Watch the video: Classical Conditioning at BGSU: https://www.youtube.com/watch?v=Eo7jcI8fAuI&NR=1&feature=fvwp
1. Should corporal punishment be used in the schools today? If so, under what circumstances? If not, why not?
2. Do all learners respond to basically the same reinforcers? Do all cultures? What implications do your answers have for teaching?
3. What does research on social cognitive theory suggest about the ethical and moral behavior of teachers?
4. Review the case study below and assess the extent to which Sue applied information processing theory and the model of human memory model in her lesson. Include both strengths and weaknesses in your assessment.
Sue Southam, a high school English teacher, wants her students to understand different characters in The Scarlet Letter, a novel set in Boston in the 1600s, which describes a tragic and illicit love affair between the heroine (Hester Prynne) and a minister (Arthur Dimmesdale). The novels title refers to the letter A, meaning adulterer, which the Puritan community makes Hester wear as punishment for her adultery. Sue is using the novel to help her students meet the following standard:
CCSS.ELA-Literacy.RL.11-12.3Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)(Common Core State Standards Initiative, 2018h).
The class has been discussing the book for several days and is now examining Reverend Dimmesdales character. Sue begins by reading a passage from the novel describing Dimmesdale, has the students write down what they believe are the most important aspects of the description in their logs, and then reads a speech he gives in front of the congregation, in which he confronts Hester and exhorts her to identify her secret lover and partner in sin (while all the time hoping and believing that she will not confess and name him as her lover).
Sue then divides the class into Dimmesdales and Hesters, directs the Dimmesdales to write in their logs what they believe Dimmesdale is thinking during his speech, and tells the Hesters to write what they believe Hester is thinking as she listens. After the students write in their logs, she organizes them into groups, each composed of two Hesters and two Dimmesdales, and says, In each group, I want you to start off by having Dimmesdale tell what he is thinking during the first part of the speech. Then Id like a Hester to respond. Then continue with Dimmesdales next part, then Hesters reaction, and so on……. Go ahead and share your thoughts in your groups.
She gives the students 5 minutes to share their perspectives, calls the class back together, and then says, Okay, lets hear it. A Dimmesdale first. What was he thinking during his speech? . . . Mike?
The only thing I could think of was, Oh God, help me. I hope she doesnt say anything. If they find out its me, Ill be ruined. And then here comes Hester with her powerful speech, Mike concludes, turning to Nicole, his partner in the group.
I wrote, Good man, huh. So why dont you confess then? You know youre guilty. Ive admitted my love, but you havent. Why dont you just come out and say it? Nicole comments.
Interesting. . . . What else? How about another Hester? . . . Sarah?
I just put, No, Ill never tell. I still love you, and Ill keep your secret forever, Sarah offers.
Sue pauses for a moment, looks around the room, and comments, Notice how different the two views of Hester are …….Nicole paints her as very angry, whereas Sarah views her as still loving him.
Sue again pauses, Karen raises her hand, and Sue nods to her. I think the reason Hester doesnt say anything is that people wont believe her, because hes a minister, Karen suggests. Shes getting her revenge just by being there, reminding him of his guilt.
But if she accuses him, wont people expect him to deny it? Brad adds.
Maybe he knows she wont accuse him because she still loves him, Julie offers.
Wait a minute, Jeff counters. I dont think hes such a bad guy. I think he feels guilty about it all, but he just doesnt have the courage to admit it in front of all of those people.
The students continue their analysis of Dimmesdales character, including a debate about whether he is a villain or a tragic figure.
Interesting ideas, Sue says as she closes the discussion for the day. Be sure to keep them in mind, and for tomorrow, Id like you to read Chapter 4, in which we begin our analysis of Hesters husband.
5. What similarities and differences exist between behaviorist, social cognitive, and the human memory model views of learning? Are either more valuable to teaching at different grade levels? In different subject matter areas? For different topics? Which and why?
5. Is the human memory model more closely related to Piagets or to Vygotsky
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