Activity 3.4 

Airasian and Walsh would criticize the teacher in Bart's class for accepting her students' constructs without challenging her students to justify and strengthen their own ideas. They wouldn’t appreciate the “any-thing goes” philosophy of Bart’s class. However, Duckworth might have appreciated that fact that students in Bart's class are allowed "accept their own ideas and work them through”.

Some tenets of constructivism are being utilized in Bart’s classroom (like the emphasis on social interaction), but, it seems as though it would be erroneous to apply the theory completely as an instructional guide. Seemingly, the goal of constructivism is not to become an instructional practice in itself, but rather to have its principles applied to existing instructional practices as to increase effectiveness. 

Activity 3.3

Vygotsky emphasizes the prevalence of the “zone of proximal growth”, or the distance between what a child can accomplish on his own before instruction and what the same child is capable of individually after receiving instruction.

A pair of twins named Rosencrantz and Guildenstern is beginning their first grade year. Having grown up with minimum differences in upbringing, the twins are nearly identical in experiences and abilities. The two are assigned different classes; Rosencrantz is placed in a smaller classroom where small group projects and teacher interaction is ideal, while Guildenstern is placed in a large classroom, where, in order to preserve the peace, the teacher requires individual work and gives only class-wide instruction. Because of the active social instruction and interaction Rosencrantz receives, his capabilities soar while Guildenstern lags behind.

James remarks, “The child will always attend more to what a teacher does than to what the same teacher says,” (64). Since Rosencrantz’s teacher actively interacts as she instructs, more is received by Rosencrantz; since Guildenstern’s teacher merely instructs with very little interaction, less information is received. 

Activity 3.2

According to Piaget’s stages of development, most children in the video (all but one) would be considered in the “preoperational” stage, which is the second out of Piaget’s four stages and typical of the ages between two and seven. Piaget claims that children in this developmental stage are preoccupied with what is concrete and physical, thus explaining why the children pinpointed the tall, skinny cup as having more juice or the row of spread out quarters as having a larger quantity. Similarly, James identifies the same age group as being interested in the “sensible properties of the material things” (92). It is only later, James argues that only later in adolescence that “the mind grows able to take in the more abstract aspects of experience” (93). What James suggests in accordance to age and appropriateness of teaching material concurs with the theory of Piaget: as the individual grows, so does the capabilities of the mind and thus, the ability for more complex reasoning.

Activity 3.1

According to Piaget's cognitive constructivist theory, the theory of learning would considered an active process, in which a person takes an active role in determining their own knowledge. Since, as Piaget believes, humans are born "without mind" and therefore completely unlearned, humans have to actively "construct" the knowledge attained throughout life. Also, as humans, we naturally desire a sense of cognitive equilibrium or balance; that is, humans desire that all of the perceived or sensory information coexist peacefully with actual reality. Since this is the most natural and comfortable of human cognitive states, cognitive constructivism projects that individuals are powerfully motivated to remain in equilibrium between their perceptions of their surroundings and reality. Often times, though, equilibrium is jeopardized by incoming perceptions, straining the relationship between sensory information and reality, which causes a feeling of being "off balanced" or disequilibrium.

This feeling of disequilibrium, this notion of being unbalanced cognitively, is what cognitive constructivists believe motivates humans to learn and adapt to their environments. Humans can either assimilate new information into existing knowledge structures (systems for organizing our knowledge) or accommodate new information by changing or modifying existing knowledge structures.

So, to sum it all up, Piaget followers would believe that learning is an active process in which humans try to correct disquieting feelings of cognitive disequilibrium by actively seeking and organizing new information into existing or modified knowledge structures, stabilizing the balance between our understanding of reality and its actuality.

Question:

1) To Piaget, is there any more powerful a motivator to action than personal disequilibrium?

Activity 2.5

1. I took the IAT test on Weight.

2. I was dumbfounded by my innate preferences. I was shown to have a "moderate automatic preference for Thin People", which both shocked me and disappointed me. I found myself making excuses for my scores to make myself feel better.  I don't feel like I treat anyone any differently, but yet this test maintains that I have this underlying prejudice. But I found myself wondering, "Just because the test says I'm prejudiced does it make it true?" I didn't like my results at all and will try to reevaluate how I treat the people around me - but I don't believe this test to be fool-proof and completely accurate in all circumstances. I do think it is incredibly interesting, though.

3. What does all of this have to do with the process of learning?


Now, we defined learning as "a process inferred that involves a relatively permanent change in behavior or the capacity to behave that is the result of our direct or indirect experience." Notice that the definition does not state that learning is a conscious action.


By merely experiencing life, associations are ingrained into our subconscious; processes of learning are not exempt from this "mental stamp". Since we cannot turn our brain "off", we are constantly perceiving information from outside stimuli, regardless of our awareness of it. So, as our innate associations become supported by direct or indirect experience, these associations will be reinforced by habits, even if this occurs without our knowledge. When our beliefs begin to change our actions on a relatively permanent basis, that is when we have learned that principle. These habits, developed partly in response to innate associations, are considered "learned traits" - we learned to act this particular way because of our preconceived preferences. 


Example: 


I read an article in a fashion magazine (I'm mad at myself that I can't find it or remember which magazine it was in) that focused on innate assumptions regarding weight. Using Disney villains and real-life images of women, the article asserted that skinny women in positions of power were viewed by men as "bitches" while fat women in lower positions were seen favorably, as "jolly or kind". The survey was based on the answers of a number of men, based on their own experiences, which are rooted in associations made early in life. The assertion of the author was that Disney actively supported weight-based associations among children; the villains in almost every Disney movie are thin beyond belief, while jolly, happy benefactors are generally plump or downright fat. According to the author, after viewing these movies, the children then grew up, and upon experiencing interactions with both skinny and fat women, developed notions based on women's weight and position of power to describe female personality.  


Since Disney-watching children may associate skinniness with evil and plumpness with benevolence, it is very possible that they may also perceive that skinny people aren't as nice as plump people. When an actual experience substantiates these unknown assumptions (say a skinny woman cuts you in line at Wal-Mart and a fat woman allows you to jump in front of her), then the assumptions may become actual beliefs. The author asserted that this is what occurred with the male survey takers: they had an association from childhood, somewhere along in their life a woman or women substantiated this association and then the association made way for a bonafide belief system. 


4. "No truth, however abstract, is ever perceived that will not probably at some time influence our earthly action." pg.27


This seemed to exemplify the process of association. No matter what, if something is perceived, it will likely influence action at some point in life. There is nothing that is entered into our minds, consciously or unconsciously, that will not exit our minds in the form of action (or inaction, if the inaction is a conscious choice) at some point in life. 

Activity 2.4
 

This video shows the effect of positive reinforcement after repeated exposure to the "operant conditioning stick". This example would be continuous reinforcement, since each and every time the "operant conditioning stick" is presented and the big cats act accordingly, they receive a treat.

This does show that wild animals are subjected to the same impulses of conditioning. I wondered when studying Pavlov's classical conditioning, if using wild animals, such as wolves instead of domesticated dogs, would impact the results. After seeing the training of wild cats, I would say that, while it might have taken the wild animals longer due to their unfamiliarity and distrust of humans, the conditioning would have eventually taken place.

Activity 2.3

Activity 2.3 -

Skinner pinpoints the causes of his disappointment in American schooling: one, that the accepted cognitive psychological theory merely replaces old problems with new names and thus fails to provide any new or recent breakthroughs in regards to methods or effectiveness of teaching, two, that effective teaching theory is not being taught to teachers, and, three, the fact that technology is not utilized to its proper potential in educational situations. He lists hopeful solutions to these issues, which includes integrating "teaching machines" into the classroom to promote individual learning and success, proper instruction for potential teachers, and awareness of the necessity to revise teaching methods.

I don’t believe that Skinner would be incredibly happy with education today. I believe he would say we are still experiencing the application “lag” – that is, Skinner might believe that we have the proper tools and theory for success, but are lagging in the practical application of such resources.

I believe that the School of One would be favorable to Skinner. Essentially, the school is applying his principle of “teaching machines” to the pupils and allowing them to move at their own pace – both choices that would make Skinner proud. Skinner might hope that this method be more widespread.  

Activity 2.2

One of the major tenets of behavior is the accepted rule that a person's innermost mental state can be determined by their outward behavior. Another tenet is based on the principle that a person's behavior (response) can be explained in respects to the environment (stimulus). Lastly, due to the differing patterns of reinforcement, the strength of the response may be dictated by the type of conditioning.

Activity 2.1

Make a graph

 Activity 1.5 

Preface: 

James examines the evolution of past lectures into this current format. He details his revisions, deleting much of the "scientific" fact for what is "practical and popular", and describes his belief in the pluralistic philosophy.

The proposed organizational choices made by James interest me. It seems natural for lectures to be numbered and lettered, organized with maximum efficiency in mind, James points out that this was not his goal, but to reproduce the mental state of a pupil as they see themselves. I think this active decision to omit accepted and seemingly desired academic formats will positively impact the fluidity and readability of the pieces. 

Chapter 1:

James draws a distinct line between psychology as a science, analytical and abstract, and teaching as an art, creative and concrete. He seeks to clarify popular misconceptions: first, that psychological principals are the solution to every problem in the classroom, and thus a key to educational success, and second, that a successful teacher must also be a successful psychologist.

In regards to an appreciation of balance in the teaching profession, I can’t agree with James more. One must be able to balance psychological truths with common sense teaching methods – to have a firm grasp on only one or the other will lead to a failure to connect effectively with students. 

Chapter 2: 

James provides a workable definition of stream of consciousness: that, while awake, a person always experiences a continuous motion of thoughts, perceptions, emotions, and reactions independent of actual choice. At any moment, a person is experiencing a myriad of sensations that can change from marginal points to focal points at any moment.

In literature, the style of writing that attempts to imitate how perceptions occur most accurately is also called stream of consciousness. The fact that readers often hate that style is interesting, especially since James asserts that each person experiences stream of consciousness while awake. Faulkner often utilizes this style when depicting a child’s narration. 

Chapter 3: 

James details the two functions of stream of consciousness (that it leads to either action or knowledge). James believes that a person’s mind is an aid to adapting to this world. Teachers, he suggests, should use the knowledge to train the pupils in behaviors deemed helpful in each possible circumstance.

I am interested in his assertion “No truth, however abstract, is ever perceived, that will not probably at some time influence our earthly action.” What does he mean by “truth”? By this thinking, it would seem, unless a student doesn’t perceive the teacher at all, that each action of the teacher’s will eventually affect the student’s life in some way.  

Chapter 4:

James defines education as “the organization of acquired habits of conduct and tendencies of behavior.” Basically, an education is an accumulation of habits and behaviors acquired to assist a person in navigating circumstances in his life, not particularly a set curriculum or area of study.

Since James asserts that ideals of education all “aim to organize capacities of conduct”, I wonder what the American public school system “organizational aim” is. What do students in the American school system of the twenty-first century compute as their code of conduct? I’m not exactly sure of the answer, but it seems an interesting topic (and sometimes damning) to delve into.   

Activity 1.4

Being educated, to me, means accessing knowledge one was not born with. As an infant, excepting only a few innate responses, I was a blank slate. Now, as woman in my twenties, I’ve seen things, I’ve heard things, I’ve read things, I’ve felt things, I know things. And how is knowledge-based chasm bridged from infancy to adulthood? Through life-long learning. Being educated doesn’t mean anything academic, it means having the ability to learn from one’s surroundings, the bravery to constantly seek out new challenges and the ability to recognize that an education is never complete. 

Activity 1.3
Ahh, to eat.

Everyone must eat to live. As you can’t survive on nothing, you can’t get through life without learning at least something. Learning is consuming knowledge; the very act learning is allowing the knowledge to nourish the mind just as food nourishes the body. If learning is eating for the mind, then one must allow for the proper dietary habits to be formed in order to pursue maximum efficiency. So, in order to learn how to become healthy and well-rounded, one first must find a proper dietitian: someone who has the ability to discern the individual needs of each of her clients, while providing the means to their optimum diet. By following the template set in place by the dietitian (teacher), her clients (students) have the tools to discern exactly which foods (disciplines of learning), by assessing their newly attained knowledge of each food’s qualities, are most beneficial to their unique situation. Now, there is always the possibility of poor nutrition: if one gorges on solely junk food, (i.e pop culture knowledge, etc), then there exists the probability of an unbalanced diet and therefore, unhealthy lifestyle. Likewise, if a person only consumes the meager amounts of all the healthiest food, then they may become underweight and thus, unhealthy. One most eat all of the necessary foods, those rich in nutrients and antioxidants as well as those with ample supplies of fats and sugars, in the proper proportions in order to ensure that they are reaching their highest potential. 

Activity 1.2

What should Johnny's parents do?

• Johnny's parents should meet with their son in a non-confrontational manner discussing his grades and behavior in school. By the tone of the passage, it does seem that the way his parents chose to talk with Johnny (the exact phrasing being "They confront Johnny about his poor grades and his behavior...") and that may have been too strong of an approach. 
• Johnny is obviously unhappy. But seeing as he is twelve, he could be entering into his angst-filled teenage years and be confused by the change in his life, mind and body. Johnny's parents should reassure their son that they are supportive of him and love him.  
• I would suggest a gentler approach when asking Johnny about difficulty at school - maybe deviating from the two parents against one kid model by allowing one parent to initiate the conversation in a friendly manner? 
• It seems like Johnny is feeling critiqued by his parents. It might be beneficial for the parents to also focus on what Johnny is excelling at: art. This may weaken the feeling of parental judgement and allow for increased intimacy in the relationship. No kid will want to open up to a parent if they only want to talk about the problem areas. 
• First off, I wonder how long it was before Johnny began acting out, (the passage mentions "as the days progress") and why it is that, according to his records at least, this is the only instance of this behavior?

 What should Miss Jones do?

• Miss Jones should make an effort to discover if there was a specific event in the classroom or school building that caused this sudden shift in behavior. If there was an altercation with other students, Miss Jones could try to ascertain  (very discretely) what occurred, and make an effort to correct the issues. 
• Miss Jones could make a pointed effort to include Johnny in all classroom activities. Since he won't include himself by his own accord, it could be that he uncomfortable putting himself out there and would benefit, even grudgingly, from a nudge in the right direction.
• Miss Jones should make sure that she doesn't allow her frustration or confusion with Johnny become apparent to him or the class; Johnny isn't just a kid that refuses to be good but rather, a 6th grader that needs help in order to succeed. 
• This could be a chance for Miss Jones to integrate new teaching styles into her curriculum. Now, I understand that she can't focus all her attention on just one student, but by utilizing more creative means of teaching, maybe Johnny and his classmates might benefit from the change. 
• I think that Miss Jones should meet with Johnny's art teacher in order to get a firmer grip on exactly how Johnny performs in art class. What does he really like? Does he prefer to work alone in this class too or does he actually get along with students in this class? Miss Jones could ask the art teacher for pointers in reproducing this beneficial effect on Johnny in a more traditional classroom setting. 

What is a likely explanation for Johnny's new problems?

• Johnny might be having a hard time making friends and might be feeling rejected if no other student makes an effort to reach out to him. It seems like lonely kids sometimes try to overcompensate for their emotions by pretending that they don't need or want any friends.
• Johnny could have gotten into an altercation with other students in class and as a result, refuses to take part in class or recreational activities with other students.
• Johnny may still be feeling upset about his recent move.
• On top of everything else, Johnny is about to enter his teenage years and has just entered middle school. Middle school is remembered by most as a notoriously difficult time, and it is possible that Johnny is merely feeling awkward and unsure of himself. 

Monty:

• The family should wait the three days that they were instructed before they make any major decision regarding their next big move. They should observe the dog as mandated. 
• In the meantime, they could make sure that Monty hasn't eaten anything outside that he shouldn't have or come into contact with any new substances. I had a dog named Gertie who got into some mouse poisoning one evening without us noticing. When she got sick (similar to Monty, actually), we couldn't figure out what was wrong until we found the empty container of poison. We rushed her to the vet where she was saved. If my mother and I hadn't found the poison she'd gotten into, we might never have understood what happened to Gertie. 
• I would recommend moving Monty into another part of the house where he might be monitored easily, while still allowing comfort to the dog (maybe the garage or shaded portion of the back yard).If Monty is kept indoors, he might need to be confined to a certain area for the safety of the children.  If he sleeps indoors, changing the bedding frequently if Monty continues to soil it so that he is comfortable is also necessary. 
• The heads of the family will need to discuss the lengths at which they are willing to go to ensure Monty's health if recovery is possible, including how much time, patience, money and resources they are willing to use. 
•  If it becomes evident that recovery is not possible, the heads of the family need to discuss whether or not Monty should be put down or allowed to live out the rest of his life. Considering the dog seems to suffering and the children might be further traumatized by living with a dying animal, the possibility of  putting Monty down must be discussed in full. 
• The heads of the family should discuss what is going on with the children, especially Jeffery who seemed particularly attached. They shouldn't be left out in the dark, especially if the worst was to happen, because then the shock may be even more traumatizing. 
• If the prescribed pills work after the three days and it seems like the situation is resolved, the owners should be on the look out for similar behavior in the future. If this occurs again, they should be able to nip the symptoms in the bud so that Monty can live as happily as ever.  

Activity 1.1: Introduction 


My name is Hannah Vogler. I am from Bowling Green, KY. I just graduated from UK with an undergraduate degree in English and I am going to start the MIC program for English in the Fall. My immediate goal is to teach literature in high school. However, my long term goal is to be a college professor - I don't care when it happens, as long as I can achieve that goal before I die. 


Like most former English majors, I enjoy reading and writing. I have an extremely fat pug named Kramer who tests my patience on a daily basis. I love living in Kentucky and can't imagine living anywhere else. 


I look forward to this class!