Module 3

Hello everyone! This week is our Module 3 post and I will begin with talking about the differences between behaviorist and cognitive perspectives of learning. The differences are, the cognitive perspective is knowledge and strategies that are learned then changes in knowledge and strategies make change in behavior possible. Meanwhile, behavioral perspective is where the behaviors are learned themselves. The important part of these are that behavior views help maintain that reinforcement helps strengthen responses, while cognitive view that reinforcement as a way to find information about what is likely to happen if the behaviors are altered or stay the same (Woolfolk, 2014).   It is important to apply these perspectives of learning to instruction because they can help teachers change or help strengthen certain behavior. A teacher can use reinforcement to strengthen a behavior, however if a teacher wants a student, or students, to change their behavior then the teachers can use the cognitive perspective to see the potential of how the students will respond. There are, however limitations to these perspectives. The limitations are that the perspectives are based off of inferences and not on set facts. Since they are based on assumptions means that it cannot be made for sure whether a certain outcome will happen for sure. The view that I think I will use more in the classroom will be the cognitive view. I will use this because it will be based off of previous experiences or actions that can help me decide what might happen if I give certain reinforcement.


I have inserted a table from our textbook. In this chart I believe I fit into the cognitive and constructivist categories. These categories fit me best because I like the idea of having students learn in the classroom and then apply what they learned to situations outside the classroom. This will give them the creative possibilities of problem solving and coming up with unique answers to unique questions. For Physical Education this could be seen in an Adventure Education format where students are told how to set equipment, such as camping for example. However, with the changing weather students have to figure out how to more efficiently set up their equipment. As a future educator I want to make sure that I challenge my students and what they are capable of doing. Having the students in groups for certain activities also allows them to collaborate with others and challenge each other in order to play to each other’s strengths. So, the views of learning that I believe in the most are Cognitive and Constructivism.


Thank you for reading this week’s blog!


-Graham Hevel






Woolfolk, A. (2014). Educational psychology active learning edition. Pearson

Education, 12, 312-468.

Module 2

Hello everyone! This post will be talking about developmental characteristics and how that affects teachers teaching the students.

It is very important to know where students are at developmentally so the class is not too hard or too easy. Finding the correct difficulty is something we addressed in class and found very important. If the content is out of reach of the student they will be more likely not to pay attention, and the same can be applied to a class that is too easy. Also in a previous post I stressed the importance of assigning the right amount of homework to students. This ties in with not making the class too hard because if a student is struggling in class and tries to do the problems on their own, they are going to be very discouraged. As educators we need to be encouraging not discouraging our students. With trying to determine where students are at cognitively, we can use Piaget’s theory of four stages of cognitive development. There are different types of cognitive tests to see where children are at in these stages. They are described in the video I have linked that I highly suggest watching.



There are other things outside of school that can affect student learning. This is expressed through Urie Bronfenbrenner’s model of how certain things in a student’s life can affect their schoolwork and personal lives. The picture I have added is his model for what affects a students’ life.


An example of this would be the parenting style of the person who is raising the student. Depending on the style of parenting the child is receiving will determine how the student will learn. If the parent is very strict the student will be more likely to follow structure. Where as some one who is raised with less rules might respond better to be more creative and doing things a different way than just following a strict structure, or they may need even more structure depending on the student. This can be demonstrated in the popular TV show “Modern Family.” Claire and Phil Dunphy raise their children with some less rules then some parents when Alex does really well in school and can structure her life. While Luke and Haley on the other hand needed more structure in school because they were too used to doing what they wanted. This show is just one example of how parenting can affect the student in school. I encourage you to take notice of this in your favorite family TV show the next time you watch.


The benefits of cognitive theories such as these are that it gives the teacher a greater understanding about where their students’ are at cognitively and personally. The limitation of this is that this then puts students into groups and starts to section off the class. However, in the future this can possibly used to have students help each other and challenge each other. This way the class wouldn’t be sectioned off; it would include group work across different levels of abilities.


Thank you for reading!






misssmith891.(2011, April 26). Piaget’s Stages of Development.  


(Image was found on Google)

Module 1 Blog


Hello! This blog post is going to be about research and how it is used for teaching. There are great benefits to using research in the classroom for teachers. Research can help identify teaching methods that are being used and evaluate whether or not the methods are working or they are not. This could be done using either quantitative or qualitative research. We can use test scores as a measure to see if the students are retaining the information or the students could be interviewed about what they learned and see if they can articulate it correctly. Also if I were a teacher I could use information literacy to seek out research to see if how I am teaching the students is a correct way or I could be doing better. Some examples could be the use of video games in the classroom, is it bad to assign to much homework, new games that can help students be challenged across the three domains (psychomotor, cognitive, and affective), etc. What all of this means for my future career is that education is changing fast and the way we educate kids could drastically change in 5 years even, because of the research that is being done. Such as finding out that giving a student to much homework can lead to stress and having imbalance in that student’s life.


Apart of this blog I am going to talk about a recent note that was sent home to parents of a class on that year’s homework policy. (See the attached Picture)


My take on this would be that this is a step in the right decision. In an article the research found that homework does not have a significant effect on a students final grade (Maltese, Tai, & Xitao, 2012). Another article found that giving a student to much homework could cause an imbalance in their lifestyle. Having so much homework some students found it hard to have relationships outside of school and had more stress in their life (Conner, Galloway, & Pope, 2013). Some people may be opposed to not giving any homework, which I think there needs to be some homework, and Voorhees came up with an idea about homework. She suggests that students are assigned homework based on their ability rather than set homework for everyone (Voorhees, 2011). This is a great point to bring up because she later goes on to say it will decrease some of the frustrations students face when they have homework. In another study it showed the benefits of having homework, teaching students important skills such as, time management (Stoeger & Ziegler, 2008). This goes to prove that homework is not entirely a bad thing, however to much of homework can cause a great problem for students. Thank you for reading my Blog!





Conner, J., Galloway, M., & Pope, D. (2013). Nonacademic Effects of Homework in Privileged, High-Performing High Schools. Journal of Experimental Education, 81 (4). Retrieved from


Maltese, A., Tai, R., & Xitao F. (2012, October). When is Homework Worth the Time? Evaluating the Association Between Homework and Achievement in High School Science and Math. High School Journal, 96 (1). Retrieved from


Stoeger, H. & Ziegler, A. (2008, July 19). Evaluation of a classroom based training to improve self-regulation in time management tasks
during homework activities with fourth graders. Springer Science + Business Media. Retrieved from



Voorhees, S. (2011, February). Why the Dog Eats Nikki’s Homework: Making Informed Assignment Decisions. Reading Teacher, 64 (5). Retrieved from



Introductory Blog

Hello everyone! My name is Graham Hevel and I am a sophomore at the University of Wisconsin-Whitewater. My major is Physical Education and I hope once I complete college I will move on to be a teacher at a high school where I want to make all students more physically fit and teach them the importance of Physical Education. I got my inspiration to become a teacher in high school when I found that most of my mentors were teachers and I hope I can become a mentor to my future students. Another aspiration of mine, in addition to teaching, is to be a coach for various athletics at the school.

A Chemistry teacher I had my sophomore year in high school I will always remember. He had qualities to him that I believe most great teachers have and they are passion for their subject area, caring, knowledgeable, and captivates the students. Despite not liking Chemistry very much, I looked forward to his class everyday. He did have some exciting demonstrations to help capture our attention, which then made me think of how he did the demonstration. Just like Mr. Wright in a New York Times YouTube channel, in the first couple of minutes of the video he talks about once he gets the student to keep on asking how or why he knows he will have their attention (New York Times, 2012). He is a fantastic example of what a great teacher is, the way he cannot only reach students on an academic level, but also a personal level.


In our class we watched two examples of teaching on YouTube. The first clip I watched was a scene from Ferris Bueller’s Day Off, when an economics teacher is giving a lesson on “Voodoo Economics” (angelabroz87, 2010). While the teacher is giving his lecture students are falling asleep and find more interest in chewing their gum than listening to the teacher. I believe he does a couple things wrong and they are using a monotone voice, not getting the class involved, and throwing a lot of information at his students expecting them to remember it all. However, the second video is from Dead Poets Society and the teacher in the movie Mr. Keating is able to reach his students by getting students to view the material in a different way (love2b1, 2007). He reads Shakespeare to his class, but not in the conventional way. He gives the characters in the book the voices of modern characters, such as characters in movies, that way the students are able to connect with the story even more. This is an example of great teaching when a teacher can take something that students find not interesting and changing the way the material is taught so students become engaged into the lesson.


Thank you for reading!


  • Graham Hevel




New York Times. (2012, December 28). Wright’s Law: A Unique Teacher Imparts

Real Life Lessons.


love2b1. (2007, April 14). Dead Poets Society-3.


angelabroz87. (2010, February 7). Boring Economics Teacher.