Eric Mitchell - In Class Notes

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1: Attribution to why they failed is it internal, or external

External: The failure is attributed to an outside source

Internal: The individual cannot do it

Howard Gardener Multiple Intelligence

Personal Theory

Look at environment for understanding of things around them. can be accurate or way off Construction of a schema basked off personal experiences

Control Language vs. Information Language

Information Language: less direct way of asking something. give reasons and such

Control: giving a command to do something i.e. "we are going to do this"

Sensory Register

registers the senses

takes in senses first recording of memory process

Imaginary Audience

debilitation and sometimes facilitating. kind of like a created state where you almost feel like you are being judged. Like when you walk in front of a large crowd and feel like they are all watching you.

Limbic System

Hippocampus

short term memory into long term

Amygdala

Lobes

Occipital Lobe

visual information

Temporal Lobe

senses: hearing, memory

Parietal Lobe

monitors bodily senses (heat, pain)

Frontal Lobe

motor skills, voluntary movement

Brain

Neurons

Mirror Neuron

when someone yawns, you want to yawn. copy emotions of those around you

myelin Sheath

axon

Dendrite

Concept order:

Subject: To help Bryce understand his interests and maybe explore new topics. Age-Level: age 12: Piaget Late childhood and early adolescence Erickson: Industry vs. Inferiority and Identity vs. (role) confusion Generative Topic: Purpose: During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society ("I don’t know what I want to be when I grow up") can lead to role confusion. Role confusion involves the individual not being sure about themselves or their place in society. Pre-Assessment: During the Preassessment it was clear that Bryce had a whole bunch of different interests. Maybe a good question to ask if he knows what future job that he wants. Maybe he wants to know about small motor because it will help him with his future job idea. He said that he knew how a car engine works but wants to know more about a smaller engine and proper maintenance for that. during lesson pre-assessment: Understanding Goals: What they will understand by the end of lesson. Kind of like knowing the steps to do something (i.e how to serve a tennis ball) I want Bryce to understand how a small engine works compared to a car engine. and also how to take care of small engines. This is a good lesson to understand differences and see comparisons. Be aware of negative transfers that may come because of this. Performance Goals: What they will actually be able to do by the end of the lesson. The actual execution of the goal, (i.e if they are able to actually hit a serve in) Bryce will be able to learn more about what makes a small engine work and he will be able to take apart the separate components and put them back together. Through study of the individual parts, Bryce will be able to understand

Piaget

Know stage names (ie. sensory motor stage) and know certain key milestones

maybe teach him how to do his own practice. How to get the best out of practicing by yourself. Might be in zpd because at that age all I did was huck up shots, but to teach him different drills and what not could help.

learned helplessness

help develope in more than just a cognitive way: Moral, ethical, etc. PIaget and erickison stages

Piaget: Cognitive and biological Erickson: social

Lifetime development Milestones Piaget, Erickson

1 stage: Sensorimotor stage (birth to age 1)

learning styles

lesson to teach:

prototype

defining characteristics, correlational

preasses: what do you think makes a good jump shot?

performance orientation

tend to choose easier tasks in order to perform it better. As soon as performance is lower, this person tends to quit. prepares just for the performance, more status focused

mastery orientation

want to master a specific task. keeps trying and learning all about the subject. not simply preparing for a performance, but looking to master a task. more skill focused.

How to diagnose success or failure

Attribution Theory

3 variables

3: Stable or unstable

unstable: Just happens in one instance i.e. "I got lucky"

Stable: under any circumstance

2: Is the failure attributed to something controllable or uncontrollable?

may 22, bryce thingy

Over-Generalization

Category is defined as too broad

Under-Generalization

Category is defined as too narrow

How to promote Positive Transfer:

spaced out transitions with time in between things that are similar and can easily be confused

corrections

Explain topic more in depth

Positive Transfer

when you use previous knowledge and it is correctly applied to the new situation.

Negative Transfer

When you use previous knowledge and apply it to something, but it is incorrect i.e. when learning kickball a child shows that they can do a controlled soccer dribbling instead of drilling the ball

phatic communication

negative example: snake

positive example: Monkey

negative example: An instance that does not meet the charactersitcs

positive example: An instance where the the example meets the defining characteristics

5/11

Mammal

Correllational Characterstic: Sometimes they fly (bat), can live on land, some can swim (whale),

Defining Characteristics: fur, suckle their young, warm blooded

prototype: Most appropriate example based off of the defining Characteristics; Defining characteristic clearly visible; common in the students environment

Correlational Characteristics: True some of the times for some instances

Defining Characteristic: True all/majority of the time for all/majority of instances

egocentrism

5/7

internal

stress

External thing that messes with internal anxiety

Good

bad

Facilitating Anxiety

Add anxiety to the situation to have it go well.

Debilitating Anxiety

Performance is hindered because of stress. When Trait anxiety is present then state anxiety is thrown on top of that.

Anxiety

State Anxiety

When as certain cituation causes stress

i.e. Taking a test or turning in homework

Trait Anxiety

Attribute for anxiety is high: naturally uptight and stressed

With somebody across multiple situations: Physical Makeup

5/3

Voting Topics

5/2

tend to memorize the examples rather than the underlying principles: lack the grasp of rules needed to classify or solve it

tend to abstract the underlying principles or "rules" that differentiate the examples being studied.

More surface level of learning:

Principles

Example Learner

Stereotypes

Spacing out varies activities i.e. Learning something then doing something else (art) then retrieving what you learned

Interleading Practice

- Spaced Repition

Study of males and females: Fine motor skill challenge where both genders were told it was for sewing and the males did worse than the females. Then males were told that it was for a more manly task and they did better than the females

Reasons why males are preforming left favorably in today's society

Rule Learner

Type of Learner

Retrival

I like the idea of growth mindset, but just for the sake of argument, I like the ideas that Alfie Kohn has against this idea.. "All we have to do is get kids to adopt the right attitude, to think optimistically about their ability to handle whatever they’ve been given to do. Even if, quite frankly, it’s not worth doing." He is basically saying that in the educational setting growth mindset is just another fad that is aimed at changing the students instead of facing the bigger issue such as quality of curriculum or teaching pedagogy. https://www.alfiekohn.org/article/mindset/

Maslows Hierarchy of needs

Day 4 4/30

Floating topic

The method of retrival through consolidation

05/02/2018 From Boys Adrift and question stood out to me when a man said,"We had to walk. Even in the snow. And I'll Tell you one thing. When you've walked three miles in the snow to get to school, you make darn sure you learn something. You don't want that long walk to be for nothing. I think it motivates you." So how do you think the generations

5/2 I think it useful to that we are more invested and more likely to remember information when we have context for the situation. Knowing this we can help our students remember and apply top principles when we help them see when the information fits in with everything else

Learning capabilities are not set by the circumstances you are born in. You need to have a growth mindset. With your push towards learning, you will be able to learn more. Money and your genes don't make you smart. It's your passion.

5/2 "The fact that one region of the brain is shrinking in teenage girls while the same region is growing in teenage boys doesn’t mean that boys are smarter than girls, or that girls are smarter than boys. It just means that girls and boys are different. Differences do not imply an order of rank." Different is good, it is how we learn.

Growth Mindset

Anyone can be freed from poverty. Anyone can pass a class.

Statistics show that people in poverty do perform less in school and stuff, so how true is this?

Your environment should have an influence, maybe it isn't 100% about passion. My thoughts

Day 3 4/27

Gender Differences

Trend that girls try harder than boys

Learning vs. Memorizing - Retrieval Strategies

Retention - Space out Study/review later

Brain Changes - not fixed

Subtopic