ECS 200 Week 4: Socio-Emotional Development and Motivation

3 things that I learnt:

  1. Triarchic reciprocal causality: I found this very interesting about how various influences can play such a big role on students. I learnt about how this theory contains three different kinds of influences which are: personal (beliefs, expectations attitudes) , environmental, (resources, consequences of actions, physical settings), and behavioral (individual actions and choices) and how they are all influenced by each other
  2. I learnt about how big a role observing others has in the social cognitive theory. It was interesting to know that the older children grow, the more able they are to focus for longer periods of time which helps aid them in their developmental levels
  3. The last thing I learnt from this chapter was about self-efficacy and how it differs from self-confidence or self-esteem. I learnt the how self-efficacy is our beliefs about our personal competence and effectiveness in a given area.

 

2 Connections that I made:

  1. One of the first connections I was able to make was in Chapter 12. The connection I made was with regard to intrinsic motivation which is our tendency to seek out and conquer challenges with activities that are satisfying and rewarding to us. I related this directly to my motivation in the sport of Track and Field. I don’t do it for the punishment of because I need an incentive for it, I do it because it is truly something that is my passion. The sport for me is satisfying and I receive any rewards out of the sport. My dedication to the sport is definitely intrinsic motivation for me
  2. The second connection I made was in chapter 11 with the cognitive evaluation theory. This theory explains how student’s experiences such as being criticized, lectured or reminded of deadlines influence their intrinsic motivation. It made me think back to my days of schooling and how much I hated going to math class. I was constantly criticized with my learning and my mind set on how to figure problems out. It made me hate being in the class and I never wanted to be in the class anymore because of my fear. I didn’t have any intrinsic motivation to like math class. It affected my sense of self-determination.

 

1 question I still have

  • As a teacher, what are some of the main things that we can teach in order to have students become self-regulated learners?

 

 

 

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Biological and Cognitive Development: Second Blog post ECS 200

3 things I learnt:

The first thing I learnt was the bioecological model. I found the connection between the physical and social contexts really interesting. The way that everything is interlinked through this model is fascinating. I had never heard of the terms “Microsystem, Mesosystem, Exosystem, or Macrosystem” so seeing them in more of a diagram based presentation made it very easy to understand.

The second thing I learnt that was interesting was the difference between “domain-specific knowledge” and “general knowledge.” I didn’t know the official term for knowledge that was specific to one area of learning.

The third thing I learnt was about the various types of perception there are. The main thing I learnt was the different principals of Gestalt referring to patterns and configurations. The different patterns of Gestalt were very interesting and helped me recognize the various learning techniques. Examples of these were the figure-ground pattern, proximity, similarity and closure patterns. Knowing the principals of perception is an important aspect of learning and how we teach students.

 

2 Connections I made:

My first connection with this week’s reading was in regards to girls and their physical development in their early years. For many girls, they believe that being muscular or bigger is the worst thing in the world. Typically, boys will be leaner and some are a lot smaller than girls between ages 11-15. For myself, I found a connection to this because of how many girls in my class felt. Many of them were going through puberty and they would be constantly upset with their body image. Even though they felt like they were bigger they were actually a readily normal body weight. I think that many girls struggle with self-image during these early years.  I never realized how much it actually affects students.

The second connection I made with this week’s readings were in regards to exercise and recess. Children need physical activity especially during their early stages of development. For certain kids, they use physical activity or sports as an outlet when they are angry, sad, or struggling with certain things. I have a connection based on my personal experience with this topic. When I was younger, I had a difficult time in the classroom paying attention and focusing on my school work. My parents would go and make me play sports after school as a way to get my energy out. This enabled me to pay better attention in class as the years went on. I was better focused and more motivated to get my school work done. Exercise plays a huge role in enabling children to focus and make them pay attention.

 

1 question I still have:

One question I have is in regards to students and their learning. When I was in school I had a very difficult time trying to learn and understand class material as oppose to just memorizing it and forgetting it 2 weeks later. Are there different methods to how you teach students in a way for them to learn and absorb information instead of just memorizing it?

Blog Post #1 ECS 200

3 things I learned

The first thing I learnt was in regards to adolescent development and the brain. I found it quite interesting to find out that as the limbic system matures, adolescents become more responsive to pleasure seeking and emotional stimulation. This was something I had never heard of before.

 

The second thing I learnt was in regards to Piaget’s Theory of Cognitive Development. It was very interesting about how according to Piaget, our thinking process changes radically and it matures as we strive to make sense of our worlds

 

The third thing I learnt was about the Zone of Proximal Development. I learnt what is and how its a place where learning and development are possible.

 

 

2 Connections I made: 

 

Connection #1: One of the things I made a connection to was the long-term impact random questioning has on students. Teachers will often ask upon certain students to answer questions in front of their peers which can sometimes elicit fear in them.It can also form negative emotions with that particular subject. I remember feeling terribly embarrassed in my grade four math class when I was called on by my teacher. It made me feel nervous and stressed about coming to class every day.

 

Connection #2: The second connection I made was how much sleep and nutrition can influence students daily life. Sleep plays such a big impact in the lives of students with their physical and emotional development. NoIt also plays a large impact on students on their ambition with extra-curricular activities such as sports. I made a connection with myself during my the first semester of first year. I am on the track and field team and we train on average six days a week plus our weights. I was not getting nearly enough sleep for the amount of training I was doing nor the school work that I had on top of it. Learning how to get proper nutrition and proper sleep was something that I had to learn and was something that a lot of students (secondary and post-secondary) struggle with.

 

 

1 question I still have:

 

Can you influence a child to develop sooner than others? Are there particular things that influence a child to start walking, or talking?