1. What are the four necessary conditions for a student to learn successfully from observing modeled behavior? (Remember/List - Name)
2. Create an assignment for your content area listing how students would apply self-regulated problem solving to the project. (Create/Explain)
Thursday, April 10, 2014
Wednesday, April 9, 2014
TO ELIZABETH PRICE...Replied 4_18
Can you please post the recipe for the dish that you brought in for Monday's class (4/7/2014)?
It was delicious!
Elizabeth's reply (sorry, still haven't figured out comments).
------
Glad you liked it!
I'm not entirely sure what I put in there, but the base was quinoa with lemon and olive oil. While quinoa salad is usually made with tomatoes, fresh basil, feta cheese, and red onion, I had only tomatoes on hand. So we had:
Quinoa
cherry tomatoes
artichoke hearts
chopped celery
chopped carrots (? I think? I sometimes throw this in for color and crunch).
sunflower seeds
lemon to taste (I might have put some apple cider vinegar too?)
olive oil
black pepper and tabasco sauce to taste
It was delicious!
Elizabeth's reply (sorry, still haven't figured out comments).
------
Glad you liked it!
I'm not entirely sure what I put in there, but the base was quinoa with lemon and olive oil. While quinoa salad is usually made with tomatoes, fresh basil, feta cheese, and red onion, I had only tomatoes on hand. So we had:
Quinoa
cherry tomatoes
artichoke hearts
chopped celery
chopped carrots (? I think? I sometimes throw this in for color and crunch).
sunflower seeds
lemon to taste (I might have put some apple cider vinegar too?)
olive oil
black pepper and tabasco sauce to taste
Monday, April 7, 2014
QTC 9 Harryman
1. What is self-evaluation? (knowing)
2. How can you assess your students' self-evaluation in your classroom, and what are the benefits of doing this? (applying)
2. How can you assess your students' self-evaluation in your classroom, and what are the benefits of doing this? (applying)
QTC Chapter 10
QTC 1 Lower order thinking:
What is self efficacy?
QTC 2 Higher order thinking:
How can you use a lack of self efficacy to teach a student?
Answer 1: A student's belief in themselves and their capabilities. (paraphrased)
Answer 2: As an Ag teacher I would first identify that the student does not have self efficacy. I would then try to observe the student and their capabilities noting strengths and weaknesses. Then I would attempt to use their strengths to build on their weaknesses. Through in class sessions where I point out their achievements or one on one times where I point them out and show them they can succeed.
What is self efficacy?
QTC 2 Higher order thinking:
How can you use a lack of self efficacy to teach a student?
Answer 1: A student's belief in themselves and their capabilities. (paraphrased)
Answer 2: As an Ag teacher I would first identify that the student does not have self efficacy. I would then try to observe the student and their capabilities noting strengths and weaknesses. Then I would attempt to use their strengths to build on their weaknesses. Through in class sessions where I point out their achievements or one on one times where I point them out and show them they can succeed.
Free Response- Chapter 10-Edmonds
In chapter 10, the issue that caught my attention was the bullet point that stated, "Consequences have an effort on behavior only if learners are aware of the contingency." I found this very interesting because I felt this way as a student. Even now, when I have a professor for the first time, I never know how they grade unless, they have a rubric. The example about Sam's paper is relatable because I have encountered this many times. I may have gotten a good or bad grade and didn't understand why because it was never communicated to me. I think the main thing, as a future teacher, is that you communicate to your students the reinforcements and the reasoning behind them. Students need to be told bluntly why the have received a punishment or a grade. If not, they never know why they have the consequence of their action. This is sometimes hard for teachers to remember throughout the day because there is so much going on, but teachers have to make it a priority to communicate correctly with their students. I liked how it was relevant to our profession and reminds us what is important about our job. These students need teachers who are going to help and guide them by becoming better.
QTC Ch. 10
1. What is vicarious reinforcement? Give the definition.
2. What would be a positive vicarious reinforcement example that you have seen within your classroom? If you have not seen this, create an example (a positive one).
2. What would be a positive vicarious reinforcement example that you have seen within your classroom? If you have not seen this, create an example (a positive one).
Chapter 10 - Lauren Lynch
This chapter was about the Social Cognitive Views of Learning.
"Social Cognitive theory has its early roots in behaviorism and thus addresses the effects of reinforcement and punishment to some extent.... increasingly incorporated cognitive processes into its explanations of learning"
This is the theory that I feel like I agree with the most. It considers both behaviors and cognitive processes. As teachers we have to keep in mind that our students aren't influenced solely by either aspect. The assumptions that are made in Social Cognitive Theory take that into account.
One of the things that I like the most about SCT is the modeling theories. We learned about mirror neurons in one of my psychology classes last semester in monkeys. These neurons fired primarily when the monkey reached for a peanut with his own hand. The neurons also fired, however, when the experimenter reached for a peanut with his own hand. Therefore, this section on modeling stood out to me. It makes sense that we learn from observing models. Our brains are wired to learn this way. As educating, it's important to remember that when teaching. Our students are probably going to learn better when we model for them. Young learners are going to become better readers if they are exposed to their parents reading at home.
"Self efficacy is a person's self-constructed judgment about his or her ability to execute behaviors or reach certain goals"
I had learned about self-efficacy several years ago in Ed Pysch 210, but we didn't really talk about how student develop it, so this was new to me. It never occurred to me to think about how soon they really can develop their self-efficacy. Ormrod talks about helping a student become successful in different tasks in a variety of content areas. I feel like often, we think that we should give them easy tasks to help develop them, but the book suggests giving them more challenging tasks so that they will experience a higher quality success.
"Social Cognitive theory has its early roots in behaviorism and thus addresses the effects of reinforcement and punishment to some extent.... increasingly incorporated cognitive processes into its explanations of learning"
This is the theory that I feel like I agree with the most. It considers both behaviors and cognitive processes. As teachers we have to keep in mind that our students aren't influenced solely by either aspect. The assumptions that are made in Social Cognitive Theory take that into account.
One of the things that I like the most about SCT is the modeling theories. We learned about mirror neurons in one of my psychology classes last semester in monkeys. These neurons fired primarily when the monkey reached for a peanut with his own hand. The neurons also fired, however, when the experimenter reached for a peanut with his own hand. Therefore, this section on modeling stood out to me. It makes sense that we learn from observing models. Our brains are wired to learn this way. As educating, it's important to remember that when teaching. Our students are probably going to learn better when we model for them. Young learners are going to become better readers if they are exposed to their parents reading at home.
"Self efficacy is a person's self-constructed judgment about his or her ability to execute behaviors or reach certain goals"
I had learned about self-efficacy several years ago in Ed Pysch 210, but we didn't really talk about how student develop it, so this was new to me. It never occurred to me to think about how soon they really can develop their self-efficacy. Ormrod talks about helping a student become successful in different tasks in a variety of content areas. I feel like often, we think that we should give them easy tasks to help develop them, but the book suggests giving them more challenging tasks so that they will experience a higher quality success.
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