Moral Development Study Guide

Moral Development Study Guide

Objectives:

• Explain various theories of moral development.
• Analyze the relationship between moral and cognitive development.
• Determine a child’s stage of moral development and implement strategies to promote moral development in the classroom

Key Terms:

Pages 119-128

Theory of mind – Understanding that people have their own minds, thoughts, feelings, beliefs, desires, and perceptions.

Perspective-taking ability – Understanding that other have different feelings and experiences.

Moral reasoning – Thinking process involved in judgments about questions of right and wrong.

Moral realism – Stage of development wherein children see rules as absolute.

Morality of cooperation – Stage of development wherein children realize that people make rules and people can change them.

Moral dilemmas – Situations in which no choice is clearly and indisputable right.

Kohlberg’s stages of moral development

Level 1: Preconventional morality

• Stage 1: Punishment-avoidance and obedience
  • Rules are obeyed to avoid punishment. A good or bad action is determined by it's physical consequences.
• Stage 2: Exchange of favors (Personal Reward Orientation)
  • Personal needs determine right and wrong. Favors are returned along the lines of “You scratch my back, I'll scratch yours.”

Level 2: Conventional morality

• Stage 3: Good boy/good girl
  • Good means “nice.” It is determined by what pleases, aids, and is approved by others.
• Stage 4: Law and order
  • Laws are absolute. Authority must be respected and the social order maintained.

Level 3: Postconventional morality

• Stage 5: Social contract
  • Good is determined by socially agreed-upon standards of individual rights. This is a morality similar to that of the U.S. Constitution.
• Stage 6: Universal ethical principle
  • Good and right are matters of individual conscience and involve abstract concepts of justice, human dignity, and equality.

Ethic of care – Carol Gilligian – individuals move from a focus on self-interest to moral reasoning based on commitment to specific individuals and relationships, and then to the highest level of morality based on the principles of responsibility and care for all people (like Kohlberg's state 3, good boy/good girl).

Social conventions – Agreed-upon rules and ways of doing things in a particular situation.

Internalize – Process whereby children adopt external standards as their own.

Summary:

I've never thought about morality in a high school class room. I found the first few definitions interesting. I remember when I realized everyone doesn't think like me... It's hard not to feel like everyone should think like me... I'm so smart! Haha. Kohlberg splits morality into stages. I'd never thought of them having stages, but I feel it's important to identify what kind of morality your students are in and try and help them get to the next stage. This seems like it would be tied in to identity and what you believe in. Some morality issues need to be taught, but not in the general form. I feel like I'd been taught codes of ethics etc... but it should somehow be sneaked in with the general content. Maybe I could present a moral dilemma situation that relates to math. I can't think of any right now, but I would love to do something like that!

Identity Blog

How will you support your students' identity development? Be specific. Use suggestions from the textbook and/or online resources to support your strategies.

I reading about identity online, I came across this article called Six Ways to Build Your Teen's Identity. I really liked the ideas and I think they would be great to implement into a classroom. I've adapted them to fit my classroom needs.

1. Encourage Self Discovery

I want students to think about who they are and what they believe in. I know identity doesn't seem like it directly relates to math, but you could stray a little from math once in a while. I want to give students a word and have them write down everything they think about it. I feel like we could dedicate each week to a new theme like trust or something (I think I've mentioned this idea previously in this class...). Throughout the week we could explore different trust situations and if possible relate them to math. :)
2. Acknowledge Natural Abilities

Students love to be recognized for what they are good at. When you can see their talents and encourage them to develop them further, students can better develop who they are. Also try and notice talents they may not be aware of and help them explore them. Try and incorporate ways in which the students can use their talents, even if their talent isn't math. This can be done in different assignment, projects, and class instruction.
3. Create a Class Motto

By having a motto that is often repeated, students begin to believe that it's true. It's kind of the like the idea of the book The Secret. If you believe it's true, it will come true. The example in the article mentioned a family motto of "we aren't quitters." I love this motto! It's simple, but keeps them driven. I feel it would make a great classroom motto!

4. Value Uniqueness
Students don't want to be like everyone else. Celebrating what makes them unique can help them develop themselves separated from the rest of the teen population. I could let students know when they are missed and why. I'll need to be specific about what it is that was missed like their humor, good attitude, etc. I can also have them come up with ideas that sets them apart from others and we can talk about or write about if they like what makes them unique.

There are lots of ways to encourage students to find their identity. The important part is to just do something.

Schooling the World

1. How is this film related to Vygotsky's Sociocultural Theory of cognitive development?

Vygotsky says society and culture influence thought. I thought it was interesting in the video when they mentioned how everyone has the same capacity of knowledge and learning, but they are learning differently depending on where they are. The farmers know how to tend the crops and animals. People in the schools know... something else? How to speak and read English... whatever good that does right now. I agree with some of the opinions that it's sad that the elderly who live on the farms believe they don't know anything. The theory stresses the interaction between developing people and the culture in which they live. Students are often learning about how western culture is great which could make them view their culture as sub par and make them feel like they have a lower quality of life equating to less happiness. Since the societal view of Indian culture is negative, they may be negative about their identity.

2. What are your reactions to this film? Has it changed your perspective in any way?

I'm a little frustrated with the video. I feel they've had some interesting points and it's opened my eyes a little bit... but it's no reason education is failing there!! They have no economy for them to be educated into. What will education do if the education they have doesn't help their society become better? They need to learn how to take baby steps. They need to learn less about America and how great it is and more about what's great about their country and what they can do over there to enhance their own society.

3. What was the most powerful moment in the film for you? Why?

It was when the male teacher was teaching about mirrors. The students weren't really responding, and he didn't seem particularly educated himself. You can't teach anyone if you don't know what you are doing. He was standing there and reading and repeating the same line several times. The students had no context for what was going on. Leaning isn't about sitting in a classroom. It's about being involved in something. Kids need to be doing something to learn. In one part of the video, it was mentioned that they were taken away from nature and learned about it with pictures in textbooks. I don't understand why they are teaching that way. If they are going to learn about nature, then nature needs to either be brought in the classroom or the students need to go outside and learn for themselves!

4. Is anything like this happening in the United States? Explain.

I'm not sure. This could be related to minority cultures. They are often times learning literature from the white perspective. They don't relate to what's being taught and don't seem to fit in either culture. When they get to the work field, there are many positions filled with white people and few for anyone with color. Teachers need to learn how to teach to each student and not be stuck in one way of teaching. The world is changing... education should too.

Differentiation

For a specific topic in your content area, explain how you would differentiate instruction for readiness. Ideas may include the use of grouping, different levels of scaffolding, intervention/enrichment, and/or the use of technology.

Unit Circle Integrative lesson: In the lesson, the students are given data that they need to analyze and find patterns. This is a discovery lesson where students are learning information from the data given. I would provide them half of a unit circle and have them look at similarities and differences. Every student will have something they could contribute. For the students that are more advanced, I could have them think about more complex connections.

Spaghetti Graphs: In this lesson they are making a sine graph from the unit circle out of spaghetti. I will model every step and the so all students will have the same chance for success. While they are doing the steps, I will also be available for questions. I will also have them working in pairs or small groups so they will have someone else to figure things out with them.

If I can, I plan on heavily using the smart board. With the Math Tools software, I can create math diagrams and use graphs. I will be saving each screen as we go, and all the examples. I feel it's more important to try and focus on the concepts rather than madly taking notes. I will provide the screens digitally with the students so they don't have to take notes. This will help kids with readiness because they can spend as much of their energy as possible on the lesson.

Social Development Study Guide

Social Development Study Guide

Objectives:

• Discuss the role of relationships and social contexts in education
• Identify Erikson’s Psychosocial Crises and discuss ways to address these crises in the classroom
• Consider the implications of Marcia’s Identity States on adolescent behavior
• Promote positive self-concepts among your students

Terms:

Pages 81-94

Bronfenbrenner’s Bioecological model

Everyone has Systems in side each other in the following order with the first being the most inside system:

Mesosystems in Microsystems – Family, Classroom, Peer Group, Religious Setting

Exosystem – Mass Media, Community, School System, Medical Institutions

Macrosystem – Cultural Values, National Customs, Political Philosophy, Economic Patterns, Social Conditions.

Authoritative – high warmth, high control. This is what I want to be. Listen for concerns, give reasons for rules, allow democratic decision making. Parents help children think through consequences of actions.

Authoritarian – low warmth, high control. This was my parents. Seem cold and controlling. Children are expected to me mature because parents said do. Little talk about emotions. Punishments strict, but not abusive.

Permissive – high warmth, low control. Warm and nurturing, but few rules and consequences. Kids will be kids.

Attachment – Emotional bond with someone else, often a parent or family member.

Overt aggression – Hostile aggression that involves physical attack.

Relational aggression – Hostile aggression that involves verbal attacks.

Pages 95-118

Psychosocial – emphasizes the emergence of self, search for identity, relationship with others, and the role of culture throughout life.

Developmental crises – a conflict between a positive and a potentially unhealthy alternative.

Erikson’s model of psychosocial development

Trust v. Mistrust (Birth-18 months, Feeding) Infant must form loving, trusting relationship with caregiver or they develop a sense of mistrust.

Autonomy v. Shame & Doubt (18 months-3 years, Toilet Training) Child's energies directed toward the development of physical skills like walking, grasping, and controlling the sphincter. Child learns control but may develop shame and doubt if not handled well.

Initiative v. Guilt (3-6 years, Independence) Child continues to become more assertive and to take more initiative but may be too forceful, which can lead to guilt feelings.

Industry v. Inferiority (6-12 years, School) Child must deal with demand to learn new skills or risk a sense of inferiority, failure, and incompetence.

Identity v. Role Confusion (Adolescence, Peer Relationships) The teenager mush achieve identity in occupation, gender roles, politics, and religion.

Intimacy v. Isolation (Young Adulthood, Love Relationships) The young adult must develop intimate relationships or suffer feelings of isolation.

Generativity v. Stagnation (Middle Adulthood, Parenting/Mentoring) Each adult must find some way to satisfy and support the next generation.

Ego Integrity v. Despair (Late Adulthood, Reflection on and acceptance of one's life) The culmination is a sense of acceptance of oneself and a sense of fulfillment.

Self-concept – Knowledge and beliefs about yourself, ideas, feelings, attitudes, and expectations.

Marcia’s Theory of Identity Development

Identity diffusion – a status in which the adolescent is not interested in making choices or pursuing information regarding identity.

Identity foreclosure – a status in which the adolescent commits to an identity prematurely, typically by conforming to others' expectations.

Moratorium – a status in which the adolescent is actively seeking information about identity but has not yet made a commitment.

Identity achievement – a status in which the adolescent has gone through an identity crisis and committed to an identity.

Gender identity – Self identification as male or female.

Sexual identity – A complex combination of beliefs and orientations about gender roles and sexual orientation.

Gender schemas – Organized networks of knowledge in brain about what it means to be a male or female.

Summary:

This section got me thinking a lot about parenting. I thought about the kind of parents we've already decided we wanted to be. I was happy to see it fit under the Authoritative parenting style. I'm not a huge fan of the title, but I agreed with it's description. I like learning about Erikson's Stages. As a teacher of Adolescent students, I'll get to help students with the most difficult stage involving identity.

It's going to be hard to not treat myself as a parent to the students I teach. I'm going to have to be especially careful not to sway my students to things I believe in. I know I will want the kids to discover and decide things on their own, but I will also have love for my students in which I could see myself guiding them in directions that I feel are good. Maybe that's ok.

.

Classroom Assessment Study Guide

Objectives:

• Describe how you can promote learning through your use of classroom assessment. 
• Identify the important qualities of good assessment. 
• Consider how you will use assessment, testing, and grades as you evaluate your students. 

Terms:
Pages 605-612 and additional pages/websites to clarify definitions, as needed

Standardized tests – Tests given, usually nationwide, under the same conditions and scored the same.

Classroom assessments – Assessments chosen by teachers to check for understanding. They could be unit tests, essays, portfolios, projects, performances, oral presentations, etc.

Measurement – An evaluation represented by a number.

Assessment – A way for someone to check for knowledge.

Formal assessment – Something that could be graded or turned in for credit.

Informal assessment – Something that you observe as a teacher that tells you whether students understand something but can't be graded... like listening in on group conversations, etc.

Formative assessment – Similar to informal assessment. Ungraded testing used before or during instruction.

Summative assessment – Testing at the end of a unit that assesses what they've learned.

Norm-referenced – Testing where scores are compared with the average. Standardized tests usually use this.

Criterion-referenced – Testing in which scores are compared to a set standard... like passing the Praxis exams.

Reliability – Consistency of test results.

Validity – Degree to which a test measures what it is intended to measure.

Fairness – Making sure all groups have an equal opportunity to show what they know on a test.

Practicality (not in text - see online lesson materials) – the amount of time, effort, and money the assessment requires.

Summary: This section over viewed the different types of assessment. In class we've emphasized Reliability, Validity, Fairness, and Practicality. I'm going to have a hard time finding balance between these. I like the idea of having practical tests and valid tests, but it will be hard to make sure those are fair for all students. I feel my testing plan seems like it could work. For any test I give, students will be able to make it up. I plan on having alternatives to the test provided that students can choose to do. These alternatives will still test the same content, but in a different way to help all students succeed. I will have criteria they need to do before they can do a retake though.

Application Questions:
1. How do you plan to use assessment in your future classes? Be very specific about the types of assessments you plan to use and why.
I'm not exactly what the best way to test is. I like the idea of having a paper pencil test similar to the ones I've had in college. They usually have a math problem, and students need to solve it. It's free response, so I'd be able to see how much they know, and they won't get be able to get lucky. I know the tests are boring... so I've also liked performance assessments. I was a little skeptical until I'd made one that I really liked in my curriculum course. I love the idea of having them do something as part of the assessment. One example would be to have them use the unit circle to find the 'secret code' to unlock something. It makes testing a little more fun, and by having an observation test where they might need to get up and move could help them and me.

2. Provide links for 3 resources that provide examples and explanations of how assessments are used in your content area that you can use for future reference.
Why are math testing websites so hard to find?
http://balancedassessments.concord.org/ The Harvard Graduate School of Education made a group and came up with a bunch of assessments that can be used in Math broken down by age groups.
http://illuminations.nctm.org/ This website has a bunch of lesson plans that involve doing something. These lessons can be taught and then modified into tests that are nontraditional and possibly more effective.
http://sbstjohn.com/QODWebSite/act_qod.htm When my content aligns with some of the ACT questions, I can use those tests questions to help the students get familiar with the ACT. This can also be done with the SAT's. I wouldn't use these on a Unit test, but maybe a small quiz or even a bell ringer.

3. List the standardized tests that will impact you and your students. Describe any concerns, fears, or other emotions you may have about these tests. If none of the test directly impact you, how could you help your students prepare for and endure them in their other classes?

My students will need to take the CRT, UBSCT, ACT, SAT, ITED, and MAP tests. I think that's all of them. Math is on almost every standardized test. I want to make sure kids are learning the things that I think will best help them in life and in college. I don't want to feel caught up teaching to the test. I don't think I'll have too much of a problem though. I plan on following the core, and it's laid out pretty nicely. I plan on covering everything that should be on the test, but I'll be doing it in an interesting and engaging way to hopefully help the kids remember it better. If each topic is taught in a distinct way, all the math shouldn't blur together.

4. Praxis II: 

When do you plan to take the Praxis II exam for your subject area? 

In July or August. I tried to look up dates... but couldn't figure it out, but at the end of the summer.

What is the minimum score that you must earn on the exam to qualify for your initial teaching license? 

I need a 138.

Look at the topics covered in your exam. What do you need to do to fully prepare for this test?

I need to do a bunch of practice praxis. I have some books, but areas I need to brush up on will be Statistics, Discrete, and Algebra/Number Theory. Some of the things I'll need to learn this summer because I won't be taking the classes I need until the fall. I'm mostly wanting to get the test out of the way before school starts in the fall and I'm way busy.

Look at the sample questions for your exam. Can you answer them correctly? 

It seems like I can do about half of them. Agh! I didn't know I would suck so bad. I feel with the proper prep, it shouldn't be a problem.

5. Praxis II PLT:
When do you plan to take the Praxis II PLT? (Hint: your answer needs to be sometime within the first three years after your initial licensure) 

I also plan on taking the PLT this summer. I'll be finished with all my education classes this block, and I don't see a reason to wait. The information is fresh now.

Look at the topics covered on the Praxis II PLT exam. Compare them with the Table of Contents in our textbook and your syllabi/textbooks for any other Education classes you have taken/are taking. What do you need to do as a student to prepare for this exam? 

Oh, wow... almost everything looks familiar to me. In order to prepare, I'll go over this packet I was given at a UEN convention. I'm not too worried about it. The guy teaching gave me a perfect amount of material that I'll just have to review. I shouldn't need to learn anything new.

Look at the sample essay and multiple choice questions for the PLT. How does this preview of the test change your perspective of your coursework and how you study? 

I did the first several questions, and they seemed pretty straight forward. There was one that I wasn't quite sure on, but the answer made sense. I'll just need to do some practice tests to get in the flow of what kinds of questions they ask.

Vygotsky Study Guide

Objectives: 

• Consider the role of culture and internalization in learning and development. 
• Explain the role of the More Knowledgeable Other. 
• Recognize the Zone of Proximal Development and consider ways to scaffold learning. 

Key Terms: 

Pages 58-66, 69-71 

Sociocultural theory – How society and culture influences our thought. Parents should help develop children through cooperative dialogues between their friends and older people. Children will learn how to behave through these interactions. 

Internalization – When someone internalizes a cultural thing... making it their thing too. 

Co-constructed – Social interactions when people create understandings to solve problems. Product is shaped by all participants. 

Cultural tools – Actual tools like computers, language, etc. that people use to communicate, think, solve problems, and create knowledge. 

Private Speech (Self-talk and Inner speech) – When you are speaking to yourself in a self regulation way. You can do this often times through writing, and journals. Gives people time to think about what they've learned. 

Zone of proximal development (ZPD) – Phase where the child can best master task with the appropriate help and support. They can't do it solely on their own, but need a little help. Some kids develop learned helplessness. As a teacher, we need to make sure we're giving the right assistance so our students can be in their ZPD. 

Scaffolding – Support for students while in their ZPD. We give them aids and helps until they are able to do something on their own. 

Funds of knowledge – Knowledge people have learned in the real world through family and community. This knowledge can be a basis for teaching. 

Summary: The biggest things I learned from this section were related to ZPD. I need to be making sure my students are able to do my assignments, but not so much so they are bored. I also liked learning about how culture can effect the way your brain is developed. In raising my kids, it makes me interested in implementing some aspects of Asian culture. I like how much they value family as their own and other things. As a future teacher, it is a little overwhelming the amount of things a teacher needs to be thinking of.

Piaget Study Guide

Objectives:

• Consider the role of disequilibrium and adaptation in learning and development.
• Evaluate the impact of a student’s developmental stage on his/her learning.
• Develop instruction that is developmentally appropriate.
• Determine the weaknesses of Piaget’s theory.

Key Terms:
General Principles of Development - Pages 31-33

Sensitive periods - Times when a person is especially ready for or responsive to certain experiences.

General Principles of Development – People develop at different rates. Development is relatively orderly (logical order). Development takes place gradually.

Piaget - Pages 45-57, 67-68

Scheme – Categories set up In brain. Categorizes perception and experience.

Assimilation – When your brain fits in new information to your scheme by matching up similarities.

Accommodation – When our brain has to accommodate a new idea. Alters schemes to fit in the new information. Ex. Cat has fur, but hairless cats exist.

Equilibration (Adaptation) – Brain and minds adjustment to the environment. Mental balance between schemes and information from the environment.

Disequilibrium – When you realize your current thinking is not solving a problem or understanding a situation. “out of balance.”

Sensorimotor stage (and its attributes) – (0-2 years) – sensor and motor activity. Makes use of imitation, memory, and thought. Begins to recognize things are still there even if you can't see it. Moves from reflex to goal-directed activity.

Preoperational stage (and its attributes) – (2-7 years) – state before you master logical mental operations. Develops use of language and symbols. Able to think through operations logically in one direction. Hard time seeing others point of view.

Concrete operational stage (and its attributes) – (7-11 years) – Mental tasks tied to concrete objects and situations. Solving hands-on problems logically. Understands conservation laws and can classify and seriate. Understands reversibillity.

Formal operational stage (and its attributes) – (11-adult) – mental tasks involve abstract thinking. Solving abstract problems logically. More scientific thinking. Develops concerns about social issues and identity.

Adolescent egocentrism – Belief that everyone else shares your thoughts, feelings, and concerns.

Summary: Students are in different thinking stages. It would be useful as a teacher to understand which students are in the concrete operational stage and which ones are in the formal operational stage. It was also interesting to learn about assimilation and accommodation. I'm realizing how similar my behavior reflects other things I do in life. We had a bunch of m&m's and I was given a spree and needed to somehow fit it with my m&m's. I took my spree and hid it under the other ones so I couldn't see it. When something is uncomfortable for me, I always run away or try and avoid it. I've learned that is a bad behavior and I should really accommodate for it instead. I need to learn how to overcome some of my issues if I plan on teaching my students better.

Piaget in Action

Explain how you would teach a specific topic at the concrete level. Be sure to include how you would cause disequilibrium, how you would help them assimilate, and how you would help them accommodate.
One way I could teach planes at a concrete level would be to have students make some out of paper so they can see exactly what it is we're discussing. They can have models when thinking about 3-dimensional things. The disequilibrium would come because we're introducing what 3-D looks like rather than the 2-D they've been doing for so long. I would help them assimilate the knowledge by relating what they know of 2-D and making connections between knowledge they already have. I would accommodate by doing something that showed all the differences between what they know and the new stuff. To do this, I would most likely have them use their 3-D models and have them come up with things that they wouldn't normally be able to do in 2-D. I like the idea of having them discover the knowledge instead of having me simply tell them.

What would you add for the formal level?
For formal, we could hypothesize what it would be like in 4-dimensional. This could be a good lesson in a precalc or calc class because in calculus, we sometimes integrate equations to simulate what the 4th dimension equation would be. I could get them thinking about what it is they would actually be doing rather than plug and chug type work.

Motivating My Students

I can do this by:
Intrinsically:

• Having students think about what they want to get out of the class, and have them create performance goals based on what their purpose is.
• Talk about growth mindset, and let the students know the resources they have to accomplish everything needed in the class.
• Have a lesson on Self-Determination theory. Have the students evaluate the kinds of activities they are already self-determined in. Have them think about Autonomy, Competence, and Relatedness. Then, have the students report how these 3 have been present in the self-determined activity. Have the students work in groups to come up with ways to have those same ideas relate to math, and have them present them to the class. Have the class vote on a few of their favorites that I will implement in the class. This activity will help them feel a bigger part of the learning experience and community along with allowing you better access to their motivation.
• Encourage an atmosphere of learning. Don't focus on a students points or grades.
• Lead by example. I will show them my excitement about learning, either when I was in school, or the things I am learning now.

Extrinsically:

• I believe you still need to have some form of extrinsic motivation factor for students who are less intrinsically motivated. During the year, you should continue trying to develop intrinsic motivation with all students.
• Class competitions
• Feedback when they do a great job or are improving. Lots of feedback, all the time!
• Occasional reward system pushes. These will be some self invented program that lasts just a short period like maybe a week or two.

Motivation Study Guide

Motivation Study Guide 

Objectives (These are to help guide your study. You do not have to respond to them):

• Recognize the signs of learned helplessness and brainstorm ways to overcome it. 
• Understand the differences between mastery goals and performance goals and how and why you should promote mastery goals in your students. 
• Promote self-regulation in yourself and your students. 
• Differentiate between intrinsic and extrinsic motivation and understand how and when to use each. 
• Define various psychological needs that affect learning 
• Discover ways to spark curiosity and build interest in learning 
• Explore the effects of anxiety and self-handicapping 

Key Terms:
Motivation Basics, pages 459-464
Motivation – An internal state that arouses, directs, and maintains behavior.
Extrinsic Motivation – Motivation brought about by punishments or bribes, etc.
Intrinsic Motivation – Natural desire to learn or seek out challenges, etc.
Needs, Goals, and Beliefs, pages 466-481
Mastery Goal – improve and learn no matter how awkward you appear.
Performance Goal – Goal to look good in the eyes of others.
Attribution theory
Locus – internal or external

Stability – whether the cause is the same across time and different situations
Controllability – whether a person can control the cause
Learned Helplessness – expectation, that based of previous situations, all efforts will lead to failure. (This is my problem!!)
Learned Optimism (not in text) – I'm assuming it would mean previous experiences would lead to self confidence.
Entity view of ability – assumes that ability is a stable, uncontrollable trait.
Incremental view of ability – suggests that ability is unstable and controllable.
Self-efficacy – beliefs about personal competence such as contributing failure to a lack of effort in something you think you are good at.
Self-worth – Reflections your own emotional evaluation of yourself.
Self-determination Theory
Need for Autonomy – Desire for own wishes rather than bribes.
Need for Competence – Need to feel like you can do things.
Need for Relatedness – Need to feel connected to others.
Maslow’s Hierarchy of Needs – 7 levels of needs that range from survival to intellectual achievement.
Interest, Curiosity, and Emotions, pages 482-490
Arousal – psychological and physical reactions that affect us to feel alert, wide awake, excited, etc.
Anxiety – general uneasiness, tension.
Summary (Write one paragraph to help you remember the key points of this section):
Motivation in something internal that promotes specific goals and achievements. I've heard people often reference the Self-determination Theory. In thinking about parenting, motivation is extremely interesting to me. Do you ever try to motivate kids with fear or do you try and jump right to intrinsic motivation. How do you teach intrinsic motivation. I'm also trying to figure out how to motivate myself. I like how self-worth was lumped into motivation. I often think less of myself than I should and often find it difficult to get motivated to do things. I've read numerous motivation articles, but nothing has stuck with me. I'm not even motivated enough to try some of the motivation techniques. How do you get a student to reach the potential you know they are capable of? Overall, I find motivation extremely interesting and want to continue learning about it.

Emotional Intelligences

There are 5 aspects of emotional intelligences. I will list the aspect and strategies for developing each aspect in my classroom.
1. Recognizing one's own emotions
I feel this category is best done by writing about how you feel. By having to formulate your feelings into words, you think about and understand what's really important to you. I plan on doing this in several ways. First, I like the idea of having journals where the students think about a topic or idea. It can be related to Math or not, but I would just give students a key word like Motivation and have the students write how they feel about it and what motivates them, etc. I also like the idea of having students do a similar task, but instead of writing, having them talk to their neighbor about it. They are still formulating their thoughts into words, but can also get other's opinions.
2. Regulating one's own emotions
When there's a conflict or a student is doing especially well or poorly, I will ask the students to take a minute to think about their emotions and whether how they feel. I'll ask them to think about how their emotion is effecting the way they act or perform.
3. Recognizing others' emotions
Maybe we'll have a moment each week where we look at different scenarios and as a class brainstorm how each party thinks and feels when something happens. I'll try to pattern these scenarios over things that are currently happening in the school.
This can tie together Recognizing own emotions and Recognizing others' emotions. We can have an activity where students are acting out the back and forth feelings of two people. They would explain how they feel and what they would do and then we'd flip to the other person and describe how they would receive the action emotionally and what they would do in response. This will most likely have to be done with a scenario type approach.
5. Motivating oneself
I'll have an activity where I'll list tons of different ways to motivate. I'll have the students contemplate what their biggest motivators and and have the class come together to try and think of different ways we can motivate as a class. This will be done early on and periodically throughout the year we'll evaluate how our motivation is going and what we can do to change things.

I know my ideas are still kind of vague, but it is a great jumping of point to come up with more concrete strategies and ideas. Even though I'm teaching Math, I like the idea of taking half a class or so each week and learn about things other than math like emotional intelligence and other things that will help in society in the future.

My Initial Definition of Intelligence and My Response

In class, I defined Intelligence to be the ability to learn. In defining it this way, I had the mentality that how quickly you can pick up on something describes how intelligent you are. I still feel this is true, but want to amend my definition to include different kinds of intelligences. I agree with Gardner's multiple intelligence theory, and extend the ability to learn to each of those intelligences. If they are able to pick up on music quickly, they are musically intelligent, etc. Of course there will always be exceptions to this definition. For example, a students who learns well may be undisciplined and therefore don't learn as much as they could. Another student may struggle with learning may have the determination to dedicate tons of time to something and become exceptional at it. I do believe that everyone has some ability to learn, and my goal as a teacher will be to help the student spark their desire to learn so they can all utilize their intelligence.

Intelligence Study Guide

Intelligence Study Guide

Objectives:
● Define "intelligence" and explain how your definition might impact your teaching
● Describe multiple theories of intelligence
● Analyze the impact of sex, race, culture, and socioeconomic status on intelligence

Key Terms: Pages 137-152

IQ – How well you score on a specific test compared to others. The average IQ is 100.
Flynn Effect – The steady rise of IQ scores.
Cognitive Ability – High or low spatial ability. High = good abilities to create, remember, and manipulate images and spatial information. Poor = poor abilities...
Cognitive Style – Visualizer or verbalizer. Visualizer = Thinks using images. Verbalizer = Thinks using words.
Learning Preference – Visual or Verbal learner. Visual – Prefers instruction using pictures. Verbal – prefers instruction using words.

Intellectual Styles – Type I, II, III. Described on pg. 150. Type I has more freedom, Type II is highly structured, and Type III is in between the first two extremes.
Spearman’s g – general intelligence.
Catell’s Fluid and Crystallized Intelligence – Fluid – mental efficiency and reasoning ability. Crystallized – ability to apply problem-solving methods appropriate to context.
Sternberg's Theory of Successful Intelligence – Thinking processes (Analytic), coping with new experiences (Creative), and adapting to context (Practical), which lead to more or less intelligent behavior.
Gardner's Multiple Intelligences – 8 abilities: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.
Distributed Intelligence – emphasizes our ability to use things/people/resources beyond ourselves to act more intelligently.
Emotional Intelligence – Focuses specifically on our understanding and regulation of emotion.
1. Recognizing one’s own emotions.
2. Regulating one’s own emotions
3. Recognizing others’ emotions
4. Handling interpersonal relationships
5. Motivating oneself
High emotional intelligence is connected with high self-reported success and happiness in life.
Mindset – The brain is a muscle and can grow and make new connections. Tell students that their brain is changeable. (Ex. Babies aren't considered dumb).
Summarize the information about sex and intelligence:
Girls are better at verbal tests. Boys are better at tasks that use mental rotation of objects. Boys have a widespread of highs and low scores. Research is inconclusive.
Summarize the information about race and intelligence:
It is almost impossible to separate intelligence in the genes from intelligence due to experiences.
Summarize the information about culture and intelligence:
Different cultures are better as specific aspects, but as a whole they are generally similar to other cultures.

Summary:
Intelligence has more meanings than I thought. There are all sorts of ways to look at intelligence like emotional, IQ, logical, musical, spatial, etc… It’s difficult to measure because there are so many factors that can be included. Typically it’s measured with IQ, but it doesn't seem like one test would be effective at measuring intelligence. There are different learning styles, but the book mentioned most studies don’t show that studying in their learning style actually benefits. They suggested it might be better to develop new ways to learn.

Course Contract

Becky Madsen

Course Contract

1.                  List 2-3 specific goals you have for this course

a.       I want at least 5 solid major ideas on things to do to enhance the learning in my future students.

b.      For my own success, this is kind of a lame one, but I really want an A.

c.       I want to walk away from this course feeling glad I've taken it and happy with the knowledge I've obtained and have a sense of personal success.

2.                  Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course? You may want to use a time management tool such as a calendar, planner, online calendar (e.g., Google Calendar) or app (e.g., iStudiez) to help you get organized. Remember to schedule in time to sleep, eat, and exercise!

a.       I've created a Google doc that to be accessed anywhere with all my assignment and all classes with a calendar where I’m scheduling out the whole semester breaking down my assignments evenly so I don’t get overwhelmed.

b.      I've set aside a dedicated times to work on Ed Psych. Tuesday, Thursday and Friday mornings will be my Ed Psych days. I have a designated amount of time which should hopefully exceed the amount needed. I also have a follow-up day of Saturdays to complete any unfinished work.

c.       I have a schedule for the whole week with all of the classes I'm working on which includes spiritual studies and exercise. It outlines all my available time and makes sure I’m capable of handling everything I want to do.

3.                  Outline the study strategies that you will use to understand the material. You planned your time in the previous question, now how will you prepare? Consider the information from this lesson in your response.

a.       After each section, I want to take some time and try to connect the information to actual teaching in my classroom. I will ask myself things like, what is an activity I could do to help incorporate this concept. I often do this by discussing the content with my husband who also finds some of this class interesting and engaging. We think about what kinds of parents we want to be.

b.      I also want to think about the types of questions that will be given on a test and think of the kinds of things that Dr. Cox feels are the most important for me to remember. When I decide what is most important, I want to take time and consider why Dr. Cox has emphasized this idea and how it can be helpful.

4.                  Explain the process you will follow if you do not understand a topic. Check the Course Orientation Lesson for some suggestions. The Internet and other resources are available for you to use on everything except closed-book examinations. Please remember to be specific on any web searches (e.g., if you're trying to define the term "arousal," as you will in the next lesson, search for arousal motivation psychology).

a.       If I don't understand a topic (I've been doing this a little already), do a web search of that topic and read what the online community has said about it. Often times the topics are broken down into really simple ideas that are easy to understand.

b.      I can also review the videos and module and book information to see if there is anything I've missed. I may go over the headers and see if I can summarize that section. If I can't, I should re-read or re-watch until I can.

5.                  Complete the following statement: I will reach my goals in this course by... (your response should be a statement rather than a date! It should summarize everything above.)

a.       I will reach my goals in this course by:

                                                              i.      Reflecting on each section to determine how I can best incorporate it in the classroom. When I've come up with a good idea, write it down, so I can start comprising a list that I will be able to use when I'm teaching my own classroom.

                                                            ii.      My biggest struggle is time management, so I plan on sticking to the schedule I've laid out for myself. The idea is that if I do Ed Psych in the dedicated time slots, I will soon get ahead of the lessons. I will be able to spend more time in making sure my responses are meaningful and important. This timely and thorough effort should give me the A I'm looking for.

                                                          iii.      In order to have a sense of personal success, I need to put true effort into learning the material. I never want to do the lesson just so I can turn in the Study Guide. When thinking about Educational Psychology, I’m trying to make connections with myself and how it can help me when I become a parent one day. Understanding how kids think, I can hopefully do things that have a purpose and in a way they can understand. In summary, I want to do each assignment to the best of my ability so I can get the most out of it.

Introduction

I'm Becky. My life has been feeling a little boring lately with our push to finish school. I used to be into all sorts of things like rock climbing, guitar, and gaming. Lately, I've been doing school work, or procrastinating work which means playing freecell or minesweeper which is a complete waste of time. I recently started substitute teaching at Beehive Science and Technology Charter School, and it's been a blast. I just ran the Provo half marathon, and am extremely interested in fitness and health. I'm a Math Education major and will student teach next spring. I'm married to a wonderful guy and we've recently felt a shift in our stress levels, for he has just graduated and has accepted an amazing job where we can finally earn real money! Yay! Oh yeah, I'm kinesthetic.