We have quite a bit to talk about from Module 4. Let us start with the differences between the behaviorist and cognitive perspectives of learning. The behaviorist perspective deals with teaching by rewarding favorable actions and punishing unfavorable actions, while the cognitive perspective focuses on learning by experiences. This video should help explain it better.
It is important to apply them to teaching because we need to teach our students not only how to behave, but how to think problems out for themselves, especially in my field of physical education and coaching. There are limitations to both theories. The limitations for behaviorists are that not everyone has the ability to perform certain actions and some people may feel left out. The limitations for the cognitive perspective are that some people may not understand how to solve problems, and takes a lot of time to teach to students.
When it comes to my personal beliefs, I know I need to have both in my teaching philosophy, as you need to know both how to act properly, but also how to think for yourself and solve problems on your own, but I don’t know which should be more important. Maybe neither should be more important than the other.
When it comes to times I will need to teach these philosophies in physical education, I can think of some examples. For the behaviorist theories, you will deal with some athletes who will want mess around during practices, and you will have to find set rules for practice and enforce any necessary punishments, and you can also apply this example to the cognitive theory, as you will need to find ways to keep EVERYONE on task, since some people don’t have as good of an attention span as others. As I mentioned before, I believe you need to master knowledge of both behaviorist and cognitive processes to succeed in teaching.
Today I will be talking about Module 2. Let me start by discussing how I believe a person develops and constructs knowledge. I think of Bronfenbrenner’s model of human development when I think about this question (macrosystems and microsystems) because I think all of the systems in this model have some effect on your beliefs. One of these systems may have more effect than another. For example, my teachers and coaches teaching me to always give 100 percent in what I do had more influence on my beliefs than the friends that tell me to take it easy. Below is a video explaining Bronfenbrenner’s model of Human Development.
The developmental characteristics from Erickson’s Eight Stages of Pyschosocial Development can also impact teaching and learning. Erickson’s eight stages involve different mental tasks a person needs to accomplish at certain ages. These can shape teaching and learning by giving a teacher guidelines of how to shape lessons to help students overcome the hurdle that is the challenge of whatever stage they are in. For example, a kid of 5 will be in the “Initiative vs. Guilt” stage of development, meaning they want to be more independent. A teacher could fit this knowledge into his/her lesson plan by having students wash their hands by themselves after snack time. Of course, you have teach them first. To get a better handle on Erickson’s stage, look at this video on examples of his stages within movies.
Next I will talk about the benefits and limitations of the models and theories. The benefits include having chronological structures within the stages. For example, look at the trust vs. mistrust, and the fact that stage happens when a child is between the age of birth to about 1 to 1 1/2 years. It provides expectations of what the student needs to accomplish at that age. Limitations include the fact that some people may progress differently, and that there can be negative consequences from the stages if you mishandle them.
Finally, I will discuss how the aforementioned benefits and limitations work together to inform my future teaching. Thinking about Bronfenbrenner’s model will help me understand how some people think differently than others, as some people come from difficult homes or don’t spend enough time on social media to be heavily impacted by it, and will give me the ability to find ways to make sure everyone learns something. Looking at Erikson’s Eight Stages of Psychosocial Development will help me know what hurdle the student has clear and make sure to tailor my lessons to help them successfully clear that hurdle.
Today I have a new post, which concerns the first module of EDFOUND 212, which focuses on research and teaching methods.
I view the relationship between research and teaching in education in a way that research is the process of discovering new and different ways to teach, and teaching is the application of those methods. Information literacy can be used for evaluation by researching different methods of teaching. What it means for my future job as a physical educator is that I may need to research different methods of teaching so I can find the right one that will help my students learn and keep them excited for class.
I will also talk about how to find, share, and apply research with an example. This example takes the form of a teacher’s note, stating that homework will only be work that was not finished in class, that homework has not been shown to improve performance, and that parents should let their kids do any activities that are shown to improve grades. It seems like a good thing, as it has been said that students “did homework to please significant others or to comply with their expectations.” (Xu, 2009), and some people have homework to the point where “learning behavior seemed to be associated with low motivation and low conscientiousness” (Flunger, Trautwien, Nagengaust, Ludtke, Niggli, Schnyder ,2016), and online homework, especially assignments that give multiple tries, since “students do not profit from their previous attempts”(Kortemeyer, 2015). I know from class discussion that sometimes homework is not effective, yet there are classes such as math where you do not get a choice, but there was one study that showed that not all students needed the homework and she stated, “To be completely honest, the results of the study quite surprised me” (Kimberley, 2013). The way I see it, you have to find the perfect fit for your students. I found a video that agreed with this principle, while researching for this post, I found a new concept, a “flipped classroom” approach, which was instituted by Clintondale High School in Michigan, once considered one of the worst schools in the state.
As you can see from the video, a flipped classroom approach means doing the homework in class and online lessons outside of class time, and student grades improved drastically, with failure rates dropping from 35 percent to 10 percent, and college admission rates rose from 63 percent to 80 percent within two years. One thing that resonated with me was that the principal explained bringing the coaching philosophy into this method, since he is the coach for a traveling baseball team. Whether or not this works with other schools still remains mystery, but as I said earlier, it’s all about finding the perfect fit.
These experiences have taught me that there are many ways to teach your students, and I can apply this knowledge going forward by going out and looking for the perfect curricular model for my students.
[NationSwell]. (2014, Nov 13). When This School Got Rid Of Homework, It Saw A Dramatic Outcome. Retrieved from https://www.youtube.com/watch?v=EceWjPUgWc8
Xu, J. (2009, August 31). Homework Purpose Scale for High School Students: A Validation Study. Retrieved from http://libproxy.uww.edu:4195/doi/abs/10.1177/0013164409344517
Flunger, B., Trautwein, U., Nagengast, B., Ludtke, O., Niggli, A., & Schnyder, I. (2016, July 17). A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. Retrieved from http://www.sciencedirect.com/science/article/pii/S0361476X16300248
Kimberley, L. J. (2013, June 04). Homework Usage in Mathematics: a study on the impact of optional homework in the math classroom. Retrieved from https://minds.wisconsin.edu/handle/1793/65806
Kortemeyer, G. (2015, June). An empirical study of the effect of granting multiple tries for online homework. Retrieved from http://aapt.scitation.org/doi/full/10.1119/1.4922256
If you’re reading this (no, its not too late), it means you’ve found my blog for EDFOUND 212-Educational Pyschology. Let’s get started with an introduction.
My name is Jon Goltz. I come from Greenfield, Wisconsin, a suburb of Milwaukee. I am studying Physical Education K-12 here at UW-Whitewater, with the hope of teaching and coaching at the secondary level to start, and then jumping to doing the same at the college level (If only I could get some experience at the college level)
My hobbies are pretty simple: Sports, Performing Arts, and Comic Book Heroes. You probably wouldn’t expect Performing Arts out of a PE Major, would you? I like to go watch Warhawk Athletic events. I even went out for baseball freshman year (and I don’t know why, but I gave football a shot). I think you can guess how that turned out (It’s fine, we got great athletic programs here, and I am club sport athlete for weightlifting). As for performing arts, I love to go see community theater shows, with hopes of being able to participate in more shows outside of summer following graduation, and I will be in Dancescapes ’17 in late March-early April (Go see it, I command you). For Superheroes, my favorite Marvel characters are Iron Man and Deadpool, and for DC Heroes, Batman and Watchmen (Go read Watchmen if you can, but I will warn you, its not for the faint of heart.)
I do work on campus. For work study, I oversee the computer lab in the Williams Center. On top of that, I work for the Center for Students with Disabilities, or CSD, as a tutor for PROJECT ASSIST, meaning I tutor kids who receive services from CSD.
I do not have much more to say on top of that. Until next time, this is the guy who wishes he had a iron suit saying “Good night and good luck”.