Unit 2 Metacognitive Review

Unit 2 Review

Please write or record a 1-3 sentence response to each of the following questions: 

  1. How did your group perform on the test? What group dynamics helped or hindered your performance? OR, if you worked alone: How did you perform on the test? What helped or hindered your performance?
    1. I did pretty well on the test. The scratch-off form was cool because I got to know right away if I got the right answer, and on those questions, I had debated about two different answers, so when I got the wrong answer I immediately knew what the correct answer was.
  1. How well do you feel you prepared for the quiz? Explain. If you worked in a group, what specific things did you contribute to your group’s effort? 
    1. I actually didn’t sit down and study for the quiz, but I had just completed the Student Development Profile right before I did the quiz, and this was a great way for me to review the different theories and their main points. I think the other TIPR posts and student identity profile also helped me prepare for the quiz because I was able to apply the theories in real life instead of just reading about them. I also used some pictures in my notes, which helped me remember the key terms of Vygotsky’s theory–even though I didn’t look at the pictures right before the quiz, I remembered what I had been thinking when I drew the picture, and I was able to recall the vocabulary terms that I needed for the quiz.
  1. Which concepts/theories were easy and which were challenging? Why?
    1. Erikson’s theory was really easy for me. When I was an undergraduate before, my senior thesis was using Erikson’s theory, specifically the Intimacy v. Isolation stage, to analyze and understand Nathaniel Hawthorne’s short stories, so I was already very familiar with Erikson’s work and I had some concrete academic experiences to draw on for his theory. His theory is also so interesting, it is easy to learn and comprehend.
    2. Bronfenbrenner’s Bioecological model was the most challenging for me. I think this is because my personal visualization of the model is different from lots of the ones I saw, and I encountered more than one definition of some of the different systems, so that was confusing. This model is also less chronological, and that was more difficult to wrap my brain around.
  1. What do you need to do to learn and/or retain the content from this unit (and the previous one) for success in the class, on the Praxis, and as a teacher?
    1. I think Piaget, Vygotsky, and Erikson are vital for me to be successful as a teacher and on the Praxis. I had heard the term “scaffolding” long before I’d ever learned about Vygotsky, and I think their work is so important to understanding teens and how to teach them effectively. The information about physical development is also so important for successful teaching–teens have a lot going on with their physical development, and a 7th grader is so vastly different from a 12th grader that being equipped with knowledge about those differences will be a game-changer for me as a teacher.
  1. What insights have you gained from your service learning field experience during this unit?
    1. My main insight in the last few weeks has been that my cooperating teacher does everything with more than one purpose. A couple of weeks ago she had students read an article and summarize it–she was simultaneously collecting formative assessment information about their summarizing abilities AND helping them learn important content knowledge. Everything she does has multiple purposes; she doesn’t do things for only one reason, and she especially doesn’t do anything for no reason.
  1. What can I do as your instructor to better help you understand course content as we move into our final unit? What other questions/comments/suggestions do you have for me?
    1. The TIPR blog posts already really help me understand the content because I get to apply the theory in a real life situation instead of just reading about it. Real-life applications are seriously more helpful than all the study techniques I could use.

Unit 3 Pre-assessment

Please write anything you know about each of the following (no Googling!): 

Behavioral Psychology: Using psychology and training and conditioning to get people to do things the way you want them to. I always think of the rats in the mazes–using conditioning to get them to run a certain way. I think of this as more of the clinical side of psychology–less about research and more about implementation. I also connect this to a novel I read, The Chosen; one of the main characters is a student of psychology, and behaviorism is discussed a bit.

Cognitive Psychology and the Information Processing Model: I’ve never heard of cognitive psychology before. I would assume that the information processing model is a theory to explain how our brains process information, but I am not sure.

Social Learning Theory/Social Cognitivism: This sounds to me like a theory about how humans learn better together, how we learn from interacting with other people and watching other people. Social Cognitivism makes me think of the idea that there are broad, underlying cultural ideas that undergird everything we do–more of a universal myth idea that we talked about in one of my English classes…. this may have absolutely nothing to do with social cognitivism!

Constructivism: I think of the idea the we construct our own knowledge based on our experiences, that we’re not born with a bunch of knowledge, but that we construct it based on the world around us and the things we encounter.

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