FINAL BLOG/MODULE 9

How people learn

From the readings of social cognitive theorists it seems as they combine how environmental, behavioral, and personal factors of the individual person shapes how learning occurs. According to Dweck, it is the belief of one’s individual potential that can motivate learning. He advises that we as educators should not lower standards as it will only serve as a disappointment to students self esteem later in life. For example if an individual has been praised with low standards and the content begins to involve critical thinking skills or more problem solving they will give up and think they are unable to learn at that point. Individuals learn whether they are stimulated extrinsically or intrinsically. A change in a person’s behavior can happen through environmental influences that can affect one’s perception, memory, cognitive development and personality. Social learning occurs through interactions with peers, family or a group. Cognitive development can expand by developing meaning or through a connection to enhance knowledge of a particular subject or content. According to Piaget theory of cognitive development, when a discrepantacy occurs between existing knowledge and new information an individual arrives at a state of disequilibrium. Arriving at this point of uncertainty may cause the individual learner to problem solve or make a decision. It was believed by Piaget that if students encounter enough of disequilibrium experiences it can lead to a change in behavior or thought pattern.

William James (1980) believed the intervening variable between a low or high academic performer is personal expectation. Increasing the expectation of self can lead to success (Bandura, 1997). Self image is a conscious reflection of one’s identity separate from the environment. It is believed that attitudes, behavior, self-concept, and meaningful purpose/connection all will need to be examined to prepare youth for an academic success (Huitt, 2004).

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

James, W. (1890). Principles of psychology. New York: Henry Holt.

Huitt, W. (2004, October 29). Becoming a Brilliant Star: An introduction. Presentation at the Forum for Integrated Education and Educational Reform sponsored by the Council for Global Integrative Education, Santa Cruz, CA. Retrieved April 29, from http://www.edpsycinteractive.org/brilstar/brilstarintro_s.pdf

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Inspiring quotes: "The faculty of voluntarily bringing back a wondering attention, over and over again, “he wrote is the very root of judgment, character, and will” (Rosen, 2008, p.109).

“After all, information is power, and if one can process more information all at once, perhaps one can be more powerful.”

Question: If singular focus is a mark of intelligence then why are most employers requiring the skill of multitasking?

Connections: According to Rosen (2008) some individuals “get bored if it’s not all going at once, because everything has gaps” (p. 108). I recall having to share an office with a colleague that had a fan and radio going at all times throughout the day and could not function without it. At first it was a bit annoying because I could not focus with so many distractions, until I brought a heater that drown out the noise on the opposite side of the office which oddly allowed me to concentrate better on my work, or so I believed. After reading the Rosen article I now realize that all of these distractions in addition to the phone calls, walk-ins, and e-mails contributed to increased loss in productivity at the workplace. Often, I found myself taking more work home or altering my work schedule to come in or stay late in order to complete more tasks for the day, specifically to meet deadlines and project goals.After reading this article it made me think the Attention Deficit Trait is contagious. Adapting to the environment around me made it easier for me to believe I was becoming more productive, when in fact by giving more tasks partial attention, I was becoming less productive in completing tasks during work hours and it ultimately affecting my social and personal life at home.

Below is a video I found on how NASA wanted their pilots to become better focused and participated in a study using video games to help decrease ADD. Maybe I should have brought my first co-worker a video game to play instead of buying a heater.

Treating Attention Deficit Disorder with Video Games

http://videos.howstuffworks.com/nasa/2135-treating-adhd-with-video-games-video.htm

Module 7

After reading the information from Module 7 I found this video that explains the use of Concept Mapping. The first video explaines how the process works and the second link is a testimonial from experts that have used this technique in their class. Students can use this as a tool to show a connection to the new information presented. Teachers can use the tool as a guide to see students misconceptions of how a particular concept connects to their prior knowledge.This will allow teachers to guide students on how to integrate the new information correctly.

Concept Mapping Process:
http://www.youtube.com/watch?v=QENMp0K2-Zk&feature=related

Hear from experts on the benefits of concept mapping:
http://www.youtube.com/watch?v=dwl08n7ZlcE&feature=related

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Quote: "If the information is going to move from students’ short-term to long-term memory, it must make sense and have meaning” (Friedrichs, 2001, p.77).

Question: In the one lesson discussed in the reading the teacher allowed time for multiple associations to take place for a variety of retrieval cues opportunities, I wonder how much preparation time is needed to plan activities ahead of time and what other information will the teacher need to collect about the students prior to planning activities to enhance the organization process of associations?

Connection: While reading this article it reminded me of William James Chapter 7 on Memory. According to Friedrichs’ (2001) "a new learning experience must be connected to student’s prior knowledge because the connection will serve as an “emotional hook” to engage students with their learning (p.76). I believe that William James would agree with this strategy to improve memory because he stated, “the secret to a good memory is thus the secret of forming diverse and multiple associations with every fact we care to retain” (James, 2001, p. 61). In the reading we learned of various mental and physical cues to help students recall new information that they have learned from visual, kinesthetic, musical/rhyme, verbal, and written. The goal was to provide multiple cues so that at least one will best fit with the way a student best learn and retain information. The activities should stimulate the minds of students and serve as mental cues when they need to retrieve it for an assessment. James (2001) defined an educated memory as an “organized system of associations and a sufficient number of cues” in order to recall the information enhancing the quality of native retentiveness (p. 60). Throughout the activities the teacher incorporated in the lesson each day it continues to focus on the goal to move the information from short-term to long-term memory.

References

James, W. (2001). Talks to teachers on psychology and to students on some of life’s ideals.

Mineola, NY: Dover.

Module 6

After reviewing the information about sensory registers I am reminded of how teachers sometimes make accommodations in the classroom for students with ADD. From the readings I we learned that students have to attend to the information presented and a deficit in this area could disrupt the process of receiving information in a classroom setting.  I recall the video presented on the link below of how teachers made a sensory accommodation for a student with ADD. His teacher simply placed band around his chair to keep him focused and seated during instruction time. If you look closely at the video you will see that he is still moving around a bit, but he does not move from his seat. Another technique I have tried before was placing an object under the desk in order to give students something to touch and squeeze while sitting at their desk to keep them from distracting to others around them. Students knew it was there for them and the urge to look for something to play with during instruction time which in turned distracted others was reduced.

The most interesting part of the PowerPoint was how distracting the physical environment could be to student’s sensory registers. Taking the test of moving the objects (i.e. triangle and squares) was quite difficult with other students talking over the teacher. I missed 1/3 of the photo that was suppose to be created after moving all of the objects in place.

Sensory Accomodation:

http://www.youtube.com/watch?v=RnKkKV95bHE

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Quote: "Relativist’s are less concerned with how we see objects than with how we categorize them: how we sort our experiences into conceptual categories like birds, tools, and people” (Pink, 2002, p. 201).

Question: Postmodern theorist expose us to examples of social constructivism (received truth) and its influence on perceptions of various groups in the world, however based upon their observations how would one explain the complex relationship within and between groups with a historical root of privilege and oppression in society?

Connections: According to Pinker, language is important to cognitive development because it is a way to communicate your experiences in the world. The reading was interesting as it reminded me of a message from our pastor last Sunday. In his message he advised the college age youth of our church to be mindful of the postmodern age that we are living in particularly during their educational training when they begin to learn of various theories of how we came into existence. He shared his thoughts on how we have moved from a pre-modernism age and the spread of Christianity, to the modern age of Charles Darwin and his theory of evolution that resulted in the creation of atheist groups or non believer of Christ. The pastor warned the youth to become more frightful of the postmodern age because the perspective on history is worse compared to the modern age. During this age it is conceivable to question the truths of the world that have been proven scientifically or not. His main point was this postmodern age is a shift in worldviews and theories of knowledge making it easier for Christians to become complacent and accepting of non Christ like activities of the world.

Another interesting point from the reading implies that relativists believe that “reality is socially constructed by the use of language, stereotypes, and media image” (Pinker, 2002, p. 199). Pinker suggests that postmodernist believe that meaning is constructed by an identified social group and their language not by the individual. “Postmodernists and other relativists attach truth and objectivity because they feel it is the best way to pull the rug out from under racists, sexists, and homophobes” (Pinker, 2002, p. 202). Overall, I interpreted the reading to suggest that during this new age old truths that are challenged based upon a specific social group’s perspective of how they perceive true democracy in the world according to their cultural values and beliefs outside of the Westernized norms.

Quick fixes to engage students....

Greetings All,

Below you will find a link related to yesterday's discussion about quick fixes that may or may not work that educators could use to engage more students in the classroom.

http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9088&r=eu10121&REFERER=

Enjoy!

Module 5 Responses

Q1. Similaries between Piaget/Vgotsky:

1.       Both focus on how individuals learn at different levels

2.       External factors (i.e. environment ) can influence learning

Differences between Piaget/Vgotsky:

1.       Vygotsky focuses more on the external factors (ie. social, cultural connections) that shape an individual’s personality and behavior. His theory includes the importance of social factors that influence learning and assisted learning that can push individuals to reach their maximum potential of learning at various levels.

2.       Piaget focuses more on the individual learning to construct their own learning by themselves in a particular environment (home, school, social) without considering assisted learning from others.

Q2.

In the reading Mind in Society the commonalities I found were how students interacted in groups demonstrated more about  their abilities to perform certain task outside of what they can do by themselves.  In preschool they use to allow more free will and creative play which according to the video demonstrates a process to enhance private speech and cognitive development. Schools are more structured which can inhibit private speech and lack of free will to engage in imaginative play.

Q3. Similarities between Bruner, Piaget, and Vygotsky:

All three theorists’ are interested in how to define learning for individuals. Piaget’s constructing knowledge on their own, Vygotsky’s social and other external influences on learning for individuals, and Bruner’s evaluation of how the mind works through a student’s discovery of their environment to further develop their understanding. A school has its own culture students are required to adapt in order to succeed academically. All three contribute to cognitive development through perception, information processing, judgment/decision-making, and constructing knowledge based on external influences (i.e. social interaction, environmental exposure). Overall we try to make sense of our environment through different cognitive measures.

Below is a video that shows an example of Led Vygotsky’s social constructivism in a social studies classroom.  If you like we can post it as our example.

http://www.youtube.com/watch?v=p6pFMPSWBds

Module 4

Response to 3 questions

1) Piaget's cognitive construction theory provided a framework to guide educators on how students will learn at various stages in their lives. Benefits from his theory provided educators with effective instructional strategies to actively engage and motivate students to learn. His theory explained what students were capable of knowing throughout their cognitive development and also included what children were lacking at each stage.This will help teachers plan to create activities for students to interact with their environment to establish building blocks with the content covered by grade/cognitive level.

2) The children in the video are categorizing/assimulating prior knowledge about length and width. In the beginning children see a longer line which is bigger and translates to more. James would say that they older children in the video have adapted and builded up more useful associations to distinguish the difference in the logic behind the actual amount vs. size.

3) This episode was a great example for how constuctivism will not work in a classroom setting. While Bart attended the school for genius he tried to construct knowledge of his new experience based on his prior experiences. For example when the class had to give an example of a paradox the only item Bart could think of that closely related to others responses was "Damn if you do and Damn if you don't." He tried to incorporate prior knowledge to respond in his new environment, but he quickly realized he did not have the experience of others in the classroom nor was he interested in obtaining it. The teacher assumes everyone has had the experiences and skills necessary to be successful in the class based upon an IQ test.  I believe the constructivism theory is informative on how a student learns and creates knowledge based on their prior environmental experiences. Teachers should faciliate the development of multiple associations and expose other students to experiences that will allow them to construct knowledge if the prior experience does not exist (i.e. field trips).

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Quote: “Lighting the flame of student motivation against that of filling the bucket of students’ head with facts” (Airasian & Walsh, 1997, p.446).

Question: Is everything that we know as truth in various subjects really a working hypothesis?

Connections: Constructivism is based upon the assumption that “people create knowledge from interactions between their existing knowledge or beliefs and the new ideas or situations they encounter” (p.445). Whenever I read about Piaget’s and his developmental theory I am reminded of how an infant first connect with their environment. I recall working in a childcare center and observing how babies first begin to learn their physical environment. They are fascinated with almost everything presented to them to observe and interact with hands on in order to form what Piaget would state a “working hypothesis” about the encounter (p.445). It is interesting that such an excitement of learning and curiosity can decrease in the classroom setting specifically from elementary to middle school (Jarvela & Volet, 2001). What is a teachers’ role to facilitate assimilations and accommodations in the classroom? I believe theorist James and Piaget would agree that before teachers could incorporate cognitive constructivism in a classroom setting they would have to first know their student in order to develop activities conducive to create personalized meaning. Introducing new topics may being with a survey to inform teachers how much prior experience students have on a particular subject. Next teachers may being to  plan differentiated instruction based on the results of where students are to increase engagement for some with no previous experience while not boring others that have had multiple associations. This may seem a bit time consuming in the beginning requiring more time to address different constructs within the classroom.

The process of equilibrium within cognitive constructivism was interesting because it supported the notion of continuous learning and constructing knowledge as mind new information is shared in the classroom and compared to prior experiences or beliefs. Teachers as well as students will have to learn that there is not one right answer. I interpreted an individual constructing knowledge as a process by which different levels of knowledge must be accepted in a classroom setting free from judgment and discuss to reach a consensus of a common working hypothesis. Giving student the opportunity to share and discuss a concept more deeply is thought to enhance “higher level learning” (p.446). According to this theory in order for cognitive growth to occur an individual process new information the information received is then filed with existing information further enhancing what is already (assimilation) there or it will replace what is currently there (accommodation). A classroom free from scrutiny or embarrassment may lead peak more interest of student to become engaged. Hence different ways of learning =different ways of knowing.

Constructivism vs. Traditional Classrooms
http://www.youtube.com/watch?v=lEsGHVdVkMw&NR=1

References

James, W. (2001). Talks to teachers on psychology and to students on some of life’s ideals. Mineola, NY: Dover.

Jarvela, S. & Volet, S., (2001). Advances in Learning and Instructional Series: Motivation in Learning Context. Kidlington, Oxford: Elsevier Science Ltd.

Wadsworth, B. J., (1996). Piaget’s Theory of Cognitive and Affective Development: White Plains, NY: Longman

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Quote: "You must find something that you really do want that requires your doing this thing that you want to avoid" (Noddings, 2006, p.19).

Question: In order to become globally competitive should we change our evaluation system to only reflect performance based learning before moving students to the next level?

Connections: According to Nodding too many students are graduating without retaining important facts. “We should find a way to ask “What have you learned?” instead of “Have you learned X?” (Nodding, 2006, p. 23) The Kentucky Department of Education has invited districts to become innovative in the way they measure student success. While conducting a site visit to Eminence Ind. schools in Kentucky they have changed their evaluation system to reflect standards based learning with a no fail policy. Students can only advance to the next level after demonstrating mastery of content. The assessment given is linked to their state standardize test score to ensure teachers are inflating A’s and B’s for students to move on. I believe that Paul Chance would support with this evaluation system because as Chance stated, “the responsibility for learning is placed squarely on the teacher’s shoulders” (Chance, 1993, p. 128). Teachers aren’t just facilitating learning, but actively engaged in planning individualized instruction to meet the needs of each student. “Wise educators, Adler says, know what children really need, and it is their job to motivate students to learn the appropriate material” (Nodding, 2006, p. 17). Another high school have re-designed their curriculum to increase student motivation for success by making it more career goal oriented. If you decide you want to work in the science field then your course work options are geared toward the sciences to help you prepare for that specific field while still allowing you the chance to take electives and explore other options.

Another interesting section of the reading was the theories of motivation. As an educator I believe teachers incorporate Theory’s 1 and 2 depending on the grade level of which they teach. For example in the early grades K-5 student may need to be externally motivated toward good as they are conditioned to behave appropriately in a classroom setting in order to focus and learn. As James (2001) stated, “the teachers prime concern should be to ingrain into the pupil that assortments of habits that shall be most useful throughout life” (p.34). They receive external rewards for meeting the expectations of appropriate behavior in the classroom (e.g. gold stars, stickers, toys, etc) as incentives to continue good behavior. As students reach upper level grades I believe they can begin to reward themselves for completing a required task and incorporate self discipline. Another scholar explained, “learned behavior becomes the task of accounting for the expectancy” (Skinner, 1950, p. 193). Feedback to students on completing task in a beginning may lead to support of their confidence and ability to compete a particular task. I can conclude that benefits of systematic rewards can benefit a person to persist and strive for excellence.

Here is a video where students have contiuous feedback and support from teachers and peers.

References

James, W. (2001). Talks to teachers on psychology and to students on some of life’s ideals.

Mineola, NY: Dover.

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Quote: “A culture that is not willing to accept scientific advances in understanding human behavior together with the technology will eventually be replaced by a culture that is” (Skinner, 1984, p. 953)

Question: When will the cycle of blame end for the state of our American education system?

Connections:

As I read the article by Skinner The Shame of American Education I found it disturbing that the cycle of blame has continued to haunt the state of the education system in America. While conducting scholastic audits at lower performing schools I have heard various reasons of low performances ranging from administrators blaming the feeder schools, teachers blaming parents and students, parents blaming teachers, etc., for the status of their academic performance.  Skinner blames the college of education for “poorly” training teachers (Skinner, 1984, p. 953).  In Kentucky, it has been discussed among state legislators and other stakeholders to re-design the teacher preparatory program to produce more teachers whom are more skillful researchers to become more effective when using diagnostic measures of academic progress. Will colleges of education ever treat teacher preparatory programs the same as preparing a medical physician? It could lead to producing more skilled researchers within a school organization to diagnose and design intervention strategies to remove barriers of learning in a classroom. In James’ world I believe he would be a happy to have the art of teaching and other sciences included in the teacher’s prep programs.

Another important statement from the reading was the quote by Skinner which stated, “A culture that is not willing to accept scientific advances in understanding human behavior together with technology will eventually be replaced by a culture that is” (Skinner, 1984, p. 953). Kentucky is an example supporting this message behind this quote based upon the new initiatives implemented to move away from the Education Reform strategies of 1990 in order to meet the needs of the current generation in our public schools. The Council of Chief State Officers and the Kentucky Department of Education have partnered to develop a system of personalized learning that will lead to engaging and motivating each student. This partnership has transformed the focus of the work at the state level to include collaboration among legislators, colleges and universities, and local school districts to prepare the next generation of learners. For example at the department one new project is called The Snow Bound project which involves altering the language of the law to allow districts that are severely impacted by inclement weather (i.e. snow) to have freedom to change the school calendar. Benefits would include lifting seat time requirements, increase learning outside of the school, and have alternate contract agreements with parents that are not able to get their child to school on those days.  This local school district has a grant to loan out laptops to all students and is working with businesses such as AT&T to provide a heavily discounted broadband connection so that students in that area can receive coursework and be counted present for that day. More forward thinking plans have been submitted from districts since the notion of innovation has sweep the nation.

References

Gross, Lisa. (2010). Partnership for Next Generation Learning. Retrieved on Feburary 14, 2011, from Kentucky Department of Education website: http://www.education.ky.gov/KDE/Administrative+Resources/Commissioner+of+Education/Friday+Fast+Five/Friday+Fast+Five+40510.htm

Pittenger, Linda. (2010). Partnership for the Next Generation Learners. Retrieved February 14, 2011, from CCSSO website: http://www.ccsso.org/Documents/2010/PNxG_Innovation_Lab_Net_Overview-Aug%2010_2010.pdf

Skinner, B. F. (1984). The Shame of American Education. The American Psychologist, 39, 947-. 954.

Classical Conditioning 101

Hi All,

I found a great video relating to Pavlov's Classical Conditioning experiment. Enjoy!

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While reading chapter 15 about “The Will” I recall the times my parents often called my sister and I “individuals of strong will.” In other words, we were impulsive and too many times shared our thoughts especially when we were told “no”.  As we became older we learned self control which again is another method of training individuals of how to behave and to live harmoniously in society. Management training classes offers several steps in the work in order to deal effectively with difficult people. I generally go through several processes before responding with difficult personnel. I first have an initial thought (not appropriate), next I think how can I respond to accomplish a common goal, then I reflect how will this respond impact our relationship in the next 10 minutes, 60 minutes, 1 day later, etc. Is it really worth it? I often hesitate and reflex before dealing with difficulty people and risk destroying a relationship over a disagreement?  

Previously James discussed in chapter 7 our native reactions which closely relates to this chapter. I believe we are emotional beings, with that said, as we go through things in life it can cause a “motor” reaction inside of us (e.g. increase in breathing, heartbeat, etc). People’s lives may seem to be stress free; however behind closed doors they may take 4 different medications just to make it through the week. My point here is that although you are taught to use some restraint, if you are not taught alternate outlets specifically reduce stress (e.g. workouts, breaks periods throughout the day) the motor reactions inside you can negatively affect your health. I thought it was interesting when James stated “different races of men show different temperament,” because it coincides with how unique we all are within our culture, values and beliefs, which is ultimately portrayed in a person’s character.

I think purpose of James message this chapter is that our ability to control the will directly involves the ability to have a process that explains our daily responses. Teachers can use “balky will” as a teachable moment for different individuals by getting them to think differently.

References

James, W. (2001). Talks to teachers on psychology and to students on some of life’s ideals.

Mineola, NY: Dover.

Character Building Video

IAT-Module 1

Hello Ed Psych family,

I am not sure about how I felt after completing the combination of profiling and word selection activity for Module 1. At first I thought why are all the negative words applied to the specific race photographs, it made me uncomfortable to pair the both items based on the parameters given. At the end it asked if any preconcieved notions took place when making your selection....for many I believe it does. For instance of course most individuals would  choose more positive words associated with photographs related to their race. At the end it was an insightful experience and made me think about how much I would use prior knowledge or beliefs while pairing if given a choice.

On another note, the second "research" activity was not so bad.  It reminded me of commericals and how it persuades consumers about a new product by using positive words associated with it. I found that when I knew nothing about the object it was more difficult for me to recall the positive/negative grouping of the word choice given to me. Overall, this activity did not change my opinion about the new product.

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          While reading the chapter on attention I recall my first day of psychology class. I was thinking do I really want to be in this course, why am I here? The professor walked into the classroom and stood on top of his desk and leaped off of it as he was introducing himself. Well I have never forgotten that experience for some odd reason, but from that moment on I knew I wanted to continue my studies in the area of psychology to examine what makes individuals behave in a certain manner (LOL). This professor definitely used “external factors” to arouse our attention. He took a boring subject for me at the time and made it interesting, sparking an interest and then a curiosity for me to continue studying that particular subject.

            James chapter about memory was interesting to read as he explained how individuals first begin to learn by making associations by connecting information with cues in our memory. I have noticed that some students have become creative to memorize items for a test. For example I recall seeing a rap or a song to with words that serve as a cue to bring back the content learned. This reminded me of my own method for memorizing orders of mathematical operations by memorizing a statement forever embedded in my memory; please excuse my dear aunt sally. The author places an emphasis making a connection and tapping into the student’s interest which in turn can assist teachers to enhance student learning beyond the test.

One statement that was significant for me was an “educated memory depends on an organized system of association.” Individuals all have a unique way for making new information stick; teachers have authority to be creative in order to make the new information shared connect. For the visual learners it could be as simple of playing back an activity from class in their head that will cue the new information learned.

Long Term Memory

http://www.youtube.com/watch?v=NYMztp-157w

EDPSYCH: Improving Student Long Term Memory from Donna Walk...

EDPSYCH: Improving Student Long Term Memory from Donna Walk...

EDPSYCH: NEW E*TRADE Baby -- Habits during solitary

EDPSYCH: NEW E*TRADE Baby -- Habits during solitary

EDPSYCH: Reading Requirement #2

EDPSYCH: Reading Requirement #2: "R2Reading James’ chapter about “the law of habit” led me to think about how parents and teachers try to instill in a child at an early age “..."

edweek.org

Virtual Challenge: Creating Quality E-Courses

This event is scheduled for Tuesday, January 25, 2011, 2 p.m. to 3 p.m. Eastern time. There's a lot more to building online courses than digitizing text and adding a few videos. Online course designers are learning more about how to incorporate quick assessments that personalize the learning experience for students, how to keep students’ interest with video and simulations, and how to integrate gaming into their courses. The lessons being learned by course designers are significantly changing the way a successful online course is created for today’s students. Presenters: Greg Marks, Director of Product Development, Michigan Virtual University Debi Crabtree, Coordinator of the Hamilton County Virtual Schools, Chattanooga, Tenn. Moderator: Michelle Davis, Senior Writer, Education Week Digital Directions

No phone is required to participate in the webinar. An archived version will be available within 24 hours of the presentation. The event is not close-captioned.