Week 2 T2P: If a teacher believes that an individual's culture, community and family influence their cognitive development most, then a teacher will include a student-based style that incorporates these elements because it will facilitate a student's learning since the lesson is more relevant to their lives.
Week 3 T2P: If a teacher practices critical pedagogy affectively impacts his/her students in a positive, comfortable, and poignant manner, then students will be more intrinsically motivated because the lesson taps into their hot cognition and is constructed around their interests.
Today we discussed the relationships between the affective domain and motivation. The affective domain closely effects a student's motivation; if one is feeling sad or anxious, they are less likely to learn. If someone is feeling focused, in good spirits and in a place that they are comfortable with themselves and their environment, they are more likely to be intrinsically motivated. A high school or middle school's affective domain is very dynamic. If one thing that we would think is minor goes wrong, like if they're best friend is mad at them for a silly reason, it truly rocks their world. This is why i believe that it is incredibly important that we provide a comfortable and positive learning environment. Our students are in a world than us, and are really just starting to deal with new emotions (puberty, girlfriends and boyfriends, life decisions like college, etc), so we need to provide a venue for them to express themselves, feel relaxed, and feel meaningful.
We also talked about varying theories on self-determination. Pink believes that autonomy, purpose, and mastery were the main three components, while another person Deci & Ryan's theory of self determination believes that autonomy, competency, and relatedness lend most to self-determination theory. After today's class, I think that I agree with Pink more because of his included component of Purpose. I think this is really important in one's self determination and self-satisfaction. If one feels that they have a purpose, a yearning to do something for someone other than themselves, I think that is so powerful and a key component to the puzzle.
Today's task of developing a podcast or video in our INTEL groups proved to be a challenge. We were able to gather our information and agree on everything that we found, but in executing our final product, after working on it for nearly three hours, it got a little difficult. But I think we did an awesome job. We all knew what we wanted to say, and didn't script everything out to the world, which made the podcast sound more natural. It was fun! I just wish we had more time to do it - there are some parts that are not perfect, but I think we got across what we wanted to say (though after 3 hours, I'm not sure we were the best "critiquers" of our podcast either), so hopefully it's okay!
Thanks!! Au Revoir!
Steph
Steph,
ReplyDeleteFirst, your podcast was excellent. You covered important points and demonstrated your understanding of your learner difference. Second, your post has a few typos and its Deci & Ryan's Self-Determination Theory. (You can always go back and add information to a blog post to make it more articulate and a better demonstration of your understanding.) Lastly, I'm going to challenge your assertion that young folks are dealing with "new emotions." What evidence do you have to support this assertion? Can you think of a theory or model we have studied that describes the cognitive development of children that may help bolster your assertion? If so, respond in your comments. If not, own your assumptions, biases, and rational intuition by being specific about your own experience as a participant-observer of youth--this becomes your qualitative evidence. As long as you include it, it is equally valid in my sense as any educational psychology theory we've studied. Keep pressing.
I would say that my assertion that students go through "new emotions" can be supported by Piaget's theory of cognitive development on what he theorized occurs in the formal operational stage. In this stage, adolescents develop logical propositions and hypotheses, abstract reasoning, and lingering egocentrism from earlier stages, and naievety about application of this new logic. So, I think this would lend to increased curiosity, which would lend to new, unfamiliar emotions. However, I would argue that this stage (and other stages for that matter) in cognitive development are largely shaped by one's community, culture, and family (Vygotsky), so perhaps these new emotions are not "universal" feelings felt by all.
ReplyDeleteSteph,
ReplyDeleteAn excellent, high-level response. Very well articulated and perfectly correct. Great work.