1. What? – This chapter discusses social cognitive theory which is a theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior. It is not the only way people learn it is just one of the most common ways that people learn. We also talked about modeling, self regulation and self-efficacy. Modeling is when a person demonstrates a behavior for someone else. Self regulation is a process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to goal attainment. Self efficacy is a belief that one is capable of executing certain behaviors or reaching certain goals. Three general ideas about social cognitive theory are: The power of observation, the role of control, and the importance of motivation. The power of observation is that people learn what behaviors are more likely to lead to reinforcement and punishment by watching what happens to others. The role of control is that people can often choose the activities in which they participate, thereby controlling the particular experiences they have. The importance of motivation is that people will consciously choose certain activities and work hard in them and persist in the face of failure. 

2. So What? – This topic will help us to become better teacher by allowing us to know how our student’s learn better. In turn we can adapt our lessons to fit our student’s needs

3. Now What? – This is how I learn best so I believe that other students learn this way as well. It is not the only way to learn but I feel it is one of the best and easiest ways too. Other students may learn better differently but they can still learn by observing others. This being true for me I will demonstrate as much as I can to help the students learn better. 

Sorry I was not very explicit; I just can do it today my brain is not with me today.  

1. What? – This Week talks about behaviorism and the difference between classical conditioning and operant conditioning. It helps you understand some of the different ideas behind behaviors and why people act the way they do. It discusses the unconditioned stimulus and the unconditioned response when dealing with classical conditioning. It also talks about operant conditioning which is a form of learning that has to do with a response increasing as a result of being followed by reinforcement. Classical Conditioning is a form of learning in which a new, involuntary response is acquired as a result of two stimuli being presented at the same time. Operant Conditioning is a form of learning in which a response increases in frequency as a result of being followed by reinforcement.
We also talked about some definition of learning and the positives and the negatives of each definition. Along with this, we discussed positive and negative reinforcement and positive and negative punishment. Positive Reinforcement is a consequence that brings about the increase of a behavior though the presentation (rather than the removal) of a stimulus. Negative Reinforcement is a consequence that brings about the increase of a behavior though the removal (rather than the presentation) of a stimulus. As for punishment, it is to decrease behavior instead of increase behavior. 

2. So What? –Behaviorism is important to learn about because it gives us teachers one way to see how our students learn and how we can manage our classes with positive and negative reinforcement. The better we manage our classroom the more our student will learn; at least that is what I believe.

3. Now What? – I believe I will use this everyday in my classroom but I think it will be more of an unconscious use then a conscious use. Like rewarding my student for good behavior so the will continue to act in a like manner or something like that. I find this knowledge very useful and now that I have it in the front of my brain rather than the back I will most likely use it more frequently. 

1. What? – Though out chapter 7, it discusses how students are continually trying to add and modify their understandings of their physical and social environment. This is due to the fact that students must create their own views of the physical and social world. Students work together with pears family and teachers to help make better sense of things that are puzzling in their environment. No matter how students gather their information weather it be on their own with the help of others, they develop unique interpretations of the environment around them. Constructivism and Misconceptions were main points of class today. Constructivism is learning as an active process in which learner construct their own meaning based on prior knowledge and experiences.  

2. So What? – Misconceptions I through was a very good topic to talk about because we will deal with a lot over the years as teacher. I have plenty and I am sure I will spend them in my teaching unless some one corrects me. This goes back to my point that knowledge never hurt if it true knowledge. So that is why I love to learn about new things and listen to people talk because it gives me something new to think about. Although I may disagree with what they are saying I like to know other people views on things. 

3. Now What? – I hope to clear any misconceptions my student may have and if I by chance pass some on then I apologize in advance even though misconceptions can be good. I will try to use the 5 E’s in my class because I feel it would be an effective way to teach some topics in my classes. I know that inside of me there is a great teacher but to get the best out of me I will need to fail sometimes so I can find what works and what does not. I need to keep an opened mind and take some suggestions of my peers.  

1. What? – This week we learned about memory and how we use it in a daily aspect. Also, different ways to approach teaching so students may learn and remember what they are learning. It talks about the difference in long term, short term, and working memory. We also discussed different memory techniques, how we learn, how we remember, and how we as teacher can help our students understand our subject matter.

2. So What? –Memory is a strange thing. I have always found it interesting that I can remember some of the strangest thing so easily but I forget some of the most important thing that I want to remember. Short term and long term memory are beneficial things to know about. Knowledge of them may help you to develop way to remember the important stuff, unlike me, and forget more of the weird unimportant things, or what I like to call the bizarre facts that no body cares to know. Knowledge of memory is also beneficial to us when we communicate with others. If we want something to stick in someone’s mind you can use a memory technique to help it stick. 

3. Now What? – I hope to be able to implement this knowledge into my teaching and help the student remember things that I teach them. I plan to do this by lecture less and having more of a class discussion. I will also use activities that well help the students store the information into their long term memory at least that is the plan with the activities. I believe I have said this before, if not I will say it now knowledge never hurts. So to learn more about memory and how people store information in their memory could not hurt especially for a future teacher or a teacher now for that matter.  

What? We discussed Erikson’s model of psychosocial development which described eight stages through which people proceed over the course of development. Each stage presents a unique developmental task, and how an individual addresses it influences the person’s overall development. 
Trust vs. mistrust(infancy)
Autonomy vs. shame and doubt (toddler years)
Initiative vs. guilt (preschool years)
Industry vs. inferiority (elementary school years)
Identity vs. role confusion (adolescence)
Intimacy vs. isolation (young adulthood)
Generativity vs. stagnation (middle age)
Integrity vs. despair (retirement years)
We also talked about Kohlberg’s stages of moral development. He proposed that the development of moral reasoning is characterized by a sequenced of six stages grouped into three general levels of morality: preconventional, conventional, and postcoventional.
Preconventional morality- Lack of internalized standards about right and wrong’ decision making based solely on what is best for oneself
Conventional morality- Uncritical acceptance of society’s conventions regarding right and wrong.
Postconventional morality thinking in accordance with self-developed, abstract principles regarding right and wrong.
We also learned about the marshmallow study. Which was a study done by Stanford where they took four year old children and placed a marshmallow in front of them and told them they could eat the marshmallow at any time but if the marshmallow was still there when they came back, the child would get two marshmallows. 1/3 of the kids ate the marshmallow 2/3 waited to eat it.

So What? Having knowledge of this information can help know what kind of dilemma our students may be going through mentally. So we can assess them better and also understand them better. We can use this information in our class room to help us teach. In essence, we will know better were our students are coming from, from a mental standpoint.  
 
Now What? Considering I will be a psychology teacher I will be using this information a lot. I will be teaching it to my students. But I will also be using it to assess my students on a mental level so I may help them the best I can. As a history teacher I will be doing the same but the student may not know because I will not be teaching it to my history classes. Ha ha on them. J.k. I find this in formation useful and very important I believe in Erikson’s and Kohlberg’s theories all but the age limits. I consider myself as a Freudian Eriksonist. Where I believe in most of what these two say. Some things I think are to far fetched and have also been disproven so; anyway you get the idea, hopefully. I feel I know what I need to be able to apply it in my classroom but knowledge never hurt anybody so gaining a further understanding would not hurt. 

This week we have discussed Vygotsky and Piaget’s theories of cognitive development. We also discussed assimilation and accommodation. What are the differences between the two, how does this apply to the students in our class room and so on. Assimilation is absorbing knowledge given to us. Where accommodation is when you adjust the knowledge you know to what you just learned.  
 Piaget had his stages of cognitive development and had his cognitive tests that would test a child’s level of cognitive development based on his stages. In Vygotsky theory, adults play a bigger role in a child’s cognitive development. An adult gives their child tasks and activities that allow the child to grow cognitively. 
 It helps to know this information because as teachers it will help to know what level of cognitive development your student is at. If you do know then you can teach accordingly.
 I feel a further understanding of these theories would benefit me greatly. I plan to use then in my teaching or at least use them to help facilitate me in my teaching styles in my different classrooms. 
 

Learning about the research types was a much needed review. I the one I have not study was action. I learn all about the others in my psychology class, but obviously I forgotten a lot so I needed this. 

I find this an important topic ecspecially the action reseach because as a teacher we will need to do some research to find a new way if something does not work, or if the students do not like something find out why and change accordingly. 

I need a deeper understanding of each form of research if i am to apply them in real life. I feel I have the basics and could explain them to someone but to use them in a real life situation I will need more information to get a better understanding. I plan to use this information to help perfect my teaching and although I understand that I will never be the perfect teacher I will still need to keep a optimstic view in that I can always get better.