1. What classic symptoms of a learning disability does Nathan exhibit?
One of the major symptoms that Nathan has is difficulty sustaining attention in the face of distraction. Nathan seems to be easily distracted from completing his assignments, quizzes, or handing in assignments.
2. What accommodations has Nathan received in the past?
He was put on drug to try to calm him down and be able to focus on what he is doing for a longer period of time. he was also put in resource classes to try to help him learn.
3. What strategies would you recommend to help Nathan work with his learning disability? Why?
I would provide breaks for Nathan to relax and then refocus. One thing that I would implement in my class with Nathan is short lesson and activities keeping the class moving so he will stay focused on the task. I would also provide shorter quizzes and tests so Nathan could finish, or else I would provide a few minute breaks for Nathan to collect his thoughts. One final thing I would do is ask Nathan what he thinks will benefit him most. He seems willing to learn and change his problems. Experimenting with different ideas that he may have may help him to develop a longer focus time.
I would provide breaks for Nathan because it would help him to refocus on the things that I am teaching as the teacher. The shorter activities will keep the class at a good pace providing interest and attention with the things being taught. Keeping the lesson moving will keep the students interested rather than getting bored and having their minds wonder off. Finally I would talk with Nathan because he has lived with a short attention span and will know things that help him stay focused. Getting ideas from him can help be plan and organize my lessons to keep Nathan focused on the lesson.
4. Is Nathan experiencing a cultural mismatch? Justify your response with examples from the case study.
I don't think so. Both Nathans parents and teacher want the same thing for him. Being in the general ed class to learn the same things as the other students without drugs and going to resource classes. Also Nathan understands what is being taught and is very bright to learn what the information is. The teacher tells the parents how Nathan answers the questions right pretty much all the time. The answers he completes on the tests and quizzes are almost always right. This is why the teacher is concerned. They all want to figure out the best way for Nathan to become successful. They know he has the means to be successful but lacks the attention in class to do so. The parents also demonstrate the expectation when the mother tells the teacher Nathan did his homework last night because she made sure he did. Nathans well being is definitely the focus here and each area wants him to reach his full potential and is willing to find a way to do so.
Monday, June 15, 2009
Monday, June 8, 2009
Chapter 10 Case Study
1. I would say Mr. Kessinger. Mainly because all the other students observed what Robin went through at such a high emotion level probably made the other students fear taking notes as well. They now have related note taking to a negative punishment or consequence. Another part where Mr. Kessinger tears her concept map apart can show the students that hard work really does nothing for you. This reinforcement will be negative one on the students, because no student wants to be humiliated in front of their peers. The behaviors of the students will now follow Robins new choices of note taking notes in Mr. Kessinger' s class. This incident will increase the response of the students in a negative manner. Where some students may have gone home and reviewed and maybe took notes now they won't because of the situation with Robin.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
I would say yes; it may not be right but he is wanting the response to be the same from all the students. For example I think he understands that the rest of the students will learn that he doesn't want people to be looking off of notes when giving him an answer. Because of this behavior that Robin gave Mr. Kessinger uses the environment he has set to change the behaviors of all his students. Through observation the students can learn the response the teacher wants through another failures or success. Not only was he strict with Robin he was also strict with Micki. Through his comments and different looks he gives to the students he creates the environment that will affect the behaviors of the students. This environment teaches the students a way of learning and knowledge development. This constant flow between person, behavior, and environment is in the class. The fact that Mr Kessinger wants the students to know the answer fully without notes will create behavior differences in the students. For example students will now know what the teacher is looking for and how to answer the questions in that manner. The teacher is trying to make that behavior the way of learning. Because people and the environment have a mutual influence on each other the teacher has the same influence as the feelings of the environment. In this case the environment is negative therefore the learning taking place will be negative. Even though I think Mr. Kessinger is considering the reciprocal causation I don't think he understands there may be a different way to create this reciprocal causation. He doesn't really see or understand the different affects that take place in the students.
3. Self-regulated behavior. I would put Robin in this category because at the beginning of the case study Robin explains why she made the concept map. She explains how her goal is to be prepared to answer the questions that her teacher has in her world history class. She created this concept map from her own choice. It was not required from the teacher. Robin wanted to be prepared and know the information. She was excited and and ready with purpose when class came. She was managing her own behavior to be successful in class. This choice was fulfilling to Robin. She had reached her goal to be ready for the question. She demonstrates this when the case study tells us she is has both her notes and her concept map ready for when the questions came.
4.I think that Robin had in her mind a vision of what it would be like when the teacher asked her a question and she knew the answer, but because the situation turned out so differently Robin's self-efficacy has been diminished. Now because the teacher has told her if she does this again she will have to drop the class will create doubt in her strategies to learn by creating concept maps for herself. Also her goal was to know the answer to the question the teacher asked her and the way she had prepared for it made her goal unattainable. When Robin goes to the next class she then fears what the teacher will do when she realizes her concept map is out; this is an example of her resilient self-efficacy being diminish. She is worried that she is incapable to successfully perform a task. She doesn't believe or trust in her work that she has accomplished. Her reaction to Ms. Yamashita shows unbelief in herself and the work she has created.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
I would say yes; it may not be right but he is wanting the response to be the same from all the students. For example I think he understands that the rest of the students will learn that he doesn't want people to be looking off of notes when giving him an answer. Because of this behavior that Robin gave Mr. Kessinger uses the environment he has set to change the behaviors of all his students. Through observation the students can learn the response the teacher wants through another failures or success. Not only was he strict with Robin he was also strict with Micki. Through his comments and different looks he gives to the students he creates the environment that will affect the behaviors of the students. This environment teaches the students a way of learning and knowledge development. This constant flow between person, behavior, and environment is in the class. The fact that Mr Kessinger wants the students to know the answer fully without notes will create behavior differences in the students. For example students will now know what the teacher is looking for and how to answer the questions in that manner. The teacher is trying to make that behavior the way of learning. Because people and the environment have a mutual influence on each other the teacher has the same influence as the feelings of the environment. In this case the environment is negative therefore the learning taking place will be negative. Even though I think Mr. Kessinger is considering the reciprocal causation I don't think he understands there may be a different way to create this reciprocal causation. He doesn't really see or understand the different affects that take place in the students.
3. Self-regulated behavior. I would put Robin in this category because at the beginning of the case study Robin explains why she made the concept map. She explains how her goal is to be prepared to answer the questions that her teacher has in her world history class. She created this concept map from her own choice. It was not required from the teacher. Robin wanted to be prepared and know the information. She was excited and and ready with purpose when class came. She was managing her own behavior to be successful in class. This choice was fulfilling to Robin. She had reached her goal to be ready for the question. She demonstrates this when the case study tells us she is has both her notes and her concept map ready for when the questions came.
4.I think that Robin had in her mind a vision of what it would be like when the teacher asked her a question and she knew the answer, but because the situation turned out so differently Robin's self-efficacy has been diminished. Now because the teacher has told her if she does this again she will have to drop the class will create doubt in her strategies to learn by creating concept maps for herself. Also her goal was to know the answer to the question the teacher asked her and the way she had prepared for it made her goal unattainable. When Robin goes to the next class she then fears what the teacher will do when she realizes her concept map is out; this is an example of her resilient self-efficacy being diminish. She is worried that she is incapable to successfully perform a task. She doesn't believe or trust in her work that she has accomplished. Her reaction to Ms. Yamashita shows unbelief in herself and the work she has created.
Chapter 9 Case Study
1. No; definitely not. The teacher was very negative towards the students creating an atmosphere of fear where the students didn't dare participate. In this class the students were unable to learn the ways which they learn best. If the teacher would have clarified this is a quiz I would like no notes to help you answer the environment would have been completely different. Because there was no instructions the students thought they could answer freely with or without notes. The first girl Miki may have really known the answer the teacher was asking but was either frightened or didn't know how to answer. With Robyn who was truly trying to learn in the class, she was completely ruined because of the rudeness and embarrassment the teacher put her through. How, if the students are scared and unable to learn in their best ways, are the students in a community of learners? No one is able to learn from each other because they don't know if they are right or wrong, and don't dare ask. How does the teacher give feedback that will help the students want to continue to learn? Being strict and organized may be needed at times but tearing a student down for trying is never acceptable. If they are wrong then politely help them to change their understandings to the correct way. Motivation here would also make the difference in a community of learners.
2. Presentation punishment because there was definite reduction of behavior from Robin. The situation was unpleasant and changed the way Robin learned or even wanted to learn about the war and the class as a whole. At the end it tells us she never took notes again in his class. Because she actually changed the way she learned and prepared for the class made this presentation punishment. Part of her behavior change made her unable to learn now. She had completely different motives to learn or even to try to learn from this teacher. She was hurt and sadly wounded from this teacher. This created a change in her behavior which ruined her learning experience.
3. Because Robin had just had a traumatic experience with her notes in the prior class that fact that Ms. Yamashita noticed and talked about Robins notes so closely to her incident made the feelings of fear and sadness come to surface again. This involuntary response happened because the two incidents were presented closely to the same time. Robin had no prior learning experience about how Mr. Kessinger would react to her notes, therefore creating a response. Robin had no control in this incident and encountered the stimulus to be a bad one. Robins emotions occur because of this stimulus and when Ms. Yamashita brought back the stimulus, even though it was positive, it brought back the same response to Robin. That response has been in some ways a trained response to the stimulus. Robins experience with note taking was a bad one which now created a reaction of sadness, fear, and anger.
4. Ms. Yamishita could quickly use reinforcements to meet the needs of Robin. For example Robin now has fear, sadness, and not feeling accepted. Ms. Yamishita can encourage her with positive reinforcement that the notes were good and meant she was being a good student who cared about her work. She could add things to the situation to bring out why the notes were good instead of bad. Providing pros to what note taking can do for a student. Recognizing these characteristics in front of the class and to Robin will help her realize that her efforts are good and not bad. Another strategy the teacher could apply is shaping not only Robin but the other students as well. Providing opportunities through assignments or class projects for students to create maps and a variety of notes can shape the students and especially Robin to have positive reactions that will develop her learning instead of negative ones. Through this strategy the teacher could create a antecedent stimulus. Then use behavioral momentum to increase the response for note taking outside of the classroom.
2. Presentation punishment because there was definite reduction of behavior from Robin. The situation was unpleasant and changed the way Robin learned or even wanted to learn about the war and the class as a whole. At the end it tells us she never took notes again in his class. Because she actually changed the way she learned and prepared for the class made this presentation punishment. Part of her behavior change made her unable to learn now. She had completely different motives to learn or even to try to learn from this teacher. She was hurt and sadly wounded from this teacher. This created a change in her behavior which ruined her learning experience.
3. Because Robin had just had a traumatic experience with her notes in the prior class that fact that Ms. Yamashita noticed and talked about Robins notes so closely to her incident made the feelings of fear and sadness come to surface again. This involuntary response happened because the two incidents were presented closely to the same time. Robin had no prior learning experience about how Mr. Kessinger would react to her notes, therefore creating a response. Robin had no control in this incident and encountered the stimulus to be a bad one. Robins emotions occur because of this stimulus and when Ms. Yamashita brought back the stimulus, even though it was positive, it brought back the same response to Robin. That response has been in some ways a trained response to the stimulus. Robins experience with note taking was a bad one which now created a reaction of sadness, fear, and anger.
4. Ms. Yamishita could quickly use reinforcements to meet the needs of Robin. For example Robin now has fear, sadness, and not feeling accepted. Ms. Yamishita can encourage her with positive reinforcement that the notes were good and meant she was being a good student who cared about her work. She could add things to the situation to bring out why the notes were good instead of bad. Providing pros to what note taking can do for a student. Recognizing these characteristics in front of the class and to Robin will help her realize that her efforts are good and not bad. Another strategy the teacher could apply is shaping not only Robin but the other students as well. Providing opportunities through assignments or class projects for students to create maps and a variety of notes can shape the students and especially Robin to have positive reactions that will develop her learning instead of negative ones. Through this strategy the teacher could create a antecedent stimulus. Then use behavioral momentum to increase the response for note taking outside of the classroom.
Thursday, June 4, 2009
Chapter 7/8 Case Study Analysis
1. Both lesson plans start at a lower level or another words at the level the children can relate too and learn from with previous experiences. The lessons are knowledge-based so it is within the capacity for the students to learn something. Both lesson plans try to build off previous information that the children have been taught or experienced. These lesson plans are like building blocks where the knowledge just keeps growing and growing.
2. Constructivist approach creates a good atmosphere where the students start to work together and think of a variety of ways to complete the activity instead of one way. Students begin to learn how to figure things out by themselves without having someone to always tell them. A belief a trust begins to develop within them. Another benefit would be the thought process that gets developed in the child. This can cause them to remember measurements to a higher level rather than if they just were taught with the ruler first. They begin to really think critically and problem solve. Some draw backs is the time it took to really figure out the answers. Using up so much time takes away from other things they really could be learning if they had proper instruction. Also they never really found the best way to measure, but they did realize the importance of measuring with the same thing every time. By doing this as a whole class there may be some who don't really understand it still. The other students may represent understanding of the concepts but others may sit quietly and still not know. In this particular instance I don't believe the benefits are worth the cost. Mainly because of the time it took to learn such a simple subject. I think that in other situations constructivism would be more beneficial than the traditional didactic approach to learning. I do believe having a balance is what we need. Constructivism is great for student learning. It has the students think and develop critical problem solving techniques that wouldn't be gained any other way. There still needs to be proper instruction and guidance from a teacher to show the proper way to go, but having a student develop the characteristics that a constructivist approach brings can only be developed through the child's exploration of knowledge.
3. Constructivist lessons create an atmosphere of learning. The students feel free to discover without the fear of failure. You are giving the students an opportunity to learn and discover for themselves. In this study you see the process the students go in. First no one had an idea, or at least felt comfortable enough to share, about what to do. The students went first to the visual appearance of the instructions to maybe get hints of how long the boat was. Three was the answer they got because the word edict started with an "E" and it looked like a three. Here you see basic thinking of something they have previously learned, but as they continue to think about the problem you see more critical thinking come to play. Having Tom state his experience with the doctor begins critical thinking for the whole class. Constructivism approach helps the students to build upon ideas whether its their own, another students, or the teacher. This approach makes the students think for themselves rather than the teachers ways. The teacher in this case study was great to bring questions that continually made the students think even more critically. In this case study you could see the students using previous experiences that related to measurements to learn how to measure this boat. For example Mark had an experience with how they measure horses he implemented that into his thought process. Allowing the students to think and share their ideas creates them to think critically. It is a great way for students to really learn, feel, and understand a concept.
2. Constructivist approach creates a good atmosphere where the students start to work together and think of a variety of ways to complete the activity instead of one way. Students begin to learn how to figure things out by themselves without having someone to always tell them. A belief a trust begins to develop within them. Another benefit would be the thought process that gets developed in the child. This can cause them to remember measurements to a higher level rather than if they just were taught with the ruler first. They begin to really think critically and problem solve. Some draw backs is the time it took to really figure out the answers. Using up so much time takes away from other things they really could be learning if they had proper instruction. Also they never really found the best way to measure, but they did realize the importance of measuring with the same thing every time. By doing this as a whole class there may be some who don't really understand it still. The other students may represent understanding of the concepts but others may sit quietly and still not know. In this particular instance I don't believe the benefits are worth the cost. Mainly because of the time it took to learn such a simple subject. I think that in other situations constructivism would be more beneficial than the traditional didactic approach to learning. I do believe having a balance is what we need. Constructivism is great for student learning. It has the students think and develop critical problem solving techniques that wouldn't be gained any other way. There still needs to be proper instruction and guidance from a teacher to show the proper way to go, but having a student develop the characteristics that a constructivist approach brings can only be developed through the child's exploration of knowledge.
3. Constructivist lessons create an atmosphere of learning. The students feel free to discover without the fear of failure. You are giving the students an opportunity to learn and discover for themselves. In this study you see the process the students go in. First no one had an idea, or at least felt comfortable enough to share, about what to do. The students went first to the visual appearance of the instructions to maybe get hints of how long the boat was. Three was the answer they got because the word edict started with an "E" and it looked like a three. Here you see basic thinking of something they have previously learned, but as they continue to think about the problem you see more critical thinking come to play. Having Tom state his experience with the doctor begins critical thinking for the whole class. Constructivism approach helps the students to build upon ideas whether its their own, another students, or the teacher. This approach makes the students think for themselves rather than the teachers ways. The teacher in this case study was great to bring questions that continually made the students think even more critically. In this case study you could see the students using previous experiences that related to measurements to learn how to measure this boat. For example Mark had an experience with how they measure horses he implemented that into his thought process. Allowing the students to think and share their ideas creates them to think critically. It is a great way for students to really learn, feel, and understand a concept.
4. Yes I would think so. You find yourself in life always trying to measure things to hang on the wall, or the distance away from an object. Many of times we are found without a measuring tape. The fact that they critical thinking is a life concept that you use everyday with so many things.
Tuesday, June 2, 2009
Chapter 6 Case Study Analysis
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 would remember the events that went on better. They would remember what is it was like to be in the war. What the tasks you had to do daily, or how you had to live. They would put into their knowledge what was worn by the soldiers, the different sights, and settings that were involved in the Civil War. When recalling about the Civil War they would have visuals and experiences to go back on that would help them remember. Having that opportunity would help keep the information they were taught instead of losing it. Having the opportunity to re-enact would also bring a respect and a better understanding for the soldiers and families involved in the war. On the other end the student's who just read about the war wouldn't have the emotions and experiences to relate to the information they are reading about. It would be just the surface of understanding that these students would have instead of a bigger picture. I believe this is what most of the students would remember and relate too, but you will always have a few who because it was such a long activity will remember the length of it rather than the detail. Even though you may have some like this I still think they will remember better the information about the Civil War and will have emotions and experiences to help keep that knowledge.
2. How does Mr. West's use of the Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
He pulls the emotions into the re-enactment that the soldiers who were in the war might have had and gives it to the students. This helps the students to relate to emotions they have had before that may be similar. This also gives the students a better opportunity to remember the event because now it has made a place in the emotional memory. It pulls different emotions that help knowledge form better rather than just a cognitive facts of the war. He brings in visuals like clothing, the camps, and tasks that involve real life situations. Bringing in the real life experience can bring related emotions like fear, excitement, or frustration they may have had. While bringing in emotions this will make the students really think and ponder about the events and what it was like then.
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?
He could follow up with real pictures of events and places that took place in the war. Adding those pictures will refresh their memories of the experience and the he can add additional facts that occurred then. Bringing in these pictures you can describe the event or that captain in this battle. You can also bring in memories of the different battles that were staged in the re-enactment. Having pictures of major turning points or crucial leaders will help them to relate to the re-enactment. Also having a map to show where the battles took place and what the setting was can also help to engage with their memory on the Civil War. One other thing he could do is bring in a war veteran to give stories and experiences of the War.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
Both teachers seem to be extremes on the opposite sides of the spectrum. Both can provide great instruction for different learning types. Because there are so many ways people learn it is hard to say which one would be better. With the first teacher who does the same thing weekly it would be nice to be prepared and organized because you would know before hand what was coming. You would be able to know what is coming on the test and how the teacher would be testing. Although there would be no room for having different avenues for learning because it is the same thing over and over. The second teacher who has a variety of ways of teaching a topic would bring excitement to the class that could provide better learning. The students would probably be more involved and active with the class discussions. Having different ways of teaching and learning also provides creativity for the students. This will give them different avenues for learning. Although there would be more ways of learning this can cause the students just to learn bits and pieces of a topic rather than in depth. The students would probably remember what was on the tests better because they were really involved with the learning rather than just reading word for word. For instruction purposes I would say the first teacher but for learning benefits I would say the second teacher.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
The first class because of the lack of involvement the students have with a topic. Also the students would have the same emotions to pull information from and would lose the information faster. There would be more forgetting in the long-term memory because of the learning tactics used. The second class will have experience and emotions with information attached to them for remembering. This will have a better affect in the long-term memory because they can relate and bring up experiences that influenced them. Also the students will have different avenues for learning which will cause more memory to take place.
I think they would remember the events that went on better. They would remember what is it was like to be in the war. What the tasks you had to do daily, or how you had to live. They would put into their knowledge what was worn by the soldiers, the different sights, and settings that were involved in the Civil War. When recalling about the Civil War they would have visuals and experiences to go back on that would help them remember. Having that opportunity would help keep the information they were taught instead of losing it. Having the opportunity to re-enact would also bring a respect and a better understanding for the soldiers and families involved in the war. On the other end the student's who just read about the war wouldn't have the emotions and experiences to relate to the information they are reading about. It would be just the surface of understanding that these students would have instead of a bigger picture. I believe this is what most of the students would remember and relate too, but you will always have a few who because it was such a long activity will remember the length of it rather than the detail. Even though you may have some like this I still think they will remember better the information about the Civil War and will have emotions and experiences to help keep that knowledge.
2. How does Mr. West's use of the Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
He pulls the emotions into the re-enactment that the soldiers who were in the war might have had and gives it to the students. This helps the students to relate to emotions they have had before that may be similar. This also gives the students a better opportunity to remember the event because now it has made a place in the emotional memory. It pulls different emotions that help knowledge form better rather than just a cognitive facts of the war. He brings in visuals like clothing, the camps, and tasks that involve real life situations. Bringing in the real life experience can bring related emotions like fear, excitement, or frustration they may have had. While bringing in emotions this will make the students really think and ponder about the events and what it was like then.
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?
He could follow up with real pictures of events and places that took place in the war. Adding those pictures will refresh their memories of the experience and the he can add additional facts that occurred then. Bringing in these pictures you can describe the event or that captain in this battle. You can also bring in memories of the different battles that were staged in the re-enactment. Having pictures of major turning points or crucial leaders will help them to relate to the re-enactment. Also having a map to show where the battles took place and what the setting was can also help to engage with their memory on the Civil War. One other thing he could do is bring in a war veteran to give stories and experiences of the War.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
Both teachers seem to be extremes on the opposite sides of the spectrum. Both can provide great instruction for different learning types. Because there are so many ways people learn it is hard to say which one would be better. With the first teacher who does the same thing weekly it would be nice to be prepared and organized because you would know before hand what was coming. You would be able to know what is coming on the test and how the teacher would be testing. Although there would be no room for having different avenues for learning because it is the same thing over and over. The second teacher who has a variety of ways of teaching a topic would bring excitement to the class that could provide better learning. The students would probably be more involved and active with the class discussions. Having different ways of teaching and learning also provides creativity for the students. This will give them different avenues for learning. Although there would be more ways of learning this can cause the students just to learn bits and pieces of a topic rather than in depth. The students would probably remember what was on the tests better because they were really involved with the learning rather than just reading word for word. For instruction purposes I would say the first teacher but for learning benefits I would say the second teacher.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
The first class because of the lack of involvement the students have with a topic. Also the students would have the same emotions to pull information from and would lose the information faster. There would be more forgetting in the long-term memory because of the learning tactics used. The second class will have experience and emotions with information attached to them for remembering. This will have a better affect in the long-term memory because they can relate and bring up experiences that influenced them. Also the students will have different avenues for learning which will cause more memory to take place.
Tuesday, May 26, 2009
Chapter 3 Analysis Questions
1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.
I would say Laura is in the fifth stage of Erikson's theory Identity vs identity diffusion. Using this comment "I don't want people to think I'm a geek" shows a lack of confidence in herself and the person she truly is. Her appearance to her is who she is. Identifying her self as pretty is something she strives for. Understanding her behaviors and attributes to her self image is not understood fully yet. The outward appearance and the approval of friends give Laura a sense of identity of how she wants to be perceived. She also in the case study is hesitant to respond the Mr. Marculescu question regarding how we might solve our country's pollution problem. She responds by explaining she doesn't know what to say. But with the help of her teacher providing a place to start help her to begin developing her identity within herself of what she knows. This identity can begin to grow internally instead of always resting on the external identity and approval of others.
2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
They could provide groups or clubs in a social setting that students are interested in. This can give the students the social aspect they are looking for by still providing an education for them. Another thing that could be done is bring in a good role model that the students like. For example a high school student that is involved with sports that the students will listen too. An assembly of these things can motivate the students to get involved with their academics. If you are dealing with younger kids they love to have high school students there. I remember as a child having high school students talk to use in an assembly and it was talked about for weeks. It really motivated me to work hard in the classroom. One other thing that could motivate the students is giving them a reward for their efforts. For example a pizza party for the class with the best grades. This can also be taken in a smaller setting. The teacher can motivate the students by doing this also. Having them see the improvements from test to test, or having a goal for an average test score.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?
In Kohlberg's Theory I would place Laura in the Preconventional level, stage 2 naive hedonistic or personal reward. Mainly because the reason she agreed to go to the other class and be on time is because she would be getting more attention from her peers. Her comment "no problem, Ms. Watkins. For something like that, I can certainly be on time if I need to be" is a great example of showing "what's in it for me." Laura show no interest in coming to the other class on time because it doesn't benefit her in the way she would like. But by giving the option for her to gain the attention she wants she very willing and interested. If the teacher didn't give her the option of attention by peers for Laura's sake her decision to be on time would have probably been taken differently.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
The topics that are chosen in the class can develop all areas of development. They can create great opportunities to learn social skills by debating and explaining ones self. Having debates opens the students minds to different perspectives that they then can build there own beliefs and morals from. Understanding issues from our world can give good foundation for development in all categories. The teacher can promote great cognitive development by how the class interacts and handles debates. Word usage and exploration from the teacher can develop the students cognitive and linguistic development. Many times while in a debate class you talk about topics that aren't well known or understood. This provides great development for the student to gain knowledge and understanding from a variety of issues and topics. By exploring new things the students begin to develop as a person whether it be their morals, social, linguistics, or cognitive skills. I believe that if the teacher understands how each development occurs he/she can base the class around them and develop each category for every student. Debate class can give a good foundation for each of these developments just by giving the students experience. Practicing the skills is a great way to develop them.
I would say Laura is in the fifth stage of Erikson's theory Identity vs identity diffusion. Using this comment "I don't want people to think I'm a geek" shows a lack of confidence in herself and the person she truly is. Her appearance to her is who she is. Identifying her self as pretty is something she strives for. Understanding her behaviors and attributes to her self image is not understood fully yet. The outward appearance and the approval of friends give Laura a sense of identity of how she wants to be perceived. She also in the case study is hesitant to respond the Mr. Marculescu question regarding how we might solve our country's pollution problem. She responds by explaining she doesn't know what to say. But with the help of her teacher providing a place to start help her to begin developing her identity within herself of what she knows. This identity can begin to grow internally instead of always resting on the external identity and approval of others.
2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
They could provide groups or clubs in a social setting that students are interested in. This can give the students the social aspect they are looking for by still providing an education for them. Another thing that could be done is bring in a good role model that the students like. For example a high school student that is involved with sports that the students will listen too. An assembly of these things can motivate the students to get involved with their academics. If you are dealing with younger kids they love to have high school students there. I remember as a child having high school students talk to use in an assembly and it was talked about for weeks. It really motivated me to work hard in the classroom. One other thing that could motivate the students is giving them a reward for their efforts. For example a pizza party for the class with the best grades. This can also be taken in a smaller setting. The teacher can motivate the students by doing this also. Having them see the improvements from test to test, or having a goal for an average test score.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?
In Kohlberg's Theory I would place Laura in the Preconventional level, stage 2 naive hedonistic or personal reward. Mainly because the reason she agreed to go to the other class and be on time is because she would be getting more attention from her peers. Her comment "no problem, Ms. Watkins. For something like that, I can certainly be on time if I need to be" is a great example of showing "what's in it for me." Laura show no interest in coming to the other class on time because it doesn't benefit her in the way she would like. But by giving the option for her to gain the attention she wants she very willing and interested. If the teacher didn't give her the option of attention by peers for Laura's sake her decision to be on time would have probably been taken differently.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
The topics that are chosen in the class can develop all areas of development. They can create great opportunities to learn social skills by debating and explaining ones self. Having debates opens the students minds to different perspectives that they then can build there own beliefs and morals from. Understanding issues from our world can give good foundation for development in all categories. The teacher can promote great cognitive development by how the class interacts and handles debates. Word usage and exploration from the teacher can develop the students cognitive and linguistic development. Many times while in a debate class you talk about topics that aren't well known or understood. This provides great development for the student to gain knowledge and understanding from a variety of issues and topics. By exploring new things the students begin to develop as a person whether it be their morals, social, linguistics, or cognitive skills. I believe that if the teacher understands how each development occurs he/she can base the class around them and develop each category for every student. Debate class can give a good foundation for each of these developments just by giving the students experience. Practicing the skills is a great way to develop them.
Chapter 2 Analysis Questions
1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
Preoperational Stage: I put Laura in this stage because she thinks that her idea is the only way to fix air pollution. When the teacher poses questions she is quick to have a solution so it works her way even if her logic is unreasonable. When she talks to her friends after class she states that her teacher is unreasonable which shows the lack of seeing it from another perspective. She fails to recognize the teacher has previous knowledge on the topic. She also has a hard time explaining properly how her answer could really affect air pollution.
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?
She understands that cars create pollutions, but doesn’t understand that it won’t fix the entire problem and there are other things that cause the pollution. She also doesn’t know how to really fix the problem logically. She hasn’t put into her schema of pollution other factors that affect our air.
3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response.
Laura is in a state of equilibrium and posing questions can help her open her mind into a state of disequilibrium which will allow more information and knowledge to grow into her schema of population. Having a variety of questions from the teacher challenges Laura to learn new information and start the process of potential development with this content. In this scenario sociocultural perspective helps Laura’s knowledge to develop as well. Also through this Laura can start building more knowledge on top of her previous experience and knowledge. Having the teacher to guide the debate helps the topic develop in the right direction to help Laura create correct predictions and ideas about pollution and the affects thereof.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
By having Laura answer questions by herself in a role position allows her to really process and think about the reasons to a world problem. Also having the teacher ask questions helps Laura to continually be processing the information to expound on her knowledge and the problem. It helps her to explore more ideas rather than just focusing on one point to the problem. Having this role play helps her to start to see there are a variety of problems and there can be a variety of solutions to each problem. She now begins to think critically about the topic.
Preoperational Stage: I put Laura in this stage because she thinks that her idea is the only way to fix air pollution. When the teacher poses questions she is quick to have a solution so it works her way even if her logic is unreasonable. When she talks to her friends after class she states that her teacher is unreasonable which shows the lack of seeing it from another perspective. She fails to recognize the teacher has previous knowledge on the topic. She also has a hard time explaining properly how her answer could really affect air pollution.
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?
She understands that cars create pollutions, but doesn’t understand that it won’t fix the entire problem and there are other things that cause the pollution. She also doesn’t know how to really fix the problem logically. She hasn’t put into her schema of pollution other factors that affect our air.
3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response.
Laura is in a state of equilibrium and posing questions can help her open her mind into a state of disequilibrium which will allow more information and knowledge to grow into her schema of population. Having a variety of questions from the teacher challenges Laura to learn new information and start the process of potential development with this content. In this scenario sociocultural perspective helps Laura’s knowledge to develop as well. Also through this Laura can start building more knowledge on top of her previous experience and knowledge. Having the teacher to guide the debate helps the topic develop in the right direction to help Laura create correct predictions and ideas about pollution and the affects thereof.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
By having Laura answer questions by herself in a role position allows her to really process and think about the reasons to a world problem. Also having the teacher ask questions helps Laura to continually be processing the information to expound on her knowledge and the problem. It helps her to explore more ideas rather than just focusing on one point to the problem. Having this role play helps her to start to see there are a variety of problems and there can be a variety of solutions to each problem. She now begins to think critically about the topic.
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