Which of Erikson's psychosocial crises are the children in the class facing (may be more than one)? Which of Marcia's identity states seem(s) to be most prevalent? What specific teacher behaviors do you observe that either help or hinder the students to successfully navigate this crisis? What more could or should be done? Be sure to include a reference in your response.
Erik Erikson is known for is theory of psychosocial development that is made up of eight stages from infancy to adulthood. In each stage a person has an identity 'crisis' that affect the development of their personality. According to Erikson during the ages of 12-18 they are experiencing the fifth stage of psychosocial development, which is identity vs. confusion. During this stage a person wants to belong and fit in and so they re-examine who they are and who they want to become. Also during this stage their body is changing and their self-image can change and they may feel uncomfortable for awhile. They also start to explore possibilities and start to develop their own identity based on their explorations.
Based on Erikson's psychosocial development stages, a man named James Marcia extended Erikson's stages theory and states that during these 'crises' their identity is constantly being negotiated. Known as Marcia's Identity States, they include, identity diffusion, identity foreclosure, identity moratorium, and identity achievement. While a teenager is exploring possibilities, they are in in Marcia's Identity Moratorium Stage, where they are actively searching for information about their identity, but they have not made commitments yet.
Some of the possible 'crises' that the students will be going through as we are teaching them are based around trying to figure out who they really are. Crises could include their religious beliefs, sexual and gender identity, how they look, who they are academically and socially. The following clip shows a few crisis a teenager may encounter https://www.youtube.com/watch?v=wJMXk5ibkQk.
Although a teenager could be going through any of Marcia's identity stages, I feel a young teenager is experiencing identity diffusion, where they are not interested in making any choices concerning their identity, or are experiencing identity foreclosure, where they commit to an identity early without exploring their options. Often teenagers are experiencing identity foreclosure because they have simply adopted the identity of their close friends and family. According to Marcia a person must go through an identity crisis (identity moratorium) to really figure out who you are. I feel an older teenager is experiencing identity moratorium, where they are exploring all the possibilities of you they want to become, and possibly experiencing identity achievement, where they have gone through identity moratorium and have committed to an identity. I feel that the best way to help students through these stages in life is to be respectful and kind towards their feelings and to be sensitive to the 'crises' the are experiencing.
Tuesday, March 14, 2017
Physical Development/Bronfenbrenner TIPR
Describe how the teacher implements a consideration of the students' physical development and/or Bronfenbrenner's Bioecological Model into 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.
The teenage years include periods of rapid development. There is physical changes which include growth spurts, bone growth, body weight change, and increased endurance and strength. There is also language development that shifts in the teen years from basic grammar to the use of language on a higher level.
Physical changes can affect the behavior of teenagers and can lead to behavioral problems. As teachers we need to be aware and recognize that and accept a variety of behaviors in our classroom. Teenagers also have increased appetites because of rapid growth spurts. In the classroom I am observing, the teacher allows the students to pull out a snack. Allowing snacks in the classroom could help improve their attention and behavior in class. The varying growth rates can result in an excess of energy in students, so having a variety a seating options for students could prove beneficial. Something that I would like to include in my classroom is something called 'brain breaks'. Here is a few examples of 'brain breaks' https://www.youtube.com/watch?v=m0uiA6UITDw and https://www.youtube.com/watch?v=dp0sa7Z72R8. These 'brain breaks' can help break up the 80 minute class and can allow a 2-3 minute break during the lesson where they can get up and move.
Language development evolves over their teen years. They should improve in abstract thinking skills and that enables them to make word associations and to understand syntax better. The development of academic language is important in classrooms and the students ability to participate in activities and assignments. Academic language is the language of school and is used in textbooks, essays, assignments, presentations, and assessments. As teachers, it is important and our role to teach our students academic language to prepare them for success in college and careers.
Urie Bronfembrenner was an American psychologist that developed the Ecological Systems Theory. The Ecological Systems Theory explains that a child develops within the context of the system of relationships that form their environment. He defines 'layers' (levels of external influence) of environment that each have an effect on a child's development. Included in the 'layers' is the Microsystem (immediate environment), Mesosystem (connections), Exosystem (indirect environment), Macrosystem (social and cultural values), and the Chronosystem (changes over time). I feel that Bronfenbrenner's Ecological Systems Theory is in play everyday in the classroom when you interact with students that have developed in a vast array of external environments. In addition, as teachers, we are part of the student's Mesosystem. As a teacher, instruction models, assessments, and procedures will need to be adjusted to the needs of students as you get to know and learn about them because they all have had different influences and experiences in their ecological system.
The teenage years include periods of rapid development. There is physical changes which include growth spurts, bone growth, body weight change, and increased endurance and strength. There is also language development that shifts in the teen years from basic grammar to the use of language on a higher level.
Physical changes can affect the behavior of teenagers and can lead to behavioral problems. As teachers we need to be aware and recognize that and accept a variety of behaviors in our classroom. Teenagers also have increased appetites because of rapid growth spurts. In the classroom I am observing, the teacher allows the students to pull out a snack. Allowing snacks in the classroom could help improve their attention and behavior in class. The varying growth rates can result in an excess of energy in students, so having a variety a seating options for students could prove beneficial. Something that I would like to include in my classroom is something called 'brain breaks'. Here is a few examples of 'brain breaks' https://www.youtube.com/watch?v=m0uiA6UITDw and https://www.youtube.com/watch?v=dp0sa7Z72R8. These 'brain breaks' can help break up the 80 minute class and can allow a 2-3 minute break during the lesson where they can get up and move.
Language development evolves over their teen years. They should improve in abstract thinking skills and that enables them to make word associations and to understand syntax better. The development of academic language is important in classrooms and the students ability to participate in activities and assignments. Academic language is the language of school and is used in textbooks, essays, assignments, presentations, and assessments. As teachers, it is important and our role to teach our students academic language to prepare them for success in college and careers.
Urie Bronfembrenner was an American psychologist that developed the Ecological Systems Theory. The Ecological Systems Theory explains that a child develops within the context of the system of relationships that form their environment. He defines 'layers' (levels of external influence) of environment that each have an effect on a child's development. Included in the 'layers' is the Microsystem (immediate environment), Mesosystem (connections), Exosystem (indirect environment), Macrosystem (social and cultural values), and the Chronosystem (changes over time). I feel that Bronfenbrenner's Ecological Systems Theory is in play everyday in the classroom when you interact with students that have developed in a vast array of external environments. In addition, as teachers, we are part of the student's Mesosystem. As a teacher, instruction models, assessments, and procedures will need to be adjusted to the needs of students as you get to know and learn about them because they all have had different influences and experiences in their ecological system.
Thursday, March 2, 2017
Vygotsky TIPR
What evidence do you see of specific teacher behaviors that are geared toward Vygotsky's theories of cognitive development? Cite specific examples and make clear connection to Vygotsky's work. Be thorough in your coverage of the theory, addressing multiple concepts to demonstrate your understanding. Be sure to include a reference in your response.
Lev Vygotsky developed what is known as the Vygotsky Social Development Theory. In his theory Vygotsky suggests that social interaction is a fundamental role in the development of cognition, and is centered around the concept of internalization (children's ability to take things that are outside of themselves, and make them a part of their own thinking). He also suggests that social learning tends to come before development. According to this article https://www.learning-theories.com/vygotskys-social-learning-theory.html the major themes in Vygotsky's Theory are social interaction, the more knowledgeable other (MKO), and the zone of proximal development (ZPD).
In the math class I have been observing I have seen Vygotsky's Theory themes in action. Vygotsky's more knowledgeable other (MKO) refers to anyone who has a better understanding or a higher ability than the learner. In math class, not only is the teacher a more knowledgeable other, but there are many other students that have a better knowledge and understanding of math concepts. There was also and adult teacher aid (a more knowledgeable other, MKO) specific to this math class that was there to help a few of the struggling students. Another example is when doing group work, to make the groups up of students with different abilities, so in each group there would be one or two students that could be the more knowledgeable other (MKO) to help those with less ability and understanding.
For a student working with a more knowledgeable other, there is a great opportunity for them to be working within their zone of proximal development (ZPD). According to Vygotsky, the zone of proximal development is the distance between the students ability to perform a task under adult guidance and/or with peer collaboration and a students ability to solve the problem independently. So, in solving math problems, peers guiding others through the process of solving the problem are serving as the more knowledgeable other (MKO) that are very likely working within the zone of proximal development (ZPD) of the student being taught. The following is a good illustration of the zone of proximal development.
In the classroom, I have seen the teacher provide 'scaffolding' by putting a more knowledgeable other (MKO) peer with a struggling student to help the struggling student to work in their zone of proximal development (ZPD). In some of my college math class the more knowledgeable other (MKO) I have used has been the internet and you-tube. So, the more knowledgeable other (MKO), can be things, and not only people, which could be beneficial in the classroom. I feel that Vygotsky's Social Development Theory plays a big role at every age in classrooms everywhere.
Lev Vygotsky developed what is known as the Vygotsky Social Development Theory. In his theory Vygotsky suggests that social interaction is a fundamental role in the development of cognition, and is centered around the concept of internalization (children's ability to take things that are outside of themselves, and make them a part of their own thinking). He also suggests that social learning tends to come before development. According to this article https://www.learning-theories.com/vygotskys-social-learning-theory.html the major themes in Vygotsky's Theory are social interaction, the more knowledgeable other (MKO), and the zone of proximal development (ZPD).
In the math class I have been observing I have seen Vygotsky's Theory themes in action. Vygotsky's more knowledgeable other (MKO) refers to anyone who has a better understanding or a higher ability than the learner. In math class, not only is the teacher a more knowledgeable other, but there are many other students that have a better knowledge and understanding of math concepts. There was also and adult teacher aid (a more knowledgeable other, MKO) specific to this math class that was there to help a few of the struggling students. Another example is when doing group work, to make the groups up of students with different abilities, so in each group there would be one or two students that could be the more knowledgeable other (MKO) to help those with less ability and understanding.
For a student working with a more knowledgeable other, there is a great opportunity for them to be working within their zone of proximal development (ZPD). According to Vygotsky, the zone of proximal development is the distance between the students ability to perform a task under adult guidance and/or with peer collaboration and a students ability to solve the problem independently. So, in solving math problems, peers guiding others through the process of solving the problem are serving as the more knowledgeable other (MKO) that are very likely working within the zone of proximal development (ZPD) of the student being taught. The following is a good illustration of the zone of proximal development.
In the classroom, I have seen the teacher provide 'scaffolding' by putting a more knowledgeable other (MKO) peer with a struggling student to help the struggling student to work in their zone of proximal development (ZPD). In some of my college math class the more knowledgeable other (MKO) I have used has been the internet and you-tube. So, the more knowledgeable other (MKO), can be things, and not only people, which could be beneficial in the classroom. I feel that Vygotsky's Social Development Theory plays a big role at every age in classrooms everywhere.
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