Chapter 10 Blog
WHAT:
SOCIAL COGNITIVE THEORY: (Albert Bandura) / visual would e the tape recorder – record and play back
· Has its roots in behaviorism and addresses the effects of reinforcement and punishment
· Has incorporated cognitive processes into its explanation of learning
· Addresses motivation to a greater degree than either the cognitive or behaviorist perspective
People can learn by observing others
· Can acquire new responses by observing behaviors of models
Learning is an internal process that may or may not lead to a behavior change
People and their environment mutually influence each other
Reciprocal causation
1. Persons: Motivating beliefs, perceptions, emotions, meaning (this is what a person brings to the table) affected by #2,#3
2. Environmental factors: (reinforcers, punishers) (determined by #1 and #3)
3. Behavior: affected by #2,#1
Behavior is directed toward particular goals
Behavior becomes increasingly self-regulated
· people set their own standard for acceptable and unacceptable behavior and then strive to behave in accordance with those standards
THE SOCIAL COGNITIVE VIEW OF REINFORCEMENT:
· Behaviorist perspective
o Reinforcement and punishment are directly responsible for behavior change and learning
Consequences have an effect on behavior only if learners are aware of the contingency
· Reinforcement increases the frequency of behavior only if the learner thinks or know that the behavior is being reinforced
· Punishment decreases a behavior only if learners realize that it is the direct result of something they themselves have done
Learners form expectations about the likely consequences of future actions and behave accordingly
Learners’ expectations are influenced by what happens to other people as well as to themselves
· Vicarious reinforcement – more like to exhibit behavior is they someone else reinforced for that behavior
· Vicarious punishment – less likely to misbehave if they see someone else punished
Learners decision about whether to make certain responses depend not only on their awareness of response-reinforcement contingencies but also on their beliefs about their own ability to make the response successfully
· Learners don’t work for incentives they don’t believe they can achieve
· An incentive is effective only it is obtainable and the student perceives it as such.
Expectations about future consequences affect how thoroughly and in what ways learners cognitively process new information
Learners typically demonstrate the new knowledge and skills they acquire only if they expect reinforcement for doing so
The nonoccurrence of an expected consequence – whether for oneself of for someone else – can have a reinforcing or punishing effect in and of itself
· When people think that a certain response is going to be reinforced but it isn’t they are less likey to exhibit the response in the future
· It is important to follow through with promised reinforcements ad/or consequences
MODELING:
Modeling : Demonstrating a behavior for another or observing and imitating another’s behavior
Live Model: Currently living individual whose behavior is observed in person
Symbolic Model: Real of fictional character in the media that influences an observer’s behavior
Cognitive Modeling: Demonstrating how to think about as well as how to do a task
HOW MODELING AFFECTS BEHAVIOR
· Observational learning effect: Acquisition of a new behavior after watching someone else do it
· Response Facilitation effect: Increased frequency of a previously learned behavior after seeing someone else being reinforced for it
· Response inhibition effect: Decreased frequency of a previously learned behavior after seeing someone else being punished for it
· Response disinhibition effect: Increased frequency of a previously forbidden or punished behavior after seeing someone else do it without adverse consequences
SELF EFFICACY
· Self efficacy: Belief that one is capable of executing certain behaviors or reaching certain goals
· Resilient self-efficacy: Belief that one can perform a task successfully even after experiencing setbacks
· Collective self-efficacy: people’s beliefs about their ability to be successful when they work together on a task
Self esteem and Self concept deal with self identity, self view, encompass feelings and beliefs
Self efficacy is task oriented, situation specific, involves judgments rather than feelings
Effects of self efficacy
· Choice of activities
· Goals
· Effort and persistence
· Learning and achievement
Factors in development of self efficacy
· Learner’s previous successes and failures
· Messages from others
· Successes and failures of others
· Successes and failures within a larger group - collective
Applications of self efficacy
· Teach basic knowledge and skills
· Help students make noticeable progress on complex skills
· Present some tasks at which students can succeed only with effort and perseverance
· Assure students that they can be successful
· Remind students that others like themselves have succeeded before
· Have students see successful peer models
· Assign large complex tasks as small group activities
SELF REGULATION
· Self regulation: Process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to goal attainment
· Self regulated behavior: self chosen behavior that leads to the fulfillment of personally chosen standards and goals
· Emotion regulation: Process of keeping in check of intentionally altering feelings that may lead to counterproductive behavior
· Self-instructions: Instructions that one gives oneself while performing a complex behavior
· Self-monitoring: Observing and recording one’s own behavior
· Self evaluation: Judgment of one’s own performance or behavior
· Self imposed contingency: self-reinforcement or self-punishment that follows a behavior
· Self-regulated learning: regulation of one’s own cognitive processes in order to learn successfully
SELF REGULATED LEARNING
· Goal setting
· Planning
· Self Motivation
· Attention control
· Flexible use of learning strategies
· Self monitoring
· Appropriate help seeking
· Self evaluation
SELF-REGULATED PROBLEM SOLVING: Use of self-directed strategies to address complex problems
SO WHAT:
In the Classroom:
· Communicate clearly and consistently expectation
· Incorporate students personal experience and interest into the curriculum
· Identify concrete tasks that students will accomplish
· Provide guidance and structure for how task should be completed
o modeling
· Teach self-regulation strategies
o Goals
o Self Reinforcement
o Track progress
o Help develop effective reading and learning activities
· Frequent self assessment
· Remind students they are responsible for their own performance
NOW WHAT:
I think that as a teacher I lean toward the social cognitive view of learning – that students learn by watching and then doing. My experience as a parent also reinforces the value of this theory. If a parent / teacher models good behavior – reading good books, setting goals, elf efficacy, etc. - children will generally follow. That’s not to say that other theories should be put aside. Basic behaviorism might be needed to control a rowdy classroom and discovery learning is a sound princple for teaching theatre. My goal as a teacher would be to use whatever theory best fits the situation in order to help my students be successful, to help them believe they can succeed by giving them opportunities to do so, and to help them develop self regulation so they know they are in charge of their learning and their lives!
Sunday, December 14, 2008
Thursday, December 11, 2008
Homework blog - extra credit
12/11/2008
Orson Scott Card Blog
I absolutely loved this article. After having 5 children go through the public school system, I couldn’t help almost cheering out loud as I read it! Homework is highly overrated. My children certainly weren’t dummies and were recommended for gifted programs and accelerated classes. I declined unless it was at a high school level and them I left the decision up to them. Likewise my sister pulled her kids from the accelerated programs at the high school. Why? Because the curriculum was exactly the same as for the regular class – there was just more homework. Instead of 4 essays, the kids were required to write 8. Instead of 3 books to read, they had to read double that. What did accomplish for the student but to say he / she was in accelerated English or Math – with no life?
I also concur with the author that kids need time to play, to be creative, to find out that spontaneous projects, not as part of a school curriculum, are more rewarding than watching TV. There are moms in my area that do 3-4 hours of homework with their elementary and middle school children. The kids hate school and it has affected the relationship with their parents. They are unhappy and depressed – and so are the moms. One mom, in disgust, said that the school had her children for 6-8 hours a day which should be plenty of time to teach them whatever was necessary and that they better not interfere with the time she had with them. Her children are brilliant! This mom does crazy projects and activities with her 5 boys often. They excel scholastically. She is not just trying to get out of doing extra work with her kids but understands there is more to life than hitting the books 24-7. It is difficult to foster creativity in an overly structured world and creativity is the frosting on the cake of life!!!!
Other thoughts about this article that I agree with:
Homework doesn’t keep kids off the streets. It makes them want to rebel.
It is an incredible strain on families. The reward is not worth the cost.
Teachers need a life outside of school as well.
Loved the child labor analogy.
Kids need time to be kids!
Homework does have its place – if well thought out, meaningful and sparse! These rules should be posted in every school in America!
Homework Rules
Here are the homework rules that ought to be the target in every school district in America.
1. No homework before middle school. Ever. Period. Childhood is too precious to waste.
2. No homework over vacations, holidays, or weekends. Children need more time to rest and recuperate than adults, not less.
3. No tests on Monday or the day after a holiday or vacation. See above.
4. No empty homework. All assignments have to have a specific, immediate educational purpose within the subject matter of the class.
5. No assignments for parents. All assignments should be fully within the capability of all the children in the class, without parental involvement of any kind except to cooperate in scheduling time.
6. No excess repetition. Five examples should be sufficient to identify any problems a child might be having. Three are usually enough.
7. No makeup homework for sick days. The kid is still recuperating. Don't double his load.
Orson Scott Card Blog
I absolutely loved this article. After having 5 children go through the public school system, I couldn’t help almost cheering out loud as I read it! Homework is highly overrated. My children certainly weren’t dummies and were recommended for gifted programs and accelerated classes. I declined unless it was at a high school level and them I left the decision up to them. Likewise my sister pulled her kids from the accelerated programs at the high school. Why? Because the curriculum was exactly the same as for the regular class – there was just more homework. Instead of 4 essays, the kids were required to write 8. Instead of 3 books to read, they had to read double that. What did accomplish for the student but to say he / she was in accelerated English or Math – with no life?
I also concur with the author that kids need time to play, to be creative, to find out that spontaneous projects, not as part of a school curriculum, are more rewarding than watching TV. There are moms in my area that do 3-4 hours of homework with their elementary and middle school children. The kids hate school and it has affected the relationship with their parents. They are unhappy and depressed – and so are the moms. One mom, in disgust, said that the school had her children for 6-8 hours a day which should be plenty of time to teach them whatever was necessary and that they better not interfere with the time she had with them. Her children are brilliant! This mom does crazy projects and activities with her 5 boys often. They excel scholastically. She is not just trying to get out of doing extra work with her kids but understands there is more to life than hitting the books 24-7. It is difficult to foster creativity in an overly structured world and creativity is the frosting on the cake of life!!!!
Other thoughts about this article that I agree with:
Homework doesn’t keep kids off the streets. It makes them want to rebel.
It is an incredible strain on families. The reward is not worth the cost.
Teachers need a life outside of school as well.
Loved the child labor analogy.
Kids need time to be kids!
Homework does have its place – if well thought out, meaningful and sparse! These rules should be posted in every school in America!
Homework Rules
Here are the homework rules that ought to be the target in every school district in America.
1. No homework before middle school. Ever. Period. Childhood is too precious to waste.
2. No homework over vacations, holidays, or weekends. Children need more time to rest and recuperate than adults, not less.
3. No tests on Monday or the day after a holiday or vacation. See above.
4. No empty homework. All assignments have to have a specific, immediate educational purpose within the subject matter of the class.
5. No assignments for parents. All assignments should be fully within the capability of all the children in the class, without parental involvement of any kind except to cooperate in scheduling time.
6. No excess repetition. Five examples should be sufficient to identify any problems a child might be having. Three are usually enough.
7. No makeup homework for sick days. The kid is still recuperating. Don't double his load.
Chapter 9 - Behaviorism
12/10/2008
WHAT:
BEHAVIORISM
Classroom would be quiet and orderly – emphasis is on behavior not necessarily learning
Class exercise: Positive reinforcement
Suzy asked a question and if we got it right we got candy.
Gave something to increase behavior
Behaviorism to promote learning (in classroom management it would be to promote good behavior)
In this class we care about HOW they learn!
Student learn the same way pigeons due – Pavlov’s dogs – hot tickets
Learning defined as a semi-permanent change in behavior
What are the potential advantages of defining learning as a change in behavior?
Easy to measure – measureable objectives’
Outward manifestation, we can see it
Big on drilling info – so you can give a response
Disadvantages?
Outward manifestation could not be true measure of learning
Can be used as a heavy hand rather than a true instrument of learning
Can learn something but not act on that
According to behaviorism you can looked into the mind so it doesn’t exist
Developed before MRI’s, etc.
If you say, act, change behavior – have you really learned something. Behaviorists say no
If you can’t see it happening it hasn’t happened
Analogy: black box – we don’t know what’s going on in the brain – behaviorist don’t care about development of the brain
Assumptions
Influence of the environment
Focus on observable events
Learning as a behavior change
Contiguity of events – continuous, simultaneous something happens and the action exhibited immediately after, – learning is similar across species
Similar of learning principles across species
Classical vs. Operant conditioning
What is classical conditioning? Using not overly ethical J
Involuntary
Pavlov’s dogs,
students taught to raise their hand to answer question
Unconditioned stimulus (US) - Unconditioned response (UR)
CS (bell) + US (food) – UR
CS - CR
Example - math
What is operant conditioning
voluntary – we have the choice
Reinforcement ALWAYS increases behaviors
Reinforcers
Unique to each student
How do you decide which to use?
Always encourage behavior
Negative reinforcement – something negative is taken away
Yelling at students – kids be good – taking is taken OUT of equation
Kids in class be good – no homework – HOMEWORK is taken out of equation
Positive reinforcement - input added
PRACTICAL REINFORCERS (IN ORDER of best first)
Self-reinforcement – if students can do it themselves you don’t have to (And their boss won’t)
Social reinforcement
Praise – don’t praise for simple tasks – damaging self esteem
Attention – sometimes that’s all the student wants and that works well
Grades and recognition – sometimes (prefrontal cortex – long term planning – doesn’t develop until post teen)
Some kids just don’t care
Home based reinforcement – get parents involved – they know kids bests generally
This can be a problem sometimes
Tangible
Privileges
Activity reinforcement (Premack Principle)
Tangible reinforcers and/or token economy (not so great for real learning – damage to intrinsic motivation)
Good for discussion work
Food – horrible idea – DON’T – expensive, allergies, diabetes, legal!
REINFORCING THE GROUP
Group contingency
Token economy
USE REINFORCEMENT EFFECTIVELY
Specify the desired behavior at the beginning
Tailor reinforcements to individual
Specific praise
Ask the kids what works
Positive phone calls home – behavior problems decrease
Use group contingencies when appropriate
Make contingencies explicit
Sue cueing (prompts)
Equal opportunity – to get rewards. Don’t set the bar so high kids can’t reach
Different kinds of awards – most improved, 100 %, etc
Be consistent
Monitor progress
SHAPING - Students should be reinforced for behaviors that are within their current capabilities but what also stretch them toward new skills
Break tasks down into smaller sections (similar to scaffolding)
Set short term goals
Reward for the small steps
Attainable criterion
Successive approximations
Attempts that keep getting closer to right
Examples?
Write in cursive
MAJOR PRINCIPLES OF BEHAVIORALISM
Reinforcement – encouraging behavior
Shaping
Eliminating Behaviors
Extinction – can extinguish without punishment
Beware of the ‘Extinction Burst” – behavior gets worse for a time – ride it through
Don’t be afraid to tell students what you’re trying to do
Cueing – reminders, prompts
Reinforcing incompatible
‘’’
PUNISHERS
Also unique to each student
EFFECTIVE FORMS OF PUNISHMENT – don’t do in front of everyone – you’ll lose your classroom management
Verbal reprimands
Response cost
Logical consequences
Time-out
In-school suspension
INEFFECTIVE FORMS
Physical punishment
Psychological punishment
Extra class work – school is punishment
Out- of school suspension – that’s what kids want
Missing recess
POTENTIAL PROBLEMS WITH PUNISHERS – doesn’t give solutions temporary
May distract student from behavior
Negative emotional responses – classical conditioning
Aggression
Does not illustrate the correct behavior
Severe punishment may cause harm
REINFORCEMENT VS PUNISHMENT
Increase behavior -
add stimulus (Positive reinforcement reward
Subtract stimulus (negative reinforcement (escape)
Decrease behavior
Presentation punishment
Removal punishment
BEHAVIORISTS MODEL –
Reinforcement
Group contingency
Shaping
Drill and practice
Objectives
SO WHAT:
Behaviorism as a learning theory deals mainly with outside evidence of change. If a change is not visually manifest, it hasn’t happened. I see limitations in this theory as do some psychologists in addressing academic problems. Reinforcement for accomplishing academic tasks may encourage students to do things quickly rather than well. You are rewarding the product – not the process or the end result and not the journey. Reinforcement of something that students already find intrinsically reinforcing may undermine a student’s enjoyment of the activity.
NOW WHAT:
In comparison to Social Cognitive Learning (Chapter 10), Behaviorism seems to me as a lower form of influencing behavior. You are not necessarily internalizing the positive changes that occur. I see the need for this however, when you are dealing with students who have not been trained to act appropriately in a classroom setting, who don’t understand the value and self mastery involved in completing homework assignments or participating in classroom discussions. As a teacher I would use behaviorism as a last resort and work with the theory of social cognitive learning first.
If you look at raising children, the younger the child is the more you would use behaviorism – potty training, job cards, etc. The older the child as he or she advances to adulthood, motivations should become more intrinsic. Pavlov’s dogs are a prime example – training to get a non thinking response. As teachers we owe it to our students to treat them as adults, no dogs – unless they act like dogs! Lol! Then you would revert back to this lower form of changing behavior.
WHAT:
BEHAVIORISM
Classroom would be quiet and orderly – emphasis is on behavior not necessarily learning
Class exercise: Positive reinforcement
Suzy asked a question and if we got it right we got candy.
Gave something to increase behavior
Behaviorism to promote learning (in classroom management it would be to promote good behavior)
In this class we care about HOW they learn!
Student learn the same way pigeons due – Pavlov’s dogs – hot tickets
Learning defined as a semi-permanent change in behavior
What are the potential advantages of defining learning as a change in behavior?
Easy to measure – measureable objectives’
Outward manifestation, we can see it
Big on drilling info – so you can give a response
Disadvantages?
Outward manifestation could not be true measure of learning
Can be used as a heavy hand rather than a true instrument of learning
Can learn something but not act on that
According to behaviorism you can looked into the mind so it doesn’t exist
Developed before MRI’s, etc.
If you say, act, change behavior – have you really learned something. Behaviorists say no
If you can’t see it happening it hasn’t happened
Analogy: black box – we don’t know what’s going on in the brain – behaviorist don’t care about development of the brain
Assumptions
Influence of the environment
Focus on observable events
Learning as a behavior change
Contiguity of events – continuous, simultaneous something happens and the action exhibited immediately after, – learning is similar across species
Similar of learning principles across species
Classical vs. Operant conditioning
What is classical conditioning? Using not overly ethical J
Involuntary
Pavlov’s dogs,
students taught to raise their hand to answer question
Unconditioned stimulus (US) - Unconditioned response (UR)
CS (bell) + US (food) – UR
CS - CR
Example - math
What is operant conditioning
voluntary – we have the choice
Reinforcement ALWAYS increases behaviors
Reinforcers
Unique to each student
How do you decide which to use?
Always encourage behavior
Negative reinforcement – something negative is taken away
Yelling at students – kids be good – taking is taken OUT of equation
Kids in class be good – no homework – HOMEWORK is taken out of equation
Positive reinforcement - input added
PRACTICAL REINFORCERS (IN ORDER of best first)
Self-reinforcement – if students can do it themselves you don’t have to (And their boss won’t)
Social reinforcement
Praise – don’t praise for simple tasks – damaging self esteem
Attention – sometimes that’s all the student wants and that works well
Grades and recognition – sometimes (prefrontal cortex – long term planning – doesn’t develop until post teen)
Some kids just don’t care
Home based reinforcement – get parents involved – they know kids bests generally
This can be a problem sometimes
Tangible
Privileges
Activity reinforcement (Premack Principle)
Tangible reinforcers and/or token economy (not so great for real learning – damage to intrinsic motivation)
Good for discussion work
Food – horrible idea – DON’T – expensive, allergies, diabetes, legal!
REINFORCING THE GROUP
Group contingency
Token economy
USE REINFORCEMENT EFFECTIVELY
Specify the desired behavior at the beginning
Tailor reinforcements to individual
Specific praise
Ask the kids what works
Positive phone calls home – behavior problems decrease
Use group contingencies when appropriate
Make contingencies explicit
Sue cueing (prompts)
Equal opportunity – to get rewards. Don’t set the bar so high kids can’t reach
Different kinds of awards – most improved, 100 %, etc
Be consistent
Monitor progress
SHAPING - Students should be reinforced for behaviors that are within their current capabilities but what also stretch them toward new skills
Break tasks down into smaller sections (similar to scaffolding)
Set short term goals
Reward for the small steps
Attainable criterion
Successive approximations
Attempts that keep getting closer to right
Examples?
Write in cursive
MAJOR PRINCIPLES OF BEHAVIORALISM
Reinforcement – encouraging behavior
Shaping
Eliminating Behaviors
Extinction – can extinguish without punishment
Beware of the ‘Extinction Burst” – behavior gets worse for a time – ride it through
Don’t be afraid to tell students what you’re trying to do
Cueing – reminders, prompts
Reinforcing incompatible
‘’’
PUNISHERS
Also unique to each student
EFFECTIVE FORMS OF PUNISHMENT – don’t do in front of everyone – you’ll lose your classroom management
Verbal reprimands
Response cost
Logical consequences
Time-out
In-school suspension
INEFFECTIVE FORMS
Physical punishment
Psychological punishment
Extra class work – school is punishment
Out- of school suspension – that’s what kids want
Missing recess
POTENTIAL PROBLEMS WITH PUNISHERS – doesn’t give solutions temporary
May distract student from behavior
Negative emotional responses – classical conditioning
Aggression
Does not illustrate the correct behavior
Severe punishment may cause harm
REINFORCEMENT VS PUNISHMENT
Increase behavior -
add stimulus (Positive reinforcement reward
Subtract stimulus (negative reinforcement (escape)
Decrease behavior
Presentation punishment
Removal punishment
BEHAVIORISTS MODEL –
Reinforcement
Group contingency
Shaping
Drill and practice
Objectives
SO WHAT:
Behaviorism as a learning theory deals mainly with outside evidence of change. If a change is not visually manifest, it hasn’t happened. I see limitations in this theory as do some psychologists in addressing academic problems. Reinforcement for accomplishing academic tasks may encourage students to do things quickly rather than well. You are rewarding the product – not the process or the end result and not the journey. Reinforcement of something that students already find intrinsically reinforcing may undermine a student’s enjoyment of the activity.
NOW WHAT:
In comparison to Social Cognitive Learning (Chapter 10), Behaviorism seems to me as a lower form of influencing behavior. You are not necessarily internalizing the positive changes that occur. I see the need for this however, when you are dealing with students who have not been trained to act appropriately in a classroom setting, who don’t understand the value and self mastery involved in completing homework assignments or participating in classroom discussions. As a teacher I would use behaviorism as a last resort and work with the theory of social cognitive learning first.
If you look at raising children, the younger the child is the more you would use behaviorism – potty training, job cards, etc. The older the child as he or she advances to adulthood, motivations should become more intrinsic. Pavlov’s dogs are a prime example – training to get a non thinking response. As teachers we owe it to our students to treat them as adults, no dogs – unless they act like dogs! Lol! Then you would revert back to this lower form of changing behavior.
Sunday, December 7, 2008
race and gender tests - extra credit
Laura Garner
Ed Psych
Dr. Suzy Cox
December 7, 2008
Blog on race and Gender test
My results:
Your data suggest a slight automatic preference for European American compared to African American.
Your data suggest a moderate association of Male with CAREER and Female with FAMILY compared to Female with CAREER and Male with FAMILY.
Hahaha – these tests were a joke! To say that because I wasn’t fast enough with the hand / eye coordination that I was biased against African Americans or associated men with career and women with family was ludicrous. The answers for race said I slightly favored whites over blacks but I didn’t want to associate either race with good or bad and the test didn’t give me an option. I know there are both good AND bad in each race. With the gender test, if I wanted to associate another concept with male or female and family or career the answer was wrong. For example, I wanted to associate family with career and it didn’t fly. So with both tests, as soon as I figured out what answers were wanted it became, not an association of race or gender with how I perceive things, but a hand / eye coordination game to see how fast I could get the answer that was expected. It had nothing to do with my true feelings about race or gender
The quickness of my answers was also affected by the fact that my right hand is quicker than my left, so that when the categories were reversed, my left hand responses were slower.
That said, I would probably have a slight preference for European Americans because of the demographics of where I live, not because I feel either race is bad or good. This compares with the majority of people who took the race test. My feelings about career and gender depend on the family situation and the decisions couples make for their individual situations. I know the choices my husband and I made and that has worked for us. For others it might be different but I wouldn’t judge their choices. My ‘moderate’ association for men and careers went along with only 15% of the test takers.
Ed Psych
Dr. Suzy Cox
December 7, 2008
Blog on race and Gender test
My results:
Your data suggest a slight automatic preference for European American compared to African American.
Your data suggest a moderate association of Male with CAREER and Female with FAMILY compared to Female with CAREER and Male with FAMILY.
Hahaha – these tests were a joke! To say that because I wasn’t fast enough with the hand / eye coordination that I was biased against African Americans or associated men with career and women with family was ludicrous. The answers for race said I slightly favored whites over blacks but I didn’t want to associate either race with good or bad and the test didn’t give me an option. I know there are both good AND bad in each race. With the gender test, if I wanted to associate another concept with male or female and family or career the answer was wrong. For example, I wanted to associate family with career and it didn’t fly. So with both tests, as soon as I figured out what answers were wanted it became, not an association of race or gender with how I perceive things, but a hand / eye coordination game to see how fast I could get the answer that was expected. It had nothing to do with my true feelings about race or gender
The quickness of my answers was also affected by the fact that my right hand is quicker than my left, so that when the categories were reversed, my left hand responses were slower.
That said, I would probably have a slight preference for European Americans because of the demographics of where I live, not because I feel either race is bad or good. This compares with the majority of people who took the race test. My feelings about career and gender depend on the family situation and the decisions couples make for their individual situations. I know the choices my husband and I made and that has worked for us. For others it might be different but I wouldn’t judge their choices. My ‘moderate’ association for men and careers went along with only 15% of the test takers.
Fertile Minds - extra credit
Laura Garner
Ed Psych
Dr. Suzy Cox
December 7th, 2008
FERTILE MINDS
By J. MADELEINE NASH
What a great article! With the advances in modern science and technology it is now possible to document what many parents have known all along – that babies come with a unique set of traits that are inborn, that the first few years are so important to development and that loving care, touching, talking to infants, etc. is important and makes a difference in how children develop! As a mother of 5 children, two of whom are adopted, I can attest that children come with a distinct personality as well as physical traits that are inherited from their birth parents.
Now that there is hard physical evidence that brain activity starts as early as 3 week into gestation, it would seem that emphasis should be on training parents and future parents to be able to meet the needs of their infants before and after birth and through the early years of development. For example, the article points out that research show that children who don't play much or are rarely touched develop brains 20% to 30% smaller than normal for their age. (Baylor College of Medicine) and rats raised in a stimulating environment contain as many as 25% more synapses per neuron (University of Illinois at Urbana-Champaign). It also gives evidence of the damage of early emotional and physical abuse. Teaching good parenting skills during the junior high and high school years would strengthen future families and save monetary cost for the government as there would be fewer damaged children. Also, the effects of good nutrition on a developing fetus should be taught as well.
For educators, this article also shows evidence of the importance of understanding the workings of the brains and gearing education to make the most of the windows of opportunity. The article talks about how the window for acquiring syntax may close as early as five or six years of age, the ability to learn a second language is highest between birth and the age of six, and the brain's greatest growth spurt draws to a close around the age of 10’. Realizing that, parents and preschool and elementary teachers should make learning as stimulating and challenging as possible to make use of this unique time when the brain is working to its peak. ‘Rich experiences …. really do produce rich brains.’
I agree with the author that early remedial education would be effective. I also agree that day care should be high quality but would emphasis strengthening the economy so that parents who have the desire to stay home with their children could afford to do so and not put their children’s upbringing into the hands of strangers. No one loves a child like the parents and parents who have had the training to be effective caregivers are the best people to raise children.
Ed Psych
Dr. Suzy Cox
December 7th, 2008
FERTILE MINDS
By J. MADELEINE NASH
What a great article! With the advances in modern science and technology it is now possible to document what many parents have known all along – that babies come with a unique set of traits that are inborn, that the first few years are so important to development and that loving care, touching, talking to infants, etc. is important and makes a difference in how children develop! As a mother of 5 children, two of whom are adopted, I can attest that children come with a distinct personality as well as physical traits that are inherited from their birth parents.
Now that there is hard physical evidence that brain activity starts as early as 3 week into gestation, it would seem that emphasis should be on training parents and future parents to be able to meet the needs of their infants before and after birth and through the early years of development. For example, the article points out that research show that children who don't play much or are rarely touched develop brains 20% to 30% smaller than normal for their age. (Baylor College of Medicine) and rats raised in a stimulating environment contain as many as 25% more synapses per neuron (University of Illinois at Urbana-Champaign). It also gives evidence of the damage of early emotional and physical abuse. Teaching good parenting skills during the junior high and high school years would strengthen future families and save monetary cost for the government as there would be fewer damaged children. Also, the effects of good nutrition on a developing fetus should be taught as well.
For educators, this article also shows evidence of the importance of understanding the workings of the brains and gearing education to make the most of the windows of opportunity. The article talks about how the window for acquiring syntax may close as early as five or six years of age, the ability to learn a second language is highest between birth and the age of six, and the brain's greatest growth spurt draws to a close around the age of 10’. Realizing that, parents and preschool and elementary teachers should make learning as stimulating and challenging as possible to make use of this unique time when the brain is working to its peak. ‘Rich experiences …. really do produce rich brains.’
I agree with the author that early remedial education would be effective. I also agree that day care should be high quality but would emphasis strengthening the economy so that parents who have the desire to stay home with their children could afford to do so and not put their children’s upbringing into the hands of strangers. No one loves a child like the parents and parents who have had the training to be effective caregivers are the best people to raise children.
Monday, December 1, 2008
12/01/2008
Chapter 7 Constructivism / Discovery Learning
What is Discovery Learning?
An approach to instruction in which students derive their own knowledge about a topic through first hand interaction with the environment.
Randomly exploring and manipulating objects
Performing systematic laboratory experiments
Can be incorporated into other forms of instruction
PROS
#1: In overall academic achievement discovery learning is not necessarily better or worse than expository approaches to instruction
Research yields mixed results
#2: In higher level thinking skills discovery learning is sometimes preferable for fostering transfer, problem solving, creativity and self regulated learning
#3: In motivational and affective benefits there is often a more positive attitude toward teachers and schoolwork than in traditional instruction.
CONS
#1: Students don’t always have metacognitive skills to effectively direct their explorations and monitor their findings
Students sometimes construct incorrect understanding from discovery activities
#2: They may misinterpret or distort the evidence they gather in an experiment, possibly finding support for existing misconceptions
#3: Often takes considerably more time the expository instruction
Teacher may feel torn between providing discovery experiences and covering all the topics in the mandated curriculum
Guidelines to make Discovery learning effective
#1: Provide some structure to guide students discovery activities
#2: Make sure students have the knowledge they need to interpret their findings appropriately
In theater education, discovery learning is often the main teaching strategy. While preparing for a performance, the student researches the character he/she will be portraying, the time period in which the action occurs, period costumes choices that determine body movements, etc – anything that affect how role will be portrayed. From this background information, the student than explores how to make the character come to life in relation to the action and interaction that occurs in the play. A skilled teacher will allow that exploration to happen, gently guiding to actor to discover information from the text and subtext to develop the character. Even with the guidance from a director or instructor and the research information ultimately it is up to the actor to find ways to make the role his own.
Chapter 7 Constructivism / Discovery Learning
What is Discovery Learning?
An approach to instruction in which students derive their own knowledge about a topic through first hand interaction with the environment.
Randomly exploring and manipulating objects
Performing systematic laboratory experiments
Can be incorporated into other forms of instruction
PROS
#1: In overall academic achievement discovery learning is not necessarily better or worse than expository approaches to instruction
Research yields mixed results
#2: In higher level thinking skills discovery learning is sometimes preferable for fostering transfer, problem solving, creativity and self regulated learning
#3: In motivational and affective benefits there is often a more positive attitude toward teachers and schoolwork than in traditional instruction.
CONS
#1: Students don’t always have metacognitive skills to effectively direct their explorations and monitor their findings
Students sometimes construct incorrect understanding from discovery activities
#2: They may misinterpret or distort the evidence they gather in an experiment, possibly finding support for existing misconceptions
#3: Often takes considerably more time the expository instruction
Teacher may feel torn between providing discovery experiences and covering all the topics in the mandated curriculum
Guidelines to make Discovery learning effective
#1: Provide some structure to guide students discovery activities
#2: Make sure students have the knowledge they need to interpret their findings appropriately
In theater education, discovery learning is often the main teaching strategy. While preparing for a performance, the student researches the character he/she will be portraying, the time period in which the action occurs, period costumes choices that determine body movements, etc – anything that affect how role will be portrayed. From this background information, the student than explores how to make the character come to life in relation to the action and interaction that occurs in the play. A skilled teacher will allow that exploration to happen, gently guiding to actor to discover information from the text and subtext to develop the character. Even with the guidance from a director or instructor and the research information ultimately it is up to the actor to find ways to make the role his own.
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