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.
Tuesday, May 26, 2009
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.
Wednesday, May 13, 2009
Joseph LeDoux
What?
Joseph LeDoux has recently written two books (1) The Emotional Brain: The Mysterious Underpinnings of Emotional Life, (2) Synaptic Self: How our Brains Become Who We Are. Joseph LeDoux likes to look at biological rather than the psychological understanding of emotions. With the first book, The Emotional Brain, he talks about how the brain makes emotions. He state that all emotions, feelings, automatic motor operations are composed of physical body states or doyles (Doylic memory, theory from Doyle P. Henderson). He explains how doyles are filled by the time we are 5 years old and we gain no more after. He talks a lot about synapses and how they occur in people. To summarize this book he states: "The mental aspect of emotion, the feeling, is a slave to the physiology, not vice versa: we do not tremble because we are afraid or cry because we feel sad; we are afraid because we tremble and sad because we cry." With his other book Synaptic self he talks about you are your synapses and they are who you are. With these neurological views of self it's not an alternative to psychological, social, moral, aesthetic, or spiritual views of the self, but rather attempts to show how these selves are realized in the brain. Both books talk a lot about emotion and how they involve the brain and who we are.
So What?
Brain development and especially the emotions are a big influence on education. Every individual handles emotion daily, whether it's your own or that of other people. We have learned how to accept and handle these emotions, but we never really know why or how they occur. With this research we can understand a little bit more about this topic. It can be a great benefit to any teacher if he/she understands the development of the brain and how it functions. With Joseph LeDoux's view on emotion it can help teachers understand their student's emotions better. Every child's personality will be different, but each child's brain has developed in a certain way to make them who they are when they are in your classroom. Understanding this can be greatly linked to a teachers and students success. Understanding their emotions and development can help develop lesson plans that will benefit the students better than if you didn't understand them or their emotions. Depending on the grade level the brain development and emotions will be at different levels and as teacher knowing this will give you a guideline and understanding of how to teach the students. Without this research and many other research the brain, emotions, and actions of people wouldn't be understood. When handling students it is better to understand the underlying reasons of how they are acting, instead of their actions alone.
Now What?
Like I stated in the above paragraph it will help me to understand why the emotions are taking place, also the different levels the student are at. Understanding the brain development will also help me with how, what, and why I am teaching a certain topic. Emotion is always evident in every child but learning how to handle and influence it for the better is a difficult task. I plan on researching more fully how emotions take place and how to help the students behave and control the emotions in a social setting. I plan on implementing activities so students understand emotions better and how to bridle them in a good manner, but also letting them know they are not a bad thing. When going through school I never was taught how or why my emotions came about. I plan on preparing my students with a better understanding of not only their emotions but others as well. Another goal in my class room will be to have each student want to help each other with the different emotions that occur on a daily basis. Preparing examples for them to act out and to have a goal in mind of the outcome we want will be some activities that can be done in my class.
Joseph LeDoux has recently written two books (1) The Emotional Brain: The Mysterious Underpinnings of Emotional Life, (2) Synaptic Self: How our Brains Become Who We Are. Joseph LeDoux likes to look at biological rather than the psychological understanding of emotions. With the first book, The Emotional Brain, he talks about how the brain makes emotions. He state that all emotions, feelings, automatic motor operations are composed of physical body states or doyles (Doylic memory, theory from Doyle P. Henderson). He explains how doyles are filled by the time we are 5 years old and we gain no more after. He talks a lot about synapses and how they occur in people. To summarize this book he states: "The mental aspect of emotion, the feeling, is a slave to the physiology, not vice versa: we do not tremble because we are afraid or cry because we feel sad; we are afraid because we tremble and sad because we cry." With his other book Synaptic self he talks about you are your synapses and they are who you are. With these neurological views of self it's not an alternative to psychological, social, moral, aesthetic, or spiritual views of the self, but rather attempts to show how these selves are realized in the brain. Both books talk a lot about emotion and how they involve the brain and who we are.
So What?
Brain development and especially the emotions are a big influence on education. Every individual handles emotion daily, whether it's your own or that of other people. We have learned how to accept and handle these emotions, but we never really know why or how they occur. With this research we can understand a little bit more about this topic. It can be a great benefit to any teacher if he/she understands the development of the brain and how it functions. With Joseph LeDoux's view on emotion it can help teachers understand their student's emotions better. Every child's personality will be different, but each child's brain has developed in a certain way to make them who they are when they are in your classroom. Understanding this can be greatly linked to a teachers and students success. Understanding their emotions and development can help develop lesson plans that will benefit the students better than if you didn't understand them or their emotions. Depending on the grade level the brain development and emotions will be at different levels and as teacher knowing this will give you a guideline and understanding of how to teach the students. Without this research and many other research the brain, emotions, and actions of people wouldn't be understood. When handling students it is better to understand the underlying reasons of how they are acting, instead of their actions alone.
Now What?
Like I stated in the above paragraph it will help me to understand why the emotions are taking place, also the different levels the student are at. Understanding the brain development will also help me with how, what, and why I am teaching a certain topic. Emotion is always evident in every child but learning how to handle and influence it for the better is a difficult task. I plan on researching more fully how emotions take place and how to help the students behave and control the emotions in a social setting. I plan on implementing activities so students understand emotions better and how to bridle them in a good manner, but also letting them know they are not a bad thing. When going through school I never was taught how or why my emotions came about. I plan on preparing my students with a better understanding of not only their emotions but others as well. Another goal in my class room will be to have each student want to help each other with the different emotions that occur on a daily basis. Preparing examples for them to act out and to have a goal in mind of the outcome we want will be some activities that can be done in my class.
Final Reflection
What?
With all of the four research combined it was surprising to me how some can overlap each other when trying to find a solution for anything. Descriptive research surprised me with the different types that can be done through descriptive like qualitative and quantitative. These two different ways can give different ways of looking at product but can still describes the situation to find what you are trying to solve. With correlation I never knew that you can never fully tell us why the relationship exists. With this study I wonder what the impact can be in changing the relationship if it is needed because we can't fully know the causation. Experimental research was one that I knew better than the rest but still learned more about controlling the different variables to get find a solution. One area that I've never thought too much about with experimental research was the ethical issues and the different problems that could occur. The final one was Action research. Before reading this chapter I never knew anything about action research. It was cool to see that teachers, administration, and districts can create their own research studies to make the best possible learning environment for each student.
So What?
I have learned a lot about these different types of research. Understanding each one and the process they undergo is very important in finding results that are effective in our schools and students. Also critical, is understanding which research process is going to find the best outcomes for the situation at hand. For each research process a variety of conclusions and effects can occur, so understanding your situation first and what you want to fix from it is important. Being a teacher action research is very important to me, because it keeps the teachers involved and interested in the students and their success. Being involved in action research helps programs and students to be continually improving and creating knowledge. Research can be such a great tool for any teacher. Research can be simple and inexpensive or taken to a variety of degrees, but each can help a teacher in his/her classroom to provide a great and safe learning environment for every child. One final thing that I've been taught that is of upmost importance is the ethical and safety precautions for the students. Finding out the problems is essential but we must first think of the students and their rights individually. Many problems can come if ethical concerns aren't treated properly. With each of these studies ethical issues can appear. Becoming a teacher, even if you aren't doing research, ethical and moral values should be a priority.
Now What?
I still have a lot to learn about research. I think just learning about the different types has just scratched the surface for what I need to know to become an effective teacher. I need to learn previous research topics and outcomes that can benefit me in the classroom. Finding out policies and rules from the state down to districts will also be a learning step for me. To gain full knowledge of the different types of research and the procedures I need to get involved with research and experiment for myself. Getting involved can give me hands on experience and teach me the issues and problems that can occur with every research. I believe research will be a big part of my teaching. Action research will become a great tool to the success and learning of my classes. I plan on staying involved with the latest research topics and the discoveries that they find. I also will create my own little research topics with my classes and students so I can provide a better education and environment for my students. By using action research in my class it will be an ongoing learning experience. With research I believe keeping an open mind can be helpful, therefore within my classes I plan on keeping an open mind to research for the benefit of my classroom.
With all of the four research combined it was surprising to me how some can overlap each other when trying to find a solution for anything. Descriptive research surprised me with the different types that can be done through descriptive like qualitative and quantitative. These two different ways can give different ways of looking at product but can still describes the situation to find what you are trying to solve. With correlation I never knew that you can never fully tell us why the relationship exists. With this study I wonder what the impact can be in changing the relationship if it is needed because we can't fully know the causation. Experimental research was one that I knew better than the rest but still learned more about controlling the different variables to get find a solution. One area that I've never thought too much about with experimental research was the ethical issues and the different problems that could occur. The final one was Action research. Before reading this chapter I never knew anything about action research. It was cool to see that teachers, administration, and districts can create their own research studies to make the best possible learning environment for each student.
So What?
I have learned a lot about these different types of research. Understanding each one and the process they undergo is very important in finding results that are effective in our schools and students. Also critical, is understanding which research process is going to find the best outcomes for the situation at hand. For each research process a variety of conclusions and effects can occur, so understanding your situation first and what you want to fix from it is important. Being a teacher action research is very important to me, because it keeps the teachers involved and interested in the students and their success. Being involved in action research helps programs and students to be continually improving and creating knowledge. Research can be such a great tool for any teacher. Research can be simple and inexpensive or taken to a variety of degrees, but each can help a teacher in his/her classroom to provide a great and safe learning environment for every child. One final thing that I've been taught that is of upmost importance is the ethical and safety precautions for the students. Finding out the problems is essential but we must first think of the students and their rights individually. Many problems can come if ethical concerns aren't treated properly. With each of these studies ethical issues can appear. Becoming a teacher, even if you aren't doing research, ethical and moral values should be a priority.
Now What?
I still have a lot to learn about research. I think just learning about the different types has just scratched the surface for what I need to know to become an effective teacher. I need to learn previous research topics and outcomes that can benefit me in the classroom. Finding out policies and rules from the state down to districts will also be a learning step for me. To gain full knowledge of the different types of research and the procedures I need to get involved with research and experiment for myself. Getting involved can give me hands on experience and teach me the issues and problems that can occur with every research. I believe research will be a big part of my teaching. Action research will become a great tool to the success and learning of my classes. I plan on staying involved with the latest research topics and the discoveries that they find. I also will create my own little research topics with my classes and students so I can provide a better education and environment for my students. By using action research in my class it will be an ongoing learning experience. With research I believe keeping an open mind can be helpful, therefore within my classes I plan on keeping an open mind to research for the benefit of my classroom.
Thursday, May 7, 2009
Educational Psychology
Course Contract
List 2-3 specific goals you have for this course.
1. to understand the best ways students learn and the stages of the brain development that help with learning.
2. I will be prepared before every class with questions in the chapters that I don't understand
3. I will stay on task and on time with all assignments.
Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.
- My weekly preparation will be to complete all assignments due that week before class. Also one of my major preperations will to have read the chapters that we will be covering with questions outlined of unclear concepts. Everyday I will either read or review what I have read. Also everyday I will review my schedule to know what is due.
Outline the study strategies that you will use to understand the material.
- Read objectives in chapter
- Review my outline to the chapters
- Review notes in class
- Review assignments done in class
- Review chapter outlines one more time
Explain the process you will follow if you do not understand a topic.
- write out the question I have with the topic and ask in class or after class one on one with the teacher.
- Research my topic and question other places (ex. Web site) then make sure the answer is correct with the teacher.
Complete the following statement:
I will reach my goals in this course by preparation, pracice, hardwork, diliegence.
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