If you leave the one out, a student might have interpreted the question to mean there were two or more cities being sought.
There are so many small things I would not have considered before but it totally makes the difference to the test taker especially those who have test anxiety or put pressure on them
really sure about what you mean in the tasks you present to them, the students are apt to misinterpret what you're saying and, as a consequence, come up with incorrect responses even though they might really know how to respond correctly
I really appreciate that this is brought up in the article because it is one of my biggest pet peeves. I also think it creates more work for the teacher because the students will argue after receiving grades and ask questions throughout the test.
if yon head back far enough in history, you might find Egyptian teachers relying on papyrus or prehistory teachers dishing up quizzes on tree bark
interesting note of history
If a competent cohort critiques your test-construction efforts, you'll profit by being able to make needed modifications in how you create your classroom assessment instruments,
This will also benefit the students because they will be assessed properly and the incite gained will be constructive.
Teachers will also need help in learning touse assessment in new ways.
Training and workshops are so important and I believe should be invested in for these reasons
eference to children’sunderstandings as being “fragile”—they appear to know aconcept in one context but not to know it when asked in an-other way or in another setting.
I have seen this occur in my service learning experiences. The teacher will explain a lesson and the students are able to do the example problems, but when asked in a different way on homework they seem stumped. It is important to give context to the understanding so they will recognize it in different settings.
true understandingis flexible, connected, and generalizable
Every student may understand concepts at different rates and in different ways but at they are still understanding.
that blends key ideasfrom cognitive, constructivist, and sociocultural theories
These are all theories we have learned about, it is very interesting to see everything applied together in the framework later explained in the article.
Today's Reasons for Teachers to Know about Assessment • Test results determine public perceptions of educational effectiveness. ■ Students' assessment performances are increasingly being included as part of the teacher evaluation process. ■ As clarifiers of instructional intentions, assessment devices can improve instructional quality.
This is so much more well-rounded than the "traditional reasons" stated above. When we look at assessment this way, teachers would have the students best learning interest in mind.
eachers, too, make informal judgments about their students.
I recently read a book for X460 that was eye-opening in this aspect. Many teachers see the student before the child, passing off bad grades as a lack of effort when there could be something else going on. We should always remember to look deeper and focus on strengths of students
Assessment is a broader descriptor of the kinds of educational measuring teachers do-a descriptor that, while certainly including traditional paper-and-pencil tests, covers many more kinds of measurement procedures.
I like the way the author describes the difference from tests here, I find it accurate and easy for others to understand and to differentiate the two
If you tackle this text witb even half the enthusiasm you might bring to a teaching assignment, I promise you'll discover how testing will make you a much better teacher
This was hard for me, but it definitely helped having an open mind through the reading in order to truly grasp the purpose
Effective testing will enhance a teacher's instructional effectiveness
I don't totally agree with this. I think teachers who don't test well can understand other ways of effective assessing students and can adjust their instruction appropriately from their experiences.
works to connect these spheres more pur-posefully
Using trials of how many football passes are caught to find the average -- might make students feel engages and more inclined to participate based on this theory
They need caring adults, supportive peers, shared cultural references, and authentic ways of contributing to shared practices in order to mobilize their skills and knowledge
Important to note for educators so they can spend time fostering these positive, supportive relationships.
learning is highlyrelational and tied to shared purpose and activity
I feel like this has been my experience in school. With classes that I had a connection or relationship with the teacher, I always felt more compelled to do well and wanted to learn what they were teaching.
participation in tightly organized and managed activities leaves little room for problem-finding and creativity
Although extra curricular activities can serve as a great break for students and help with daily exercise or social activities, when students are pressured into doing more they can handle, it becomes yet another burden restricting them from being independent explorers and learners.
school learning is often disconnectedfrom the contexts where young people find meaning and social connection.
This is why students don't jump out of bed everyday excited to go to school. It may seem pointless to them and like a chore to complete tasks and learn what feels like irrelevant and daunting tasks.
Students withmore of an entity theory of intelligence see intellectual abil-ity as something of which people have a fixed, unchangeableamount. On the other end of the spectrum, those with more ofan incremental theory of intelligence see intellectual abilityas something that can be grown or developed over time. In asimilar way, those with more of an entity theory of personal-ity see people’s socially relevant traits as fixed, whereas thosewith more of an incremental theory of personality view peo-ple’s traits as having the potential to change
There is an inverse relationship between the view of social traits and intellectual ones
(b) whatparents and educators should say (or avoid saying) in order tosupport students’ growth-oriented implicit theories in school
I'm very interested to read more into this because I feel like every day conversations and comments can stick with students so we should be especially mindful
ailed to producesignificant gains in achievement beyond the treatment pe-riod
what are they doing as the treatment mentioned here? How is it suppose to increase achievement in the areas?
Resilience—or whether students respond positively tochallenges—is crucial for success in school and in life
We want our students to be able to pick themselves up quickly after difficulties, this would make for a more productive and positive environment and a more satisfying success
The long struggle against dehumanizing deficit approaches to education and toward humanizing resource approaches has never been easy
It is our job as future educators to think critically about these issues and create solutions small and big that will help generations.
Such assumptions about direct and universal correlations have led to the unfortunate simplification of resource pedagogies as solely about considering heritage and tradi-tional practices in teaching and not also about considering the shifting and changing practices of students and their communities.
I see this in a lot of classrooms, it boils down to just talking about Martin Luther King Jr and other famous heroes for people of color, but that only scratches the surface. We need to be more aware of the changes that go on and do a better job supporting students with depth about these topics
The dominant language, literacy, and cultural practices demanded by school fell in line with White, middle-class norms and positioned languages and literacies that fell outside those norms as less-than and unworthy of a place in U.S. schools and society
We talked a lot about this in the course E300. This is why secondary resources are so important to incorporate because I have seen textbooks take on this sort of whitewashed curriculum.
Students know what disrespect feels like. They also know what pretend respect feels like
I can remember from a young age how much more participatory I was when I had a teacher with mutual respect. I felt comfortable to speak up in class, ask questions and be my true self as a student. With that, I remember feeling disrespected and wanting to act the complete opposite way. I feel like it boils down to the "golden rule" and how you will get what you put in.
awareness of what they do and do not understand.
By identifying this, students can be more effective in learning/studying/researching
In project-based science, students engage in scientific in-quiry cycles as they design experiments, make predictions, observations, andthen construct explanations of why their prediction was or was not correct
This seems very similar to a required course here at IU, Intro to Scientific Inquiry definitely gave us freedom to experiment on our own using multiple ways to test hypothesis.
(thosewithout a single correct solution)
This is important and why I like the PBL approach so much. Just because a student comes to a different conclusion than another, doesn't mean they didn't learn the same material
The teacheracts as a facilitator to guide student learning through the learning cycle
It is interesting to think of myself as just a facilitator but I can understand now how important this role is in order to be conducive with active learning and self-exploration
In PBL, students learn by solving problems and reflecting on their experi-ences (Barrows and Tamblyn, 1980)
I like this method because i think it gives students more confidence about making mistakes. Because it is a more personalized learning, they can feel comfortable making mistakes and learning from that in the reflection portion instead of being scared to try because the possibility of failure
epistemic
defined- relating to knowledge or to the degree of its validation.
cognition must be considered an adaptive function
to me this explains that "natural intelligence" or ability will only take students so far when thinking of higher functioning learning,
eachers need to facilitate this process in the classroom
What are ways teachers could do this? Maybe by using smaller tasks working up to bigger tasks, that way students build off their prior memory.
ill start usinghigher levels of thinking or abstract ideasto solve problems.
Are word problems a good way to get students to exercise their higher level of thinking?
Substantial individual thought needsto be acquired in content or subject areasfor students to actually understand thematerial instead of just being able to reciteit. Providing classroom situations andac
Active learning instead of just memorizing, we should start doing more hands on or PBL to implement this concept
main concept being that ideas areconstructed from experience to have a per-sonal meaning for the student.
This can be independently developed or through interactions with others-- combining cognitive and social
hey have to knowwhere the student is at a given learningpoint or the current stage in their knowl-edge of a subject so that students can createpersonal meaning when new informationis given to them
Teachers should give pre-tests and assessments when starting new units, this way each student can get the most meaning out of each lesson.
Knowledge is no longer an immobile solid; it has been liquefied. It is actively moving in all the currents of society itself
I love this! I hope that it continues to integrate into society and in a worldly way as well.
our present education which is highly specialized, one-sided and narrow
I feel like because there is such an emphasis on what students will do with themselves, it has narrowed down there options. Making students feel as though they need to stay on one path their whole learning career is extremely limiting and tragic to the potential of the student
Consciousness of its real import is still so weak that the work is often done in a half-hearted, confused, and unrelated way.
Often I feel like school's offer unauthentic environments, it keeps students and teachers from performing to the best of their ability. It seems more of machine-work
The children, as they gained in strength and capacity, were gradually initiated into the mysteries of the several processes
This made me think of schooling process, as students learn and develop they are moved up to the next level/grade
Only by being true to the full growth of all the individuals who make it up, can society by any chance be true to itself
This makes me think of my placement at St.Charles. They split up the classes by performance which I don't think is the best approach. By splitting up the "smart" and "dumb" kids, the class will only grow as much as their peers do. By combining, they will be able to grow and improve together
both traditions have continually refined their approach, and many scholars have worked to synthesize findings, theories, and designs from both traditions
After reading many different articles and journals, it is easy to see how much research is done to fully understand these theories and make sure they grow and the designs adapt as the research does
hese approaches often challenge the status quo, noting how schools, and the disciplines they aim to prepare students for,are frequently not as valuable or well-aligned with the goals, experiences, and histories of all students
I feel like this approach brings curriculum and students closer together, it helps schools become more applicable learning for students
consider how to reform practices and contexts to invite engaged and motivated participation
This is something that can be easily implemented in an educational setting. Instead of thinking the student should change their motivational mindset, teachers can change their lessons instead
within this category areSituated Cognition, Cultural-Historical Activity Theory, Social Constructivism, and some versions of Distributed Cognition
I had no idea there were so many more subcategories linked into sociocultural theory. I wonder what separates them all?
continually changing and thus triggering new responses
I think growing older and gaining new knowledge plays into how we perceive our environment and react as well
may lead scholars to look at or ignore key aspects of learning in context
I like that this will be discussed in the article because I feel like a key thing to remember is that theories are theories and day in and day out learning may not follow the exact recipe outlined
cognitive theories focus on the mental processesof theindividual learner,while sociocultural theories focus on the participation of learners in the social practices withina particular context
This is an important distinction to make when discussing the difference between the two theories. I think they can sometimes be confusing but when thought about with this distinction it clears up
Apprentice tailors cannot become masters, no matter what their skills or “in-the-head-knowledge,” if they are not recognized as such by the other tailors.
This can be socially constructed at a young age as well. If students deem another students bad at something, other and the child them self might start to believe it is true. Without recognition, good or bad, there is no progress.
These artifacts determine which knowledge is validated by state educational systems, and wield considerable power over teachers and stu-dents
Although I understand the purpose of standards and agree there needs to be some way of measuring knowledge across the board, I do think it controls the flexibility teachers have in their classroom. It makes it hard for some teachers to excel when they are confined by the artifacts put in place.
mediation occurs when “the individual actively modifi es the . . . situation as a part of the process of responding to it”
To me this is a way of calming a situation or turning something in to more understandable terms in order to react or respond appropriately
Multiple historical timescales are relevant for the study of learning. Learning both endures and develops across time
Is the timescale short or long term? Years, Months, days? Or by grade level or age?
context matters in that some supports for learning (i.e., teaching methods) function better than others, but once knowledge is established in the mind, context recedes in importance.
This makes sense because a busy park would not be a conducive learning environment but a student who got a full night sleep, was fed, was sitting in the same assigned seat and followed the daily agenda would obviously be more prepared to learn. Also, once knowledge is established it is easier to recall information no matter the setting
I love taking care of peopleas long as I don’t have to take them home with me
I hear this as some teacher's philosophy, they love kids because at the end of the day they get to go home without them but still can play such a crucial role in their lives
specific location as well as overall configuration matters—and other kinds of knowledgeand social patterns play in
Rapid change in environment or schedule can throw off memory, it's important to remember that when assembling classroom configurations, changing bulletin boards, seating arrangements can off set cues they use for memorization purpose during certain lessons
They have developed various visual, spatial, and/or linguistic mnemonic techniques to aidmemory: abbreviating items, grouping items in categories, repeating orders, utilizing cus-tomer appearance and location
Teacher's can try some of these techniques when trying to help their students remember information if basic memorization isn't working for them.
able to quickly keep track of things, to make decisions and solveproblems on the fly, to make our way through the world emerging before us
I feel like teachers are conditioned to act this way in their classrooms with so much going on around them in an unpredictable way
A corollary of this is that learn-ing methods that are embedded in authentic situations are not merely use-ful; they are essential.
Problem-Based Learning could be used as an effective method. It takes more planning and dedication but it lets the students apply standards in a way that is authentic to them.
spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jig-saw is spread across its component
This was a very helpful metaphor to help visualize the concept and understand it better
where problems do not come in textbooks, a dependency on such school-based cues makes the learning extremely fragile
To think deeper about this concept, imagine being an international student learning math in a predominently white, English speaking classroom. A simple textbook math question might be "How many 2x2 tiles do I need to retile a bathroom", trying to apply it to a real-life situation but the international student may find this question extremely irrelevant because of how different their culture is. That creates a much bigger dependency than the other students
People generally learn words in the context of ordinary communication.
Babies first words, typically mama or dada, because it is what they hear day to day and also fit their capabilities
The primary concern of schools often seems to be the transfer of this substance, which com-prises abstract, decontextualized formal concepts
This makes me think of "teaching to the test." This way of knowledge transfer does not give real-life application to the things the students are learning
itbecomesanimportantcon-cernofpsychologicalresearchtoshowhowexternalknowledgeandabilitiesinchildrenbecomeinternalized
I think it is an important concern for educators as well as psychologists because we need to understand the processes to make sure we are getting through to children in the correct ways. We wouldn't want to assume they're less capable than they are or vise versa
learningawakensavarietyofinternaldevelopmentalprocessesthatareabletooperateonlywhenthechildisinteractingwithpeoplein hisenvironmentandincooperationwithhispeers~Oncethesepro-cesses areinternalized,theybecomepartofthechild'sindependentdevelopmentalachievement
In class learning versus at home (homework) learning. The environment a student operates in in class is much different than their environment at home.
Thestateof achild'smentaldevelopmentcan bedeterminedonlybyclarify-ingits twolevels:theactualdevelopmentallevelandthezoneofproximaldevelopment
I feel like this is a much more accurate way to measure and assess students. Thinking back to my experiences at school, I feel like students who were high achieving young were always put into the accelerated classes from then on but it was never reassessed. By using both levels, you'd be able to identity students with potential and reassess later to make sure they were placed in correct levels.
wejudgetheextentoftheirmentaldevelop-mentonthebasis ofhowtheysolvethemandatwhatlevel of difficulty
This reminds me of an IQ test which has been deemed an inaccurate way to measure adult intelligence. Why would a similar type of assessment be accurate for children?
ealingwiththeactualdevelopmentallevel
Does the maturity of the child play into this a t all?
earningas itoccursinthepreschoolyearsdiffersmarkedlyfrom schoollearning
I feel like the learning done in preschool was done through exploration. It was hands on, not structured or out of a textbook. There was no methodology to helping foster the curiosities where as school learning is very mainstream and structured through tests, exams and standards.
Development,asoftenhappens,proceedsherenot in acirclebutin,aspiral,passingthroughthesamepointateachnewrevolutionwhileadvancingto ahigherlevel.
I see this as being very relevant. No matter how old, or what subject it's in, you will be restarting the process when learning something new. You learn calculus the same way you learned addition, obviously just a higher level
A.mostessentialdifferencebetweensignandtool,andthebasisfortherealdivergenceofthetwo lines, is thedifferentwaysthattheyorienthumanbehavior
I took this to mean sign and tool operate separate functions in regard to human behavior
Equatingpsycho-logicalandnonpsychologicalphenomenaispossibleonly if oneignorestheessenceofeachform ofactivity,as well asthedifferencesbetweentheirhistoricrolesandnature
I think a big problem with equating psychological and nonpsychological things is that it can confuse the understanding of both. If you believe a nonpsychological is psychological, it could cloud the real terms of psychological fundamentals and you would go through life or class not necessarily understanding correctly
ertainobjectsoroperationsplayanauxiliaryroleinpsychologicalactivity.
These metaphors are helpful secondary ways of trying to understand psychological activity, but are not to be taken too literary.
Knowledge representa-tions are built up through many opportunities for observing similarities anddifferences across diverse events
I feel like this is why it is important to differentiate lesson plans and how you get knowledge to your students. They learn from multiple, different situations not the same old lecture over and over.
Providing students with time to learn also includes providing enoughtime for them to process information.
I had a teacher in high school who wouldn't let students take anything home for homework. Everything was due at the end of the class period or you didn't receive credit. I always felt so rushed and never had time to process what I was reading or the work I was doing due to the time restraint
Students whoonly memorize facts have little basis for approaching this kind of problem-solving task
This is why it is so crucial we as teachers need to try all we can for understanding rather than memorizing, problem-solving questions are the closest thing students can get in regard to what they will encounter in the real-world.
The emphasis on identical elements of tasks excluded consideration ofany learner characteristics, including when attention was directed, whetherrelevant principles were extrapolated, problem solving, or creativity andmotivation
I feel like this is important to note, without any thought to these things, I feel like you generalize "the learner" and put them into a box not everyone fits.
r schema construction, automation can free working memory capacity for
This can be seen specifically for math, concepts that you learn in younger elementary years can seem so taxing at first, take addition for example, it was so hard to learn at first but then it became something that was automatic and as your memory capacity freed up, you were able to learn harder things like probability and finite, using addition as a familiar, automatic task
can easily and accurately reproduce configurations taken from real games because each configuration is one with which they are fam
This can result to expert educators vs less experienced educators teaching new lesson plans, expert teacher's have so much practice and observation that they are able to teach what they are familiar with very well. However, when new standards are introduced, they are just the same as a new teacher teaching it.
mary) divides working memory into a "visual-spatial scratch pad" for dealing with visually based information and a "phonological loop" to deal with auditory, primarily speech-b
Do certain people rely on one division more than the other? Personally I feel like have a hard time remembering things that are purely auditory, but when I see it written down, I remember it better.
manner, humans are probably only able to deal with two or three items of information
I remember awhile back, being able to "multitask" was a skill and even something you would put on resumes when trying to impress your employer. It is evident now it is simply not possible to be a good multitasker
never ask whether stu-dents know when, where, and why to use that knowledge
This is why I feel multiple choice tests are uneffective. There needs to be different parts, some short answer, true/false, etc
Fluent retrieval does not mean that experts always perform a task fasterthan novices
This is why I never thought "timed tests" were appropriate. Just because one student gets all 30 multiple questions right, doesn't necessarily translate into them knowing the material in another setting. It is just memorization of how to do that problem only
Experts’ problem piles are arranged on the basis of the principlesthat can be applied to solve the problems; novices’ piles are arranged on thebasis of the problems’ surface attributes
I do this myself with math problems. It is the hardest core subject for me and because of this, I am the least comfortable approaching the problems. Therefore, I find myself grouping on surface attributes, mentioned here. If I see a word problem, I automatically skip it thinking it is too hard and won't know how to do it instead of looking for principle ways I can solve.
Expert and novice teachers notice very different things
What qualifies the teacher's to be "expert" instead of just "novice"? I feel like maybe it has to do with the amount of time spent teaching and the overall performance of students taught. It seems the expert teachers are just use to seeing the actions and can predict better than the novice teachers.
The superior recall ability of experts, illustrated in the example in thebox, has been explained in terms of how they “chunk” various elements ofa configuration that are related by an underlying function or strategy
I could see how this could relate to critical reading strategies. Students may be able to see all the possible ways of where the author is going with the plot, based on information seen such a setting, genre and other things. They might develop a "strategy" when making predictions or understanding the text deeper.
this does notguarantee that they are able to teach others.
This is an interesting principle, but I am glad it is mentioned. I feel like there is a stigma that just because you know something well, you should teach everyone else but there is so much more that goes into teaching than just knowing.
development ofexpertise
Is expertise necessarily what you want to work towards? Before reading the bulk of this chapter, I feel like having expertise in one area is not the best because it puts other areas of concentration on the back-burner. I feel like it says it is better to be great in one area than average in multiple.
must be taught them and allowed to practice them
I like that this is mentioned in the article. SOmetimes articles like this bring up great points but never include how to apply it in real life. I agree that teachers can't forget how to be a student. By practicing and modeling for the students I feel like they become a better resource.
major difference between the first two levels
It seems at a base level there is watching and doing which create two very different experiences for the learner. Both are important and I can see how they help get to self-regulation
Adults and peers serve as key models in children’s lives.
This is why things like bookclub can be so beneficial, it involves all models.
motivation to try reading another book
This is sort of a reward/punishment that we discussed in last week's behaviorism article. When student's finish a book, they feel successful and can create a personal gratification all on their own, without physical rewards from the teacher for finishing.
favorable classroom environment, such as by giving children adequate time to write and revise
I think this is important because a lot of the time I felt like writing essays and other assignments were sent home to do there instead of in class. Because of this, I never received positive feedback or encouragement from my peers or teacher and just wanted to get the assignment done, skipping crucial steps in the writing process.
Self-efficacy refers to learners’ perceived capabilities for learning or performing actions at designated levels
I wonder if the self-efficiency limits students because it is "perceived". Does this mean they could undermine their own capabilities??
using this immediate feedback not only to shape his behavior most effi- ciently but to maintain it in strength in a manner which the layman would de- scribe as "holding the student's interest."
This is a positive thing I see with an automated tutor. Real-time feedback is very crucial to student's learning, it is fresh in their minds so they can actually take it to heart. When teachers take a week or so to get student's work back, they will likely only care about the grade at that point since the class has since moved on to other lessons.
The student is asked to repeat each frame until a cor- rect response is made to allow for the fact that, in telling him that a response is wrong, such a machine tells him what is right.)
I worry this could resort in some type of cheating. If students receive the correct answer right away, they could tell a friend who takes the test right after them.
recall rather than recognize
By using short-answer responses instead of answering multiple-choice, it is the student's words instead of mine. They must interpret what I have taught and recall it in a way that makes sense to both themselves and me. I feel like it helps the student retain information better and fully understand it instead of just memorize.
permitted the student to play an active role.
This is important to emphasis. Although it didn't pan out the way we all wished, it is a step in the right direction for active-learning.
If he is right, the device moves on to the next item; if he is wrong, the error is tallied, and he must continue to make choices until he is righ
To me, I could see this just encouraging guessing. If the right answer will show up eventually, I don't feel like students will take the time to learn from their mistakes. Rather they would guess and guess until the answer comes up and they can move on.
Education has reached this stage very late, possibly through a misconception of its task
I feel like education in a general sense gets put on the back burner and isn't seen in the way large corporations or businesses are. At the end of the day, education is the backbone to most things, we should receive the same amount of money, labor and workshops as other business that try to improve their product. Our "product" is the children of tomorrow.. very essential to the working world.
Negative reinforcement increases the probability of a response that removes or prevents an adverse condition
I feel like with this method, students who know they will be unable to meet the standards such as "perfect attendance" because they don't have constant means for transportation, may not try at all since the goal is so out of reach.
It is helpful if teachers and parents work together
This reinforces what I learned in a previous course G203. However, if I were to be working with a student who's parents were uninvolved, how could you get additional support for the student to follow the contact?
he bell alone (a conditioned stimulus) would cause the dogs to salivate (a conditioned response)
Possibly linked to the way students/children react to reward & punishment?
autonomic nervous system
Defined as the part of the nervous system responsible for control of the bodily functions not consciously directed
observationof overt behavior
This makes sense to me because it is conscious behavior, the person has reason behind doing what they are doing, whether they understand the reasoning or not, it is there.
all behaviors can also be unlearned
This reminds me of the saying “you can’t teach an old dog new tricks”, but it is clear we are ever growing and learning. There is no age to stop changing
prior conditioning
This is because the more you use certain synopsis of your brain the more intact they will be, as you stop using them, they detach. So, it’s interesting to hear it has an effect on decision making/behavior. I thought it was just memorizational things
there may be no shared philosophical base among the faculty
I have noticed in my experiences with professors and AI's, they typically don't share their teaching philosophies and I believe it would be helpful to have open communication about it. Obviously it will differ from person to person but it could be useful when trying to discover your own person philosophy.
prepared to teach an increasingly diversegroup of learners
With the ever increasing amount of diversity in the classroom, it is essential to give teachers skills they need to reach all of their students. That is why I love how IU implemented courses such as E300 which help us learn how to be sensitive to all our students and their situations.
Since under-standing is viewed as important, people must learn to recognize when theyunderstand
This is important to me and my future classroom. I hope to establish early in the year what ways my students understand and learn best, whether that be through visual, auditory, reading/writing, and kinesthetic methods.
students anything directly but, instead, should alwaysallow them to construct knowledge for themselves.
This theory reminds me of the socratic method. This is where teachers try to teach through questions in order to further the student's own thinking, a teacher would never respond a direct answer when using this method.
hat rewards (e.g.,food) increased the strength of connections between stimuli and responses
This sort of idea was talked about in a psychology lecture I was in last year, children, similar to the cat, will because less instinctively curious when they begin to associate new things with rewards because the will only do a certain thing to receive a reward, ending their own distinctive drive to learn.
psychology must restrict itself to the study ofobservable behaviors and the stimulus conditions that control them
Seems more of a "precise analysis" as mentioned above, by changing conditions you can see exact effects
Leipzig in the laboratory of WilhelmWundt
Was the first experimental psychology lab -- Germany, Leipzig 1879