Kohlberg TIPR

At which of Kohlberg's levels of moral development are the students in your class functioning? Cite specific evidence and explain your reasoning for selecting these levels. What did the teacher do, or what might be done, to help the students advance to higher levels with regard to the examples you supplied above? Be sure to include a reference in your response.


In Kohlbergs Ideas of Moral Reasoning, Kohlberg defined moral reasoning as judgments about right and wrong. He suggests that a persons level of moral reasoning comes from their reason used to defend his or her position when faced with a moral dilemma. Kohlberg defined 3 Levels of moral reasoning with each level containing 2 stages for a total of 6 stages of moral development with each stage being more capable of addressing moral dilemmas than the one before it. According to this article https://www.education.com/reference/article/kohlbergs-moral-reasoning/ level 2 moral reasoning which consists of stage 3 and stage 4 are typical of adolescents, with stage 4 not appearing until high school years. Stage 3 is known as the 'good boy-nice girl orientation' where one's behavior is determined by what pleases and is approved by others. Stage 4 is known as 'law and order orientation' where proper behavior is all about doing one's duty, showing respect for authority, and preserving social order.
In math class I observed a student take a picture with his phone of a test he was currently taking. My assumption was he was going to send it to another student who had yet to take the test. Whoever he sent it to would be faced with a moral dilemma as well. Whether to cheat or not. They were both showing Level 2, Stage 3: good boy-nice girl orientation. They were seeking the approval of their peers or possibly trying to fit in or be cool among peers. The teacher was not aware that this was going on, so at the same time I was faced with a moral dilemma. Should I let the teacher know or not? Also Level 2 moral reasoning. Did I want to be cool with the student (stage 3) or did I want to obey the policy of the classroom/school (stage 4)?
I also observed a classroom of completely out of control teenagers. They were walking along the top of desks and throwing pencils into the ceiling. They were encouraging others to join in. Once again faced with a moral dilemma. Not one student that was asked to participate refused. Level 2, stage 3 of moral reasoning.  They all wanted to fit in, and have the approval and acceptance of their peers.  The teacher was not present when this was taking place, but if she were she could have taught them about some of the acceptable behaviors of society.  Say if they were at a city meeting, would that same behavior be acceptable?  She would be basically teaching them of Level 2, Stage 4 of moral reasoning where they would be respecting authority and preserving social order.  

Piaget TIPR

What evidence do you see of specific teacher behaviors that are geared toward Piaget's theories about cognitive development? Cite specific examples and make clear connection to Piaget's work. Be thorough in your coverage of the theory, addressing multiple concepts (e.g., stage(s) of development, process of adaptation/equilibration) to demonstrate your understanding. Be sure to include a reference in your response.

John Piaget developed a four-stage model of cognitive development on how the mind processes new information. Is is known a Piaget's Theory. Piaget suggests that the information in our brain is sorted into categories called schema. He also suggests that when learning new information our brain must assimilate the new information (put new information in an existing schema) or accommodate the new information (create new schema for the new information). In other words, the brain must adapt to new information. As secondary educators, the stage our students will be in is the formal operations stage of cognitive development. According to this article: http://www.simplypsychology.org/formal-operational.html the formal operations stage of cognitive development starts around age 12 and goes into adulthood. It is when students are learning to think abstractly and to manipulate ideas in their brain.
In a 9th grade math class ( a subject that causes a lot of cognitive dissonance) the teacher was teaching about shapes and their symmetry, reflections, rotations, and how to translate the shapes. The teacher knew that this was going to cause a lot of disequilibrium (a state of imbalance when new information requires us to develop new schema or to modify existing schema). To help the students assimilate or accommodate the new information of shapes, the teacher made cutouts out of clothing material into the shapes they were learning about for every student. The students were able to hold each shape and fold it, rotate it, reflect it, and translate it right with their own hands instead of only imagining it.  I could see the students right there start to assimilate and accommodate the new information and adjusting their schema, thus bringing their brains back into a state of equilibrium.

Motivation TIPR

Describe how the teacher and/or school motivate students. Give specific examples of both extrinsic and intrinsic motivators. Include vocabulary from specific motivational theories (e.g., Self-determination Theory, Maslow’s Hierarchy of Needs, etc.) and be sure to include a reference in your response. 

According to the article https://www.verywell.com/what-is-motivation-2795378, motivation is defined by the process that initiates, guides, and maintains goal-oriented behaviors.  Basically, it is what causes us to act.  
How to motivate someone who is unmotivated is a huge question I have as I am about to embark on the challenge of teaching teenagers.  I asked my teenage son, who is 16, what motivates him.  He has always been a very good student and self motivated.  When I asked him, his response was "getting good grades, and pleasing the teacher".  In my home, I have not dealt with lack of motivation in my kids.  I guess, I have been lucky.  Teaching is going to be a real test in how to motivate your students.  I have learned so much from the section on motivation, and the theories of motivation. One of the motivation theories that I especially liked learning about was the self-determination theory.  I really like the idea of a students desires and natural tendencies to be their motivation.  
At the middle school that I have been doing my observation at, every term if the student gets on the high honor roll, they get to miss a half day of school to attend a fun activity.  They are excused from the classes, and they leave the school for a fun activity.  Some of the activities they have done are go to the movies, they have gone bowling, and they have gone to Classic Fun Skating.  This is a great example of extrinsic motivation.  I know that my son and his friends worked as hard as they could to get on the high honor roll so they could all go on this activity together.  
Intrinsic motivation is having the motivation to do something because you enjoy it.  I assume the majority of students are not motivated intrinsically.  I really like this you tube video and motivating your teenager.
https://www.youtube.com/watch?v=WNUy2s9M3ck   It talks about letting your child do those activities that your child enjoys, to learn some of the rewards and lessons learned and in time that intrinsic motivation will move into other areas of their lives.  
 The following link is to a list of motivation theories that I want to keep for future reference.  http://changingminds.org/explanations/theories/a_motivation.htm.  
I think by having a classroom that provides the basic needs of a student as shown in Maslow's Hierarchy of Needs, a student will have the desire to learn and the motivation to continue on.  

Growth Mindset TIPR

Describe how the teacher develops and promotes true growth mindset in his/her instruction, assessment, and/or procedures. What more could/should the teacher do in this regard? Provide specific examples and be sure to include a reference in your response. 

A mindset is a self perception that people hold about themselves.  Believing that you are 'intelligent ' or 'unintelligent' is an example of a mindset. Being aware of your mindset, especially as a student, can have a huge effect on their learning achievement.
According to Brendon Burchard on this youtube clip  https://www.youtube.com/watch?v=9DVdclX6NzY  , the number one thing you need to develop a growth mindset is "believe in your ability to figure things out" and that enables you for lifelong improvement and growth.  He also says that there are going to be the times that you are discouraged, that you fail, that things suck, and it is especially important that during these times you "honor the struggle".  It is part of the learning process, and will help you and others later in life.
As a teacher, I want to develop a strong classroom community, where students are challenged and accepted.  I really liked learning about the 'Effort Effect'.  I want to encourage my students to work hard, and through hard work they can improve their intelligence and continue to grow their mindset.
Some of the strategies I want to incorporate in my classroom to help develop a growth mindset are 1) being aware of the students strengths and areas of challenge/growth, 2)  analyze tasks, set goals, and make plans to accomplish those goals, and 3)  help them succeed, monitor progress and then make adjustments.
While observing in the classroom, one of the things that I noticed was that the teacher made sure that not knowing or being confused or failing at a question or assignment was okay.  The teacher made sure that they knew it was part of the process.  And just because you don't understand it right then, it doesn't mean that you will never understand it.  They were given opportunities to be retaught and try their assignment again.  They felt much more confident themselves.
After learning about developing a growth mindset,  I can see how important it is do teach this to our students. What a difference it could make in their whole life if they could learn this while they are young.