EDUC 3302 ESSAY
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EDUC 3302 ESSAY
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
-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
Survival, then safety, then belonging, then
self-esteem (ALL deficiency needs)
Higher-level needs (being needs)
Intellectual achievement, aesthetic appreciation,
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
: 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
: assign reading or on-line research with male and female flexible role
-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
-Classroom environments that support student
self-determination and autonomy are associated with greater student interest,
sense of competence, creativity, conceptual learning, and preference for
-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)