Ed Psych Case Study

Assignment to be completed

Listed below is the rubric and the required reading for this assignment and the questions that follow.

Chapter 3, The learning process: behaviorist and constructivist teaching compared

Numerous educators have planned and implemented activities and curriculum units that use either behaviorist or constructivist principles in one way or another. Often the demonstrated activities or units are hard to compare directly simply because behaviorism and constructivism address different aspects of learning, and therefore call upon teachers to perform somewhat different roles. To see what I mean, look at these two examples of instructional research. The first is grounded in behaviorism and the second is grounded in constructivism.

Behaviorism in action: a remedy for stuttering Mark Onslow and his colleagues have described a way to help young children overcome stuttering, a problem in which sounds and words are repeated or stretched unduly, so that fluent conversation is difficult (2001). Onslow’s research strategy was simple, at least in principle: he trained parents of children who stuttered to praise their child more strongly is the child spoke fluently (without any stutter), and to correct the child quietly, but non-punitively whenever the child did stutter. A fluent sentence therefore produced praise, or even a gold star, from parents. A stuttered sentence produced an immediate sentence like “I think that was a stutter”, stated factually and quietly. Value judgments and criticisms were not allowed.

Onslow’s program contradicted the conventional advice to parents about stuttering, which was to ignore it wherever possible. Nonetheless the program produced very positive results. All of the stuttering children reduced or even eliminated their stuttering after a few weeks of the differential reinforcement by their parents, and the stuttering did not return when they were tested even one year after the program finished.

Constructivism in action: project-based learning Juliette Goldman, an educator working in Australia, demonstrated how this can be done with health education for middle years students (Goldman, 2006). She designed a project for seventh-grade students in which they had to publish a training manual for fellow-students on the topic of “good food handling”, advice for restaurant workers about how they can keep for contaminating either themselves or the food that they serve. The writers of the manual worked in groups of three, researching information on a range of topics related to food handling. Then they used computer self-publishing software to prepare and print copies of their information. They also made oral presentations about their manuals to a school assembly to which local food-industry representatives were invited, and they arranged to display the finished manuals at the local public library.

The initiative used constructivist principles in a number of ways. For example, it challenged learners to make decisions about what their particular manual should “teach”. The decision- making required learners constantly to monitor their own knowledge and learning—engage in metacognition—in order to insure that the content was complete, accurate, and important to learn. It also grouped students into teams, so that they could, to some extent, teach each other whatever they needed to learn, including helping each other to sense whether they actually were learning from their research.

Questions to complete:

1. Obviously these two studies are about different educational problems or issues. What if the learning theories underlying them were switched?

2. Could a stuttering program be built around constructivist principles of learning, and a health education program be built around behaviorist principles?

3. What would each program look like?

Be a skeptic for a moment.

4. What do you suspect might be the hardest part of implementing behavioral conditioning for stuttering described by Onslow?

5. What might be hardest part of implementing the constructivist program about health education?

Disability Comparison Template

Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). For each of these disability categories, educators must have general knowledge of the guidelines for eligibility, characteristics, causes, effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents/guardians. Additionally, there are specific conditions, such as dyslexia, that are included within each of the broad categories, and special education teachers must be well informed about the potential effects on learning for each specific disorder.

Use the information in the textbook and study materials to complete the “Disability Comparison Template” to summarize information for the categories of disability under IDEA as well as for common, specific learning disabilities. The first category, Autism, is completed for you.

Hearing Versus Listening

ASSIGNMENT 1:

Hearing Versus Listening

Describe how you learned how to listen! Please use between 300-500 words to make a complete description of this learned behavior. Did you learn to listen properly? Do you still listen the same way that you were taught as a child? Why or why not?

“Doctor Aunt” by Eden, Janine and Jim. CC-BY.

A mother takes her four-year-old to the pediatrician reporting she’s worried about the girl’s hearing. The doctor runs through a battery of tests, checks in the girl’s ears to be sure everything looks good, and makes notes in the child’s folder. Then, she takes the mother by the arm. They move together to the far end of the room, behind the girl. The doctor whispers in a low voice to the concerned parent: “Everything looks fine. But, she’s been through a lot of tests today. You might want to take her for ice cream after this as a reward.” The daughter jerks her head around, a huge grin on her face, “Oh, please, Mommy! I love ice cream!” The doctor, speaking now at a regular volume, reports, “As I said, I don’t think there’s any problem with her hearing, but she may not always be choosing to listen.”

Hearing is something most everyone does without even trying. It is a physiological response to sound waves moving through the air at up to 760 miles per hour. First, we receive the sound in our ears. The wave of sound causes our eardrums to vibrate, which engages our brain to begin processing. The sound is then transformed into nerve impulses so that we can perceive the sound in our brains. Our auditory cortex recognizes a sound has been heard and begins to process the sound by matching it to previously encountered sounds in a process known as auditory association.[1] Hearing has kept our species alive for centuries. When you are asleep but wake in a panic having heard a noise downstairs, an age-old self-preservation response is kicking in. You were asleep. You weren’t listening for the noise—unless perhaps you are a parent of a teenager out past curfew—but you hear it. Hearing is unintentional, whereas listening (by contrast) requires you to pay conscious attention. Our bodies hear, but we need to employ intentional effort to actually listen.

Diagram of the hearing process. 1, Sounds enter the ear. 2, tiny middle ear bones amplify sound. 3, cochlea sorts sounds by frequency. 4, Nerve passes signal from cochlea to brain stem. 5, Signal travels through brain getting decoded along the way. 6, Auditory cortex recognizes, processes sound.

“Hearing Mechanics” by Zina Deretsky. Public domain.

We regularly engage in several different types of listening. When we are tuning our attention to a song we like, or a poetry reading, or actors in a play, or sitcom antics on television, we are listening for pleasure, also known as appreciative listening. When we are listening to a friend or family member, building our relationship with another through offering support and showing empathy for her feelings in the situation she is discussing, we are engaged in relational listening. Therapists, counselors, and conflict mediators are trained in another level known as empathetic or therapeutic listening. When we are at a political event, attending a debate, or enduring a salesperson touting the benefits of various brands of a product, we engage in critical listening. This requires us to be attentive to key points that influence or confirm our judgments. When we are focused on gaining information whether from a teacher in a classroom setting, or a pastor at church, we are engaging in informational listening.[2]

Yet, despite all these variations, Nichols called listening a “lost art.”[3] The ease of sitting passively without really listening is well known to anyone who has sat in a boring class with a professor droning on about the Napoleonic wars or proper pain medication regimens for patients allergic to painkillers. You hear the words the professor is saying, while you check Facebook on your phone under the desk. Yet, when the exam question features an analysis of Napoleon’s downfall or a screaming patient fatally allergic to codeine you realize you didn’t actually listen. Trying to recall what you heard is a challenge, because without your attention and intention to remember, the information is lost in the caverns of your cranium.

Listening is one of the first skills infants gain, using it to acquire language and learn to communicate with their parents. Bommelje suggests listening is the activity we do most in life, second only to breathing.[4] Nevertheless, the skill is seldom taught.

 

1. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon. ↵

2. Ireland, J. (2011, May 4). The kinds of listening skills. Livestrong.com. Retrieved from http://www.livestrong.com/article/82419-kinds-listening-skills/ ↵

3. Nichols, R. G. (1957). Listening is a 10 part skill. Chicago, IL: Enterprise Publications. Retrieved from http://d1025403.site.myhosting.com/files.listen.org/Nichol sTenPartSkill/Mr39Enf4.html  ↵

4. Bommelje, R. (2011). LISTEN, LISTEN, LISTEN. In The top 10 ways to strengthen your selfleadership. International Listening Leadership Institute. Retrieved from http://www.listeningleaders.com/Articles.html ↵

LICENSES AND ATTRIBUTIONS

CC LICENSED CONTENT, SHARED PREVIOUSLY

· Chapter 4 Hearing Versus Listening. Authored by: Jenn Q. Goddu, M.A.. Provided by: Queens University of Charlotte, Charlotte, NC. Located at: http://publicspeakingproject.org/psvirtualtext.html. Project: The Public Speaking Project. LicenseCC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

· Doctor Aunt. Authored by: Eden, Janine and Jim. Located at: https://flic.kr/p/5M3xBP. LicenseCC BY: Attribution

PUBLIC DOMAIN CONTENT

· Image of hearing mechanics. Authored by: Zina Deretsky. Provided by: National Science Foundation. Located at: http://commons.wikimedia.org/wiki/File:Hearing_mechanics.jpg. LicensePublic Domain: No Known Copyright

 

ASSIGNMENT 2

Appropriate and Inappropriate Self-Disclosure

1. Use the definition of self-disclosure in the textbook’s Chapter 3 to identify the times during this conversation when Ramon disclosed personal information to his boss Julie.
 

2. Which of the disclosures were appropriate?
 

3. What effect does Ramon’s nonverbal behavior have on Julie’s reaction to his disclosures?
 

4. How would you apply the Guidelines for Self-Disclosure to Ramon’s situation in this scenario?
 

 

ASSIGNMENT 3

Depth and Breadth of Relationships

Use the questions below as a guide to write a short paragraph about one of your relationships.

1.  How deep or shallow is your relationship with this person?

2.  Does the depth vary from one area (breadth) to another? In what way?

3.  Are you satisfied with the depth and breadth of this relationship? Why or why not?

4.  If you are not satisfied, what could you do to change the relationship? What would you predict the results would be?

  • Narrator: Ramon has been working in an entry level sales job for almost a year after graduating

    from the university. He likes the company, but is growing more and more frustrated at its lack of

    advancement. After much thought, he decided to share his concerns with his boss Julie.

     

    >> Ramon: Hi.

     

    >> Julie: Hi.

     

    >> Ramon: Do you have a few minutes to talk?

     

    >> Julie: Sure, no problem.

     

    >> Ramon: Do you mind if we close the door?

     

    >> Julie: Sure.

     

    [ Door Closing ]

     

    [ Silence ]

     

    >> Ramon: I’d like to talk to you about the future.

     

    >> Julie: The future?

     

    >> Ramon: Well, it’s been over a year since I started to work here. One of the things you told me

    during our interview was that people moved up fast here.

     

    >> Julie: Well…

     

     

     

    >> Ramon: I’m confused because I’ve been doing pretty much the same work since I was hired.

     

    >> Julie: Well, we do think a lot of your work.

     

    >> Ramon: Well I’m glad to hear that, but I’m starting to wonder how much of a chance I have to

    grow with this company.

     

    >> Julie: Well I can understand that you’re anxious to take on more responsibilities. I can tell you

    that you have a good chance of advancing if you just hang in there a little while.

     

    >> Ramon: That sounds good, but I’ve been waiting, a lot longer than I expected to. I’m starting

    to wonder if some of the things I’ve heard around here are true.

     

    >> Julie: What kinds of things are you talking about Ramon?

     

    >> Ramon: Well Bill and Leticia were telling me about some people who resigned because they

    did not get the promotion that they were promised.

     

    >> Julie: Ramon, I’m sure you understand that I can’t discuss personnel decisions about former

    employees. I can tell you that we try to give people all the challenges and rewards that they

    deserve. Sometimes it takes a while.

     

    >> Ramon: A year seems like more than a while. I’m starting to think that this company is more

    interested in having a Hispanic name on their payroll than giving me a real shot at a promotion.

     

    >> Julie: Look, I probably shouldn’t tell you this but I am just as frustrated as you are that its

    taking so long to get a promotion arranged for you. I can tell you that there will be some

    personnel changes in about 6 weeks and that should give you a chance to move up.

     

    >> Ramon: That’s really good to hear. I have to tell you I have started thinking about other jobs,

    not because I want to leave here; it’s just because I can’t afford to stand still. I really need to start

     

     

    making more money. I don’t want to be one of those losers who can’t afford to buy his home

    when he’s 40.

     

    >> Julie: Well I’m still renting. It’s not that bad.

     

    >> Ramon: Well I didn’t mean that the way it sounded.

     

    >> Julie: Well I’m glad you let me know your concerns and I hope you can hang in there just a

    little longer.

     

    >> Ramon: Sure. 6 weeks, huh? I’ll be checking the calendar. Thanks.

Benchmark – Collaboration And Communication Action Plan

Benchmark – Collaboration and Communication Action Plan

Special education teachers must use effective collaboration techniques to design and implement complex plans involving many stakeholders to support students with disabilities across a wide range of settings. Review the scenario below to inform the assignment:

Marco is a Mexican-American eighth grade student who has been identified as having an emotional/behavioral disorder, specifically mood disorder NOS (Not Otherwise Specified). Currently, he participates in a general education inclusive classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies for the gifted program in English language arts (ELA) only. Therefore, Marco will continue to participate in the inclusive classroom for the remainder of his courses.

Marco has continued to be successful in all his inclusive classes; however, he is struggling in his new gifted setting for ELA. Mrs. Stone, the gifted teacher, was not able to be present during the IEP

meeting. She has never worked with a student who has an IEP prior to having Marco as a student in her classroom. Marco has mentioned that he is the only Hispanic or Latino student in the gifted class, and this

has made him feel uncomfortable. He has stated that Mrs. Stone does not include him in the classroom conversations and speaks abruptly to him, but not to the other students.

After one month of Marco being in the gifted class, Mrs. Stone has requested that a paraprofessional be present to support him. At the IEP meeting, the IEP team had determined that a paraprofessional was not necessary because Marco should be able to be successful in the gifted classroom without this level of support. After meeting with Marco previously on classroom concerns, and the request from Mrs. Stone, as the special education teacher, you completed a walk-through observation of the gifted classroom. You did notice that Marco was isolated in a corner and the teacher did not interact with him. In addition to the walk-through, you just received a phone call from Marco’s parents stating Mrs. Stone told Marco that he does not belong in this class. At this point, Marco no longer wants to be in the class because he does not feel welcome.

The principal has come to you, the special education teacher, for assistance with supporting Mrs. Stone and Marco in being successful. The IEP team is scheduling another meeting to discuss goals and ideas to help Marco be successful in the gifted ELA classroom. The support of a paraeducator is part of the discussion as a possibility for Marco.

Use the “Collaboration and Communication Action Plan Template” to complete this assignment.

College of Education (COE) program competencies and standards assessed in the benchmark assignment:

COE 5.7

Provide guidance and direction to paraeducators, tutors, and volunteers. [CEC 6.6, ICSI.6.S8, ICSI.6.K13, ICSI.6.K14, ICSI.6.S12; InTASC 10(n); GCU Mission Critical 1, 2, 4, and 5]

COE 6.1

Use the theory and elements of effective collaboration. [CEC 7.1, ICSI.7.K1, ICSI.7.S3; InTASC 7(o); ISTE-T 3a, 3d, 5a; GCU Mission Critical 1, 4, and 5]

COE 6.2

Serve as a collaborative resource to colleagues.[CEC 7.2, ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); GCU Mission Critical 1, 4, and 5]

COE 6.3

Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-T 3b; GCU Mission Critical 1, 2, 3, 4, and 5]

Support your findings with a minimum of three scholarly resources on collaboration and communication best practices.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide,

Collaboration and Communication Action Plan Template

Part 1: Action Plan

Background on Student Concern:

 

Long-term Goal:

 

Short-term Goal 1:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

 

Short-term Goal 2:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

 

Short-term Goal 3:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

Short-term Goal 4:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

Part 2: Rationale

 

 

References

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