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attachments_2015129.zipECH final.docx
ECH 331 Lecture Final – Fall 2015 This final is worth 100 points to you. The 5 questions are scenario based or reflection. These questions are asking you to recall and comprehend, analyze, apply, synthesize and evaluate your thoughts and feelings about issues explored in this ECH 331 class (both Lecture and Practicum). The responses should be VERY individualized and involve your own PERSONAL CONNECTIONS. Originality Reports will be run on each document to ensure that each candidate is utilizing his/her own thoughts and ideas.
Use your text, notes, and the learning modules to help you remember important information. However, each response should be in your own words, not the direct wording from the resource. I am looking for concise but thorough synthesis of what you have learned. Check out the HINTS found with each question. Remember these questions are worth 20 points each, so there should be some depth in the response. However, avoid rambling…
· Add your answers directly in this word document below. Or copy and paste the questions into a new word document. You must include the complete question and response in your submission.
· Use 12 point black font.
· BOLD the parts in your answers you REALLY think are the most important aspects of the response.
· Use theorists highlighted in this course and 328 to support your thoughts. They should only support your ideas. The theorists should NOT be the bulk of your answer.
· BOLD the names of the theorists that drive your thinking, and justify the connections that you have made.
· Points will be deducted for many spelling and/or grammar errors. PROOF your work!
· DO NOT SHARE NOTES or work on this assignment in groups. It should be very individualized! It will be checked for plagiarism. THIS IS TO BE ASSIGNMENT SHOULD BE DONE INDIVIDUALLY! I want to hear YOUR thinking. Are you a person of integrity? I hope so!!!
· Your name should be at the top left corner of the paper.
· Submit in D2L dropbox – 1 word a document by the due date and time. NO LATE FINALS ACCEPTED.
Name: _____ Section: ECH 331. ____ Fall 2015
# 1 Learning Center Activities (LCAs) (20 points)
HINT: DAP/ Program Goals/ LCAs/Types of LCAs/Assessment /Whole Child/Curriculum/Blooms
Think about it: Why should the administration of your school support the use of learning center activities in your classroom of young children?
Scenario # 1: You were hired in June to teach first grade. It is now August and the principal that hired you has now been moved to another campus. It is 5 days before school begins and the new principal is standing at your classroom door. He/she wants you to explain your lesson plan that includes learning centers. What will you say to explain and justify LCA? How to LCAs fit into the overall curriculum of your classroom. (Be sure to include at least one theorist to help support your views.)
#2 Math for Young Children (20 points)
HINT: Math ALL day and ALL Kinds of Math / Whole Group / Math Activities for Younger –Older/ Math Center/TEKS
Think about it: What will you say that will allow the interview team to know what you believe about how young children learn math? They will want to hear both big ideas and specific ideas.
Scenario # 2: You are interviewing for a classroom position for PreK, K, 1st, or 2nd grade. The interview committee asks how you would teach math in your classroom. What would you say? (Be sure to include at least one theorist to help support your views.)
# 3 A Learner Centered Classroom (20 points) HINT: The Entire Learning Environment /Teacher Roles / Classroom Management /Teacher Language /Transitions/Planning & Scheduling
Think about it: What are some things you think might help you if you were having problems in your classroom?
Scenario # 3: You are advising a co-worker who is struggling with the children in her classroom. As you listen, you are noticing some things she/he may be missing in his/her classroom. Talk about your feelings and understandings of your role, as a teacher, that could help your co-worker to create a learner-centered environment. (Be sure to include at least one theorist to help support your views.)
# 4 Teacher / Parents (20 points)
HINT: Teacher Roles/Parent Involvement/Curriculum & Planning/Attitude & Work Ethic
Think about it: How will you communicate with parents, how will you deal will ALL parents? What kind of teacher will you be? What is your work ethic? How do you engage/enhance student learning?
Scenario # 4: You are at the end of your interview. The last question, from your interview team, asks you to paint a picture of the kind of teacher you see yourself being --- with your parents, students, administrators, and co-workers. Why should we hire you? (Be sure to include at least one theorist to help support your views.)
# 5 Important things to remember! (This question is in 2 parts.) (20 points)
Part 1 (YOU THE TEACHER)
Think about it: List at least 5 characteristics, strategies, methods, ideas, etc., that at this point in your understanding, will be a part of your classroom of young children. BRIEFLY explain and justify them. If you will not be teaching…what kind of teacher do you want your own children to have one day? OR How will you integrate the methods into the field for which you are pursuing.
Scenario # 5: It is 2 years in the future and you have been hired. What will be 5 things you will never ever forget as you begin your teaching career? (Please Number Them)
1. I would want the teacher to be an advocate for my child.
2. Accommodate not only my child but all students’ individual needs.
3. I would want that teacher to be passionate about the job, because teachers do shape the children’s mind.
4. Ensure the safety of my child with a teacher because that teacher is their second mom.
5. Recognize that my child is smart and not only see her failures but also see the potential the lies in her. I want that teacher to reach in and pull it out and help her grow.
Part 2 (YOU THE LEARNER)
· How have you grown this semester, as a teacher candidate (a person), at SFASU in ECH 331? What do you do well? What things do you need to improve on?
· I do not want to hear about content related ideas here…You told me that in part 1. Think about your personal growth, professionalism, communication and working with others, organizational skills, ability to follow directions, ability to be responsible and keep up with assignments, grammar/writing skills, time management, etc.
Self-Reflection: (YOU THE LEARNER):
I’ve learned a lot, as I’ve stated before I applaud teachers because it is really hard work and dedication. Before this class when I thought about how a classroom should look I saw students in desk facing the blackboard listening to the teachers teach. As you know this isn’t my major and I feel like I could use learning centers in my field. I could use different centers to target the different types of disorders I would have in a case load. In my field there is variety and I plan on working with children in my field and as you know teachers and speech therapist work hand in hand. So knowing what teachers do on a daily will help me when I meet with a teacher about a student. This is the only “teaching class” I’ve had but I feel like there is nothing a teacher can get over on me know. My daughter is in head start, I know it’s not quite like kindergarten and up but I have expectations now. I have yet to see a justification letter, the teacher doesn’t do centers, and this is just small things to me. Now when I think of how a classroom should look I see no desk, I see children learning but incorporating play while they are learning. I see an inviting classroom, students helping other students and so much more.
TheoristsCheatSheetFINAL.docx
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Considered the Father of Kindergarten
Children have unique needs and capabilities
Play is important and a child’s work
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THEORY: Evolution by natural selection. He thought that animals and species best suited their environment are most likely to survive and reproduce, also passing on the survival characteristics to their offspring. Natural selection is where species adapted to the change from their natural habitat. Those that didn’t survive and reproduce eventually died off.
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He related child educational readiness to psychological and physiological stages of development. Each stage of a child's development, while distinct and unique, was necessarily related to the totality of human development. |
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His discovery and research on reflexes influenced the growing behaviorist movement. He termed this response a conditional reflex. (different from an innate reflex) |
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Education should be based on the principle of learning through doing In an experience, interaction occurs between an individual, objects, and other people.
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Maria Montessori 1870 – 1952 ( Founder of Montessori Schools) was an italian physician and educator
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Beliefs: She believed children were not blank slates, they were unique with potential to be seen. · Children learn differently than adults · Children are self-motivated learners who learn best through active, sensory experiences · Children vary intellectually due to differences in experience · Child-sized furniture · Sensory materials · Self-correcting manipulatives |
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Law of Effect Drill and repetition Reward behavior = strengthen behavior Discourage/punish behavior= weaken behavior Although not formally a behaviorist, Thorndike's work was foundational to the development of American behavioristic psychology.
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Classical Conditioning Every behavior is a pattern of stimulus and response Beliefs: A stimulus can be shown to cause a response or a response can be traced back to a stimulus.
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Theory: Maturationism *Growth and development are determined primarily by genetics *Children must master prerequisite skills before moving on *DAP Beliefs: Cannot rush growth and development
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Jean Piaget 1896 - 1980 (discovery learning/cognitive development) was a Swiss developmental psychologist and philosopher
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Schemas – building blocks of knowledge Adaptation – involves the child's changing to meet situational demands. Equilibrium – is the search for “balance” between self and the world, and involves the matching of the child's adaptive functioning to situational demands. Assimilation – A part of the adaptation process where new information is incorporated into already existing mental structures. Accommodation – If existing structures don't meet with new information being received, a new concept must be devised. Stages of Development: sensorimotor, preoperational, concrete operational, formal operational Types of Knowledge Physical – Characteristics and attributes of objects Social Knowledge – transmitted social customs Logical mathematical – needs to be constructed |
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Lev Vygotsky 1896 -1934 (social development) WAS a RUSSIAN PSYCHOLOGIST
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Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. He also believed that social interactions and language are a big part of learning and understanding. ZPD – zone of proximal development - This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner that can scaffold learning. |
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Erik Erikson 1902 - 1994 (understanding of personality as it is developed) Was a German-born American developmental psychologist and psychoanalyst
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The 8 psychosocial stages are Trust vs. Mistrust Autonomy vs. Shame & Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Integrity vs. Despair. |
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B. F. Skinner 1904 - 1999 (father of operant conditioning) was an american psychologist
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THEORY: Behaviorism Theory Importance: Operant conditioning, reinforcing information 3 types of responses that can follow behavior: can be neutral can be reinforced can be punished
It is like creating a habit. ...actions that lead to pain will stop ...actions that lead to pleasure will be repeated
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Abraham Maslow 1908 - 1970 (Hierarchy of Needs) Was an American psychologist
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1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep. 2. Safety needs - protection from elements, security, order, law, limits, stability, and freedom from fear. 3. Social Needs - belongingness, affection and love, - from work group, family, friends, romantic relationships. 4. Esteem needs - achievement, mastery, independence, status, dominance, prestige, self-respect, and respect from others. 5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences |
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*strong constructivist influenced by Piaget *children are active problem-solvers and capable of exploring * spiral learning - curriculum should revisit basic ideas, building on them until the student had grasped the full formal concept *followed ideas of Vygotsky and ZPD *as cognitive growth occurs, students move through three stages of learning: enactive, iconic, and symbolic |
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Children must understand the concept of memory Flavell (1971) used the term metamemory in regard to an individual's ability to manage and monitor the input, storage, search and retrieval of the contents of his own memory. Influenced by Piaget Flavell mentioned that components of metacognition can be activated intentionally, as by a memory search aimed at retrieving specific information, or unintentionally, such as by cues in a task situation. Metacognitive processes can operate consciously or unconsciously and they can be accurate or inaccurate. |
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*Inspired by Jean Piaget and his work, she, along with cohort Constance Kami *games allows the students to develop reasoning and it gives them the ability to cooperate. *games help students grow socially and cognitively *teachers should ask children to reflect on their thinking during the games |
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Alfie Kohn 1957 – present (e xplored a number of topics in education, parenting, and human behavior) IS an AMERICAN AUTHOR and LECTURER
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THEORY: Encouragement vs. Praise, Praise has the reverse effect of what it really is supposed to do- when children are praised repeatedly they are anxious about their performance not repeating the positive action. Praise may encourage the activity while the adult but not when they aren’t and repeat the action in the future. *Classroom management and discipline focused on eliciting compliance *Believed in the constructivist account of learning (learner is making meaning/not just absorbing it) |
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Behaviorism
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Behaviorism developed under the influences of B.F. Skinner, Ivan Pavlov, and John Watson. Behaviorism says that people respond to the stimuli around them and their inner biological processes (“behaviourism”, 2013). Further, people can be conditioned to respond to stimuli in a certain way.
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Maturationism
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Maturationism is an early childhood educational philosophy that sees the child as a growing organism and believes that the role of education is to passively support this growth rather than actively fill the child with information. The idea is that genetic factors play a larger role in development than environmental ones, particularly in regard to language acquisition. Maturationism is associated with the concept of developmental stages. |
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Constructivism
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Constructivism was developed by Jean Piaget. Constructivism says that a child’s physical and genetic abilities interact with the child’s experiences in order to create and construct knowledge (Feeney, 2013). The experiences need to be hands-on and meaningful to the child so that the child can develop understanding and problem solving skills. |
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Complied from various internet sources by Cay McAninch Stephen F. Austin State University January 2014 |
