The link attachment is to the book needed for the explanations.
The link attachment is to the book needed for the explanations.
Expectations: Please remember no partial credit will be given for any check-in assignments. You must complete all the parts and answer all the prompts to receive credit. In addition, the length of all the check-in written responses from you should be within 1-1.5 pages (single-spaced, font size 12 point, Times New Roman, 1 inch margin), These expectations will not be repeated for the rest of the check-in assignments. Each Check in should be 1-1.5 pages
Check-in #2:
Based on your reading of Chapter 4 of Ormrod, answer the following question. Keep your response concise.
Outline at least three strengths and/or limitations of behaviorism, especially considering its applications to classroom instruction, or education in general. Provide detailed rationales and examples and be sure to quote materials from Chapter 4.
Check-in #3:
Based on your reading of Chapter 9 and 10 of Ormrod, answer the following question. Keep your response concise.
Critique Piaget and Vygotsky’s perspectives on what is important in promoting the development of children (especially children’s thinking). Highlight where they overlap and where they differ.
Check-in #4:
People disagree about being able to use both Piaget and Vygotsky’s theories when helping children to develop. Do you agree with these people? If you agree, why? If not, please give an example of when you could integrate these theories.
Check-in #5:
Based on your reading of Chapter 2 of Ormrod and complete the following task: The author listed eight implications of brain research for educators on pp. 35-37. For each of the implications, please either affirm or challenge. Use the following table as your template.
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Implications/Assertations |
Affirm or Challenge? |
Use 2-3 sentences to justify your stance. Please use your own words |
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Some loss of synapses is both inevitable and desirable. |
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Many environments nurture normal brain development in experience expectant domains |
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Throughout life, enriching environments and experiences can greatly enhance development in experience-dependent domains. |
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In developmental Domains characterized by critical or sensitive periods, the windows of opportunity remain at least a crack open. |
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There is no such thing as teaching to the left brain or the right brain. |
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Good sleeping habits and regular physical exercise enhance brain functioning. |
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Brain training programs have limited effectiveness at best. |
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Brain research can help us refine our theories of learning and cognition. |
Check-in #6:
Based on your reading of Chapter 12 of Ormrod and complete the following “I.Q.” task:
Please select and cite two quotes from this chapter. One quote must be on or before p. 396. The other quote must be after p. 396. For each quote, raise a question that addresses the content of the quote. You do not need to completely agree or disagree with the quotes. More than likely, you will choose quotes that are somewhat controversial and thought-provoking. Then you will share your own ideas about each quote to stimulate further discussions about the quotes with your classmates. Finally, please post your two I.Q.s on the corresponding discussion board of GeorgiaView. There is no need to respond to your classmates’ I.Q.s, but you are welcome to read and think about all the I.Q.s on the discussion board.
Here is a sample I.Q. (idea-quote) task I did in one of my math education courses at UGA:
Weissglass (author name)
Quote: (p.34, first para, right column)
For example, Paul Ernest points out, “The basis of mathematical knowledge is linguistic knowledge, conventions and rules, and language is a social construction” (1991, p. 42). It is not my intent to settle this dispute in this article. If mathematics is not culture free, however, then one might wonder: Would mathematics be different if male European culture had not become the dominant force in the world?
Question:
What do you think mathematics would look like if our society is not dominated by the male European culture?
Idea:
This quote strikes me because many people consider math as a culture-free subject. May consider math as objective, fair, neutral, and value-free. However, more and more critical theorists start to question this assumption and instead consider math as subjective, value-laden, and sometimes even oppressive. I am wondering if our society is not dominated by the male European culture, what would mathematics and mathematics learning look like? My best guess is that math learning will be (a) more collaborative and less competitive, (b) group work will be used more than individualized work, (c) visual and concrete representations will be emphasized more than symbolic and abstract representations, and (d) a more diverse set of contexts will be used that are more gender-friendly and culturally sensitive. I am curious what others in the class would have to say.
Check-in #7:
Based on your reading of Chapter 13 of Ormrod and complete the following “I.Q.” task:
Please select and cite two quotes from this chapter. One quote must be on or before p. 429. The other quote must be after p. 429. For each quote, raise a question that addresses the content of the quote. You do not need to completely agree or disagree with the quotes. More than likely, you will choose quotes that are somewhat controversial and thought-provoking. Then you will share your own ideas about each quote to stimulate further discussions about the quotes with your classmates. Finally, please post your two I.Q.s on the corresponding discussion board of GeorgiaView. There is no need to respond to your classmates’ I.Q.s, but you are welcome to read and think about all the I.Q.s on the discussion board.
Here is a sample I.Q. (idea-quote) task I did in one of my math education courses at UGA:
Weissglass (author):
Quote: (p.34, first para, right column)
For example, Paul Ernest points out, “The basis of mathematical knowledge is linguistic knowledge, conventions and rules, and language is a social construction” (1991, p. 42). It is not my intent to settle this dispute in this article. If mathematics is not culture free, however, then one might wonder: Would mathematics be different if male European culture had not become the dominant force in the world?
Question:
What do you think mathematics would look like if our society is not dominated by the male European culture?
Idea:
This quote strikes me because many people consider math as a culture-free subject. May consider math as objective, fair, neutral, and value-free. However, more and more critical theorists start to question this assumption and instead consider math as subjective, value-laden, and sometimes even oppressive. I am wondering if our society is not dominated by the male European culture, what would mathematics and mathematics learning look like? My best guess is that math learning will be (a) more collaborative and less competitive, (b) group work will be used more than individualized work, (c) visual and concrete representations will be emphasized more than symbolic and abstract representations, and (d) a more diverse set of contexts will be used that are more gender-friendly and culturally sensitive. I am curious what others in the class would have to say.
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