What?
This chapter talks about the social cognitive views of learning. There are so many behaviors we have learned by observing other people by them doing them first. It is by nature that we sometimes like to copy what others are doing. This chapter will explore the social cognitive theory, which is the perspective that can help us understand what and how people learn by observing others, and how, in the process, people begin to assume control over their own behavior.
With everything there are many different views. There are social cognitive views of reinforcement and punishment. The consequences have an effect on behavior only if learners are aware of the contingency. Learners form expectations about the likely consequences of future actions and behave accordingly. And with the learners their expectations are influenced by what happens to other people as well as to themselves.
There are many behaviors that can be learned through modeling. Those are academic skills, aggression, and interpersonal behaviors. However, modeling may affect behaviors by observational learning effect, response facilitation effect, response inhibition effect and response disinhibition effect. In order to help students learn from models we need to have their attention, retention, motor reproduction, and motivation.
Self-efficacy is a person’s self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals. Self-efficacy affects behavior and cognition through choice of activities, goals, effort and persistence, learning and achievement.
So What?
I think everyone in the world needs to read this chapter. They need to realize that what their decisions are not only affect themselves but everyone around them. It amazes me when people do the stupidest things and think it doesnt matter what they do because it only affects them. From this chapter we learn that people like to copy what other people do either the good things of the bad things people do.
Now What?
Knowing that all the people are like this it is important as a future teacher to make sure that I am being the best example I possibly can be. Since you never know who will be watching you. Also it is important to make all my students to be good examples because there are so many people who look up to them. All the students and myself need to have a high self-efficacy. We all need to have certain goals that we want to teach.
Tuesday, March 10, 2009
Monday, March 2, 2009
Ch. 9 Learning Log
What?
In this chapter there are basic assumptions of behaviorism. The people’s behaviors are largely the result of their experiences with environmental stimuli. Learning can be described in terms of associations among observable events—that is, associations among stimuli and responses. Learning involves a behavior change, and learning is most likely to take place when stimuli and responses occur close together in time.
There is some classical conditioning which involves classical conditioning of emotional responses and common phenomena in classical conditioning. With in the phenomena there is generalization and extinction. When doing reinforcement in the classroom there are primary versus secondary reinforcers, positive versus negative reinforcement, importance of timing, and role of motivation.
The effects of antecedent stimuli and responses are cueing, setting events, generalization, discrimination, and behavioral momentum. We need to make sure that we try to reduce and eliminate undesirable behaviors. By doing that we need extinction, cueing inappropriate behaviors, reinforcing incompatible behaviors and punishment. It is very important to know how to address especially difficult classroom behaviors.
So What?
It is important to know the different between the different times of reinforcement and what punishment is. Teachers need to not always use punishment on their students. It works good if they use negative reinforcement more than just using punishment. Since reinforcement is the hardest to understand, so teachers need to be careful in knowing how to use it properly. Teachers need to take away something positive to help control their classroom behaviors.
Now What?
Knowing these different types of punishment and reinforcement will help me in knowing how to handle my class better. Teachers need to be careful in thinking that they should just always reward their students. If teachers continue to give their students rewards in order for them to do their homework, the students will not do homework without a reward. We as teachers need to be careful to not handicap our students by rewards. We need to have them see a reward by the grade they get and by feeling good knowing they did well.
In this chapter there are basic assumptions of behaviorism. The people’s behaviors are largely the result of their experiences with environmental stimuli. Learning can be described in terms of associations among observable events—that is, associations among stimuli and responses. Learning involves a behavior change, and learning is most likely to take place when stimuli and responses occur close together in time.
There is some classical conditioning which involves classical conditioning of emotional responses and common phenomena in classical conditioning. With in the phenomena there is generalization and extinction. When doing reinforcement in the classroom there are primary versus secondary reinforcers, positive versus negative reinforcement, importance of timing, and role of motivation.
The effects of antecedent stimuli and responses are cueing, setting events, generalization, discrimination, and behavioral momentum. We need to make sure that we try to reduce and eliminate undesirable behaviors. By doing that we need extinction, cueing inappropriate behaviors, reinforcing incompatible behaviors and punishment. It is very important to know how to address especially difficult classroom behaviors.
So What?
It is important to know the different between the different times of reinforcement and what punishment is. Teachers need to not always use punishment on their students. It works good if they use negative reinforcement more than just using punishment. Since reinforcement is the hardest to understand, so teachers need to be careful in knowing how to use it properly. Teachers need to take away something positive to help control their classroom behaviors.
Now What?
Knowing these different types of punishment and reinforcement will help me in knowing how to handle my class better. Teachers need to be careful in thinking that they should just always reward their students. If teachers continue to give their students rewards in order for them to do their homework, the students will not do homework without a reward. We as teachers need to be careful to not handicap our students by rewards. We need to have them see a reward by the grade they get and by feeling good knowing they did well.
Sunday, March 1, 2009
Extra Credit- Investigations Math
What is Investigation Math?
Investigations is a complete K-5 mathematics curriculum, developed at TERC in Cambridge, Massachusetts. It is designed to help all children understand fundamental ideas of number and operations, geometry, data, measurement and early algebra. The Investigations curriculum represents the culmination of over 20 years of research and development aimed at improving the teaching and learning of elementary mathematics.
What were the results of its use in Alpine?
Oak Norton is a parent of a student in Alpine School district. Norton's concerns originated from the fact that Alpine School District uses a new style of math called "investigative math,"
He said the investigative math is a sentence for failure. The Alpine schools began using Investigations math, a "standards-based" program, in 2000. Since then, parents have been protesting its nontraditional approach to math instruction — which includes group work but a lack of textbooks. Alpine School district using the Investigations Math process only had 76% pass of their students pass the same test. Nebo was ahead of Alpine by 7%
What were the arguments for and against?
Investigations is a complete K-5 mathematics curriculum, developed at TERC in Cambridge, Massachusetts. It is designed to help all children understand fundamental ideas of number and operations, geometry, data, measurement and early algebra. The Investigations curriculum represents the culmination of over 20 years of research and development aimed at improving the teaching and learning of elementary mathematics.
What were the results of its use in Alpine?
Oak Norton is a parent of a student in Alpine School district. Norton's concerns originated from the fact that Alpine School District uses a new style of math called "investigative math,"
He said the investigative math is a sentence for failure. The Alpine schools began using Investigations math, a "standards-based" program, in 2000. Since then, parents have been protesting its nontraditional approach to math instruction — which includes group work but a lack of textbooks. Alpine School district using the Investigations Math process only had 76% pass of their students pass the same test. Nebo was ahead of Alpine by 7%
What were the arguments for and against?
The "Investigations" math curriculum was adopted in 2000 and the district has heard complaints ever since. Some parents claimed the program gives too little emphasis to memorizing multiplication tables and learning long division. "There were strong advocates for and against the program," assistant superintendent Gary Seastrand said. "Those who were against it felt the system had made a central decision. There were parents and teachers who did not buy into it or like it."
Pro: Investigations Math removes teaching the times tables to children and all memorization of math facts.
Cons: "Children tend not to learn what they are not taught." Dr. Ralph Raimi
What is your opinion?
I think that investigation math can be good to a certain extent. However, that needs to not be the main factor of how the students learns. It helps students if they are well rounded in many different teaching technique. Most students don't all learn the same way so they need variation. It is easy to see that for the Alpine school district it was not the best descision they made when comparing their test scores with the Nebo School district. I think it is good that they are realizing that they need to change some things finally after so long. My parents were very upset with their students learning. I would be very upset if I was a parent as well.
Wednesday, February 25, 2009
Ch. 7 learning log
What?
This chapter is on knowledge construction. It starts off asking you to think back to a time when you tried to carry on a conversation with someone in a noisy room. You weren’t probably able to hear everything they were saying, but you were able to get the gist of the message by combining what you did hear with things you could see and things you already knew about the topic under discussion. We have the constructive processes in learning and memory. Within that we have construction in storage. Construction in retrieval, and knowledge construction as a social process.
From there you are then using the organizing knowledge. You use it by concepts, schemas and scripts, theories, and worldviews. In order to promote effective knowledge construction we need to provide opportunities for experimentation, present experts’ perspectives, emphasize conceptual understanding, promoting classroom dialogue, assigning authentic activities, scaffolding theory construction and creating a community of learners.
However there are many challenges with conceptual change. We need to be careful with confirmation bias. We need to have diversity in constructive processes. We can do this by accommodating students with special needs.
So What?
It is important to know about how your brain organizes things and the different ways it does it. You do this with your different concepts, schemas and scripts. As you teach you need to help the students engage in the different ways of learning and have them be constantly relating their new information with the old information. They learn things by having it repeated and put into their daily scripts. They will soon know things and remember it just as easy as they know how to ride a bike.
Now What?
After knowing about the importance oh how students learn. We need to make sure that as we are teaching our students that we relate things to their previous knowledge so that they have the schema to go with it. That will help them in remembering things better. They can see how this new subject can relate to their old background. We want all the information and learning the students do to become part of their script. I hope to have my students remember all the information the learn and have it come to them as easy as riding a bike is for them. I hope to have the information easily learned and able to retrieve easily!
This chapter is on knowledge construction. It starts off asking you to think back to a time when you tried to carry on a conversation with someone in a noisy room. You weren’t probably able to hear everything they were saying, but you were able to get the gist of the message by combining what you did hear with things you could see and things you already knew about the topic under discussion. We have the constructive processes in learning and memory. Within that we have construction in storage. Construction in retrieval, and knowledge construction as a social process.
From there you are then using the organizing knowledge. You use it by concepts, schemas and scripts, theories, and worldviews. In order to promote effective knowledge construction we need to provide opportunities for experimentation, present experts’ perspectives, emphasize conceptual understanding, promoting classroom dialogue, assigning authentic activities, scaffolding theory construction and creating a community of learners.
However there are many challenges with conceptual change. We need to be careful with confirmation bias. We need to have diversity in constructive processes. We can do this by accommodating students with special needs.
So What?
It is important to know about how your brain organizes things and the different ways it does it. You do this with your different concepts, schemas and scripts. As you teach you need to help the students engage in the different ways of learning and have them be constantly relating their new information with the old information. They learn things by having it repeated and put into their daily scripts. They will soon know things and remember it just as easy as they know how to ride a bike.
Now What?
After knowing about the importance oh how students learn. We need to make sure that as we are teaching our students that we relate things to their previous knowledge so that they have the schema to go with it. That will help them in remembering things better. They can see how this new subject can relate to their old background. We want all the information and learning the students do to become part of their script. I hope to have my students remember all the information the learn and have it come to them as easy as riding a bike is for them. I hope to have the information easily learned and able to retrieve easily!
Thursday, February 19, 2009
Ch. 6 Learning Log
What?
In class today we learned about learning and cognitive processes. In this chapter we learned about your memory and how you remember things. We use a model of Human Memory which is:
Sensory Register-
Working (short-term) Memory
Long-term Memory
Your memory goes in through your brain and goes to the thalamus. From there it goes out to the certain lobes that the memory pertains too. It goes back and forth multiple times between the hippocampus and amygdale. You retain memory into either your short-term or long-term memory. Its important to remember this like a filing cabinet. It is very important to retain this information and file it away into the certain areas. That way it is easier to pull the information back out.
So What?
This is very important to know about how your memory is stored in helping you to remember things better. Different people remember things differently and in better ways than others. We don’t all remember things the same way. When knowing these other ways that students learn it will help us in being a better teacher.
Now What?
From knowing these different ways it will help us in teaching our future students. We want our students to not just remember things in the short-term memory. We can help to improve their memory but teaching certain different ways. Not just by teaching with having the students write things down, we need to have the read, write and actually visualize what they are learning. The more ways we teach a concept the more the students will remember.
In class today we learned about learning and cognitive processes. In this chapter we learned about your memory and how you remember things. We use a model of Human Memory which is:
Sensory Register-
Working (short-term) Memory
Long-term Memory
Your memory goes in through your brain and goes to the thalamus. From there it goes out to the certain lobes that the memory pertains too. It goes back and forth multiple times between the hippocampus and amygdale. You retain memory into either your short-term or long-term memory. Its important to remember this like a filing cabinet. It is very important to retain this information and file it away into the certain areas. That way it is easier to pull the information back out.
So What?
This is very important to know about how your memory is stored in helping you to remember things better. Different people remember things differently and in better ways than others. We don’t all remember things the same way. When knowing these other ways that students learn it will help us in being a better teacher.
Now What?
From knowing these different ways it will help us in teaching our future students. We want our students to not just remember things in the short-term memory. We can help to improve their memory but teaching certain different ways. Not just by teaching with having the students write things down, we need to have the read, write and actually visualize what they are learning. The more ways we teach a concept the more the students will remember.
Monday, February 16, 2009
Temple Grandin-Guest Speaker
It was very interesting to listen to Temple Grandin. I have never listened to a speaker who has Autism. I have only ever known little kids who have had autism. It was very interesting to see how smart she was and how she has used her problems to come up with all these new inventions by visually picturing them in her head and then putting them into action. She amazes me at how smart she is. It was still very noticeable that she had some mental/brain problems. Especially when people would ask her questions and she would answer them, she would kind of go off topic and would have to get back on topic. Its great how she helps other people with the same type of problems and how she is putting her problems to good use. It also amazes me at how she can write all these amazing books. It does make me wonder if when she writes her books if she goes off topic at all.
Thursday, February 12, 2009
Ch. 3 Learning Log
What?
I learned about Erickson's psychosocial stages. It was very interesting to learn about his different stages that he put all the students in. I liked how we were taught how to memorize them. That made it easy to learn the stages and apply them to the certain ways the students are in. I need to learn how to memorize all the things I need to know. I actually learn different material and memorize it by relating it to something so that it will help me in always remembering what it is. We also learned about Kohlberg and his three levels. Which are preconventional, conventional and postconventional. And in these levels their are 6 stages. However, with these different levels I don't think that these are all accurate with the age because I can see myself in the preconventional level with some of the certain things I do and try to avoid.
So What?
It is very important to know about Erickson’s and Kohlberg’s levels and stages because as teachers we will be having all types of students in our class. With knowing these levels we are able to understand our students better in knowing why they might act a certain way they do. We will be able to know how to tolerant those certain students better and not let us get upset at them for acting a certain way.
Now What?
By knowing these stages and levels I will need to remember them always so that when I am a teacher I can know why my students might act a certain way. I will also know what level my students will be at when I start a new year of teaching depending on the grade I teach. I can also use this knowledge with my nieces and nephews. I think it is cool to be able to do certain little experiments on them to see what level they are at. I especially want to try the marshmallow test on them to see how they might possibly be when they are older.
I learned about Erickson's psychosocial stages. It was very interesting to learn about his different stages that he put all the students in. I liked how we were taught how to memorize them. That made it easy to learn the stages and apply them to the certain ways the students are in. I need to learn how to memorize all the things I need to know. I actually learn different material and memorize it by relating it to something so that it will help me in always remembering what it is. We also learned about Kohlberg and his three levels. Which are preconventional, conventional and postconventional. And in these levels their are 6 stages. However, with these different levels I don't think that these are all accurate with the age because I can see myself in the preconventional level with some of the certain things I do and try to avoid.
So What?
It is very important to know about Erickson’s and Kohlberg’s levels and stages because as teachers we will be having all types of students in our class. With knowing these levels we are able to understand our students better in knowing why they might act a certain way they do. We will be able to know how to tolerant those certain students better and not let us get upset at them for acting a certain way.
Now What?
By knowing these stages and levels I will need to remember them always so that when I am a teacher I can know why my students might act a certain way. I will also know what level my students will be at when I start a new year of teaching depending on the grade I teach. I can also use this knowledge with my nieces and nephews. I think it is cool to be able to do certain little experiments on them to see what level they are at. I especially want to try the marshmallow test on them to see how they might possibly be when they are older.
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