Module 10: Reflecting on Classroom Practice

Question 1

A classroom teacher is finalizing his classroom management procedures at the beginning of the year. He decides to open the school year by modeling appropriate ways to act in the classroom so that students can learn by observing the expected behavior.

Which theorist’s principles is the teacher using?

A) Chomsky
B) Bandura
C) Skinner
D) Vygotsky

Answer 1

B) Bandura

Bandura’s observational learning theory held that students learn best by seeing a desired behavior modeled while they observe.

Question 2

Dr. Thomas has been teaching her students study habits. In order to get her students to understand the benefits of using the strategies she has been teaching them, Dr. Thomas gives her students 30 minutes to study their notes and readings prior to taking their assessment. They score their assessments immediately after finishing the assessment, and Dr. Thomas shows them that every student improved from the previous assessment by at least 10 percent. She discusses the study practices and benefits of studying with the class.

Which strategy is Dr. Thomas using, and which learning theory supports that strategy?

A) Cooperative learning; constructivism
B) Scaffolding; cognitivism
C) Open seminar; humanistic
D) Direct feedback; behaviorism

Answer 2

D) Direct feedback; behaviorism

Dr. Thomas is reinforcing a strategy that she has taught her students by showing the direct consequence of using the strategy. She is providing them with direct feedback as a principle of positive reinforcement, adhering to the learning theory of behaviorism.

Question 3

Choose the teaching scenario that best aligns with the learning theory. (Humanistic, Social Cognitive, Constructivist Learning, Behavioral)

Mr. Costa wants to help his students develop higher order thinking skills, so he has developed a lesson that will provide real-world experiences and ensure the students have an active role in their learning. He plans a problem-based learning experience where students will answer the question, “How can we get students through the lunch line more efficiently?” The students collaborate to make plans to solve the problem. They conduct interviews, research cafeteria procedures, and observe lunch shifts. Next, they develop a plan, and the principal agrees to put the plan into action. The students then observe their plan in action and evaluate the effectiveness of their plan by analyzing the results and reflecting on the process.

Answer 3

Constructivist Learning

Mr. Costa’s learning activity is an example of incorporating the constructivist learning approach. He has incorporated problem-solving, meaningful learning experiences, higher order thinking skills, and collaborative work.

Question 4

Choose the teaching scenario that best aligns with the learning theory. (Humanistic, Social Cognitive, Constructivist Learning, Behavioral)

Ms. Johnson has her students solve math problems on individual whiteboards, and then hold them up to show her their answers. For every problem, she gives them a thumbs-up if their answer is correct or a thumbs-down if it is incorrect. She has her classroom arranged so that each student can see her and she can see her students and their whiteboards.

Answer 4

Behavioral

This is an example of continuous reinforcement, which is a principle of behaviorism and helps prevent incorrect responses from being learned. Ms. Johnson is providing her students with feedback every time they solve a problem.

Question 5

Choose the teaching scenario that best aligns with the learning theory. (Humanistic, Social Cognitive, Constructivist Learning, Behavioral)

Dr. Garcia, a middle school science teacher, models each step of a science experiment for his students. He then describes the high expectations he has for the students, encouraging them as he passes out the materials for them to complete the experiment. Since class is over in 20 minutes, he also gives each student a timer so they can manage their time.

Answer 5

Social Cognitive

Dr. Garcia is practicing strategies that adhere to the social cognitive theory. First, he models the expectations as the theory believes students learn by observing models. Next, he sets high expectations and encourages them, which will motivate the students and contribute to their self-efficacy. Finally, he is helping them with self-regulation by providing them with timers to manage their own time.

Question 6

Choose the teaching scenario that best aligns with the learning theory. (Humanistic, Social Cognitive, Constructivist Learning, Behavioral)

During the first week of school, Ms. Kim, a high school English teacher, surveys her students to find out what interests them and what type of learners they are. She then uses this information to plan learning experiences throughout the school year. At the beginning of each month, she conferences with each student as they describe goals they would like to reach and how they can achieve their goals. Students complete research assignments on a topic of their choice, and time is set aside each day for the students to use tools of their choice as they work on their projects. Some of the available tools include different types of technology, books, tape recorders, writing logs, and journals.

Answer 6

Humanist

Ms. Kim’s classroom adheres to principles of the humanistic theory. The motivation is based on their needs as they set their own goals, choose their research topic, choose tools, and decide how they want to work. Her classroom is learner centered and designed to meet the needs of the students, so that they will show positive growth. Ms. Kim takes time to get to know her students and serves as a facilitator of the students’ learning.

Question 7

Which scenario best aligns with a constructivist approach?

A) Dr. Martin has been focusing on enriching the vocabulary of his students through multiple activities. To assess their comprehension of the vocabulary words they practiced, each student is working on a computer completing a vocabulary matching assessment, matching illustrations with the vocabulary words.

B) Mr. Lee’s class just finished their English Language Arts unit on “Hamlet” and are now taking the end of unit multiple-choice test to assess their understanding of the vocabulary, theme, and moral of the story.

C) Mrs. Kalani has her students sort objects into various geometric categories. She then provides a rubric identifying categories of geometric figures, which the students can refer to as they discuss with a classmate why they sorted their objects the way they did. She observes the students sorting their objects and listens to the peer discussions. She also asks them questions throughout the activity.

D) Ms. Patel is using a checklist as she observes her students going up and down the stairs, running, and skipping in order to assess their physical development. She will then review her observational notes and practice the skills with the students during recess.

Answer 7

C) Mrs. Kalani has her students sort objects into various geometric categories. She then provides a rubric identifying categories of geometric figures, which the students can refer to as they discuss with a classmate why they sorted their objects the way they did. She observes the students sorting their objects and listens to the peer discussions. She also asks them questions throughout the activity.

A constructivist approach to assessment is formative with the purpose of improving student learning in a meaningful context. It also incorporates the dialog between learners and teachers. Constructivism highlights the students being an active part of the learning and assessing, and learning from peers. Learning does not stop when assessment takes place. The students in Mrs. Kalani’s class are able to assess themselves and learn from each other as they discuss with their peers. Mrs. Kalani is able to assess the students as she observes them sorting and sees how they sorted.

Question 8

A teacher assesses student progress by observing them during play and looking at symbols the students have created.

Which of Piaget’s stages of cognitive development are these students in?

A) Formal operational
B) Sensorimotor
C) Preoperational
D) Concrete operational

Answer 8

C) Preoperational

Individuals in the preoperational stage of development are approximately two to seven years old. They are able to use symbols and images to represent ideas.

Question 9

What is Gibbs’ Reflective Cycle?

Answer 9

Used as a framework to think systematically about the phases of an experience or activity

Action Plan -> Description -> Feelings -> Evaluation -> Analysis -> Conclusion -> Action Plan…

Question 10

A teacher assesses students as they present their projects to the class. Students are at the formal operational stage. The teacher uses a rubric that the students had as they completed their projects. Considering the developmental stage of the students and what you know about the classroom, do you believe this would be an effective and appropriate way to assess these students? If not, provide evidence to support your answer. Use a minimum of five sentences to support your answer.

Answer 10

Yes, this would be an appropriate assessment strategy. The students are at the formal operational stage; therefore, they are capable of completing and presenting their projects independently. They are also able to self-reflect and follow a rubric given to them by the teacher. Providing the students with a rubric ahead of time will ensure that the expectations are clear. They will also learn from one another as they watch their classmates’ presentations.

Question 11

Review constructivism in the classroom

Answer 11

-interaction
-engage
-active participant
-build on prior knowledge
-higher order thinking skills / critical thinking
-reasoning / problem solving
-deeper understanding of material

Question 12

what are some constructivism instruction strategies?

Answer 12

-multiple viewpoints / debates
-scaffolding in the zone of proximal
-real world / authentic / interactive learning
-project based learning
-inquiry based learning
-spiral curriculum
-cooperative / collaborative learning
-group discussions
-centers / stations
-hands on learning
-field trips (situated learning)
-role playing

Question 13

What are some example of constructivism being applied to the classroom

Answer 13

Teaching students how to add and subtract money (role playing a store)
-real world / authentic / interactive learning
-hands on learning
-role playing

Teaching students how to solve an algebraic equation
-cooperative / collaborative learning
-group discussions
-multiple viewpoints

Question 14

Review cognitivism in the classroom

Answer 14

-receiving, organizing, storing, and retrieving info
-give organized and sequenced info
-emphasize and recall
-process info like a computer
-critical thinking

Question 15

What are some cognitivism instructional strategies that can be used in the classroom?

Answer 15

-attention getting devices: dressing up for students, the narrative, visuals/pictures, jokes, hooks, underlining, highlighting, color coding
-mnemonic devices
-concept mapping/graphic organizers
-chunking
-trivia games
-reciprocal teaching
-reciprocal questioning
-modeling / emulation

Question 16

What are some example of cognitivism being applied to the classroom?

Answer 16

Teaching students how to add and subtract money
-attention getting devices (different colors)
-reciprocal teaching
-reciprocal questioning
-modeling / emulation

Teaching students how to solve an algebraic equation
-mnemonic devices
-chunking
-attention getting devices
-reciprocal teaching
-reciprocal questioning
-modeling / emulation

Question 17

Review behaviorism in the classroom

Answer 17

-teacher centered
-control or modify behavior
-reinforcement (antecedent) or punishment (consequences)
-basic facts and skills
-often used for students with learning disabilities

Question 18

What are some behaviorism instructional strategies that can be used in the classroom?

Answer 18

-direct instruction
-practice
-feedback
-reinforcement

Question 19

What are some example of cognitivism being applied to the classroom?

Answer 19

Teaching students how to add and subtract money
-direct instruction
-practice
-feedback
-reinforcement

Teaching students how to solve an algebraic equation
-direct instruction
-practice
-feedback
-reinforcement

Question 20

True or False

Ms. Phan teaches first grade. At the beginning of mathematics, she gives each student a pencil and piece of paper. She then projects a multistep subtraction problem for all of the students to solve on their piece of paper while working quietly.

This is an effective strategy for this first-grade class.

Answer 20

False

Most first-grade students are in the preoperational stage of development. They are able to use symbols and images to represent ideas but are not yet able to complete concrete operations.

Question 21

There has been a debate about whether dual-language and other types of language immersion programs are appropriate for kindergarten students. Many believe that kindergarten is too young for a child to learn a second language, and that languages should not be introduced until sixth grade.

Identify the language theory that supports teaching children a second language at a young age.
Describe why the theorist of that theory thinks it is appropriate for children to learn languages at a young age.

Answer 21

1. Chomsky’s theory on language development (Nativist/Innatist Perspective)
2. Descriptions may include the following:

Children are born with the ability to learn language.
He (Chomsky) believed individuals have a language acquisition device (LAD)—an instinctive mental device that allows individuals to acquire and produce language.
He believed all languages include the same basic elements.
The LAD allows children to learn any language.
He believed there was a critical period (approximately birth to age eight) that a child is most able to learn a language, and after this age, it is much more difficult to learn a language.

Question 22

Dr. Williams, a tenth-grade social studies teacher, begins each week with an open seminar. The students choose current events that they would like to discuss and are given the opportunity to voice their opinions in a respectful way.

Which learning theory does this strategy align with?

A) Humanism
B) Behaviorism
C) Cognitivism
D) Constructivism

Answer 22

A) Humanism

The humanistic theory of development is student centered. Lessons are centered around the students and their interests, and the teacher acts as a facilitator. With the open seminar, Dr. Williams allows the students to choose the topics and share their opinions. It is student centered, as he steps back and becomes the facilitator.

Question 23

Mrs. Yoshida teaches at a school that focuses on using a cognitivist approach in the classroom and incorporates peer coaching. Mrs. Yoshida observes a colleague teaching a math lesson consisting of a paper and pencil pretest, a brief video demonstrating division, and the students working independently to complete division problems. The teacher walks around the classroom while the students work but does not interact with them. The class ends with the teacher collecting students’ finished problems.

What feedback could Mrs. Yoshida provide this teacher to help him incorporate more of a cognitivist approach? Include at least two suggestions in your response.

Answer 23

Responses may include the following:

Connect division to a previously learned concept.
Scaffolding—model how to do division, then guide students to be able to do the problems independently.
Think, pair, share—have the students think of strategies, pair up with a partner, and share how they solved the problem.
Incorporate collaborative learning so the students can learn from each other.
Engage with the students as they solve the problems so that they are leaning from the teacher.
Use a visual that shows the steps to solving division problems.