Activity 3.4

Ducksworth (1996) would view the implementation of a constructivist approach as a way of allowing the students to own and test their ideas (e.g. Bart mixing chemicals in the lab). However, Airasian and Walsh (1997) would argue that the teacher’s efforts were ineffective. For instance, the teacher did not acknowledge that students learn at different levels and paces, so Bart’s intellectual needs were not being catered to. The teacher’s attempt to have a class structure that allowed students to explore their ideas freely and make their own rules demonstrate some weaknesses in the use of pure constructivist approaches in learning.

Activity 3.3

A key concept of Vygotsky’s theory is the critical role of language. The use of language is essential to various aspects of learning. Consider students who study abroad, it is important for these students to learn, or make an attempt to learn,  the language of the country they are in. It could help them adapt to the culture in a way that they would not be able to do had they remained unfamiliar with the language of the country. James stated, “and the truth remains that, after adolescence has begun, ‘words, words, words,’ must constitute a large part, and an always larger part as life advances, of what the human being has to learn” (p. 73). The understanding and use of language plays a role in thoughts and associations individuals form as learning occurs, wherever and however learning may occur.

Activity 3.2

Piaget and James acknowledged that learning takes place in sequential order. James stated, “There is a native tendency to assimilate certain kinds of conception at one age, and other kinds of conception at a later age.” (p.72). This relates to Piaget’s stages of development because at each of stage, children develop and learn how to apply different cognitive skills during the acquisition of knowledge. Similar to Piaget’s stages, James asserted, “during the first seven or eight years of childhood the mind is most interested in the sensible properties of material things” (p. 72); “it is not till adolescence is reached that the mind grows to be able to take in the more abstract aspects of experience…” (p.73). It appears that individuals’ foundation of education begins with understanding simple, concrete concepts. As they develop, or progress through Piaget’s stages of development, they acquire skills necessary for processing more abstract ideas.

Activity 3.1

  

Learning occurs when individuals try to make meaning of what happens between the moment they encounter an environmental stimulus and respond to the stimulus through some behavior. Individuals seek to form cognitive structures through actively engaging in activities presented from the environment. When there is a balance between people’s sensory information, accumulated knowledge, and reality, equilibrium exists. Disequilibrium manifests when an imbalance occurs, or confusion arises about what individuals once believed to be true of their cognitions, and this encourages them to restore or regain equilibrium. Equilibration occurs through assimilation and accommodation, which allow individuals to either fit new information into areas of knowledge that already exist to them or adjust their existing knowledge in order to create different categories for the new information they are presented with. These processes help individuals adapt to their environment and organize knowledge, and adaptation and organization is how learning is controlled. Additionally, Piagetian followers suggest that learning occurs through a course of four different stages, each stage offering some advancement to the development of individuals’ cognitive abilities.

Questions:

•  What is supposed to be the difference between individuals being born without a mind and then the mind being constructed and being born a blank slate and having the environment write on the slate?
•  According to the chart, does adapting and organizing occur at the same time, or does adaptation come before organization?
•  Is the successful completion of one developmental stage dependent upon the completion of the previous stage?

Activity 2.5

·         I took the Light Skin versus Dark Skin IAT. I felt anxious before starting because I did not know what to expect. My anxiety turned to frustrations once I got further into the different levels, and my frustration turned into a heavy, confused feeling once I got my results.  Speed played a factor in my frustration because I am used to having time to think before I respond. I was baffled about my results because they did not coincide with what I believe to be my thoughts and feelings toward skin tone. Overall, I believed this IAT was interesting, and the clips of Gladwell’s book helped me process what was going on with the test and how I was feeling as a result of my IAT results.

·         Since I took the IAT on skin tone, I decided to watch the Dateline NBC clip on race. This clip was interesting because it showed me that even individuals who work closely with race relations had the same experience that I did.  Furthermore, I found it interesting how the reactions of individuals who preferred their own race over the other differed according to race. For example, African Americans who had an automatic preference with African Americans, they felt a sense of pride. However, some European Americans felt bad when they preferred their own race. When considering associations, I believed that the white people’s reactions were linked to previous experiences and environmental factors (e.g. the idea of being racist against blacks).

·         James states, “now if the child had no memory, then the process would not be educative” (p. 21). I believe this statement speaks to the process of learning and the relationship between association and memory. In the text, James spoke on the necessity of reactions, in that if no reaction occurs during learning, knowledge is not really being acquired.  When reactions occur during learning, associations are formed and stored in a person’s memory. Furthermore, from taking the IAT and the clips of Gladwell’s text, I concluded that learning occurs conciously and subconsciously. Earlier experiences and the environment influences what a person acquires through learning. Therefore, the associations made consciously and subconsciously are stored within a person’s memory and  made available for that person to recall in future situations. The ability to use connections made previously in order to  make a decision on how to act in present or future situations explains the process of learning.

Activity 2.3

Summary:

Skinner (1984) addressed concerns regarding education in that not a lot research focuses on how students learn. He proposed that the school system be redesigned in a way that will allow the time used on education to be spent more efficiently and allow teachers and students to teach and learn more effectively. He emphasized the benefit of technology, namely the use of “teaching machines”, to improve the implementation of academic material.

Would Skinner still be ashamed of American education today?

Although some improvements may have taken place since 1984, Skinner may still be ashamed of American education today. I believe a lot of teachers today still struggle with being able to teach students effectively. I always think about standardize test scores and how educators rely too much on standardized test scores in order to determine students’ success. Even today, I feel like individuals are giving too little consideration to how students learn and what motivates them to want to learn

What would he think of the School of One approach?

Skinner would probably agree with the School of One approach. In his article, Skinner (1984) stated “stop making all students advance at essentially the same rate” (p. 951). The School of One approach adds in this issue of which Skinner was speaking of. It allows students to excel at a pace that is suitable for them and get the individual attention that they need. This approach also relies heavily on the use of computers and technology; therefore, it allows teachers to be more present in the students’ instruction where they are needed the most. This is another point that Skinner (1984) highlighted in his article. Also, he stressed the idea that computers would help students learn what they need to know in “half the time with half the effort” (p. 948). Based on the video, it appeared that this particular goal was being met and that the students were more engaged and attentive to instruction.

Activity 2.4: Behaviorism in Practice

First, I chose this because I absolutely love this show! This clip explicitly shows a classic, and funny, example of positive reinforcement being put into practice. Sheldon is attempting to use a continuous form of positive reinforcement to train Penny; every time she exhibits the behavior he desires of her, she receives a chocolate.

Activity 2.2

Behaviorism indicates that the behavior(s) a person exhibits can be used to draw conclusions about the person's internal mental state. There is a stimulus from the environment that influences a response, or behavior, to occur, and the behavior(s) can be modified through positive and negative reinforcement.

Activity 2.1

Create a graph

Activity 1.5

Preface:

William James seeks to organize his lectures in way the will give insight to the art of learning, with hopes that teachers may be able to view it from the students perspective.

James’s statement about “…the truth being too great for any one actual mind…” (p. vi) reminds me of the idea that one person can never really know everything. Education is such an important requirement that is readily available to society because it creates an essential foundation for success. Knowledge is limitless. Similar to an idea conveyed in my metaphor for learning, once individuals believe they have received what it is they were looking for, they soon realize there is so much more out there to gain, and learning becomes continuous.

Chapter 1:

James was trying to convey that psychology is valuable use to the art of teaching; however, the use of psychology alone will not help students fully learn what is being taught. The ultimate goal of the teacher is to grasps the students’ attention in a way that will allow them to get the most out of their learning experience.

“To know psychology, therefore, is absolutely no guarantee that we shall be good teachers” (p. 3).  From this statement, I gathered that knowing psychology lays a foundation for teachers to build upon, but it does not give them all of the answers needed to perform the job effectively. There are so many other important elements that influence a person’s role as an educator and foundational principles are only a part. Often times, it is not the message itself, but how the message is delivered that makes the ideas being conveyed enlightening and allows connections to be made.

Chapter 2:

In this chapter, James focuses on describing and processing what occurs with thoughts, feelings, and ideas within the consciousness instead of trying to explain why they occur or where they originate from.

The concept of ‘focal object’ and ‘marginal object’ did not appear clear until I came across it in this literature. I experience these distinctions all the time as I engage in learning, but it was not until I read this section that I realized that there was an actual explanation for what I was encountering. When I read, some word can trigger another thought, which places that triggered thought at the center of my focus and pushes the original reading into the marginal space. The attention span shifts perspective according to what is most prevalent at that moment.

Chapter 3:

I concluded that there can be no separation between rational functioning and practical functioning. There is a continuous cycle of thoughts guiding actions and thoughts following actions.

The statement, “you should regard your professional task as if it consisted chiefly and essentially in training the pupil to behavior...” (p.13) helps me conceptualize that nothing is purely rational because actions always follow. For me personally, teaching with a mindset that what is being presented will eventually influence behavior increases applicability of a topic. I always wonder how is whatever I am learning going to be relevant to me and my future, and now I realize that even the things that presently seem least important can impact a future decision that I make.

Chapter 4:

With education, conduct and behavior manifest automatically. Conduct and behavior shape individuals into who they are.

This chapter speaks to the uniqueness of each individual in the sense that even if every person was to sit in the same classroom and listen to the same teacher, each person’s perception of the lesson being taught is going to be different. James’s statement, “so it is with the impressions you will make there on your pupil” (p. 15) seemed confusing at first, but I gathered that sometimes people do not understand the impact of their words. It is not about the message that is sent, but the message that other people are receiving.

Activity 1.4

To be educated means to embody the necessary skills and mindset that will allow a person to listen attentively, think critically, and evaluate and process ideas and thoughts in a way that will lead to a state of knowing. Being educated is not only a state of knowing, but also being able to understand because in order apply what is being learned, one has to understand it first. Furthermore, being educated can involve having common sense or the ability to make sound judgments, outside of, or in addition to scholastic ability.

Activity 1.3

Learning is like exploring a new country.  Similar to learning, a person sets out to explore an unfamiliar place, although some elements of the country may be familiar in a sense. To get the most out of this exploration, one has to be open minded and willing to understand the world around them. One can engage in independent travel or have a guide to help them along the way. With learning, just as with exploring the new country, there is not just one single way to gain knowledge and understanding. Therefore, a person has to be open to experiencing and taking different routes and avenues in order to reach the desired destination. There are barriers and obstacles to be overcome and challenges to be faced. Furthermore, neither exploring a new country nor learning is completely routine or structured. A person may have one particular idea or ultimate destination in mind, but once the journey begins, the person realizes there are other important stops that have to be made along the way. There are no limits to what one may discover because even when a person thinks he or she has acquired all there is one needed to know,  the person soon realizes there is so much more out there that is essential to gaining knowledge and understanding.  

Activity 1.2

Johnny

1.) What should the parents do? Explain why.

• Johnny's parents need to definitely attend the meeting with Miss Jones and his other teachers. Based on Johnny's behavior, academic performance, and the way that her responded to his parents confronting him, it is obvious that Johnny is disturbed by something. 
• One of the things that stuck out to me the most is that Miss Jones waited until the end of the term to notify Johnny's parents about his behavior. If Johnny had been performing poorly all of this time, his parents should have been notified sooner.
• The parents should seek out professional help for Johnny. This would possibly give Johnny a place to express what he is feeling and what needs he have that are not being met. This could also help the parents understand what is going on with their son in hopes that they will be able to help him get through it.

2.) What should Miss Jones do? Explain Why.

•  I think it is good that Miss Jones has suggested a meeting, although it should have been done earlier. Concerns about a troubled child should never be held off for this long.
• Miss Jones should not only talk to the parents, but also Johnny, in order to assess what type of environment Johnny is surrounded by. This also includes understanding why Johnny has been in five different schools in such a short period of time. This would be important for explaining the issues Johnny are facing in regard to being in a new place yet again.
• Miss Jones should also discuss the inconsistencies in Johnny's performance and behaviors. For example, he started off as a delightful student, who was motivated and on track, but his behavior and academic performance took a drastic turn. So it would be important to try and account for what was occurring during this transformation.
• Furthermore, there is definitely something to be said about Johnny being a pleasant student and excelling in art class, but any of his other classes.  This is another inconsistency that Miss Jones should try to make sense of with Johnny and his parents. 
• Lastly, Miss Jones should look into referring Johnny to the school counselor. The counselor may be able to get through to Johnny in ways Miss Jones or his parents cannot. Then the counselor could advise Johnny’s teachers and parents on how to engage Johnny appropriately.

3.) What is a likely explanation for Johnny’s new problems?

• It seems as if Johnny is having issues with adjusting.
•  As far as schools, nothing has been consistent for Johnny because he is only in the 6th grade and he has attended five different schools since the kindergarten.
• Johnny has been forced to settle with several new surroundings at an early age, but he has not had the ability to be comfortable in or adjust to one surrounding long enough to know how to it feels to be secure.
•  Elementary school is typically a time where a person gets used to learning from the same teachers and seeing the same friends, and Johnny never really had that. Therefore, it is possible that Johnny is lashing out and being distant from others because he believes that he will eventually  have to leave any friends he make anyway, so why bother making any at all. This belief also influenced his school performance and behavior because he does not how to deal with his feelings in a healthy way.
• Also, in regard to him doing so well in art, it is possible that Johnny sees art class as an outlet of expressing himself. So it is likely that art is of interest to him and holds his attention a lot better than other classes that he is currently taking.

Monty

How should the owners respond?

• The owners have to make a decision of what to do with Monty, not only for the purposes of Monty's health, but also the family's safety.
• Considering that Monty is gradually falling into a debilitated state of living, the owners could choose to give Monty away, put him to sleep, or keep him until he becomes too bad off and they can no longer handle him.
•  Based on Monty's actions, it would seem safer for Monty to just leave the home. He is not as active as he once was and he has become dangerous in that he has been snapping on individuals. The family cannot enjoy his company like they once did and it is not safe for them to be around Monty.
• The most important thing to do while the owners are in the process of deciding what to do with Monty is to have a discussion with their children about the potential outcomes of the situation. Monty has been the family pet since he was a puppy, and it is highly likely the Monty time is coming to an end. Therefore, it would be important for the owners to prepare their children for the possibility of Monty going away, whether he leaves through death or has to be taken away.
• In making their decisions and also talking to their children, the owners need to consider the amount of pain that Monty is experiencing as well. This would be an important aspect to use when explaining to the children why Monty has been acting different than usual.
• In whatever the owners decide, they should seek out advice from appropriate parties (e.g. the veterinarian, other dog owners) before making their decisions.  The owners should make sure to respond to this situation with care, taking into consideration all of the important factors relevant to the situation (e.g. the family’s safety, Monty’s health results. Monty’s behavior, the emotional toll of the family, etc.)