Personal Learning Theory

What?

My test results were pretty equal all across the board. I had 35 points for both B & C and had 38 for H. For each theory I wrote what I liked and disliked by using L for like and D for dislike.

• Piaget's Cognitive Development- L: The ideas of schemas and how we want our students to experience disequilibrium. D: That the stage only goes till 11 years old...that seems a little young to me for kids to be fully developed cognitively.
• Erikson's Psychosocial Development- L: I agree with his stages and how not going through them successfully can be harmful. I like that he has one for each stage of life. D: There really isn't anything I disagree with or dislike. I think it all makes a lot of sense.
• Kohlberg's Moral Development-L: That is stages increase by maturity level and that I can easily see real life examples for many of them. D: I feel like some of his stages are really similar and are kind of tied together which kind of confuses me.
• Goleman's Emotional Intelligence- L: That he addresses emotional intelligence because it can really affect your life. I like that it focuses on just on your own emotions but also on others. D: There really isn't anything about this idea that I dislike. At first I was thinking about how emotional intelligence would help you in school and I realized that it would be helpful because it would help you stay focused and not get sidetracked on what is going on outside of class.
• Information Processing- L: I really like the different ways we can help our students encode information. D: There isn't anything about this that I don't like. It is pretty straight forward and really makes a lot of sense. I think a key part is getting our students attention from the beginning.
• Knowledge Construction and Higher-order thinking- L: That students are involved in hands on learning. D: Seems like it would be difficult way of teaching for us. Great to do but not something we could probably do all the time.
• Behaviorism- L: The idea of using a token economy. D: The idea of bribing our students so much. It works and everything I just wish we didn't have to do it so much, even though that is kind of what a token economy is.
• Social Cognitivism- L: That learning is in our hands and is self-motivated. D: I pretty much agree with everything this strategy has to say.
• Group and Individual Differences- L: That it states that people really do learn differently because that is definitely true. Not one person is the same as another. D: As a teacher it is hard to make every lesson differentiated enough for each student. We have to gear certain lessons to certain students and then next time focus on the other students.
• Motivation- L: That there are different types of motivation; intrinsic and extrinsic. D: That most students seem to be extrinsically motivated....to get a good grade instead of learning and understanding the content.

So what?

I really feel that a combination of all these strategies is the best way to teach, especially because some of our students will respond better to others. People learn in a variety of ways and by using all these strategies our students will be able to learn in different ways and be able to figure out what works best for them. I really feel that the information processing is a great way students can learn. If we don't have their attention to begin with they won't get anything out of class and if we can't help them encode the information it will have no value to them. By understanding how memory works we can really help our students really learn and retain the information we are teaching them. I also believe that students learn from one another by working together and constructing knowledge on their own. When students are actually doing the learning it is much more enriching. Teachers should facilitate the learning process but should not be telling their students everything. I really like the idea of self-discovery.

Now What?

There are a few strategies I can take into my classroom based on the humanist approach. One thing I can do is let the students make some of the choices in the classroom, for example what they'd like to do for a final project. I can also help my students to make realistic goals and have them check up on those goals often. Another idea is to have my students involved in cooperative learning groups so that they can learn from one another. I can also act as a facilitator in my classroom and be a more behind the scenes teacher, especially when involved in group discussions.

I definitely want to keep learning more about these strategies. I really feel that they offer a lot of ideas and strategies for education that I never would have thought of before. One topic I want to improve my learning in is on information processing. I love what I know about it already and just want a better understanding of how it works. I also could improve on higher order thinking and learn more about that so I can help my students get more out of class and learn more.

What am I doing well?

I am doing well at understanding the content and getting all my assignments done.

What am I doing not so well?

I am feeling a little stressed with finals and all the projects that I have due. I need to make sure I give myself enough time to study for the final. I need to manage my time better these next few days.

Am I making sufficient progress on my goals?

Yeah. As the end of the semester is just about here reaching my goals is getting closer.

Specific things I need to change to reach my goals?

I don't feel there is anything in particular that I need to do to reach my goal. I think I am doing really well.

How is my motivation? Am I focusing on mastery or performance goals?

My motivation is great and I am still focusing on mastery goals. I really have enjoyed this class and feel that it will help me be a better teacher if I use what I have learned.

Social Cognitivism Case Study

1. Which teacher in the scenario demonstrates vicarious reinforcement?

Ms. Y is demonstrating vicarious reinforcement. By praising Robin for the great concept map she created the other students in her class will probably start creating them as well. Her praise is reinforcing the other students to make a concept map like Robin did.

2. Is Mr. Kessinger considering reciprocal causation in his class?

I do not think that Mr. K is considering reciprocal causation in his class. Reciprocal causation is interrelationship between student's environments, behavior and personal beliefs. Mr. K is not considering these things at all. He does not seem to care about his students beliefs and treats them really bad.

3. Which self-regulated learning process is Robing engaging in when she creates her concept maps?

Robin is engaging in self-instruction. She creating the concept map to instruct herself and understand the complexity of the topic of her map in a simpler form.

4. How do you think Robin's self-efficacy has been affect by this experience?

Robin probably does not feel like she can take notes or do well in Mr. K's class. This may even affect the other classes she as as well. Robin probably does not have high expectations for herself in this class now. Because she has failed at answering his question she may feel that she will fail every time he asks her a question now. She has low self-efficacy in regards to succeeding in Mr. K's class, answering his question, and taking notes.

Behaviorism Case Study

1. Does Mr. Kessinger's class represent a community of learners as defined in Constructivist theory? Why or why not?

Mr. Kessinger's class does not represent a community of learners. His students are not encouraged to work together. They are too worried about getting answers right and are scared out of their minds. It is every person for them self in that class.

2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.

Mr. K uses presentation punishment. By yelling at her he is presenting an aversive stimulus. He also uses removal punishment by ripping up her concept map (desirable stimuli).

3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning. Which stimuli are paired and how does that condition her response?

Because Mr. K yelled at Robin for using notes to answer the question and tore up her concept map, she thinks she will get in trouble in her other class as well. This mad her really upset and she cried. When Ms. Y takes her concept map she thinks she is going to get in yelled at again and so she runs out of the class crying. The paired stimuli is her teachers seeing her concept map and that conditions her to cry.

4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.

One way that Ms. Y could encourage Robin to create concept maps in the future would be by reinforcement. Praise and recognition would be a good type of reinforcement in this case. Another reinforcer could be a token economy. If the teacher could explain to Robin that she proud of her and that she loves her concept one on one Robin will understand things much better.

Course Contract Review #3

What are you doing well?

I am preparing for the exams well. Last test I was really prepared so I used the same study strategies to prepare for this exam. I also am doing well at staying on top of all the assignments.

What are you doing not so well?

I think with my last semester of classes coming to an end here soon I am getting pretty antsy. I am kind of having a hard time staying focused on my classes this last week or so.

Are you making sufficient progress on your goals?

I am making good progress on my goals. I feel that I know the material well. My grade is reflecting that but its not just the grade...I feel that I really get the content and that feels good.

List specific things you need to change in order to meet your goals.

I need to make sure that I stay focused these last couple weeks. I need to listen better in all my classes and try to get the most out of each session as I can. This is the last bit of instruction I will be getting before I start my student teaching so I need to make it count.

How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?

My motivation is still good. My goals are still mastery goals and I don't feel that anything really needs to change.

Constrictivism Case Study

1. Describe two similarities between the traditional lesson and the constructivist one as described above. What are two differences?

One similarity between the lessons is that they both involved measurement. The teachers had the students measuring something that was interesting to them. In one case it was a whale and in the other it was a ship. Another similarity between the two lessons was that both of the classes had not worked with yardsticks or measurements. One difference in the lessons was that the constructivist teacher did not give her students instructions on how to see how long the ship was. The other teacher gave her students yard stick to measure the whale. Another difference was how the students reacted to the lessons. The students in the traditional class were unsatisfied with the lesson and really weren't sure what they had learned. The students in the other class were able to learn the importance of standard measurements and got a lot more out of the lesson. They were also much more engaged than the other class was.

2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.

One benefit of the constructivist approach as described above is that the students were engaged in the learning process. Another benefit is that the students got more out of it because they had to thing through the problem on their own. One drawback is that it took the teacher a lot more time to get through the lesson. As teachers we have a lot of material we need to get through and the constructivist approach sometimes is too slow of a pace. Another drawback is that there are a lot of misconceptions you will have to clarify. For example the students had a misconception about measurement. In my opinion I think that sometimes the constructivist approach is worth the cost sometimes but not always. There may be certain things you are trying to teach your students in which they would get more out of by using the constructivist approach. At other times you may not have enough time to let the students learn in that way. I think some subjects and topics are better suited for constructivism.

3. How does the constructivist lesson described about promote critical thinking? Give specific examples of critical thinking from the case study and include a definition of critical thinking to support you response.

Critical thinking is the purposeful and reflective judgement about what to believe or what to do in response to observations, experience, writ en or verbal expression or arguments. In this example the teacher promoted critical thinking. One way she did this was by having the students think of their own method for seeing how long the ship was. She also lets the students work through their measurement problems on their own. For example she lets them measure with their hands how long the boat is but the students get a different number, she lets the students figure out what to do next. She never told them what to do, she just let them observe and reflect.

4. Would the constructivist activity be considered an authentic activity? Why or why not?

Yes this would be considered an authentic activity. Authentic activities are activities in which the learner solves a problem that is realistic. The problem is solved through their own knowledge and thinking. The students collaborated over this real life problem of how to see how long the ship was. The students were also able to use many different resources in solving this problem. It also took a sustained period of time for the students to solve this problem. The teacher also did not really define the task well. The students did not explicit instructions. These factors lead me to believe that this is an authentic activity.

Cognitive Psychology/Information Processing Case Study

Case 1:

1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read the Civil War in their textbook?

When I was in 8th grade my history class did something like what Mr. West did. I loved it and it has been something that I have always remembered. I definitely think that that experience had something to do with me becoming so interested in history. I think the students will remember what they experienced. They will remember marching, setting up camp, cooking. They will probably remember that it wasn't very easy. They will also remember what they felt during this reenactment. If the students just read about it in the textbook the will forget so much of it. They won't connect to the material or become engaged. The students involved in the reenactment will have a broader understanding of the Civil War.

2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning.

Mr. West's use of a Civil-War reenactment engages students' emotions. Students are going through the process that soldiers of the war actually went through. They are experiencing how it would be if they were a soldier first hand. Students will definitely experience some emotions during the process. They will connect more with the actual soldiers who fought during the Civil War. Experiencing emotions and knowing how to regulate those emotions are a form of intelligence and learning. Mr. West's students were feeling emotions and learning at the same time. Emotions help us to remember what we are learning. Events with strong emotions are much easier to remember. This event that Mr. West has given his students will be something they remember because of the emotions they felt.

3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?

A good idea for Mr. West to have his students do as a follow-up to the reenactment would be to have them do reflection. The students have experienced things first hand in their reenactment. This has got a lot of senses involved in the learning. In having the students write a reflection about what they experienced they would be able to tune into their emotions. This would be a great way to tie everything together. The students would be able to see everything they learned by writing a reflection. This would make the experience even richer.

Case 2:

4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.

Mr. Richards provides better instruction for his students. Mr. Richards does different things everyday which I believe would make his students be more engaged. Mr. Dunkin's students probably get bored listening to him lecture everyday. Mr. Richards students are learning in many different ways. This is allow them to learn the information better. He uses many different types of encoding, while Mr. Dunkin does not.

5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?

I believe Mr. Richards' students would have more fun in class. They would be more engaged because he does different things and differentiates the instruction. By using multiple ways to encode information his students would retain the information better. Mr. Dunkin's students are just learning the information long enough until they have their test on Friday. Mr. Dunkin's students are engaging in rote learning.

Brain Project

For the brain project I am going to make a memory game. It will be like the children's game. In this version you will match the area of the brain to its function. You will flip the cards over until you find all the matches. This version is a little tougher than the original because it not only requires you to remember, but also requires you to know the functions of the brain. To make it a little easier for those who don't know the functions I will provide a little cheat sheet.

Social and Moral Development Case Study

1. From a social development standpoint, how might we might explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.

From Laura's statement and her preoccupation with her appearance it seems that she is in Erikson's stage of Identity v. Role Confusion. Laura isn't sure with herself or who she wants to be. We do know that she doesn't want to be considered a geek. She cares a lot about what others think about her. She seems to be lacking some self-worth. The fact that she is so worried about her appearance and how others view her lets me know this.

2. In suggesting that Laura join the debate class, Ms. Wakins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school use to motivate students who seem to more interested in social matters than in academic pursuits?

Another thing the school could do is get students interested in social matters on committees that plan the social events for the school, like dances and rallies. The school and teachers could also let the students have more of a say in what types of projects and assignments they do. This would also those social kids to choose things they are interested in. It would also be good to let them work on projects with groups.

3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? How might Mr. Marcalescu help Laura to advance her moral reasoning?

From the perspective of Kohlberg's theory, Laura is in the moral development stage of individualism and exchange. Laura knows that it is a school rule to be in class when the bell rings but she knowingly disobeys that rule. Laura believes that it is in her best interest to be late to class so that she can make sure she looks go and catch up on the gossip with her friends. She feels that this school policy is negotiable.

Mr. Marcalescu could help Laura advance her moral reasoning by giving her debate questions to discuss contain moral dilemmas. If he is able to give her situations to debate that are just one stage higher than where she is currently, then her moral development will increase.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social and moral development?

A debating class could contribute to students' cognitive development because students are required to think about hypothetical situations a lot of times. This would help students reach Piaget's formal operational stage. It would also help cognitive development because as the students were engaging in the debate they would come to create an understanding of the world, like Vygotsky says. A debating class could contribute to linguistic development because students will need to know a lot of words, their meaning and how to use them properly in order to debate effectively. A debating class would help social development because students would develop self-esteem as they spoke in front of their peers and argued their opinion. It would help them pass the identity v. role confusion stage more successfully. A debating class could also contribute to moral development because in debating a lot of moral issues are discussed. This would help students pass through different stages of moral development.

Course Contract Review #2

What are you doing well?

I am doing well at preparing for exams. I spent a lot of time studying for this last exam and felt prepared when I went into take it. It was really nice to have a 3x5 card to take into the testing center but I did not really need it on the test. Making the card helped me to learn the information. Having it though did take the stress level down.

What are not doing well?

One thing I could do better at is doing my assignments a little earlier and not the night before they are due. Ideally it would be nice to get them done before the weekend. If I could do this I would not be as stressed and would also be able to do over my assignment again the night before to make sure I understood thre content.

Are you making sufficient progress on your goals?

I feel that I am making sufficient progress on my goals. I have a good understanding of the material we are covering in class and I feel that it is really sinking it. I like how the tests show us how the material is applied to teaching.

List specific things you need to change in order to meet your goals.

To better reach my goals I need to spend more time on my assignments and not just do them to get them done. I need to think more about what it is I am doing and study the material once I have completed it.

How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?

I am still feeling really motivated in this class and am really enjoying it. The class is challenging but because I can tell I am grasping the material and actually learning new information, I am motivated to do better. I love the feeling of understanding new things and that is happening a lot in this class. I am focused on mastery goals. I really want to learn this information to help me be a better teacher, not just to get a good grade.

Cognitive Development Case Study

Chapter 2 Analysis Questions:

1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.

Although Laura is 14 years old and according to Piaget she should be in the formal operational stage, she is actually in between the preoperational stage and the concrete operational stage. Laura's arguments do make sense and are logical, but they are not practical at all. Laura also displays egocentrism. She is very into herself and can't consider things from the perspective of others.

2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?

Laura's reasoning is extremely affected by her lack of knowledge regarding pollution. For one she does not know about pollution. She also doesn't understand the real life function of an adult. She makes it sound like it would be no problem for a mother to take her kids to school and then drop of the trash to garbage dump.

3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy?

By posing a series of questions Mr. M. tries to get Laura to reconsider her thinking about the pollution problem. He is trying to get Laura to experience disequilibrium. He wants her brain to say, "oh this is new, I am not sure where this goes." If Laura is able to experience this it will mean she has learned something new. Mr. M's strategy is not working very well though because Laura always has a rebuttal, even if it is totally unpractical. Mr. M. is also trying to use scaffolding to help Laura come to a better argument. By posing questions he is trying to lead her to a better answer.

4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?

This scenario represents Piaget's concept of play because Laura is actively debating her point of view. She is not just sitting back and listening, she is taking an active part. This scenario also represents Vygotsky's concept of play because Laura is taking on a role and pretending to be an adult who solves problems, such as pollution issues.

Special Needs and Learning Differences Case Study Analysis

1. What classic symptoms of a learning disability does Nathan exhibit?

Nathan gets distracted very easily and has a hard time concentrating on tasks. He also has a hard time finishing test and assignments. According to previous teachers, Nathan is also hyperactive.

2. What accommodations has Nathan received in the past?

In elementary school Nathan received special services in a resource room. He was also put on medications.

3. What strategies would you recommend to help Nathan with his learning disability? Why?

From Nathan symptoms, it looks like he has ADHD. To help him with his ADHD would recommend that his assignments be broken down into smaller components. He seems to be able to start his assignment and gets his answers right but he gets distracted and can not finish them. If his assignments were smaller than he would be able to complete more. I would also incorporate more hands-on activities into the curriculum. This will help Nathan to not get as bored and to stay on task. I would also move Nathan to a quite part of the classroom where distractions are less likely to occur. I would also create a record-keeping method to help monitor Nathan's assignments and would have him be involved in this. I would also talk to Nathan and just see what he thinks would help him. It is really important to ask your student what they think and not just assume you know what is best.

4. How many students like Nathan will you likely have in your class?

I will probably have one or two students like Nathan in my class. 5-10% of children in the United States have ADHD or ADD.

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Educational Neuroscience

What? What is this individual currently researching?

Marilee Sprenger is an international educational neuroscience consultant. She has worked with kids from all ages, from kindergarten to college graduate students. She teaches brain-compatibility and memory courses at Aurora University. She works at developing brain-based teaching strategies, differentiation, and memory research. Marilee has written many books about these topics. She travels to lecture and teach her strategies to others. She seems to be best known for her research on memory.

So What? What does this person research have to do with education?

Marilee's research has tons to do with education. One very important thing that Marilee says is that students have a limited amount of focus time. She says that a student's focus time is equal to his/her age in minutes. For example I am 22 years old and therefore my focus time is 22 minutes. This is a very important thing to know and understand as a teacher. If you are teacher a group of 14-15 year old you cannot expect to lecture the whole period and your students to stay focused. Instead Marilee says to break up these lecture and focused times with students thinking and sharing the information with a partner. Another thing that Marilee says is that re-teaching the information to others helps you to memorize it. Graphic organizers and mnemonics are also great helps in memorizing information. When it comes to textbook reading Marilee says that if the students don't have something they are suppose to be looking for they will be less likely to remember what they are reading. The more active a student is in the learning the more they are likely to remember the information.

Now What? How might you use this research in your future classroom?

Knowing this information will be a huge help to me in my classroom. Knowing that my students are only able to focus for a certain number of minutes will help me to make lesson plans that are not just full of lecture but incorporate a lot of interaction. I really like graphic organizers and knowing that they are helpful in memory retention makes me like them even more. I definitely plan on using them a lot in my classes. I will also make sure that I give opportunities for my students to teach each other the material because Marilee says this is the best way to remember information. When I assign my students readings I will have them do a literature circle with it or other activities so they know what they need to get out of the reading. Marilee's research is extremely useful information that will really help me in my future classroom.

Course Contract Review #1

What am I doing well?

I am doing well at preparing for test and study time. I make sure that I am not tired, I am not hungry and am in an environment that will not distract me from the assignment. I also am doing a good job of making sure I understand the material before it becomes test time and clarifying any questions that I have.

What am I doing not well?

I am not doing well at writing down the assignments down in my planner each week. I also am not doing a good job on doing my blogs on Mondays. I am going to do them on Wednesday afternoons instead now because that works better with my schedule and other classes.

Am I making sufficient progress on my goals?

I feel like I am making progress on my goals. I feel that I really understood the material covered in the first test and that is a really good feeling. I also understand how knowing that information can help me become a better teacher. I also am doing well at not procrastinating. I have been able to complete all my assignments and readings ahead of time and have not felt overwhelmed at all.

What do I need to change in order to meet my goals?

To meet my goals I need to start writing down the assignments each day after class and scheduling them into my planner. In my planner I need to specify when I will work on them and complete them. When things get a little more busy this will help me out a lot.

Another thing I need to do is when the test comes back I need to go over my answers and figure out why I missed certain questions. I also want to make sure that I understand the essay questions I did not choose to write about because that information is important too and will help me in becoming a better teacher.

How is my motivation? Am I focusing on mastery or performance goals? Is there anything I need to change?

I feel very motivated to understand the content and to do well in this class. I am motivated to enjoy it and to have fun while I am learning the material and so far I am. At this point I feel that I am focused on mastery goals but at the same time I feel that if I meet my mastery goals then I will aslo perform well so I feel that they kind of work together. Right now I don't feel that there is much I need to change besides being better as using my planner.

Motivation

Why am I here?

I am here at UVU because three of my siblings attended this school and really enjoyed it. They suggested that I come here and I took them up on their advice. I am here in in the education program because I want to be a teacher. When I was in middle school and high school I saw the positive influence that teachers can be in the lives of their students. I realized that I want to do that and impact my student's lives. I also have a love for history and want to teach something that I am passionate about. I am here in this program to learn the tools necessary to become a great teacher and how to teach. I am here in this class because it is a requirement for my major. I also am in this class because I have heard from friends that although this class is a lot of work, I will learn a lot of important information that will help me as I prepare and become a teacher. I am in this class because I want to learn all that I can to be a good teacher before I enter the field.

What motivates me?

The feeling I have when I succeed and do well motivates me to continue to do well. I am also very much motivated by positive feedback and compliments. When I am told that I am doing a good job it makes me happy and motivates me to work even harder. This is especially true in my job as a nanny. When my boss tells me how much they appreciate all I do for their family and how much they appreciate me it makes me want to be better, to clean the house more, to take the kids out, to do more fun activities. It even makes me more excited to come to work and gives me a better attitude. I am also motivated by competition. I am a very competitive person and enjoy winning and competing.

Why do I succeed?

I succeed because I put in the necessary effort. I work to do well in my classes and in other areas of my life. I am happier when I am successful therefore I try to succeed at all times. Failure is something anyone enjoys and so I work to succeed so I do not fail. I also believe that I succeed because of the example of my parents. They are both successful, confident people and through observing them throughout my life I have become a successful and confident person as well.

Why do I fail?

I fail because I can be a procrastinator. I also can be a little lazy. Another problem I have is not prioritizing well.

Do my goals in my course contract reflect mastery goals or performance goals? What does this say about me?

I believe that my goals in my course contract reflect mastery goals. My goal to not procrastinate will be something I carry on with me throughout my life. It is not about getting good grades, it is about making life easier for me and being able to put forth better work because I am not doing it in a hurry. If I can master this goal I will reduce so much stress. Assignments and test will not make me nervous or anxious. My other goal, to really learn and understand the material so I can be a great teacher is definitely a mastery goal. I want to learn this information so I can be better for my students, not so I can get an A in this class. My mastery goals tell me that I display self-regulation and that I am more likely to undergo conceptual change.

How do I need to change my mindset and motivations for this class in order to become a great teacher?

I need to work on not being so motivated by positive feedback. Other than that I feel my motivations and mindset for this class or good to help me become a great teacher. As times goes on though I may realize that I need to do some reevaluating and make some changes to my mindset and motivations.

Course Contract

I have a couple goals for myself while taking this course. My first goal is to not procrastinate my assignments and to complete them all ahead of time. Another one of my goals is to learn the content so that I can become a better teacher and not just so I can get a good grade. I want to really know the material that we will be covering.

I will reach my goals in this course by making a weekly preparation plan. I will keep my weekly plan organized in my day planner. After class each Thursday I will write down the assignments given. I will then make a plan for the week about how and when I am going to complete each assignment. In doing this it will help me to not procrastinate. I will dedicate my Monday afternoons to completing the case study/blog assignment for that week. M-F evenings I will dedicate at least a half hour to the weeks reading assignment and study guide. If more time is necessary then I will work on the study guide on Saturday mornings. I will give myself plenty of time to complete each assignment.

I will also reach my goals in this course by preparing and having good study strategies. I have never been the best at studying but this semester I am determined to learn how to study the right way. First of all I will remove myself from all distractions and make sure that I have eaten a healthy meal or snack before I begin studying. I will study at a table instead of on the comfy couch so I won't be tempted to fall asleep. I also will attend class each week and take notes. If I have any questions I will make sure to ask my classmates and professor so I do not leave class confused. I will also make sure that I get 8 hours of sleep each night. I will make sure that I go to bed before 11pm. I will also attend any study groups. I will not cram the night before! I will study each day so that my brain is not fried when the time for the test comes along. After I take a test I will review the questions I missed and figure out why I missed the question and learn what is the correct answer and why.

I will reach my goals in this course by making sure I understand each topic before it comes time to take closed-book examinations. If I do not understand a topic in class I will ask my neighbor. If I am still confused I will speak with the professor. I will also research online if needed. If I am confused while working on a reading assignment I will re-read the material. If I am still confused I will research online. If that does not work I will call a friend from class. If I am still confused after all these steps I will email the professor and ask for more clarification. If needs be I will make an appointment to speak with the professor.

I believe that if I stick to these plans I will be able to reach each of my goals for this course.

Intro

I like to blog! :)