-
how does anxiety interfere with student
achievement and what do students do to cope?
- -focusing attention – they half-pay
- attention to the material, and half-pay attention to their anxiety. Students may miss much of the
- information they are supposed to learn because their thoughts are focused on
- their own worries.
- -learning – they have trouble learning
- material that is somewhat disorganized and difficult – material that requires
- them to rely on their memory. They
- have poor study habits and cannot learn it.
- -testing – they often know more than they
- can say on a test. They may lack
- critical test-taking skills, or they may have learned the materials but “freeze
- and forget” on tests.
- Problem solving – planning a study
- schedule, borrowing good notes, finding a protected place to study
- Emotional management – relaxation exercises
- or describing the feelings to a friend.
- Avoidance – they do everything they can to
- avoid the task at hand.
-
What are the various dimensions of
epistemological beliefs?
- -Structure of knowledge – is knowledge in a
- field a simple set of facts or a complex structure of concepts and relationships?
- -stability/certainty of knowledge – is
- knowledge fixed or evolving over time?
- -Ability to learn: is the ability to learn
- fixed (based on innate ability) or changeable?
- -Speed of learning – can we gain knowledge
- quickly or does it take time to develop knowledge?
- -Nature of learning – Does learning mean
- memorizing facts passed down from authorities and keeping the facts isolated,
- or developing your own integrated understandings?
-
What’s the difference in the various levels of
Maslow’s hierarchy?
- Survival, then safety, then belonging, then
- self-esteem (ALL deficiency needs)
Higher-level needs (being needs)
- Intellectual achievement, aesthetic appreciation,
- self-actualization
-
How can teachers support gender equity?
- -Check to see if textbooks and other
- materials you use present an honest view of males and females with flexible
- role definitions, both traditional and non-traditional roles presentations i.e.
- female firemen and female nurses, both.
- -Watch for any unintended biases in your
- own classroom: do you call on one sex more than another or spend more time with
- one sex over the other? Do you have
- biases about learning (EG girls aren’t good at math)
- - Be aware of ways your school might be
- limiting options open to male/female students. EX: sports programs for both
- sexes, AP classes for boys in English and girls in math.
- -Provide flexible role models samples to
- students: assign reading or on-line research with male and female flexible role
- models.
- -Make sure all students have a chance to do
- complex, technical work.
-
What do parents think about self-determination
and control in the classroom and what does information control theory have to
say?
- -Classroom environments that support student
- self-determination and autonomy are associated with greater student interest,
- sense of competence, creativity, conceptual learning, and preference for
- challenge.
- -Controlling environments tend to
- improve performance only on rote recall tasks. When students are pressured to perform, they often seek the
- quickest, easiest solution.
- - Parents and students seem to
- prefer more controlling teachers, even though the students learn more when
- their teachers support autonomy.
- If an event is highly controlling,
- if it pressures students to act or feel a certain, way, then students will
- experience less control and their intrinsic motivation will be diminished.
- -If the event provides information
- that increases the students’ sense of competence, then intrinsic motivation
- will increase. (EG do not say “you
- earned an A because you followed directions”.. controlling. Say “you earned an A because you
- understand the concepts…” increase intrinsic motivation)
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