EPC 496S Quiz #1

Lisa Cheby

July 23, 2004   Nice job1   23/25

 

1.      How do teachers know that what they are doing makes a difference in their classrooms?

1.     
Teachers know that what they are doing makes a difference in their classrooms when they practice of the methods of intentional teachers:  efficacy, critical thinking, and reflection.  First, teachers must believe that what they do is important to the learning and development of their students.  As Slavin indicates, only when a teacher believes this does s/he consistently take the time to reflect on her/his teaching (Slavin 8).  Next, by reflecting upon practices and methods, a teacher may determine where s/he is succeeding and where s/he is failing in relation to the goals and expectations s/he has set for her/his students.  Just as I ask my students to reflect on what we do in class, to look at herself or himself in relation to the content, an aware teacher will look at herself/himself in relation to the content s/he is trying to teach, how s/he is teaching it, and in relation to how her/his students are receiving (or not receiving) the lessons. Finally, through critical thinking– examining the goals and purposes for the class, assessing students’ progress toward these goals, and considering the variety of techniques used to make the content relevant to students—a teacher is able to evaluate if s/he is making the most positive difference that s/he could be making.  Only with critical thinking is a teacher able to adequately make the best decisions for the class.

Teaching efficacy!    4/5

 

2. What distinguishes an intentional teacher from a “good” teacher?  Are they the same? Is the use of critical thinking a variable?
   
   A good teacher is one who knows how to effectively communicate her/his knowledge of the subject matter to the teacher.   An intentional teacher is a good teacher with a clear purpose and plan that s/he is constantly evaluating and revising to best educate her/his students.  A good teacher may believe that her/his class is simply a stopping point for students on their way through the educational system.  An intentional teacher passionately believes that every moment of contact with each student has the potential to make a lasting difference on that student’s life.  Finally, Slavin writes, “Professionals distinguish themselves from non-professionals in part by the fact that they must make decisions that influence the course of their work” (Slavin 14).  Similarly, intentional teachers distinguish themselves from good teachers by developing critical thinking skills so that they may have a “logical and systematic approach to the many dilemmas that are found in practice and research” (Slavin 8).  Thus, with the use of critical thinking, intentional teachers turn good teaching practices into purposeful and meaningful lessons meant to maximize the time students spend in their classrooms.
   Still haven’t told me if one and the same, different?  4/5
3. Using what you know about Erickson’s theory.  Why might a teacher choose to grade a student’s quiz paper as a +8 rather than a –2?
   
   According to Erikson’s stages of psychosocial development, the first stage in adolescence is dealing with the conflict of industry versus inferiority.   In this stage, students are looking for validation from teachers and peers, their new expanded social world.  Success and validation enhance a student’s a sense of self-worth and purpose (industry).  On the other hand, incidents of failure may lead to students developing a sense of incompetency (inferiority).  By giving a student a +8, the teacher may help to increase the student’s feeling of success and industry, whereas a  –2 will instill a sense of inadequacy.  Though in high school students are supposedly out of this stage, these techniques are important for students who may have not resolved this childhood/early adolescent conflict.  In addition, it continues to be important to reinforce the sense of industry a student has developed or to possibly reverse a student’s acquired sense of inferiority.  Finally, even in Stage V, identity versus role confusion, it is important for students to feel confident and successful in the work they do, since all their work in class contributes to their identity as an intelligent, successful human beings.  (Slavin 30)

5/5

4. Applying Erikson’s theory to elementary and secondary education requires understanding the characteristics of Stage IV (industry vs. inferiority) and Stage V (identity vs. role confusion).  Why are both of these important to you as an educator in secondary education?
   
   As an educator in secondary education, Erikson’s theories about the stages of psychosocial development are key to understanding the major concerns and needs of the students.  Thus, it can be expected that students in middle and high school are primarily preoccupied with finding validation for their efforts and interests and/or with finding their identity and their role in this world.   First, this means that for students, what I, the teacher, may think is very important in a class may pale in comparison to an earlier failure or success that day, and event through which a student may be playing out this Stage V conflict.  Secondly, as a primary role model and mentor for students, I need to be sensitive to their experiments with eclectic interests and varied forms of self-definition.  Finally, I need to design lessons that will provide students with ample opportunities for finding success and for exploring various ways of self-expression.  Hopefully, by being aware of and sensitive to these central conflicts, conflicts which define adolescents as we know it in American culture, I may create lessons that will be able to engage the students in the content of the class while also guiding them through these confusing and difficult stages of development so that they may become the best version of themselves. 
   
   One example of such a lesson is the use of Identity Circles.  In this activity, students are asked to create a circle where they list various aspects of who they are.  This helps them to consider Identity as being multifaceted and validates their many talents and interests.   Throughout the year, in our study of literature and writing, students are asked to use this circle to help them find connections to texts or to help them to find starting points for writing assignments.  Finally, I have used Erikson’s theories to analyze adolescent characters in novels.  By doing so, students may find a safe way to examine their own experiences and conflicts during adolescence. All of this is true, like the lessons, but teachers and parents are replace by peers as far as importance and role models.   4/5

 

5. Students often have difficulty in translating concepts and theories to practical teaching methods.  Brainstorm some teaching ideas that will capitalize on the cognitive characteristics of students that you plan to teach.  This should be subject specific and lesson specific.
   
   I am intrigued by the fact that these psychological and social theories of cognitive development offer the underlying reasons for most of the pedagogy I have studied over the past year.  It is the same feeling I had in high school when I took AP Calculus and discovered the logic behind physics.  Thus, I find that many of the practices I use have deep roots in how my students’ minds and emotions are developing. 
   
   First, Kohlberg’s stages of moral development are seen in the class culture I try to create.   In my discipline, I try to make counseling with the student during breaks or after class a first step to try to communicate with the student an understanding of how their behavior or attitude impacts the entire class and to assist the student in distinguishing the reason for the rule.  By doing so, I hope to reinforce their sense of rules from Stage 3 and 4 – the importance of pleasing others and maintaining a certain social order -- while also introducing them to Stage 5 – developing a sense of accepted morals and rights (Slavin 55).
   
   In my literature courses, I have utilized the “Facing History and Ourselves” framework, an approach to literature and history that asks students to confront the dilemmas of history while also confronting their own identity and morals.  We usually start off the year talking about identity formation, aspects of identity, and the universe of obligation (where do we stand in relation to the rest of the world, from family members to strangers).   Thus, as we examine various themes and conflicts of literary characters, students are asked to decide how they would morally stand on the issues and are asked to apply the lessons learned to their own identity formation.  If, as Erikson proposes, students are immersed in a conflict between identity and role confusion, such an approach to literature may assist students in becoming more engaged with the literature through a discussion of a major dilemma for them.  Likewise, through discussion of the characters’ dilemmas, students may role-play and experiment with various roles (Slavin 49). Additionally, such examination of moral issues in history and, then, in our personal lives, I am challenging my students to reach Kohlberg’s Post Conventional Levels of moral development by appealing to a development of a personal system of ethics (Slavin 55).
   
   Vygotsky’s theories emphasize the necessity of learning for cognitive development.  He proposed learning is achieved through private speech and through scaffolding within a student’s zone of proximal development (Slavin 44, 46).  In my class, this is seen in my use of cooperative learning groups and scaffolding.  For example, in the Studio Workshop curriculum (an intervention program for struggling readers), I model reading habits through read-alouds for students. After this, students will practice during silent reading whatever specific habit of good reading I modeled during the read-aloud.  This practice allows them to use private speech to internalize the skill.  Finally, through cooperative groups, students are able to work together, scaffolding each other in developing reading skills. 

Nice job.   6/5