Cultural Field Trip

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Ten Takeaway Tips for Teaching Critical Thinking

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Chapter 11

It seems impossible to choose one or even two theories among the theoretical approaches to the study of motivation. As a high school teacher, I see myself combining all the theories to motivate my students and encourage them to achieve higher and perform better. At some extinct the choice between a theory and another is dictated by the diverse special needs of every student and also by the nature of the ongoing task.

By emphasizing on the role of enduring characteristics and personality in motivation, the trait theory gives a clear explanation to how learners differ in their attitude toward an unusual experience or a social situation.

According to the Behaviorist Perspective, learners’ motivation is guided by possibility of reinforcing outcomes. Thus the lack of something may drive the person to engage in a behavior susceptible to fulfill the need.

The role of goals, expectations, and self-efficacy, in the social cognitive perspective is legit and founded in classroom setting.

Among many of learners’ need I believe arousal is one of the principal that should be fulfilled in order to see palpable results in their learning process and knowledge growth.

Students’ motivation is an ultimate goal of every teacher, and if the intrinsic motivation is not enough to drive them; it’s up to teachers to find the appropriate ways, according to theories and practices, to motivate students and assist them to reach their full potential.

Chap 9 & 10

A

Behaviorism is a “theoretical perspective, which focuses on how environmental stimuli bring about changes in people’s behavior.” Applying the behaviorist perspective to the mastery of my lesson objective would include focusing on the implementation or the Instrumental Conditioning Theory.  My classroom works well when structure is maintained and therefore students learn most effectively when they receive feedback on their behaviors.  I believe that both positive and negative reinforcers have their place in my classroom, though mostly positive reinforcers should be practiced to encourage productive behaviors. The reinforcers should vary between students and it is always important to find those most effective for each student.

The Social Cognitive Theory is “a perspective that can help us understand what and how people learn by observing others and how, in the process, they begin to take control of their own behavior.” Applying this perspective in my classroom to produce mastery of my lesson objectives would involve the use of both modeling and enhancing student self-efficacy through various avenues. Students observe my behavior and language usage and it provides them with a greater understanding of recently covered material used in the correct context. It is important for my students’ levels of self-efficacy to be high, in order to master and produce the target language in the most accurate way possible.  I work toward this enhancement through the use of incentives, praise, and the promotion of self-regulated learning.

B

My case study involves a class of high school seniors that are just becoming out of control.  From the behaviorist perspective, I find that Applied Behavior Analysis would be a good tool to use in this case to discourage their undesirable behaviors. I would recognize the current situation, as they are close to graduation at this time. I would identify both positive and negative reinforces that would promote change in the environment and explain the consequences to the students.  I would then provide explicit instruction as to the expected behaviors, and modify accordingly.  Self-regulation and self-efficacy might contribute to my intervention plan if I were to ask my students what would make the end of their high school experience more exciting, in terms of learning in my classroom.  By implementing some of their ideas, the environment can be transformed into an effective learning space.

Chapter 9 &10

11.       I am currently student teaching at a Headstart. One thing that is really big in Headstart is working on routines. Many of the children have difficulty following routines and directions, which are extremely important skills they will need in preparation for kindergarten. One thing that the children have been working on extensively is hand-washing. The children wash their hands at least 4 times in the four hours that they are there so it is important for them to get the routine down. If I was assessing the children from a behavioral view I would simply watch to see if they could go through the steps without getting distracted or skipping a step. When I first entered the classroom I thought this would be a pretty simple task, but many of the children will either forget to use soap, not rub their hands together, or forget to get a paper towel after. If the children manage to go through the steps fully and correctly, they sometimes can’t fight the temptation to play with the suds in the sink which means they have to start all over. I try to make sure that I understand the reasoning behind each child’s routine. I have noticed that some like to play in the suds for attention, so in order to refrain from reinforcing the behavior, I will usually look away and assist another child while watching to make sure the child does the steps correctly the second time around.  From a social cognitive view, I would likely ask the students what the steps are to washing their hands as they lined up in front of the sink. I would ask what was ‘okay to do’ and what ‘isn't a good choice’ when washing hands. I have noticed that the children in my class tend to be really independent, so if they are off task, a simple ‘do you need me to help you?’ usually gets them back on track. Above the sink is a step-by-step guide in pictures of how to properly wash hands so that tends to help the children with their self-evaluating.

22.       From a behaviorist perspective, I would try to do a lot of positive reinforcing of Willard’s behavior when he was on task. I would begin by making a picture schedule for Willard so whenever he asked if it was time to go outside I would just point to where we were in the schedule and then point to the picture of outside time and ask Willard if it was time yet. I would also include some punishment for Willard. Leaving the classroom can be extremely dangerous, so I would be firm in letting Willard know that leaving was not acceptable and he would have to have a moment to himself whenever he tried to leave the classroom. I would mainly try to focus on dishing out positive reinforcement for Willard since I know that it is more effective than punishment. Willard reminds me a bit of the boy from my class that I talked about before. Once the boy realized that he was capable of doing plenty of things himself, he stopped asking for help so much. I think building the same type of confidence would be really important for Willard. I would try to challenge him to work on his tasks for a certain amount of time without distraction, and then really praise him once he completed the challenge. I would also do the same for asking to go outside. I would say things like ‘Willard, let’s see if you can go until lunch time before asking if it’s time to go outside.’ Then praise him once he made it and extend the time until he wasn't asking anymore. 

Chapter 9 & 10

a)      I would define successful mastery of my lesson objectives from a behavioral view of learning when the students’ behavior or students’ learning aptitude exhibit changes or modifications to think or drive conclusion about a subject.  These chances are cause by some kind of environmental modification that I make as a teacher, or by stimuli that I identify as causing a positive effect on my students.  As behaviorism learning principle is based on association of stimuli-response experiences, I expect the changes observed on students to last long-term.

From the social cognitive view of learning I would define successful mastery of my lesson objective when I can arouse students’ learning from other by observation.  I can be made through my own modeling or other students’ modeling.  Students’ have to express a high level of persistent and compromise on achieve their individual goals.

b)      Considering my CSEL intervention case of study (High School Case of Study) definitely there are tools from the behaviorist view that either encouraging productive behaviors or discouraging undesirable behaviors.  In my case there is a group of students that id constantly out of task and disturbing those engaged in learning.  To improve such situation behavior tools, such as environmental changes or use of different stimuli could cause a positive effect on the students’ behavior plus a interest on learning.  Changes in environment could be as simple as changing assigned seat or as complex as modification of the entire classroom furniture and decoration.  And using stimulating task, authentic, creative, engaging task that could cause curiosity on the students increase their interest in participation.  Conversely, if those students engaged on learning demonstrate a self-efficacy and self-regulation attitude, out of task students can observe their peers behavior and how much they can achieve, causing a positive effect and pressure on them that direct those student to a better behavior or interest on learning by their own peers model (social cognitive effect).

Chapter 9 &10

A) From a behavioist view of learning maystery of lesson objectives would have to include a visible saquence of events as the teacher I would have to present several different stimuli in order to reach as many students as possible. If successful most students would responed in a positive mannor I would need to reinforce these responces and provide consequences that the students enjoyed. By repeating the S-R S-R pattern and varying the stimuli with positive consequences the students should meet the lesson objectives. By comparing the new behavior to the baseline I should get a clear indication as to how successful the objectives have been met.

B) My students have learned to self-regulate their behavoir. They understand that they can learn by watching others and not by just what happens to them. We have worked hard as I have modeled skills, helped them perform the skills then allowed to be free and perform the skills on their own. I know that they are setting their own goals but I have structered the lessons enough that their goals include the lesson objectives. They not only can perform but they can think through the process of perfomance. Their self-efficacy has stood up even when they occasionally fail and their belief that they can succed is comming true.
Jeff, Morris, and Tony seem to be setting the tone for the class. Two possible solutions from a behavorist view appear workable. However since there are three culprists a combination of inschool suspension, for one student, time out for another, and changing group assignments for the third might be effective. If carred out over a three day period rotating the boys they might possibly get the message that their behavior will not be tolerated. Another possiblity might be to use a group contigency plan. An example might be three days of good behavior by the entire class results in a free day of music and funactivities.
It appeats that self- regulation has failed with the three boys. However, it might be possible engaging them in activities in which they can do well. Their own self-efficacy might pull them back toward self-regulation.

Hi guys, I listened to this tedtalk this past weekend and really loved it. Figured I'd share!!

Ch. 9 and 10

a) Successful mastery from a behaviorist point of view would mean that the student who is being instructed has made a long term change in the way they approach the material or skill.This is because behaviorism posits that learning is defined by a behavior change. For instance, if I was instructing students in a 5th grade sped classroom on how to make sure their sentences are structured correctly, I would define mastery as having seen them consistently approach the sentence building using the steps I taught them, instead of their own version or "winging it".
From the social cognitive viewpoint, mastery is internalized, and I may not be able to correctly assess a student's mastery through behavior/performance measurements. I might be able to probe by asking students what they learned and what knowledge they retained about certain content or skills, but they might not demonstrate it in a real-world setting.

b) if I was approaching my CSEL case from a behaviorist viewpoint, I might use ABA and then identify the antecedents to my student's aberrant behavior so I could figure out what it is that I needed to support. If I suspect that she wants attention, I can teach a behavior that will serve the same function (i.e. doing good work, staying on task, earns attention)
From the social cognitive viewpoint, I would want my student to really work on her own self-regulation so that she could finally cooperate within her group setting. I might use vicarious reinforcement to model to her that students who regulate themselves are rewarded, without singling her out.

Holt Chapters 9 and 10

a)    I would define successful mastery of your lesson objectives from a behavioral view of learning when a student has changed or transformed their way of thinking and/or drawing conclusions on a various topic or topics.  Students would also approach a problem differently from how they had before.  From a social cognitive view of learning I would define successful mastery of my lesson objectives by considering what my students observed, did in class and then how persistent they are at continuing to work towards mastery.  I would hope to see some level of new thinking, but may not necessarily see complete mastery on a first day of introduction.

b)   The main thing for my CESL intervention case study is making sure that my students have an environment to be motivated as well as that they buy-in to the idea that they can be successful.  They need self-efficacy and a goal of being successful in the class.  In this way, they will not allow distractions from peers and their cellphones to overpower their success and learning in the class.

Chapters 9 & 10

A)   With younger students, reinforcement can be a very effective tool.  Implementing positive reinforcement strategies into lesson plan objectives can provide multiple avenues of mastery.  Providing students with at least two choices when determining the method to achieve the desired objective is a great way to use reinforcement in terms of giving students a sense of responsibility and power over their learning process. These reinforcements can be stronger when they are positively correlated with students’ interests. Using the “this for that” strategy can motivate students to achieve goals that they would not normally be overly excited about. They know that if they achieve a certain goal, they will be granted something that excites them in return.  Successful behaviors are all the result of the use of reinforcement within the lesson objectives in terms of the behavioral view of learning.

The social cognitive view of learning, in terms of reinforcement, is somewhat different than in the behavioral view of learning.  Mastering lesson objectives from this perspective includes implementing consequences that have an effect on behavior.  This will only work if the learners are aware of this contingency.  This strategy often decreases behavior in that the learners realize that the consequence is a direct result of their behavior. This allows students to form expectations about the likely consequences of their future actions, and therefore behave accordingly. Mastering the lesson objectives in this perspective requires that students are on the same page as the instructor, in terms of consequences.

B)   I am working with the Early Childhood Education Case Study, little Willard.

He has not grasped the functionality and order of the classroom, as the other students have.  When viewing the case study from the Behaviorist perspective, I need to evaluate the amount of and type of attention that I am giving Willard in response to his behavior.  Am I not giving him enough constructive attention? Am I giving him too much attention, so that it is causing his behaviors to continue?  I need to find the balance and determine my course of action in addressing his behavior with my attention. At this point I would start with immediate response with positive reinforcement. Providing Willard with a “responsibility” in the classroom that receives praise may be a way to break through as well.  Self-efficacy plays an important role in my intervention strategy, as Willard is just in Kindergarten and his previous experiences have not provided structure.  He has never had to function in a structured environment, nor had any expectations of him.  Providing him opportunities for responsibility in the classroom can likely help build his level of self-efficacy. Self-regulation is brought into the intervention process through elaboration of the sense of responsibility.  I would need to not only provide Willard with classroom responsibilities, but also allow him to help determine the extent of those responsibilities.  Through the use of self-regulation strategies, Willard will be able to feel important in the classroom and likely take his role seriously.  This in turn will likely produce productive behavior in the classroom.

Ch. 9 and 10

a. I am teaching my fifth grade students about the Circle of Fifths. I just went over relative keys and how they work in the circle. If I was checking for successful mastery from a behaviorist perspective I would ask the class, “does anybody not understand how every Major key has a Relative minor?” and then I would move on. If I were checking my student’s mastery from a social cognitive perspective I would call one or two students to come up to the board and write the Major Keys and their Relative minors on the chart. By doing this I would be assuming that if two of my students understand, then most of them do, and if not the students who do not understand will learn through observing the behaviors of other individuals, or models.

b. One way that I could discourage unacceptable behavior in my classroom is punishment. At the beginning of the year it was made clear that there is a no cell phone policy in my classroom. The students know the rules and are expected to follow them. On the first instance of a student using their cell phone in class, they will be written up, and their cellphone will be taken up. This also will work as an example for other students. They will see the consequences that their classmate received when the rule was broken, and now I will not have the problem of multiple students using phones during class time.

            On the other hand, I could use self-efficacy and self-regulation to intervene in my classroom. At the beginning of the year I will have the group make goals for themselves. I will split them into small groups and have each group come up with a list of goals they wish to achieve within the academic year. This gives the students ownership of their class time and what they are studying. I can also have them set goals at the beginning of every piece we study. We can analyze the music, then go around the room and set goals for our ensemble that are specific to that piece. These elements will keep the student working hard and help them have interest in pieces they might otherwise strongly dislike, because they see it as a challenge, not an obstacle (self regulation). When the ensemble does become rowdy, and talkative, all I have to do is remind them of the goals that they set (self regulation).