R6

R6

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.

R5

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!

R4

R4

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.

R3

R3

          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 “..."