Chapter 11- Motivational Theories

An amusing side note I must include, is that I thought the reading for this week was chapter 9, the Neuroscience of Learning. Wow, did I have to filter through that a couple of times only to realize that we were supposed to be reading Ch. 11. The theme of Motivation in Chapter 11 is an ideal subject for a teacher. This is one thing I constantly struggle with when designing lesson plans, “how will I motivate my students to learn?” In my teaching experience of almost two years, I have noticed that if the students are motivated the learning comes naturally. The section that appealed to me most in this chapter, was the one devoted to Social cognitive theory. My literature review topic is self efficacy. It makes complete sense to me that a student needs to have confidence in his or her ability to learn before they can start to set goals and expectations. So what are we as teachers doing in our classrooms to try to increase this “Self efficacy” within our students?

Chapter 8- Development and Learning

Chapter 8 discusses development and its affects on child learning. While theories and ideas from familiar names, such as Bruner and Piaget were revisited, the child study movement and the familial influence on learning concept were introduced. One aspect of this chapter that I found very interesting was the section on SES located under familial influences. The book is clear to state that the SES or the socio economic status of a student’s family is not the reason for a student’s lag in development but rather a contributing factor to difficulties in development. (Schunk pg. 350). I work at a school that is specifically geared towards educating the students of lower income families and providing these students with the education and opportunities needed to break the cycle of poverty. I never fully understood the concept of “breaking the cycle” until I started teaching and was able to witness firsthand the affects of a student’s SES on their education. Consider the unfortunately common scenario that applies to a student who lives in a low income home. The student is also the oldest of five children and must help his/her mother/father with feeding, bathing and putting the younger children to sleep. After doing all this, the student must still find the time and energy to complete his/her homework. The next day in class the student has trouble staying awake during a lecture and misses important information concerning an upcoming test. Now this student could be right where he/she is supposed to be developmentally speaking, but because of his/her family’s current financial situation, he/she is experiencing much difficulty. As educators it’s our duty to be aware of our students’ engagement in class and to develop engaging lessons that will increase students’ motivation to learn, but I do feel it is important to maintain a relationship with students’ parents.

Consider the previously mentioned scenario. What are some actions that we, as teachers, could take to aid this student?

Cognition and Instruction

Chapter 7 focuses on cognition and instruction. I found myself most vested in the section concerning technological applications. I am a technology applications instructor for middle school. Two examples of computer based instruction that I implement in my class's curriculum is Mavis Beacon (A typing program) and Learning.com (An online program). The typing program has proved to be an important tool in students reaching their typing goals. Along with lessons, the program tracks student's progress and rewards them with occasional games. After having observed students working with this program over the past year and a half, I have noticed that if a student is having trouble with certain keys on the keyboard, the program will redirect their lessons. Learning.com is an online program in which students log on and complete online lessons that have been assigned by myself. These lessons are standard and have been created by Easytech(If I am correct), all I do is scroll through the list and select the lessons that I feel relate to the current unit. One problem that I have with this program, is that there is no way to differentiate the lessons on the program. I use this program more as a supplement to other modes of instruction, so I am able to differentiate in other areas. However, my concern would be with those who solely use the online lessons. There are also other lessons that have been uploaded by educators around the country, which are extended activities for these lessons. I think it is a valuable tool, but I guess my concern with computer base instruction without instructor added supplementary activities, is the lack of potential for differentiation. My feelings are that this might prove to be a disservice for some students.

My questions for you all out there concerning Computer based instruction are:
Do any form of computer based instruction in your classrooms? If so, what type?

Do you any supplementary material to accompany the lessons?

Do any of you share the same concern that I do concerning differentiation and computer based programs?

Chapter 6- Constructivism

My interest was immediately peaked when I read the names Vygotsky, Bruner and Piaget in the first couple of pages of Chapter 6. My background is in Art Education and these three individuals' theories influenced the very standards that compile the expectations of art education. I supposed it is the relation of the learner to their social environment, the procedural problem solving , and the role of the facilitator that pioneers in art education related to with regards to constructivist theory. Art education has always been struggling to find a way to secure its spot in the curriculum, so when Vygotsky's ,"The Psychology of Art" surfaced, art educators incorporated it into its advocacy arsenal.

Moving on in the chapter, I found the section on "private speech" to extremely interesting as well. "However, overt verbalization can occur at any age when people encounter problems or difficulties"(pg. 250), this sentence made me laugh out loud. As I was reading the various stages of "private speech", I kept thinking to myself, "well I still do this when I lose something". If I can't find my keys, I speak out loud the entire time I am looking for them.

I also agree completely with the the role of the teacher in a constructivist setting. I fully believe that we should be facilitators as much as possible. I feel that if we don't allow students to problem solve on their own, they will never develop those cognitive skills that are necessary to function in society. I am a Digital Arts teacher, as well as art and ceramics; most of my lessons begin with a modeling of a skill and then the students work on their own. If they get stuck, I try to guide them through a series of questions that most of the time leads them to their answer.

My question for you all in other subject areas, Is how do you or how could you approach your lesson in a constructivist manner?