ESPY 360 Midterm 2

ESPY 360 Midterm 2 - Ron Martin Midterm March 16, 2009 Dr....

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Ron Martin Midterm March 16, 2009 Dr. Theresa A. Thorkildsen ESPY 360-Learning, Cognition, and Student Assessment 1. (20 Points) Define the age group you plan to teach and give a brief description of the theory of learning that guides your teaching. Do you prefer to work with behaviorist, constructivist, cultural transmission, maturationist, or dynamic systems paradigm? [Note, this is not a trick question, but your assessment plan should align with your theoretical assumptions about how students learn and be appropriate for the age group you plan to teach. You may also have to revisit your old textbooks to review those ideas.] What kinds of motivational dispositions are you likely to find among your students? Will they be likely to be task-oriented, ego-oriented, extrinsically motivated, or some combination of these? What would you like to focus on while they are in your class? When I first began to consider what my life as an elementary school teacher, I was really intrigued by the idea of teaching fifth graders. Fifth graders seem to be on this plane that is just before adolescence and allows them in many cases some really great school work. That is not to say, that students can’t do really great work at any age, it is just that fifth grade seems to be a really unique grade. Many of my teacher friends had similar thoughts. But, I have been giving a great deal of consideration to working with younger grades. My experience so far this semester with working with second graders has been extremely rewarding and there is a big part of me now that thinks that I may have the greatest impact as a teacher of a grade like second. Of all of the theories that I have read and reviewed, I probably associate most closely with a constructivist theory of learning. I have seen firsthand, not only in the schools that I have worked in so far, but with teaching swimming and cooking, how students are able to find understanding by themselves by me simply guiding them. There is to me no greater reward when teaching when that student gets the “I understand look” on their face and excited express it and I have been fortunate to be witness to that a number of times. The kinds of motivational dispositions that I have found so far among my students vary greatly. There has been approximately ten percent of the students who have been very motivated students and another fifteen to twenty-five percent that are reasonably motivated. Approximately fifteen percent of the students have been identified with some type of learning disability and there is about ten percent that exhibit symptoms and might benefit from a closer assessment. Roughly, fifty percent of students are capable of working at grade level, but
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they seem to be only motivated when something interests them. That is part of the assessment process that will be most important at the beginning of the school year in getting to know what their interests are to start and to continue to assess their likes and dislikes as the school year proceeds. Even though, it will be impossible to make each
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This note was uploaded on 10/27/2009 for the course ED 210 taught by Professor Thorkildeson during the Spring '09 term at Ill. Chicago.

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ESPY 360 Midterm 2 - Ron Martin Midterm March 16, 2009 Dr....

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