Week 7: Learner development, learning climate and self-regulation of learning

6:15 min

https://youtu.be/0poeRkHk6Fg

Reflection:

How I see myself progressing through the different developmental stages and vectors.

Question 1: How does Chickering’s Theory of Student development connect with Erikson’s Psychosocial Theory of development?

Concept Map: (Banks, 2011; Evans, 2010; Miller, 1983)

Stereotype threat: How it affected me.

Why I chose to go to an all-women’s college for my undergraduate degree: dealing with stereotypes about being female and having a learning disability in college.

• Being slow at learning
• Not as good at math or science
• Need to choose between having a family or a career

Question 2: What does research say about the effects of going to a women’s only college?

Pros

• More focused on academics
• More comfortable expressing themselves
• Take on non-stereotypical leadership roles

Cons

• Does not prepare students for interacting with both genders in real life
• Can reinforce gender bias or promote gender ignorance

Research suggests students who attend women only colleges have stronger connections with faculty that support achievement and career goals, and with peers that support academic work. It does not necessarily change women’s gender role ideas or attitudes, ie being more liberal (Miller-Bernal, 1989).

My conclusion:

Going to a women’s college can reinforce self-esteem and give room for a female to explore certain aspects of academia that might be hindered by stereotype threat. For me going to an women’s college was a crucial step in my social identity development.

References:

Banks, R. (2011) Standard 2: Student Development. Retrieved from http://rbanks.pbworks.com/w/page/4904478/STANDARD%202%3A%20STUDENT%20DEVELOPMENT

Evens, N. (2010) Psychosocial and Cognitive-Structural Perspectives on Student Development. In J. Schuh, S. Jones, S. Harper (Eds.), Student Services: A Handbook for the Profession (pp. 181-201) Retrieved from http://www.eblib.com

Miller-Bernal, L. (1989) College Experiences and Sex-Role Attitudes: "Does a Women's College Make a Difference"? Youth and Society, 20(4), 363-387. Retrieved from http://search.proquest.com/docview/1295948543?accountid=14613

Miller, P. H. (1983). Theories of developmental psychology (A Series of books in psychology; Series of books in psychology). San Francisco: W.H. Freeman.

Week 6: Developing Mastery; Practice and Feedback

18 min

https://www.youtube.com/watch?v=PlJgsgbBuX0

Reflection:

Skill I’ve mastered – Documentation process in preschool curriculum development.

How I acquired mastery of this skill

·         Academic courses

o   Theory of how to do documentation

o   Why documentation is important in curriculum development

·         Deliberate practices and feedback

o   Practice each step and skill individually

o   Share with peers and instructor, get feedback

o   Slowly integrate steps and skills

·         In classroom experiences

o   Merging all skills

o   Problem solving / using skills in new situations

o   Collaborating with other teachers

How to give good feedback: Observation – Advocacy - Inquiry

Questions and Research:

Our reading talks about using different teaching strategies depending on the knowledge or skill level of the learner.

Question 1: What are the some differences in instructional design depending on whether your learners are novices or advanced learners in that domain?

Levels of Expertise and Instructional Design (Kalyuga 1998)

·         Cognitive load theory

·         Split-attention

·         Redundancy effect

My experiences as a professional development trainer working with preschool teachers.

Question 2: How do I design a training that has both novice and experienced learners?

Interactivity in e-learning: case studies and framework - "Teachers teach to the level of their ability; novices can teach students to be novices; experts can teach students to be experts." (Shaw 2012, p 143)

Social learning theories involves learning through observing and modeling others. Attention, memory, and motivation all contribute to learning. (http://eduscapes.com/instruction/6.htm)

Scaffolding: modeling and support to help someone attain a new level of skill and ability.

Use experienced learner to help scaffold new concepts or skills for novice learners.

Concerns about how well this would work. “One criticism has been leveled at students’ inability to provide concrete and useful feedback” (Min 2005)

Must develop part of the training to teach/support peer feedback.

·         Specific goals

·         Rubric

·         Practice

While this may take up more time, in the long run more meaningful learning will happen. 

References and Resources:

Kalyuga, S., Chandler, P., Sweller, J., 1998, Levels of expertise and instructional design, Human Factors, 40,1, 1-17

Min, H.T., 2005, Training students to become successful peer reviewers, System, 33, 2, p. 293–308, doi:10.1016/j.system.2004.11.003

Shaw, J. P., 2012, A noble Eightfold Path: Novice to Expert in E-Learning and the Efficacy of the instructional design, In Wang, H. (Ed.), Interactivity in e-learning: case studies and framework (pp. 143-165) Retrieved from https://books.google.com/books?id=kq1U5eXrJccC&printsec=frontcover&dq=isbn:161350442X&hl=en&sa=X&ved=0CB0Q6AEwAGoVChMI7ceG9cGfyAIVhhaSCh2Y4QYC#v=onepage&q&f=false

Lamb, A., 2012 Learning Theory, Information Instruction: Strategies for Library & Information Professionals, http://eduscapes.com/instruction/6.htm, Retrieved September 29, 2015. 

Week 5: Motivation

8 min

https://www.youtube.com/watch?v=hCHeJZwCXCA&feature=youtu.be

My motivations for learning. How they have changed over time. They are more intrinsic then extrinsic. How will I use what I am learning in my job and daily life?

I did not understand the terms "performance-approach goals" or "performance-avoidant goals."

Question 1: What is the difference between performance-approach goals and performance-avoidant goals?

Performance-avoidance goals:  the desire to avoid performing poorly compared to others

·         Need to not fail

·         Person has low competency expectancies.

·         Associated with low interest and poor performance

·         Results in maladaptive learning strategies

Performance-approach goals: trying to outperform others.

·         Need for high achievement,

·         Person has high competency expectancies.

·         Associated with low interest and high performance

·         Results in some adaptive learning strategies

Both motivated by fear for failure or others judging one as incompetent

Good for superficial learning

Does not really help deep learning

Mastery goals vs performance goals

Mastery-oriented goals:

·         focus on learning

·         mastering the task according to self-set standards or self-improvement

·         developing new skills

·         improving or developing competence

·         trying to accomplish something challenging

·         trying to gain an understanding or insight

·         Result in persistence, challenge seeking, and positive attitudes towards learning

·         Deeper processing strategies

Question 2: As an instructor should you only aim for promoting mastery goals in your learners?

Encouraging Mastery goals = affects learners' interest in subject matter

Encouraging performance goals, specifically performance-approach goals = affects learners' final grade or score in a class

The need to use both. You need interest and achievement.

References:

Barrona, K.E., Harackiewicz, J.M., 2003, Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses, International Journal of Educational Research 39, p. 357–374

Darnon, C., Harackiewicz, J.M., Butera, F., Mugny, G., Quiamzade, A., 2007, Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference, Personality and Social Psychology Bulletin,6, 33, p. 813-827

http://study.com/academy/lesson/goal-orientation-theory-how-goals-affect-student-motivation-behavior.html

http://www.wou.edu/~girodm/100/mastery_vs_performance_goals.pdf