Erik Long Edu Pysch

Accommodation and Assimilation 1)   The lesson was about functional groups and how biologic molecules work.  The teacher introduced disequilibrium by giving each table "ball and stick" packets and telling told them to make something using all the parts.  This gave the students time to "play" with the subject material and use their Sensorimotor stage. Then we got into the lesson and started learning about hydrocarbon molecules.  Hydrocarbons act like the skeleton for biologic molecules.  The "skeleton" example was to help students accommodate this new information since it can't really be assimilated into their prior knowledge. Once the students fully adapted this new scheme they could assimilate the rest of the biological molecules within hydrocarbon molecules. 2)    I think the students needed more clear instructions on what to do with the "ball and stick" packets.  The students were told to use all the pieces, but they were only suppos

In my first visit to the classroom, the students were doing a peer teaching assignment called a "jigsaw".  The students first divided into four groups with each group researching a different myth about science.  Then they formed new groups with a representative from each of the four original group.  The students would take turns teaching each other about their content area in these new groups until everyone was informed.  The Teacher and I would walk around to the different groups and listen in while the students taught each other. The four original groups would research their respective myth using the internet and by talking to the teacher and myself.  This created a ZPD (Zone of Proximal Development) where each group could learn from the MKOs (More Knowledgeable Others) of myself, the teacher and the internet.  Each student had to internalize their information and then prepare to teach it with private speech.  Once reorganized into new groups,  Each student would teach

Most live models in Earth Systems are under the earth are often impossible to see, so I must rely on symbolic models in the classroom.  I have some skill in 3D graphics and hope to use these Models to better explain concepts like how rock layers work.  I think using new technology would help hold students' attention. If the budget permits, I would love to take my students on field trips to view live models of rocks and rock layers.  As to Behavioral Modeling and Social Learning... One skill I would really like my students to learn is how to take good notes.  I will act as a live model and write notes on the board.  I may also call on a student to write on the board for me so as to show that any of my students can do it.  Writing realistic notes on the board helps the students know exactly what I want.  It also teaches me how much time I need to give them for writing notes so my students aren't falling behind.  I also really like the students writing notes on the board

In my class, I want to offer extra credit as a positive reinforcement for each assignment.  each assignment would be worth 6 points out of 5.  This extra credit will act kinda like a token system where students can earn up extra credit "tokens" and use them to boost their grade.  If students don't hand in there assignments on time they would have to pay a response cost out of their extra credit.  Late assignments would only be worth half credit as my removal punishment.  These two systems would allow students to have one or two late assignments without hurting their grade.  I hope this will encourage students to do their best and pace themselves.  I also plan on giving a quiz at the start of each class with different questions being used at variable intervals.  Whatever question students have trouble with will be repeated in positive practice quizzes that are not graded. 

My personal theory is that there is a three part: The Brain, the Mind, and the Self.  The Brain operates as the backbone of learning and grows continuously until it begins to expire with the body.  Although it can be quickened by the Mind, it grows independently of the Mind or the Self. It operates at a subconscious level.   Nope! Not enough time to explain.... will do a video... ..... ........... ......... .... ............... .... Nope takes too long to upload... Simply put I think learning follows a very similar path as the hero's journey.  There is only so far you can go within your comfort zone.  After that, you have to step into disequilibrium and accommodate for new thinking.  You will, however, have a guide (an MKO) who will guide you through your zone of development before finding a  new equilibrium.

I'd like my students to hand in their test in without having to tell them ever time.  The unconditioned stimulus would simply me tell the class to hand in their papers, with the unconditioned response of them getting up and handing it in.  Before I actually said, "hand in your test," I'd play a musical jingle. (The jingle would act as my neutral stimulus)  I'd would then continue to play the jingle at the end of each test before saying, "hand in your tests."   Eventually, the students would hand in their test just by hearing the jingle.  So in the end, the jingle would become a conditioned stimulus, which the students exhibit the conditioned response of handing in their tests.  I think I would still have to say, "hand in your tests" every once in a while.  Otherwise, I think the conditioned response would become extinct and the students wouldn't respond to the jingle anymore. If I had used candy, I believe I would have ha