Chapter 10 Questions to Consider

Chapter 10 

Which of the learning activities/skills can you think of that lend themselves to learning through modeling?

I think that any learning activity or skill can have modeling incorporated into it. For my specific case of working with elementary students, there are some specific examples of modeling that can be used. When we are going over our list of new vocabulary words for the week, modeling is necessary. I can put on the board the correct spelling of the word and have the children write it down. I'm modeling the correct way to spell it for them. After everyone has finished writing down the correct spelling of the words, we can practice writing the words over and over. Another example of when modeling is necessary is through reading. It talks about this is the book. If a child is at home and the parent is not modeling reading for them, then when they get to my class they will have a harder time understanding the different aspects of reading. So modeling can even come from the home. If parents are actively modeling reading at home and reading with their children every night, then they will come to class and understand when I do the same modeling for them. I can model reading in my classroom as well. For those students who don't get it at home, I can be the modeling through reading aloud in class everyday maybe.

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

They can plan a huge role. My child who is being disruptive in her group has to have some self-efficacy and some self-regulation to want to succeed otherwise we are wasting our time with trying to teach her. She needs to have that self-regulation and self-efficacy built into her. It is my responsibility to help her throughout the semester to build upon those things. In this situation I need to understand what level of self-efficacy and self-regulation she is at so I can appropriately handle the situation. I need to build up in her some confidence. I think maybe one way to build this would be by maybe putting her in a group where she is most confident. Maybe starting her out in a smaller group could help improve her self-efficacy and again just a strong encouragement from me that she is smart. I think once she feels comfortable and smart she will start to want to succeed and that will build upon her self-regulation. 

Friday Night's Field Trip

Wow Friday night's field trip was a lot of fun. I learned so many awesome things. It was so neat to learn about Barb and her autism. What stood out to me was just the crazy fact that she could speak so eloquently. Her writing ability is outstanding. I guess because she is mute we would just assume that she wouldn't have that much writing capability. I learned that we should never judge a book by it's cover. We just assume that just because they are a mute that they can't speak. We should never assume that. She is a wonderful and smart person just like the rest of us.

Ch. 9 Questions to Consider

How would you define successful mastery of your lesson objectives from a behavioral view of learning?

 For elementary students it is important to learn new words. So I would use a lesson plan on teaching children a new set of vocabulary words each week. A behavioral view of learning is important for learning new vocabulary. Once we begin doing new vocabulary each week they will really start to get in a routine with learning the new words. Their conditioned response (289) would be present every time I put up on the screen a new set of words. They know that they need to write these words down because they will be having new vocabulary for the week. So every week when the new words go up on the board they know exactly what to do because they have been conditioned in it (288). 





Consider your CSEL intervention case study.  Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

I have the Elementary case study. So for this I would need to talk with the group that is having issues. Specifically I would need to talk with Lisa. I think what would work best for her situation is to present a removal punishment (297). She would most likely be upset if I took 3 minutes off of her recess time. I would need to get across to her that if she does not cooperate in her group that I will take time off of her recess time. Another way to handle this situation could be to use presentation punishment (297). I could tell Lisa that if she can't work on the project in her group, then she will have to do the project alone. I am providing her with a choice. She can either work together with the others or she can do it alone. Hopefully in this situation working alone would act as a stimulus she would find unpleasant. 

Chapter 8

Consider a lesson plan you might use. Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?

The lesson plan could be to have my 2nd or 3rd grade class do a reading assignment where we read a book and picked out new words they weren't familiar with and had them talk about the main idea of the story and the main characters. The main metacognitive skill needed for this type of lesson plan is transfer (261). First, the children need to be able to use transfer to use their prior knowledge of how to read to be able to read the story. They would use transfer to read the story and then pick out the words they aren't familiar with. Also they have to use transfer to be able to remember what the main idea of a story means and what main characters are. Hopefully they would be able to use positive transfer to allow them to understand the material. I also think at this younger age that convergent thinking is the main type of thinking, although I would hope for my class we could strive to do more divergent thinking and become more creative. For this lesson plan I could have the children come up with their own stories similar to the story we have just read to try and enhance their creativity and help them to start think more divergent.

Think of an activity or lesson component that explicitly teaches one or more metacognitive and one or more problem solving skills.

For my elementary class, I could have them do an obstacle course. One child directs and gives the instructions and the other is blindfolded and goes through the course. This will teach children how to work with others and how to pay attention and follow directions. They would have needed to understand how to follow directions and how to work well with others before to achieve this. That is using problem solving skills and their transfer.The other metacognitive skill needed could be convergent thinking. The child who is helping the other child get through the course would have to think of the best way to get them to the end. This would mean they would have to think about the many different ways to get to the finish line and pick the best one to get the other student to the end. This is using their convergent thinking to have many options and end on picking the best one needed to achieve the goal.