1. Does Mr. Kessinger's class represent a community of learners as defined in Ch. 7? Why or why not?
Mr. Kessinger's class does not represent a community of learners. In a community of learners the students and teacher work together to help one another. In Mr. Kessinger's class though it was more like a monarchy. He was the dictator and if someone didn't know the answer from rote memory then they were severely punished. The students feared him, and therefore received no help from him. He also could have used Robin's concept map to help the rest of class.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.
Mr. Kessinger utilizes both presentation punishment and removal punishment. Presentation punishment because he yells at her thus presenting a stimulus which was very unpleasant and removal punishment because he takes her concept map and rips it to pieces.
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.
Robin's reaction can be looked at from the perspective of classical conditioning by the fact that in Mr. Kessinger's class she had her concept map taken when she was using it to help answer a question, and then was yelled at. So when she was in Ms. Yamashita's class and Ms. Yamashita picked up her concept map she involuntary thought the same thing was going to happen. She had been conditioned before in Mr. Kessinger's class and thus didn't even wait to hear what Ms. Yamashita was going to say.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
Ms. Yamashita can encourage Robin to create concept maps in the future by giving her an assignment to take notes the first time, then to have her make an outline the second time, and then have her make a concept map the third time and from there on out. This is called shaping and will help Robin to see it is okay to create a concept map and will help her. Another thing she could do would be to positively reinforce Robin. She could give her extra credit for making the concept map, or could have Robin draw the map on the board. She could also praise Robin when she was in class the next time, so Robin could realize that it was good she made the concept map.
Sunday, November 15, 2009
Course Contract Review #2
Well after the second test I am not doing as well to keep to my contract. I haven't been reading the chapters, and I missed a study guide. I have been understanding the concepts though. I really enjoy going to class and talking about them. I also enjoy learning the different theories of different psychologists. I didn't think I would like psychology that much, but I have come to enjoy this class. I think that will help me to get back on track with my course contract.
Monday, November 2, 2009
Ch 6 Case Study Analysis
1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?
The students are going to remember how the war was fought, what the day to day life of a soldier was like, how it was to fight against people they knew, and what it may have been like to be in a battle.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
Having the students be part of the war, to be actually on a side and fight people they knew, brought the civil war much closer to the students. To be an active part of an re-enactment gets your emotions going much more than reading about it from a history book. The relationship between emotion and learning is that if there is an emotional connection you are much more able to remember it than if there is no emotional connection. Reading about the Civil War from a book does not engage one's emotions, but being part of a re-enactment draws the person in and connects them emotionally to the Civil War.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
Mr. West could have his students write a paper on how they felt during the re-enactment. In the paper he could have them state how they think the real soldiers felt and why they think the soldiers fought in the war. Another activity he could do is to have a class discussion about the re-enactment, asking the students if they felt it was a life-like re-enactment, and asking them to listen to the experience that was had on both sides.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
I think Mr. Richards provides better instruction for his students. The students receive the information in many different forms which helps them to understand it better and also allows it to move to longterm memory. By having many different ways of teaching, Mr. Richards has helped to get the students attention so that the informations can be processed and moved into long term memory. By having a detailed outline of what is going on in the classroom, the student can look on the board to see what they will be doing and this will help to get them thinking about it and help them throughout the lesson.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
I would expect the student's learning outcome from Mr. Dunkin's class to be quite low. They only ever learned the information in one way, and it seems that they would memorize if for the week, spit it out on the end of the week exam, and then never remember it again. The student's learning outcomes from Mr. Richards' class would be quite different from Mr. Dunkin's class. In Mr. Richards' class the students would have a greater chance of having the information they learned go into long term memory. They did different activities each day which helped them to process the information better. Another way the learning outcome would be different is that the students had surprise quizzes and a unit test that would test their knowledge well.
The students are going to remember how the war was fought, what the day to day life of a soldier was like, how it was to fight against people they knew, and what it may have been like to be in a battle.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
Having the students be part of the war, to be actually on a side and fight people they knew, brought the civil war much closer to the students. To be an active part of an re-enactment gets your emotions going much more than reading about it from a history book. The relationship between emotion and learning is that if there is an emotional connection you are much more able to remember it than if there is no emotional connection. Reading about the Civil War from a book does not engage one's emotions, but being part of a re-enactment draws the person in and connects them emotionally to the Civil War.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
Mr. West could have his students write a paper on how they felt during the re-enactment. In the paper he could have them state how they think the real soldiers felt and why they think the soldiers fought in the war. Another activity he could do is to have a class discussion about the re-enactment, asking the students if they felt it was a life-like re-enactment, and asking them to listen to the experience that was had on both sides.
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
I think Mr. Richards provides better instruction for his students. The students receive the information in many different forms which helps them to understand it better and also allows it to move to longterm memory. By having many different ways of teaching, Mr. Richards has helped to get the students attention so that the informations can be processed and moved into long term memory. By having a detailed outline of what is going on in the classroom, the student can look on the board to see what they will be doing and this will help to get them thinking about it and help them throughout the lesson.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
I would expect the student's learning outcome from Mr. Dunkin's class to be quite low. They only ever learned the information in one way, and it seems that they would memorize if for the week, spit it out on the end of the week exam, and then never remember it again. The student's learning outcomes from Mr. Richards' class would be quite different from Mr. Dunkin's class. In Mr. Richards' class the students would have a greater chance of having the information they learned go into long term memory. They did different activities each day which helped them to process the information better. Another way the learning outcome would be different is that the students had surprise quizzes and a unit test that would test their knowledge well.
Subscribe to:
Comments (Atom)