.

2- Although I did read the chapter I still did it just a few days before. Once again I need to learn to space out my study time over a period of time as to not be overwhelm with an upcoming test.

3- As for my goals I am getting better. I completed 2 out of my 3 goals I made at the beginning of the semester. I read the chapter (or necessary reading for this unit), I also wrote in my blog each week. I still need to work on not procrastinating but I think that is just one habit embedded in my mind that I am going to have a tough time breaking.

4- So in order to stop this horrible habit of mine I need to manage my time better. So for this next unit, since we will not be going to class but to our field experience, I want to keep my mind on the terms we have learned. I will go over all of the study guides for about and 30 mins- 1 hr twice a week. This way everything will stay fresh in my mind and I will do well on the final.

5- I think I was pretty motivated this time. I really liked this unit and a really like the reading that went along with it. I think my dad could probably ace all of the exams because I always teach him all of the material. That is how I study best, teaching someone else. I believe that I work hard on everything I do and hopefully that will result in a good ending result.

Cognitive Psychology/Information Processing Case Study Analysis

Case Study


1. I think students will remember that they got to dress up and go camping as Civil War soldiers. They will probably remember the re-enactment of the battles. I don't think that they will remember any facts, date, and maybe even people in the war. I think that this activity will help remember a lot more than they ever would if they read just from a textbook.



2. The students are probably all having a good time. They get to spend a whole day together as a class. The are acting as soldier so they are using their emotions. The students are all probably very excited not to be spending this time in class. Whenever emotion is involved you remember it. For example you can probably remember all the times you were in a lot of pain. If you could encourage emotions when students are learning they are more likely to remember what they have learned.



3. I think it would be effective to have a oral test where the teacher can ask the whole class about the information they learn during the re-enactment. That way the teacher can see if the class remember and really understands what they learned. Then in few months I would bring it up again to ensure long term memory.

Case Study #2
4. With Mr. Dunkin's class the students probably don't retain the information very well. The information would go into short term memory and then it would become lost because there is no emotion or anything to help you to keep remembering it. Mr. Richards on the other hand would probably have more effect teaching techniques. Since his class engages in role playing and makes video and stuff like that he is using RAD teaching. The students are using their emotions to help them remember the material.

5. I think in the long term Mr. Dunkins class would forget the material. They might do okay in short run because they are learning the material. Mr. Richard's class will more likely remember things years from now because the students were really getting involved in what they were learning.

Brain Awareness Project Proposal

Okay so Nichole and I are very interested in how our memory works. So we are going to make a poster board talking about all the different aspects of our memory. It will have fun facts and tons of information that is sure to amaze you!

Special Needs Case Study Analysis

Case Study

1. Nathan displays the classic symptoms of ADHD (Attention-deficit/Hyperactivity disorder).

2. Nathan received several accommodations in the past such as, special resources in the resource room. He also was prescribed a RX by a doctor.

3. Some stratigies I would like to suggest Nathan try to help his learning disability are...

• Breaking down his assignments into smaller components.
• Teach him how to "self-talk" through a performance.
• Incoportate hands on activities.
• Place him in a quite part of the room so that he can avoid distractions.
• Create a log to record and monitor assignments he has done.
• Use flash cards to develop skills and confidence.

4. Studies say that there are approximately 2 million children in the United States with some form of ADHD. So in a standard class of about 30 students I am very likely to have at least one student with similar learning disabilities as Nathan. You can find this information here.

Course Contact Review #2

1. So I am I feel like I am doing well understanding the material we go over in class. If I don't understand I ask a classmate, check my book, or maybe even ask the teacher.

2. I left the studying for the test for the days couple of days again. Although I studied quite a bit for it, I think that I would remember better if I studied over a period of time.

3. I am still not doing very good on my goals. I do read my book but not every night. I don't read until just before the test so I is very cramped and time consuming. I am obviously not doing things ahead of time so I will need to work on that.

4. I think the best way to improve on my goals is to make commitment to study twice a week at a certain time. I think the most convenient time would be right after I get home from school on Wednesday and Monday or Friday.

5. My motivation is on a low point right now. I am definitely interested in the material but since it is in the middle of the semester I am feeling a little sluggish. I am trying to do my best on every assignment or test we may have in this class so I feel like I am working on my mastery goal. I also want to be the best teacher I can be so I am constantly working on my performance goal with all of my classes. One thing I really want to change is gathering all the information I get from my classes somewhere where I can know where things are in future and be able to make use of them.

Cognitive Development Case Study Analysis

Case Study: http://docs.google.com/View?id=dc7d3btp_29f766g7cp

1- I think this case shows a couple of examples of disequilibrium, which when one's thinking is not consistent with our world experiences. One example is when Lucy's grandpa died last summer and she never saw the body and her parents told her he just went to heaven. So Lucy doesn't know why Ringo hasn't gone to heaven. That caused her an disequilibrium in what she knows of the world. Even the subject of heaven is still a mystery to Lucy and Amy.

2- Preoperational Stage is when child can not think logically but they are able to use their intuition. Amy couldn't understand that Ringo was dead but they intuitively knew something was wrong with him because he was not acting like his normal self. Egocentrism is when you can't understand the world from someone else's situation. Lucy and Amy can not understand what it is like to go to heaven so they wonder if you would have to eat there. They also think everyone has this same opinion.

3- Vygotskian theorist would probably suggest that Ms. Bowman ask the children what think happens when someone dies. It is a delicate subject and with their egocentric nature they might be more comfortable with confirmation of their own beliefs. I think they will come their own terms of their own explanation of the afterlife when they are ready. Just try to comfort them in a way that is comfortable to them.

4- I think taking care of a pet in school promotes a students'cognitive development by showing them responsibility, independence, and a sense of duty. These are important skills for students to learn in life.

Educational Neuroscience

Judy Willis

What? Judy is a neurologist who became a classroom teacher, she specializes in brain learning research. She emphases on RAD teaching.
Reach (Reticular Activating System)
Attitude (Amygdala)
Develop (Dopamine)
She has written 3 books and it just publishing a fourth one called "ASCD", a book about research-based strategies for math instruction. Judy also gives presentations and workshops. Her next presentation is on Using the Developments of Neuroscience for Neuro-logical Teaching Strategies. She is full of teaching strategies and working with long term memory. She says, "The goal is to engage your children in learning enrichment and long-term, rather than short-term (rote), memory-building activities."

So What? Well the RAD teaching concept means that the best way to teach students is to reach them, get their attention. They have to have a good attitude to learn. Then a teacher needs to know how the student develops. That is why Judy has written several books and articles from "Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist/Classroom Teacher" to a "Brain Owner’s Manual" to help teachers understand our student's mind. I took from a lot of her research that she believes that students need hands on, activities that will enthuse and enliven your student's minds therefore they will remember what is being taught.

Now What? I would definitely like to read one of Judy's books. She explains things in a very simple way that makes sense and I think her ideas will really help my students. She says that school is becoming a regiment with repetitive memory activities so we need to think of activities that keep them motivated in their learning. She believes that in order for students to remember long term things they have to have their attention captured. She said "Neuroimaging and brain mapping studies reveal the structural changes in the brain that occur when newly learned information is retained in memory storage areas." In order for students to remember it is better for the to relate some how with their prior knowledge and interest.

Course Contact Review #1

1- I feel like I am doing well at understanding the course content.
2- I am not doing things a head of time, I usually do them right before they are due.
3- On my goals, I did not get things done way in advance but I feel like I did well on reading the chapter and understanding. I also have blogged as you can see.
4- To meet all of my goals, I need to plan my time better. When I have some free time I will work on assignments so as to not overwhelm myself when it's due.
5- Motivation is still a hard one for me. I want to become a good teacher so I should want to do and work hard on everything that I am learning. Although with so much going on and not a lot of free time it's hard to find motivation to keep going. I guess that goes along with managing my time well and then my motivation will come. The great thing about this program is that all of our classes work toward a common goal of becoming a good teacher, so I would say I am working on my performance goals. I think I need to keep better track of what I am doing so that I can take advantage of all that I am learning in the future.

Hidden Assignment

Goals:

1- I will not procrastinate and try to get things done in advance.

2- I will read the chapter each week and obtain comprehension.

3- I will remember to write in my blog each week.

Weekly Prep:

-Chapters are about 30-40 pages so I will space this out by reading like 10 pages a day.

-I am going to try and use the 4 R's while studying.

-I am going to memorize key terms.

-I am going to write everything down in my day planner so that I can stay organized and not miss assignments.

-I will complete assignments when assigned.

Study Strategies


-I will read out loud when reading the text book because that way I understand what I am reading.

- I will ask questions while I am reading so that I make sure I understand what I am reading.


- I will memorize key terms by using flash cards.


-I will review key terms from previous chapters every chapter.


Comprehension


When I don't understand something, I will write out the question and research it from a different source. If I still don't understand it then ask my classmates for help and if they do not know I will ask my teacher. Then once I have found the answer I will try to teach someone the concept that way I will fully understand and remember it.

I will reach my goals in this course by staying on top of everything while still understanding what I am learning.

Motivation

Becoming a teacher has always been ideal to me. This because not only will I get to shape young minds but I know that they will teach me and I will always be learning. That is why I was so excited to be accepted in the education program at UVU. I thought that UVU would be the best place for me because their teaching program looked awesome! I thought that UVU is the place that is going to shape me into the best teacher I can be. I think learning about psychology to become a teacher is a given. How are you going to be able to shaped a child's mind unless you have some insight about what is going on in there? What is the best way they learn and remember things? I am very excited to be taking this class because psychology has always been a subject that has fascinated me. I know that it will give me the "insider's scoop" on how to teach and interact with my students.

Alright I will admit it, I am a pretty lazy person when it comes to most things. I had a sort of extrinsic motivation outlook. I was just going to school to get the grades and graduate, a means to an end. I knew that becoming a teacher was the right thing when I was excited to come to school, help out in previous observations in the classroom, and work hard on my assignments. I had finally found my motivation to do something. I think that is because I knew what I was learning and accomplishing would mean something someday. I know that by becoming a teacher someone is going to be counting and relying on me. In a way I feel like some one's future is on line because of me and I can either make or break their chances of success. If nothing else I hope I am making their learning experience just a bit easier and giving them a helpful push on the road of life. School had become a part of a flow and now I can hardly believe I have come this far so quickly.

I think I will have a greater connection with my students than they will believe. I have felt that when I don't understand something that it is my teacher's fault. I try to pass the blame on anyone but myself. I had teachers who had gotten sick and had to install substitutes for the majority of the year that weren't teaching us the material. I felt I had no autonomy, no control over my life. I think I have finally come to realize that those were something I just had to overcome. If I had to take the course again so that I would understand it, so be it. If I think that if something is worth it I will have to try hard for it. While I might have a bit of learned helplessness, thinking that I am just not smart enough, I know that if I just keep trying it will come to me. I think that just learning to overcome things is what makes me smart. If I can't teach my students anything else I hope that I can at least pass that piece of knowledge on.

I would like to think that I will be able to accomplish both my mastery goal and performance goal in this course. I want to be able to increase by improvement and understanding along the way. I Also want to be finish my performance goal by achieving a certain end, like an A in the class or more importantly become a teaching and not just any teacher, a great one.

Well I feel like I already understand that the classes I am taking now are going to be useful for my future so I had better put 110 % into them. Now I just have to prove that I have the motivation to do it. I know that this semester is going to be a lot to take in but if I keep organized and stay on top of things I will be able to do it! My future students deserve the best and I am going to give it to them, starting now.