10.1 & 10.2

10.1 Lower-level thinking (Knowledge, understand)
List some of the factors that aid in developing self-efficacy.

10.2 Higher-level thinking (Create, apply)
Create a list of helpful strategies to help promote students' development of self-regulation. These can be intended for your licensure area or for any grade level in general.

9.1 and 9.2

9.1 Lower-level thinking (Knowledge, understand)
Define positive reinforcement, negative reinforcement, presentation punishment, and removal punishment.

9.2 Higher-level thinking (Create, apply)
Create a case study involving a disruptive behavior in a classroom. Identify how you can use positive reinforcement, negative reinforcement, presentation punishment, and removal punishment in this situation.

10.1 & 10.2

QTC 10.1 Lower-Level Thinking  (Knowledge - Define, Identify, List,)
List four different types of models.



QTC 10.2 Higher-Level Thinking (Analysis - Compare, Differentiate, Examine)
Examine the four different essential conditions for successful modeling. 

9.1 & 9.2

QTC 9.1 Lower-Level Thinking  (Knowledge - Define, Identify, List,)

There are a few basic assumptions of behaviorism. Briefly identify about 2-3.


QTC 9.2 Higher-Level Thinking (Analysis - Compare, Differentiate, Examine)

Compare and contrast classical conditioning and instrumental conditioning.

Chapter 10 QTC

1. (lower-order: remember, understand)

Name and summarize the four conditions necessary for successful modeling (p. 333-334).

2. (higher-order: remember, understand, analyze)

What is self-efficacy? How is self-efficacy related to and different from self-concept and self-esteem?

Barb

Prior to going to Barb’s presentation, I watched Barb’s video on YouTube. I thought she offered some very useful tips for teachers (students with Autism need companionship too) and some of them are what we read and discussed about in special education. I was also very impressive with how well-read Barb is in areas of history, religion, and philosophy.

During Barb’s presentation, we were shown another video in which Barb’s friends took turns reading her writings. Barb writes about how she had begun to make friends in her mid-30s after careful evaluation of her friends’ intentions. I was really moved by how sincere Barb is and how much she values friendship. Barb also notes the difference between being friendly and beings friends. This is true as people often befriend people they can relate to and are similar to. When someone is different than they are and they cannot easily understand, people tend to stay distant and friendly. That friendliness, unfortunately, then becomes the barrier. Barb also talks about distinguishing pity from true friendship. I know from experience how undesirable being pitied can be and I often just build up the barrier of friendliness myself whenever I feel someone is being nice to me because of pity. I think these are all good things to keep in mind when working with all kinds of people—not just students with Autism.

After Barb’s presentation, I went online and read more of Barb’s writings on her web site. I stumbled across the piece “Autistic Sex: For a Terrible Time, Call”. I found myself to be really enjoying Barb’s sense of humor, her writing style, and how bold and sincere she is as a writer. As humans, we all have our primal needs. But most of the time, our society favors denial and suppression when it comes to sex even though we all know it’s a legitimate concern for everyone. I thought it was really bold and refreshing that Barb wrote about this. I can never be that bold, but I thought the least I could do is share how much I loved Barb’s writing.

Erin Petersen Ch. 9

Upper Level: Analyze
Compare and contrast the classical conditioning with instrumental conditioning. Give an example of an instance in which you might use each form of conditioning.

Lower Level: Understand
 Explain the three types of modeling that are described in the book.

10.1 & 10.2 - Jenny's QTC

Lower Level Thinking: (Knowledge & Comprehension)

 From a social –cognitive perspective, describe what effect a nonoccurrence of an expected consequence can have on a learner.

Higher Level Thinking: (Analysis, Synthesis & Evaluation)

Study the 4 conditions that are essential for successful modeling (pg 333). Choose one condition and briefly explain how you might use this condition to teach a new behavior to a learner in your classroom.  

10.1 and 10.2

10.1) Define peer mediation and identify the steps and uses that are associated with it.

10.2) As a teacher how can you use reciprocal causation to your advantage with students in your classroom?

9.1 and 9.2 QTC

9.1 (Lower Level: Remembering: Define, Understanding: Describe)
List five assumptions of the behaviorist perspective.

9.2 (Higher Level: Analyzing: Compare, Differentiate)
Compare classical conditioning and instrumental conditioning. Provide an example of a possible occurrence of each in the classroom, and also give a method for changing the responses.

9.1 and 9.2

9.1) What are the differences between Classical and Involuntary Conditioning?

9.2) As a teacher what strategies can you use to maintain a positive classroom environment that doesn't elicit negative emotional responses? How can you counteract situations where negative emotional responses have already occurred?

Tyler's Chapter 9 QTC

Lower-level (remembering and understanding)1.)  In your own words, describe why it is usually a bad idea to give extra class work as student punishment.

Higher-level (applying, analyzing, and creating)
2.)  Imagine you are teaching a fourth grade self-contained classroom.  One of your students, Joey, is continually disrupting the other students in your classroom.  Today you saw him get up out of his seat and walk around the classroom when he was supposed to be doing an assignment.  While up he walked by three different student's desks and shoved their books off of their desks into the floor.  How should you punish Joey?  Should you use a presentation punishment or a removal punishment?  Think of three different effective punishments for Joey.  Be specific and creative!

QTC Ch. 10

Lower-Order Question:

List the four essential conditions for successful modeling.

Higher-Order Question:

Is there one of the four that you find most important? If so, which one and why? If not, which one do you believe to be most challenging and what can you do to improve it in the classroom?

QTC Ch. 9

Lower-Order Question:

Using the table on p. 299, distinguish between positive reinforcement, negative reinforcement, positive punishment, removal punishment.

Higher-Order Question:

Jamie completed his paper on time and it was quality work. Describe an example of both positive reinforcement and negative reinforcement that could be used to increase Jamie's behavior.

9.1 & 9.2 - Jenny's QTC

Lower Level Thinking: (Knowledge & Comprehension)

What is a token economy? Explain why a teacher might use this technique in their classroom.

Higher Level Thinking: (Analysis, Synthesis & Evaluation)

Evaluate the effectiveness of using group contingencies. Give examples of how and when you might use this technique in your own classroom. 

Chapter 10 QTC Kegan Butler

Chapter 10 QTC

10.1 List and describe the five essential conditions for successful modeling.

10.2 Think about the three behaviors and skills that can be learned through modeling. Give an example of how you will model a specific behavior or task that falls under each category in your own classroom. 

Chapter 9 QTC

1.      (Lower-level) What are the two important ways that instrumental conditional is different from classical conditioning (p. 292-293)?

2.   (Higher-level) Evaluate the strengths and limitations of extrinsic reinforcements. Based on that, come up with an extrinsic reinforcement system that you will use in your classroom.

Chapter 9 QTC Kegan Butler

Chapter 9 QTC

9.1 When is it appropriate to use extrinsic motivation?

9.2 Do you think that the process of shaping would work just as well in a high school classroom as it would for behaviors in an elementary classroom? Explain why or why not. 

Morgan Shelly: QTC 10.1 & 10.2

10.1 Low Level Thinking 
(Knowledge & Comprehension - Identify, List, Name, Cite, Define, Explain)
Identify the various types of modeling. What makes an effective model? (pgs. 329-334)

10.2 High Level Thinking
(Synthesis & Evaluation - Determine, Construct, Compose, Assess)
Self-regulation is not an innate characteristic. Consider you have a student in your future classroom that has poor self-regulation, How would you handle a student who had poor self-regulation? How can you best teach your students to acquire self-regulation? What classroom management would you present to assist with self-regulation?

Morgan Shelly: QTC 9.1 & 9.2

9.1 - Low Level Thinking
(Knowledge & Comprehension - Define, Explain, Differentiate, Discuss)
Explain the two common phenomena associated with classical conditioning (generalization and extinction).

9.2 - High Level Thinking 
(Synthesis & Evaluation - Appraise, Assess, Choose, Judge, Create, Construct) 
Analyze positive and negative reinforcement. Give original examples of how you personally would utilize extrinsic reinforcers and intrinsic reinforcers in your future classroom. Which reinforcement do you think is easier to implement? Why?

Holly's Chapter 10 QTC

Unit 2 QTC- Chapter 10

Lower-Order Thinking (Knowledge & Understanding):

Describe self-regulated behavior and discuss the six key components.

Higher-Order Thinking (Analysis):

Compare and contrast the three perspectives of learning including cognitive psychology, behaviorism and social cognitive theory.

Holly's Chapter 9 QTC

Unit 2 QTC- Chapter 9

Lower-Order Thinking (Knowledge & Application):

List the basic assumptions of behaviorism and give 2 examples of how these assumptions may apply to your future classroom.

Higher-Order Thinking (Analysis):

Compare and contrast the similarities and differences between classical and instrumental conditioning.

 

Tish Cooper 10.1, 10.2

Lower-Order Thinking (Understanding, Recalling): Define and explain the three characteristics of effective modeling (pg. 331-332). Give an example of each.

High-Order Thinking (Creating): When using modeling to teach academic skills it is important to not only teach how to do a task but how to think about a task (cognitive modeling). Create an example, for your classroom, of how you might model the thinking process.

Madelyne Huff- QTC (10.1 & 10.2)

Lower-Level QTC (10.1) Knowledge, Understand, & Apply

*What is the difference between vicarious reinforcement and vicarious punishment? Explain, describe, and give an example of each? Which one do you prefer? Which one is more efficient?

Higher-Level QTC (10.2) Create, Evaluate, & Analyze

*Come up with your own vicarious reinforcement and vicarious punishment. How could you use them in your classroom? Of the two examples, which one do you think is better? Tell me why. 

Madelyne Huff- QTC (9.1 & 9.2)

Lower-Level QTC (9.1) Knowledge, Understand, & Apply, 

*What is the difference between positive reinforcement and negative reinforcement? Explain, describe, and give an example of each. What are some ways you could apply this to your classroom?

Higher-Level QTC (9.2) Create, Evaluate, & Analyze

*Create your own classical conditioning experiment that you could use on your students? Make sure it is appropriate and something you could do in the classroom. 

Ciera Rinck Chapter 10 QTC

Q1: Lower Order Thinking (Knowing, Understanding, and Applying):  What are at least three of the basic principles and assumptions of social cognitive theory?  Name at least one example that you may see in the classroom that you could apply social cognitive theory in the classroom. 

Q2: Higher Order Thinking (Analyze and Create):  What are some ways that you could promote or create self efficacy among students and teachers within your future classroom/school setting?  Create at least four tips for raising self-efficacy and analyze how this could create a better learning environment. 

Ciera Rinck QTC Chapter 9

Q1: Lower Order Thinking (Knowing, Understanding, and Applying):  What are at least 3 principles or assumptions that are implied through behaviorism?  Think of at least one supporting example that you might see in the classroom. 

Q2: Higher Order Thinking (Analyze and Create):  After carefully considering the ideas and principles of the behaviorist views of learning consider the grade level you want to teach and create three or four strategies that you could use as classroom management tools (that follow behaviorist theories) and briefly discuss how these strategies may be useful in your future classroom.  

Chapter 8

Lower order thinking (remembering, understanding) 

What is the illusion of knowing? Discuss a time in your learning when this has affected you.

Higher order thinking (creating) 

Design an ill-defined problem scenario for your children who are eager to find a solution to an issue looming at school. Give at least 3 examples of heuristics they might use to solve the problem. 

Chapter 8 QTC

8.1

Define creativity, convergent thinking, and divergent thinking.

8.2

Do you think it is more important to promote convergent or divergent thinking? Give examples of ways that you will help your students develop both ways of thinking in your classroom.