EDSC 3000 Field Study Action Items

Part of the Motivation Module:

After completing your field work this week, you may choose to answer Field Response Journal Questions 5, 6, and/or 7. All of these questions are optional - meaning they are among the 8 questions of which you need to choose 4 to complete. Create a word processing document for your Field Response Journal and follow the formatting instructions found in Lesson 0. Your completed Field Response Journal will be submitted later in the semester - check the date on our class calendar.

5. Describe how the teacher incorporates multiple intelligences in his/her instruction. Give specific examples of how these intelligences are utilized and be sure to cite the text in your response.
6. Describe how the teacher and/or school motivate students. Give specific examples of both extrinsic and intrinsic motivators and be sure to cite the text in your response.
7. Describe what the teacher is doing to promote emotional intelligence. Be specific in your response. Make connections to Daniel Goleman's work and/or the class text.

Watch the tutorial below for information about how to complete the Field Response Journal.

Part of the Applying Piaget Module:

After completing your field work this week, I encourage you to answer Field Response Journal Question 1. This is a required question. Create a word processing document for your Field Response Journal, or continue using the document you started in the last lesson, and follow the formatting instructions found in Lesson 0. Your completed Field Response Journal will be submitted later in the semester - check the date on our class calendar.

Question 1. 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. Be sure to reference the text in your response.

Part of Differentiation in Piaget & Vygotsky's Theories:

I am asking you to differentiate the lesson that you teach for the Field Response Journal in some way. Here are the ways in which a lesson can be differentiated:

• Differentiate for Readiness
• Differentiate for Interest
• Differentiate for Learning Style

This article shows how a seventh grade social studies teacher implemented all three. I don't advise you try that your first time out, especially in a 20-minute mini-lesson! Here is a great guide for using grouping for differentiation. And, finally, here's a document you can download that has a list of strategies for all types of differentiation (this is a keeper!).

So, when you teach for Field Response Journal Part II later this semester, try to differentiate your lesson for one of the above categories. You have a while until this is due (and I advise waiting to teach your lesson until we have completed Lesson 10), but it's a great idea to start thinking about differentiation now.

After completing your field work this week, I encourage you to answer Field Response Journal Question 2. This is a required question. Create a word processing document for your Field Response Journal, or continue using the document you started in the last lesson, and follow the formatting instructions found in Lesson 0. Your completed Field Response Journal will be submitted later in the semester - check the date on our class calendar.

Question 2. 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. Be sure to reference the text in your response.

Part of Social Development Module:

After completing your field work this week, I encourage you to answer Field Response Journal Question 3. This is a required question. Create a word processing document for your Field Response Journal, or continue using the document you started previously, and follow the formatting instructions found in Lesson 0. Your completed Field Response Journal will be submitted later in the semester - check the date on our class calendar.

Question 3. In what psychosocial stage did Erikson say most children in the grade level you observed are functioning? What specific teacher behaviors do you observe that either help or hinder the students to successfully navigate through this stage? What more could or should be done? Be sure to reference the text in your response.

You could also write on Question 7, if you haven't already. This is an optional question.

Question 7. Describe what the teacher is doing to promote emotional intelligence. Be specific in your response. Make connections to Daniel Goleman's work and/or the class text.

Part of the Moral Development Module:

After completing your field work this week, I encourage you to answer Field Response Journal Question 4. This is a required question. Create a word processing document for your Field Response Journal, or continue using the document you started previously, and follow the formatting instructions found in Lesson 0. Your completed Field Response Journal will be submitted later in the semester - check the date on our class calendar.

Question 4.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 might be done to help the students advance to higher levels with regard to the examples you supplied above? Be sure to reference the text in your response.

Part of Behaviorism Module:

After completing your field work this week, you may choose to answer Field Response Journal Question #8. This question is optional.

Question 8: How does the teacher use behaviorist techniques (e.g., shaping, Premack Principle, token reinforcement systems, etc.) to help students learn? Cite specific examples and make reference to the class text. How do students respond to this instructional method? *Note: this question refers to learning rather than motivation.

Part of Applying Cognitivism Module

After completing your field work this week, you may choose to answer Field Response Journal Questions #9 and/or 10. These questions are both optional.

Question 9: How long does the teacher wait after asking questions? Be specific. Do you believe he/she waits long enough? What does current research show about the relationship between student participation and wait time? Include information from the class text and class discussion.

Question 10: What encoding strategies does the teacher ask students to utilize (e.g. mnemonics, organizational strategies, elaboration, etc.)? Cite specific examples. If the teacher does not utilize any encoding strategies, what could the teacher use and with what subject matter? Again, be specific in your response and be sure to reference the textbook.