Вы находитесь на странице: 1из 5

Lindsay Mims EDUF 7130 LEARNING THEORIES AND APPLICATIONS Fall 2012 DR.

CHAMBERS EXAM 3b

Please read each question carefully and be sure to take time to respond to all parts of each question. *As with earlier exams, points will be allotted based on the quality of the response (i.e, how thorough and accurate it is, and how well the theoretical concepts were applied) as well as the level of reflection/insight demonstrated.

1. Imagine that a student in your class has just received a failing grade on an exam. You overhear her making the comment, Im just no good at this subject, and I never will be. a.) Analyze this situation from the perspective of self-efficacy effects on motivation. Be sure to include a discussion of each of the 4 general sources by which people gain information that influences their self-efficacy, according to Bandura (i.e., apply them to this exampleits OK to speculate about things that might have happened to this learner in the past, or make them up). (4 ptsroughly -1 page) Enactive Mastery Experiences: For the information given enactive mastery experiences seems to have the most influence on this persons low self-efficacy at least at this moment. A persons self-efficacy is highly influenced by their performance on the specific task, and this student just performed pretty badly and so it is natural for their self-efficacy to decrease in this situation. Vicarious Experiences: We can safely assume that not everyone in the class failed the exam. That being said, if the student sees their peers seeming to have no trouble or an easier time on the exam this can also decrease their self-efficacy beliefs because they can feel that they are the only one that is unable to grasp the material given to them, therefore they must be no good at the subject, and never will be. Verbal Persuasion: Another source of influence on a persons self-efficacy is verbal persuasion. This could play a role in the situation above if the student has people in their life that tell them they cant do this task and/or other things as well. Even if the student simply doesnt have anyone in their life to tell them they CAN accomplish and ARE capable of doing the specific tasks it can significantly affect self-efficacy in a negative way. Physiological States: The way a personal feels physically, or their physiological state can affect their self-efficacy level as well. When this student sat down to take the exam I wouldnt be surprised if they had butterflies in their stomach, maybe began to sweat some, especially if they already werent confident in this

Lindsay Mims subject. People can sometimes interpret these feelings to mean that they will do well, or in this case fail. b.) Then choose one of these sources of motivation that you described above and briefly summarize in your own words the research findings discussed in the text, of studies examining how specific aspects of this source contribute to motivation. (3 ptsroughly one short paragraph) My favorite of the four sources of motivation is verbal persuasion. In 1990 Graham & Baker conducted a study that showed that students, especially ones that have failed before, can actually have decreased self-efficacy when verbal persuasion is used towards something very easy or if it is used to often. Also, in 1997 Banduras findings showed that if verbal persuasion is used in a way that talks about specific aspects of the work or task that the person did well or how/why they are done well it will be very effective at increasing a persons self-efficacy beliefs. During the same study by Bandura in 1997 (I assume it is the same study, although it does not say for sure) his findings showed that verbal persuasion works best when the statements made about the person and their abilities are only a little higher than what the person already feels like they can do. In other words if someone is telling a student they are going to completely ace every test from here on out, and the student feels like they arent even going to pass anything, let alone ace it, then the verbal persuasion isnt very effective. c.) Finally, suggest a specific plan for increasing this learners motivation, based on these 4 components of self-efficacy. (3 pts- roughly one paragraph) If we are looking at all four sources of motivation the first one, enactive mastery experiences is one that we are unable to do much about at this point, unless the student has had previous success not shown here, which I doubt to be the case. The vicarious experiences aspect could potentially help increase self-efficacy if she finds a classmate that was previously failing, and now is not, or if she has a role model who had a similar situation where they were failing and then were able to turn it around. Unfortunately for that to work a classmate would have to come forward, or if the student found a role model it would be rare for it to be the same task instead of simply a similar situation. I do think if the student were to have someone in their life to give them the persuasion part of motivation, whether it be a friend or family member, or even a teacher or tutor, that could be helpful. Now obviously it is difficult if not impossible to change physiological states, but perhaps if the student worked on remembering that those feelings do not automatically doom them to failure, it is simply the body showing signs of anticipation or worry. d.) Analyze the same situation from the perspective of attributions for performance. Specifically, what type of attribution is this, based on Weiners 3 dimensions of attribution? How, specifically, would you suggest changing this learners attribution for performance to a more healthy one (and what would be a more healthy attribution type)? (4 pts-- roughly -1 full page)

Lindsay Mims Based on Weiners three dimensions of attribution I would say that the above statement is internal, stable, uncontrollable. In order for the learner to be able to change to a healthier attribution type they would first need to understand that although they may not be doing well right now, that does not mean it will always be that way (unstable). Also, even though the task might be more difficult to master than it would be for other people that just means that they need to spend more time on it (controllable). Lastly, it was never mentioned whether this was the students first time failing or not, but especially if it is they need to be able to recognize that sometimes it could be things such as lack of sleep, type of test, not enough time to study, etc. (external). To sum it all up, a much healthier attribution type would be either external, unstable, controllable or internal, unstable, controllable. (I didnt really understand what you wanted that could take up a page.) 2. Using Kellers ARCS model of motivation, develop a specific plan for motivating learners (with an original example of your ownany learning situation is fine here). Be sure to note any considerations (in terms of the learners, content, etc.) that you should take into account as you are developing/implementing this model. (6 pts: roughly 1-1 pages) Pg. 333 (attention, relevance, confidence, satisfaction) 3. Imagine that you are planning to assess what your students (or other learners, if you choose to describe a situation other than a typical classroom setting) have learned as a result of your instruction in a specific subject area. Choose three of Blooms six cognitive outcomes from his taxonomy, and for each one, develop an original exam/assessment question related to your specific example. *Note: all three questions should pertain to the same specific example. Be sure to briefly note why you believe that each type of question reflects the particular cognitive outcome that you have associated with it. (Hintsaying I think it reflects this cognitive outcome because the verb matches what was in the book will not be sufficient here ) 6 ptsroughly page) For my example I will pretend that I am a science teacher and have been teaching my students about photosynthesis. (I dont know a whole lot about photosynthesis, so I wont be answering my own questions) - Knowledge: What element other than sunlight and water do plants take in to complete photosynthesis? This would be a question designed to assess the students knowledge because it is asking for a specific fact and not asking for the student to have to understand or interpret any information. - Comprehension: Explain the process of how photosynthesis works. This would be comprehension, because not only do they have to know facts about it and definitions, but they would have to actually understand how it works in order to explain the process back to the reader/teacher. - Application: If you were stranded on a desert island with a packet of fruit seeds in your pocket, how would you use your knowledge about photosynthesis to help you survive? This is an application questions because it is asking the students to

Lindsay Mims imagine how to use their knowledge in a real life (not likely, but possible) situation. 4. In your text, Driscoll highlights Gagnes suggestions for optimal conditions for learning in each of his 5 areas of learning outcomes (verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills). Choose one of these areas of learning outcomes, and using an original example, apply Gagnes suggestions for external conditions that instructors can arrange to support this outcome. (4 pts: roughly page) Im going to turn this around and using parenting as an example of a type of teacher. I am wanting to try to help my child learn not to lie about things. According to Gagnes conditions for learning attitudes there are certain external conditions that I arrange that will give my child a better chance of learning this specific attitude. The first condition that will enhance her learning not to lie would be for her to see myself and any other role models she has in her life telling the truth to each other, as well as to her. Gagne says this is effective because people often want to be like, or model, those who they have respect for and/or identify with. He also says that giving feedback about personal experiences is often effective as well. So after or in addition to modeling the behavior I would want to tell her about times that I may have not told the truth and how it may have hurt myself and others and how much differently it could have been if I had decided to tell the truth. 5. a)Briefly outline Gagnes nine events of instruction, within the context of an original example of a specific topic being taught (i.e. giving specific original examples of each of the events in your situation). (5 ptsroughly 1 page) I am going to teach my class how to multiple small numbers. First I would need to gain their attention, and I think the best way to do that would be to stand up in front of the class and ask everyone to quiet down, perhaps flickering the lights a few times. Since these are obviously young children there may be times throughout the process when I will have to ask them to quiet down again, may even calling certain childrens names specifically. Once I have the children attention I would want to tell them that today we are learning to multiple small numbers, and we will start will 2 times 2 (informing the learner of the objective). In order help the children relate multiplication to skills they already learned (stimulating recall of prior learning) I would want to explain that multiplication is similar to addition in that you add the first number to itself the second number of times. So for 2 times 2 you would add the number 2 twice (or 2 plus 2). Explaining it this while, while it is relating it back to previously learned information it is also presenting the stimulus because I am explain specific features about multiplication. At this time I may choose to write the problem out on the board for some learning guidance, but I wouldnt want to guide too much as this point because sometimes less guidance is better with problem solving. Now I would ask the children to try a new problem on their own, such as 2 times 3, in order to show that they have learned and understood the material (eliciting performance). Once the children have tried to complete this new problem on their own I would want to go around and look at their work and

Lindsay Mims provide feedback to each of them letting them know what they did and did not do correctly. Throughout the rest of the week we would continue learning multiplication tables and at the end of the week the class would receive a test on the material they had learned in order to assess their performance. Multiplication is one of the very basics of math which everything else math related is built on, so even when it is time to move on to division and/or fractions multiplication will still always be found throughout (enhancing retention and transfer). b) Which of these events are, in your opinion, the most important? (Or would this vary depending on the topic/learners?) Explain your reasoning. (3 pts: roughly 1 short paragraph) I am sure that depending on the topic it may vary somewhat, but generally speaking I think there are two events that are especially important to the learning process. Eliciting performance is the first one, and I feel that this is especially important because unless the learner is able to use the skill they have just learned then it is completely useless and pointless. Then once they have done that the second event I feel is extremely important would be providing feedback. There have been many times I have learned (or thought I learned) a new skill and performing it, thinking I am doing it correctly only to find out, once someone has provided me with feedback, that I had completely misunderstood it and was doing it incorrectly. Now if no one had ever provided me feedback about my mistakes then I would have continued performing incorrectly without even realizing I was doing so. 6. After considering all the learning theories discussed in our class this semester, which theories and/or aspects of theories appeal to you personally, and why? Be sure to include in your discussion a brief description of each theory or concept that you mention (as opposed to just stating, for example, I like Piagets theory), as well as explaining why you might find it particularly useful (you could elaborate here by discussing your own teaching style, the types of learners you encounter, the subject matter, or anything else that is relevant to the learning situation). (3 pts: roughly 1 paragraph) I think my favorite theory of all the ones we discussed throughout our class would have to be Banduras self-efficacy beliefs. I have always been a big believer that whether you believe you can do something or not plays a huge part in whether or not you are able to accomplish it. Also, in regard to verbal persuasion with self-efficacy I have always thought that people often live up to what others think of them. I believe there have even been studies done where students in a classroom were either paid attention to and praised for their work, or ignored and ridiculed for being incorrect, and even though which group each child was placed in was chosen at random they still fell in line with what they were being told about themselves.

Вам также может понравиться