Psychology Chapter 2 Notes

2-1 Erikson Psychosocial Development

Learning about psychological growth from infancy through old age was very interesting to me. Here are some key points I thought was Important.

Psychosocial Crisis – a crisis occurs when people feel compelled to a just to other than the norm or out of their comfort zone. They feel that they are not to expectations in society. There are stages of psychosocial development which are:

Trust Versus Mistrust (Birth to One year) infants learn that they can trust the world because they obviously cannot help themselves so their parents or caregivers satisfy their needs.

Autonomy Versus Shame and Doubt( Two to Three) when toddlers are allowed and encouraged to things they are capable of doing at their own pace and way of thinking –and when there is judicious supervision by parents and teachers  the kids will develop a sense of autonomy ( willingness and ability to direct one’s own behavior). If parents and or caregivers are impatient and do everything for the child or shame young children they begin to have unacceptable behavior. They will develop feelings of self-doubt.

Initiative Versus Guilt (Four to Fives) if children of this age range is given freedom to explore and experiment, as well as if parents and teachers take their time to answer questions, tendencies toward initiative will be encouraged. In other words, if children this age are restricted and to feel that their questions have no point or a nuisance to older people and siblings, they will begin to act out and feel ashamed of themselves.

Industry Versus Inferiority (six to eleven years) at this stage children are made to feel the need of “having to be accepted”.  A child entering school is at point in development when behavior is dominated by intellectual curiosity and performance.  They know and understand they learn by a sense of industry. If they are encouraged and told how well of a job they are doing, they want to keep going and strive harder which is called industry. When a child’s efforts are unsuccessful or if they derided to treated as a bothersome, feelings are inferiority result.

  Identity Versus Role Confusion (twelve to eighteen years) the dangers at the stage are role of confusion. “Role of confusion is having no clear conception of appropriate types of behavior that others will react to favorably, “If they are unable to establish a sense of stability in various aspects of their lives, role confusion results” Chapter 2 Theories of Psychosocial and Cognitive Development.  .

 Intimacy versus Isolation (young adulthood) “the hallmark of intimacy is the “ethical strength to abide by such commitments, even though they may call for significant sacrifices and compromise” Chapter 2 Theories of Psychosocial and Cognitive Development.  

 Generativity Versus Stagnation (Middle age) having children and raising them. “It is productive and creative efforts in which adults take part (teaching) that have a positive effect on younger generations” Chapter 2 Theories of Psychosocial and Cognitive Development.

Integrity versus Despair (Old age) this is a particular stage one should pay particular attention to. Industry versus inferiority and identity role confusion.

2-1c Helping students formulate an Identity- “One factor is that has long been known to have detrimental effect on one’s own sense of industry is competition” Chapter 2 Theories of Psychosocial and Cognitive Development.

2-1d helping students formulate an Identity- The most complex of Erikson’s stages is identity versus role confusion. “Identity is an optimal sense of identity… is experienced merely as a sense of psychosocial well being” Chapter 2 Theories of Psychosocial and Cognitive Development.

2-1e Adolescent Identity Statuses- Identity statuses, of which there are four, reflect the extent to which individuals have explored and committed themselves to a set of values on such critical issues as occupation, religion , sex role, and politics” Chapter 2 Theories of Psychosocial and Cognitive Development. 

Four identity statuses:

 Identity diffusion- Not yet experienced. Crisis- Little serious thought given to occupation, gender, roles and values.  Commitment- Weak. Ideas about occupation, gender, roles, and values are easily changed as a result of positive behavior and negative feedback.

Foreclosure- Not experienced. Has never suffer doubts about identity issues. Commitment- strong. Has accepted and endorsed the values of his or her parents.

Moratorium- Partially experienced. Has given some thought to identity-related questions. Commitment- Weak. Has not achieved satisfactory answers.

 Identity achievement- fully experienced. Has considered and explored alternative positions regarding occupation, gender, roles, and values. Commitment- Strong. Has made self- chosen commitments to at least some aspects of identity.  

First, identify if achievement status evolves gradually over a period of years (10 or more in many as 6 cases) and may only occur among a relatively small percentage of individuals.

2-1f Criticisms of Erikson's Theory

Erikson occasionally carried out research investigations, most of his conclusions were bases on personal and subjective interpretations that have been only partly substantiated. Consequently his theory is viewed by as many as “a descriptive overview of social and emotional development that does not adequately explain how and why this development takes place.

2-2 Piaget: Cognitive Development

Piaget postulated that human beings inherit two basic tendencies: Organization (the tendency to systematize and combine processes into coherent general systems) and adaptations (the tendency to adjust to the environment).

Organization- refers to the tendency of all individuals to systematize or combine process into coherent (logically interrelated) systems.

Schemes- organized, generalization patterns of behavior or thought known as schemes, and these become the basis for understanding and adapting to the world in which they live.  The first two years or so schemes are largely sensory and motor. During childhood, schemes are cognitive but concrete. Adolescence, schemes become more internal and abstract.

Adaptation- the process of creating a good fit or match between one’s conception of reality and real life experiences one encounters is called adaptation. According to Piaget, adaption is accompanied by two sub processes: assimilation and accommodation.

Equilibration, Disequilibrium, and Learning- Piaget believed that people are driven to organize their schemes to achieve the best possible adaption to their environment. He called this equilibration for a detailed discussion. It is a state of disequilibrium, or perceived discrepancy between an existing scheme and something new. These processes are two sides of learning coin: for equilibration to occur, Disequilibration must already have occurred. Disequilibration can occur spontaneously within an individual through maturation and experience, or it can be stimulated by someone else such as a teacher.

Constructing Knowledge- Meaningful learning, they occurs when people create new ideas or knowledge, from existing information.

2-2b Stages of Cognitive Development- Organization and adaptation are what Piaget called Invariant functions. Schemes however are not invariant. They undergo systematic change at particular points in time. As a result, there are real differences between the ways children and adults think. The schemes of infants and toddlers, for example, are sensory and motor in nature. They are often referred to as habits or reflexes. In early childhood, schemes gradually become more mental in nature; during this period, they are called concepts or categories. Finally, by late adolescences or early adulthood, schemes are complex and result in what we call strategic or planful behavior.

Piaget concluded that schemes evolve through four stages. The rate at which a particular child proceeds through these stages varies, but Piaget believed the sequence is the same in all children.

Sensorimotor Stage- children acquire understandings primarily through sensory impressions and motor activities. Piaget called this the sensorimotor stage. An important cognitive milestone, object permanence, occurs between the fourth and eighth months.

Preoperational Stage- preschool and primary grades.

Piaget believed that many symbols are derived from mental imitation and involve both visual images and bodily sensations.

Piaget, Kohlberg, and Gilligan: Moral Development

2-5a- study of morality by observing how children played. Piaget discovered that interpretations of rules followed by participants in marble games changed with age.  Piaget concluded they tend to lose interest in adult-imposed regulations and take delight in formulating their own variations of rules to fit a particular situation. Older children, however were more likely to base their judgment of guilt on the intent of each child. Piaget referred to the moral thinking of children up to the age of ten or so as the morality of constraint, but he also called moral realism. The thinking of children eleven or older Piaget called morality of cooperation. He occasionally used the term moral relativism.

Kohlberg’s six stages of Moral Reasoning:

Level 1: Preconventional Morality

Stage 1- Punishment-obedience orientation.

Stage 2- Instrumental relativist orientation.

Level 2- Conventional Morality

Stage 3- Good boy – nice girl orientation

Stage 4- Law –and- order orientation

Level 3- Post conventional Morality

Stage 5- Social contract orientation

Stage 6- Universal ethical principle orientation.

Kohlberg’s theory deals primarily with what are called macromoral issues. These are broad social issues such as rights, free speech, the women’s movement, and wilderness preservation. The focus is on how the behavior of individual affects the structure of society and public policy. At this level, A moral is one who attempts to influence laws and regulations because of a deeply help principle. Micromoral issues, on the other hand , concern [personal interactions in everyday situations, examples of which include courtesy and helpfulness. 

Education Psychology
Article Reflection #1

Its not just the principal who makes the school personel strong, it's the parents to in my opinion. Yes, a principal is to be there for all the teachers for guidance and support. Not all kids are disrespectful and rude, there are kind and well rounded kids too! In order to have a successful school and great teachers, well there already great, but even better is having a principal who cares about the teachers and students. A great principal comes with a great philosophy. They have there set ways to help there colleagues. When there philosophy of being a principal is strong, a discipiline plan comes along with that too.
If a school does not have a discipline plan, there will be many problems for example, bad attitudes, volgar languages, fighting, vandalizing and bullying. When a principal offers support and guidance things begin to change. Teachers will better understand how to handle certain situations. They will not possibly "hate" their job, question themselves "why did I ever decide to teach?" , or leave the field of education. When they have a principal who cares it makes the life of teaching easier for a teacher who is struggling.
Pros-
With a good principal there are attitude changes, a better school atmosphere and children begin to change in a good way. Parents are appt to become more involved and want to know how their child is doing in school.
Moving on....
The color of ones skin shouldn't matter at all about what their eduction might entail in the future. There are trends and beliefs with each culture and usually they keep the trend going. No one should make inferences on ones life choices according to skin.

1st Grade Math

Dice Addition

Lesson Plan

Application-

Today’s Math Lesson we will be learning to add numbers using dice. Using dice will help you count because you can use the dots to add a number to another number.

 For example:      +  = 8.

First, provide some details regarding:

• Learners: This lesson is geared towards 1^st grade ages 7 to 8 year old students.
• Learning outcomes: Students will grasp the concept of adding by using dice. The dice will help them understand how you get the answer of adding two numbers together.  At the end of this lesson, students will know how to add to separate numbers and find the answer with or without the dice. My goal for this lesson is for my students to be able to add numbers 1 through 6 without using the dice. I know that not all students may not reach my goal by the end of the lesson and will still be able to use the dice if needed. The dice will be a great manipulative for my students to use to understand how adding works. 
• Assessment: Complete 2^nd worksheet. After each student is complete, they may work color or read.

Second, break down your activity into a timeline of planned events and procedures. Here you should describe what students and the teacher will be doing chronologically during the activity. Below is one of the good examples from previous reflections:

• To begin the lesson, I will show them a dice and ask someone to raise their hand to tell me what they think it is. I will then explain its shape and “why do you think we will be using dice today in out lesson?”  Next I will explain that we are going to count the dots each time we roll the dice to add.
• I will use my PowerPoint to begin the lesson. I will be teaching as I model the equations aloud on the smart board with the dice in the PowerPoint. Using the smartboard, I will use a PowerPoint for my students to add the dots on the dice. I will call upon several students so that they have an opportunity to shine. If the student answers the problem wrong, I will stop to show them the correct answer and why.
• To finish the lesson, I will pass out an addition work sheet paper #1 Addition Dice Roll. They will only be adding number 1 through 6 as we did with the dice. When they are finished and turn in their worksheets, they will use their iPad, or computer to play “Sum of all the dice” on ABCya. When they have played for atleast 15 minutes, I will direct them to the next game on ABCya to play “Roll to the Finish”.

_________________________________________________________________________

• What are your strategies and why do you think your strategies are appropriate to teaching this specific content?I believe that a good strategy in Math when learning to add, is using the Dice. It is a great  manipulative for students who are visual learners.

        What makes you believe it would help your students comprehend this particular content? Give specific examples from your described activity. I know that if a student who is a visual learner have the opportunity to use dice to count the dots and add together, they will feel more assured when beginning to add.

• What would be some conceptions and pre-conceptions that students of different ages and backgrounds bring with them when learning this particular content? Some conceptions and pre conceptions that students might show are prior knowledge in the specific area, or none at all depending on their parents, or whom ever they live with. What would you be concerned about students' prior knowledge, experiences, motivation? Again focus on the content and your teaching strategy, not the technology! I would be concerned of all my students prior knowledge, experiences, and motivation since I am their teacher, I want to know exactly how they think a certain something is or works so I know where they need help. All children have specific learning areas and needs. If I can teach them specifically what they need to know and more, I am doing my part as the teacher covering all bases.

• What main instructional strategies would this technology use serve in your activity? I would use a PowerPoint to serve as my main lescure and online Math games for another activity and practice.   How would using the technology support the way you teach this activity? Technology could offer more ideas of ways to present a lesson., instead of just talking, and handing out a paper. I could use videos for the students or who visual and auditory learners.  Please give examples and be specific to your described activity. I used the Dice addition power point from smart exchange, two fun apps from ABCya.com. Think about your main teaching strategies that this technology would support.
• What different classroom management strategies you might need to consider when using this technology in the activity? How I could monitor who has played how many games before moving on to the next game or activity. Give examples and be specific to your described activity.

• How would using this technology enhance the way the content is represented in your activity (e.g. demonstrations, explanations, examples, illustrations, analogies, and etc.)? Technology would enhance the content represented because I can do and show many other examples, ways, or ideas of the same lesson by showing videos or other activities with technology. That is why you think the selection and the pedagogical use of this technology may enhance what you teach (the content in your activity). Give specific examples from your activity to support your answer and keep in mind the learning objectives that you stated previously. 
• In what different ways students practice or understand the content in your activity that would otherwise not be possible without the use of the technology? If I couldn't use technology, I would have many foam dice for my students to use for the lesson, instead of the PowerPoint that automatically rolled them for you. I would have them do the work sheets along with it. Also, I would have made up some dice that were laminated and magnetic so I could interchange them on the board and use them for examples. In addition to motivational benefits, what else can students do with this technology as they are learning the content?

Smithsonian X 3D

Personally this web site has sparked my interest more than I thought it would. Growing up I never really cared much to learn about things of the past in History. Using the Smithsonian site, I think it would really spark students into wanting to know more and be excited to learn more about History. Educators/Smithsonian X 3D says "The SIx3D viewer offers students the ability to explore some of the Smithsonian’s most treasured objects with a level of control that has never been possible until now". Seeing a piece of history, learning about it and them giving them the option to re crate it, would be great. 

Thingiverse

Thingiverse is a great site to be able to reference ideas of already printed 3D objects. I really liked the Educators link. It had many great objects to get ideas from or to print the same one. My favorite part about it is the link to the object where it has an overview of the item and how you can use it. A lesson plan I thought was a great idea was the "Teaching Angles by making a Modular Protractor". I am a visual learner and I still to this day will draw out the angles when solving a problem. I believe that making this modular protractor would benefit students who are visual learners. 

3D Printers in the Classroom

I believe that we need to start implementing 3D printers to schools. Teachers could have the ability to spark the interest of students who may have a hard time wanting to learn subjects they already do not like. 3D printing can really get to the point of something your teaching and apply it to the lesson as some students are visual and kinesthetic learners, 

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Technology has been around for years and it improves daily. Everyday we learn something new with Technology. A classroom is a great place to use technology. Why? We are constantly talking about differentiated learning and technology can be inserted here as a great source of learning. Differentiated Instruction is as Carol Ann Tomlinson has said, "differentiation means giving students multiple options for taking in information (1999). Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction"(Carol Ann Tomlinson). As teachers, we need to know how we can use technology correctly in our classrooms for another way or source for our students. Each child learns differently. Some children learn better straight from the book, others it simply is just there because they understand it, some are kinesthetic, visual and auditory learners.

Whatever it takes: How beginning teachers learn to survive.

My second article was over how teachers make the transition from student to teacher. We go through the schooling we need to become an educator. We do the assignments, quizzes, tests, observation hours and internship. It should be easy right? The truth is, its not as easy as it may seem to some. Yes it should be a passion to want to teach, not teach because well its a job. Many people go into their internship and its great! It's when you are in your own classroom it hits you that "Oh my what am I doing here? Why did I chose this career? As it is stated in Whatever it takes: How beginning teachers learn to survive, "No other professions takes newly certified graduates, places them in the same situation as seasoned veterans, and gives them no organized support". They take on their career lightly and smoothly as they transition in. It is not saying they get it easy and it is not hard, it means they do not get put directly in place and there you go its all yours.  It could all be different if schools used a system like a mentoring group. That is being there for everyone, importantly the first years teachers. Mentoring groups would be the group of colleges that can ask questions when needed and not feel like there annoying the veteran teacher. A veteran teacher should like helping with questions other teachers have because they may learn something from it as well or see that "hey I could change it up and try that too". We should be able to talk to everyone at your job whether its teaching, banking or being a nurse. Help one another because one day you will need their help too. All in all, the article was great because I never did think of it that as we are being thrown into it our first year. Technically we are not because we have learned the education we need from the best professors and teachers. It will just be nerve racking the first year learning the ropes of being a teacher finally!!!

Miracle Maker- Anthony Maker
It is crazy how much Technology has evolved in the last 100 years, and even longer than that! I still can not wrap my mind around the fact that a printer can make organs for myself and others. There are many people today who are awaiting the call that they have a kidney or liver for them. I would have never imagined a such thing as an organ printer. A printer that uses humans cells, tissues and blood. Then in a few seconds you have your kidney! Atala and a team of researchers built replacement bladders for 7 children. Seven years later, all 7 children were in good health.

The Home of the future Summon the Comfy Chairs.
I have recently heard of a robot who vacuums, sweeps and mops. I can not disagree, it would be a great thing to have around when I am not in the mood to work. In the article "The Home of the future Summon the Comfy Chairs" it stated that their are even robots who can move around the room to remind kids to pick up after themselves and even more be their for you to kick your feet up on at night. I personally do not think I would like a robot following me around in my house, or even be programmed to clean while I am away or sleeping. Robots are neat and some can be useful, while others like the Robot who follows children while they clean is non-since I believe.

The 25 Best Inventions of 2015
There are so many inventions now that technology are apart of. Who would have thought of Power Pasta or Period Panties? Weird, but cool I guess. My favorite invention is the The Sensor that sniffs out Gluten. I recently found out that I can not have food with Gluten. It is hard finding food I like without Gluten. Going out to eat is just as hard, because some places do not have gluten free. The Gluten free sensor would be very useful I think. Also the "Superior Stethoscope" would be a great and more reliable tool.

The Best 25 Inventions of 2016
Why do we need Cannabis Pens that could replace pills? This is dumb in my opinion. We already have enough "pot heads". Sorry for that rant, but it is true. The article also talked about solar panels that are flat and do not take up room. It would be nice to have flat solar panels, rather than the big bulky ones. All in all, the inventions listed in this article are neat for the most part. Technology is great!