What are you doing well? I'm feel like I'm staying up to date on most of the assignments. I don't necessarily get them done early, but I know what is expected and although it is a lot of work I feel like I'm able to stay on top of it. If I have questions I ask those around me and study well with a few others in the class.
What are you not doing well? I'm not doing very well at remembering and memorizing all the theories. When we discuss them in class they all make sense and flow nicely, but when I am asked to recall the information it begins to get fuzzy.
Are you making sufficient progress on your goals? I do feel like I'm making progress on my goals. I feel like all of the things I'm learning and am able to remember are going to really help me become a better teacher.
List specific things you need to change in order to meet your goals. I need to try to be even more on top of getting assignments in on time. If I do this it will help me to prepare sooner for the exams and give myself more time to study for them.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change? To be completely honest, my motivation is slacking. This semester is a lot more time consuming than I thought it would be and I beginning to become more worn out. The assignments and projects are not extremely difficult, but the work load has been rough. I still do really enjoy my classes, and the things I'm learning are extremely applicable to teaching and I will use them in my classes. I think that if I can get my TWS and other observations done before spring break then I can relax and come back ready to learn again.
Friday, March 5, 2010
Social and Moral Developement Case Study
1. Laura's preoccupation with herself is a good example of imaginary audience, she believes that people are looking at her all the time. She could also be at a stage in her life when she wants intimacy or trying to figure out what role she plays. I thinks she's border Identity v Role Confusion and Intimacy v Isolation. Her social development is all pending (according to her) on what people think of her and how they'll interact with her.
2. For social matters, I don't know if it's a strategy but it's an activity that could help Laura gain the attention she desires. She could be encouraged to try out for the cheerleading team, any of the class student body positions or be made the school's announcer, the one that does the date, flag salute, etc. In the classroom, a teacher can use the strategy of group work and presentations in class to incorporate her with other people and have her stand and present what she's worked on.
3. I think she's in the conventional level of Kohlberg's theory because it seems to me that she reasons in her ways of thinking mostly about how it would be compared to society's view and expectation. She is always thinking about what people see her as and thinks people are always looking at her. She seems more interested in what society would tell her is right and wrong rather than what her superiors would. Mr. Marculescu could help her develop a higher level of moral reasoning by helping her see that her views are important because they're her own, she shouldn't have to worry about what society thinks.
4. A debate class is good for the development of all these attributes. First, a cognitive development because in order to debate about something you have to study about that subject. It would be very hard to debate about something you didn't know, or people could tell that you were making it up. It is good for linguistic development because you have to speak in front of multiple people who are usually waiting to dissect every word you say. With helpful critiques you can become a very linguistic person through debate. Social development through debate happens because you learn the ability to read people and read the words that are coming out of their mouths. You are exposed to a lot of people and that will help your social development. Moral development hopefully comes by winning the debates that are morally correct to you.
2. For social matters, I don't know if it's a strategy but it's an activity that could help Laura gain the attention she desires. She could be encouraged to try out for the cheerleading team, any of the class student body positions or be made the school's announcer, the one that does the date, flag salute, etc. In the classroom, a teacher can use the strategy of group work and presentations in class to incorporate her with other people and have her stand and present what she's worked on.
3. I think she's in the conventional level of Kohlberg's theory because it seems to me that she reasons in her ways of thinking mostly about how it would be compared to society's view and expectation. She is always thinking about what people see her as and thinks people are always looking at her. She seems more interested in what society would tell her is right and wrong rather than what her superiors would. Mr. Marculescu could help her develop a higher level of moral reasoning by helping her see that her views are important because they're her own, she shouldn't have to worry about what society thinks.
4. A debate class is good for the development of all these attributes. First, a cognitive development because in order to debate about something you have to study about that subject. It would be very hard to debate about something you didn't know, or people could tell that you were making it up. It is good for linguistic development because you have to speak in front of multiple people who are usually waiting to dissect every word you say. With helpful critiques you can become a very linguistic person through debate. Social development through debate happens because you learn the ability to read people and read the words that are coming out of their mouths. You are exposed to a lot of people and that will help your social development. Moral development hopefully comes by winning the debates that are morally correct to you.
Cognitive Developement Case Study
1. Pre Operational. Laura was unable to think through the problem wiht logical reasoning. Its all based on perception and she was unable to budge on her idea on polution even though her teacher made very logical and realistic points.
2. Laura is using her perception of the world to solve the problem. Her perception and intuition may not include enough information to solve this problem. She was unable to understand conversation. She egocentric, unable to consider the wold from a perspective other then her own.
3. By constantly posing new questions to Laura, Mr. Marculescu is trying help her move to the next stage of Concrete Operation. Potentially it should also help Laura to view someone else's perspective, learn from others, and help to further educate her about polution.
4. Concept of Play
Piaget: He believed that a child's efforts to make their environment match his or her own concepts. His theory holds that play does not necessarily result in new cognitive structures. Piaget claimed that play was just for pleasure. And this play for Laura shows just that. She is not learning or producing new congnitive structures during the debate even though new ideas or perspectives are put right in from of her.
Vigotsky: His theory states that play actually facilitates cognitive development. Children not only practice what they already know-they also learn new things. This doesn't seem the case in Laura's situation. She isn't showing any new congnitive development once she has applied what she already knows.
Piaget wins!
2. Laura is using her perception of the world to solve the problem. Her perception and intuition may not include enough information to solve this problem. She was unable to understand conversation. She egocentric, unable to consider the wold from a perspective other then her own.
3. By constantly posing new questions to Laura, Mr. Marculescu is trying help her move to the next stage of Concrete Operation. Potentially it should also help Laura to view someone else's perspective, learn from others, and help to further educate her about polution.
4. Concept of Play
Piaget: He believed that a child's efforts to make their environment match his or her own concepts. His theory holds that play does not necessarily result in new cognitive structures. Piaget claimed that play was just for pleasure. And this play for Laura shows just that. She is not learning or producing new congnitive structures during the debate even though new ideas or perspectives are put right in from of her.
Vigotsky: His theory states that play actually facilitates cognitive development. Children not only practice what they already know-they also learn new things. This doesn't seem the case in Laura's situation. She isn't showing any new congnitive development once she has applied what she already knows.
Piaget wins!
Subscribe to:
Comments (Atom)