Course Contract Review

Complete the following assignment on your blog AFTER completing each exam.

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

1. What are you doing well? changed my study habits, to achieve better grades. As my final showed. Stress has gone down.
   
2. What are you not doing well? still the time thing I haven't been able to set a good structured time frame for life and studies.
   
3. Are you making sufficient progress on your goals? For the most part yes, I need to try to figure the whole time thing out ASAP, or life will suck when student teaching starts.
   
4. List specific things you need to change in order to meet your goals. The main thing I think will help me is getting and using a calender planner, in hopes it will structure my time more efficiently.
   
5. How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? I am very excited now after seeing a good response to the way that I studied, and for how hard I worked in this class it paid off. That is the biggest thing that could have helped my in the way I change things and how I set my goals. getting a good response to my goals was a great motivator.
   

Test #3 Revisions

19.

Which one of the following statements is most likely to promote higher moral reasoning in a student in the law and order stage?
Student Response Value Correct Answer A. “Your behavior is not allowed in this classroom. As a consequence, you’ll have to stay after school today.” 0% B. “You mustn’t take Ruthie’s paper, or I won’t like you any more.” C. “If you don’t help with clean-up, you won’t get to go to the assembly.” D. “You destroyed Martha’s paper, and now she has to stay late to finish rewriting it.”
	Score 0/3 1. Reasoning for missing the question. I thought the law and order stage had to do with breaking the rules therefor having a punishment for that. Hence there is laws=rules, order=punishment for breaking the rules. I don't understand why we destroyed Martha's paper, what did she do to deserve that punishment. At least answer A. had a reason for the punishment. So I don't understand why it is D.

13. Which one of the following strategies is most likely to encourage students to correct their existing misconceptions?
Student Response Value Correct Answer A. Give students as much information about a topic as possible. 0% B. Show examples of a concept that contradict what students presently believe. C. Point out that “smart” students don’t misunderstand classroom topics. D. Encourage students to take extensive notes on their reading assignments.
Score:	0/3
1. Reason for missing question. I believe my answer is also correct. Because if you give as much information as there possibly is it would be hard to have any misconceptions if all knowledge is presented. Also I can now see why the correct answer is B if you also show examples of items that are directly different or the opposite it would also help the students understand and eliminate the misconceptions and strengthen the correct concept.

	4.
	Todd is trying to remember the names of the bones of the hand, but is confused and can only remember the bones of the feet, which he studied earlier this week. Which explanation of forgetting best describes Todd’s problem? Student Response Value Correct Answer A. decay B. reconstruction error C. lack of retrieval cues 0% D. interference Score: 0/3

1. Reason for missing question.
I also believe my answer is correct on for this question. Todd is having a hard time retrieving the memories of the bones in the hand, something isn't being cued for this response, there isn't a good connection in my opinion. Retrieval is pulling from long term memory to working memory. and that is what I believe he is having a problem with is pulling it out .

Interference is the correct answer, but it is almost the exact same thing. Failure to retrieve information, so I believe they both are correct but I understand why interference is correct in this case. He is failing to retrieve information.

2.Patterns for missing?
The only pattern I can see is that there in these cases two answers that were very similar to one an other and I should have taken the time to break them down even more in my mind with other example or comparisons before answering. There wasn't really a trend to missing them other than they were all missed.

3.Content that I struggle with?
Honestly I am struggling with all of it, my brain just doesn't retain all of this like it used to. But if I had to choose something specific it would be the models, I kinda understand the stuff in this section ok.

4.How will I review and retain?
I will need to use the items that I an not understanding as well as I should in ways that can relate to my life right now. If I can figure that out for the final it will help me retrieve the information easier and more quickly. Just need to figure how to relate it first. I need to have or make more examples in my mind on each topic.

The Teen Brain: Primed to Learn, Primed to Take Risks

Extra Credit

What? This article discusses how the brain functions, at what levels, and at what speed. It discusses a lot on adolescent people and the levels of their brain functions, then towards the end it goes through the process of how it changes to teen levels and even through late maturation. This shows the connection of the brain and the process it goes through. It shows how the brain is perfect and that it is the reason why we can live in just about any environment because the brain can make us adapt to where ever we are over time.

So What? I totally agree with this concept. Look over time how the world has changed and we are still here. I also agree with the speed of the brain, that it works and fires so fast when we are young and then as we get older things slow down. But as we grow their are many new connections made which stimulates more in our brain. So I believe more is learned at younger ages verses at the older ages.

Now What? Being a secondary education teacher I need to hope others have done their job with my students before they get to me. But knowing that the brain is still working semi quickly I would want to present as much as I can in as many ways as possible. If I can establish this into my lessons my students will have more opportunity for the items to stick in their brains for long term. I need to give them as much opportunity to learn because after high school the brain isn't learning or firing as fast and it only gets slower.

Study: Students more stressed now than during Depression?
Extra Credit.

What? This article discusses a study taken by Jean Twenge, a San Diego State University psychology professor and the study's lead author. The study was on depression and how the number are increasing dramatically in our children. I also talks about some potentials why they are increasing, but there still needs to be more data taken for more concrete results.

So What? I believe that these numbers are increasing, because I would bet that more than 50% of the people I know are on some type of medicine for a type of depression. There are just so many more thing to stress or worry people now than what they worried about in the 30's. So I can see exactly why they are doing this research, people are getting crazy.

Now What? This will help me in my teaching and in life. I will need to try to understand my students better, for example where they come from, their social economic status, just important thing in life in general. This will help me have better student teacher relations, and should help me on my preparing of lesson plans. This will also help my with the ways I communicate with people in general.

Emerging Theory

Final Learning Log

Write a blog about your personal learning theory. To do this:
- Review the study guides and text chapters for each of the following theories:

Identify points from each theory/topic that you like and dislike.

L = Like D = Dislikes

• Piaget's Cognitive Development: L: how people learn at different levels. D: the ages he has set they should be a little larger.
  
• Vygotsky's Cognitive Development: L: how it relates to social learning throughout life. D= To me it makes people do only what they see, they don't think for themselves they do what is taught. Robots.
  
• Erikson's Psychosocial Development: L: I really like his way of thinking throughout his stages, and how he compares they to the real life expectancies. D: I really don't dislike any of it I agree with his model.
  
• Kohlberg's Moral Development: L: because he tries to bring learning in to play through morality. D: because in these days morals are different for everyone. Some people believe killing is good and moral, so it would be hard for me to justify his model in my life.
  
• Goleman's Emotional Intelligence: It is hard to react to either side, even as the book states it is not clear if emotional learning is a distinct type of intelligence or just general. So with this it is confusing to choose likes or dislikes.
  
• Information Processing: L: agree with the process on how we think and store memories in our BRAIN. D: it would be hard for me to dislike this concept because I have no facts that it doesn't follow this process. Not enough info to shut this process down in my mind.
  
• Knowledge Construction and Higher-order thinking:L: that there are levels that one can reach and that not everyone is on the same one, and they all can be obtain if wanting to go there. D: really not everyone can achieve the many levels because not everyone was taught or explained how to obtain the highest order of thinking.
  
• Behaviorism:L: that thing are learned through experiences. D: way to keep behaviors the way we want them usually have to do with bribery.
  
• Social Cognitivism:L: how it is self driven, you can learn on your own, what you want at your pace. It can be done individually or you can learn from others. to me this is more well rounded learning.D: I don't dislike this at all I agree with it because it reaches many types of learners in many way of learning.
  
• Group and Individual Differences: L: everyone does learn different in different way. D: there just isn't enough diversity in our teachings to reach all levels or individual needs.
  
• Motivation:L people do learn by motivation for the most part. D: people also learn because of necessity, and bribery which is not the right reason but sometimes is a necessity to get them to learn.
  

What? The result of the quiz was B. 40, C. 40, H. 41. They were all just about equal , which fit my opinion on how people learn. I believe that people learn through a combination of constructivism ( comparing thing to experiences or with environment) but also through behaviorism ( feelings through experiences which have conditioned their brains). I don't know what you are referring the H to unless it just has to do with the human brain and how it works. I wish the test would have just told us what the three types were, so I could have explained myself better for the H because I don't know if it fits into my person strategy.

So What? I totally believe that people learn through active learning, and from experiences in their lives that they can relate thing to. What I mean is through active learning people learn from others in many different point of views that they my not have thought of and they also have the opportunity to teach or explain their points also. So in this way its more hands on and has a better opportunity to remember feelings of memory. Experiences will help people learn through comparison what they remember how the topics can relate to one an other.

Now What? This is the simple answer. In all the lesson plans that I have written so far their are many activities in many diverse ways of translation so each student can try to relate to a old memory or create new memories for remembering or recalling information. Even when I use power points or overheads I want the students to stay active and create a fun atmosphere of learning because that is memorable.

I would like to learn more about the process that the brain goes through to store information, and what is easier to remember and recall so I can tweek my lessons to fit better to those ares. Also I would like to go into more depth on the higher order of thinking and why it is so important to take my student through so many different types of levels. I believe that if I can better understand these few items I can make my person teaching method stronger and more fulfilling for my students.

constructivism case study

Questions:

Constructivism Case Study Analysis

1. Describe two similarities between the traditional lesson and the constructivist one as described above. What are two differences?

A. Two similarities are: they both had to do with measuring, they both were measuring large objects that the children have seen and should have been able to recall.

2 Differences are: the first measurement the teacher provided the way and the measuring tool to use. The second the teacher made the students come up with the way they would measure the 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.

A. two benefits are: as a group they learned two ways to recall measuring and relating items to learning, one with the yardstick teacher provided and one were the group had to think of ways to recall and compare sizes. They learned from both so they could understand the whole topic and that was why we all need to use the same measurement tool to show size or length. Two drawbacks: one was they time factor it took them 3 to four days of class to understand this topic. Second some were probably still confused because of how many ways of measurement was compared.

Was it worth it: I would say as a learning lesson yes, now there will more thing for the students to relate to and easier to remember and recall when the next time measuring comes up.

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

A. critical thinking is: the process of systematically examining available information and coming up with conclusions that are based on evidence. So throughout this activity the students learned critical thinking through brainstorming as a group how they were going to measure their boat and how they would explain to the king their finding by comparing it to something the king knew very well, which that was Zeb. It took them a while but they came to that understanding.

4. Would the constructivist activity be considered an authentic activity? Why or why not?
A. Yes, because the teaching was relevant to their life and outside of the school. They related it to whales, boats, hands, feet, people, which all of relate to their life experiences. This is the definition of authentic activity.

Course Contract Review#3

Complete the following assignment on your blog AFTER completing each exam.

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

1. What are you doing well? The only thing I am doing well at this time of the semester is attendance. I am still keeping up with the class but starting to fall behind.
   
2. What are you not doing well? Making sure I give enough time for the specific assignments.
   
3. Are you making sufficient progress on your goals? Not at all. I don't have the time I thought I would have.
4. List specific things you need to change in order to meet your goals.I still need to find more time in the days, which is very hard to do with three children.
   
5. How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? I still am very motivated to do well in school, but it is dwindling fast.
   

Cognitive Psychology/Information Processing Case Study Analysis

Post your responses to the following questions on your blog.

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?

A. They will remember a lot more of the information because it became a real experience, and they can now relate to it. Just reading it doesn't give the full affect, it doesn't meet as many different types of learning levels.

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

A. He assigns them one side Union or Confederate. This will make them to a point have the same feelings of the time and what the people were actually going through. Their emotional learning will be so much greater because again it will be relevant and real. Now they can tie the emotion into their learning which will stick in their memory more.

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. Anything that will use visual and audio information. Also anything that will make them use a higher order of questioning. Stuff from their working memory, relevant questioning, things that will have meaningful responses.

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

A. Mr. Richards, will have better results because he is reaching more types of sensors. This will help reach different types of learners in many different ways, which will help them all retain more information.

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

A. The outcome should be very different. Because in Richards class there is more diverse types of teaching to reach multiple types of learners. In Dunkins class there is only one type of teaching going on which could leave many students behind because that type of teaching doesn't work for them. Thats why as a teacher you need to educate in many diverse ways to give all of your students the same opportunity.

Course Contract Review 2

Course Contract Review

Complete the following assignment on your blog AFTER completing each exam.

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

1. What are you doing well?So far I have done what I committed to from the start. I studied the way I wanted to, with small groups, flash cards, looked up things I didn't understand. So that went well. Second test studied a lot more with a group, didn't seem to help.
   
2. What are you not doing well? It still is the Readings. I read just enough to fill out the study guides.
3. Are you making sufficient progress on your goals? No, I need more time and I just dont have it.
4. List specific things you need to change in order to meet your goals. Some thing I need to change in order to meet the goals are to set aside more time for my studies. This is hard because I do have three children and I am taking 19 credit hours this semester. But it will happen. But it's not, my wife is working more hours and it is giving me even less time for my studies. Get a nanny.
   
5. How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? Motivation is down falling behind in many classes. I think I am focusing more on performance goals, but they will all lead into mastery goals. I am just trying to do what is asked for a grade now not trying to learn anything like I was at the beginning. Like I said earlier I just dont have the time.

Behaviorism and Social Cognitivism Case Study

Behaviorism and Social Cognitivism Case Study

1. Does Mr. Kessinger's class represent a community of learners as defined in Constructivist theory? Why or why not?
A.For me "NO" because what he did was not co-constructive nor did it work together in the learning environment with the students.

2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.
A.He used bot types. Presentation by yelling at her and telling her cheating was bed , and removal by taking her paper and tearing it up.

3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning. Which stimuli are paired and how does that condition her response?
A.She had already associated bad things in her head from the previous class, so when Ms. Yamashita took her paper she thought she was in trouble again and ran off crying not understanding she was being complemented. She automatically paired the response whith the bad feelings she had previously.

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.
A.She could help robin understand through shaping, by giving her positive reinforcement let her know she did nothing wrong and encourage her to keep on doing the great job. If the teacher keeps this up then reinforcement will apply, but reinforcement only works if the outcome is desired from the participants. Once reinforcement stops so does the actions by the person that has received the reinforcement.

Social Cognitivism (Ch. 8) Questions:

1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with definitions and an example from the case study.
A. Kessinger has done the most reinforcement in my opinion, because he treats everyone the same, he is a jerk to all and has poor communication skills. Reinforcement is applying reinforcers with the goal of increasing the behavior.

2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
A.Reciprocal causation is interrelationships between students environment, their personal beliefs, and behavior. So he should be expecting it to happen because he affected all of the above so the students will change their ways to fit in his environment and his way of teaching so they can keep him happy.

3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
A.Because she did her advanced planning by creating concept maps that is what puts her in this category of self-regulation. That is what self-regulated learning means.

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.
A.Many have been affected because of how her teacher treated her (self-concept, evaluation, efficacy, instructing, and monitoring) he treated her so bad that these will be affected until she gets some positive reinforcement on the same items that were already ripped apart.