lorenzo luis garcia grand round by jessica bengtson & erica stewart november 18, 2003
TRANSCRIPT
Lorenzo’s Profile 10 year old Cuban American Lives with Mother, maternal
Grandparents and 2 year old sister
Father deceased Currently in the fourth grade,
was held back in kindergarten because of maturity issues
Prefers to play with younger children
Regularly fails to turn in homework
Completed assignments are very messy
Works hard at home
Cognitive Development Some Piagetian recommendations are hurting his growth
rather than helping Peer groups Logic puzzles Has not fully realized the Concrete Operational Stage
Zone of Proximal Development Not the same as classmates Wrongly assessed
Sociocultural Support Family values differ from the school’s values Friendship with a younger child
Self Talk Piaget vs. Vygotsky
Psychosocial Development(Erik Erikson)
Industry vs. Inferiority Feelings of inferiority due to language barriers
and learning problems Friendship with a younger child
Initiative vs. Guilt Problems going to kindergarten Making the transitions
Moral Development
Kohlberg: How does he rationalize? Be a good boy at home Punishments and values
Gilligan Limiting interference with family Caring attributes from Mom
Learning Theory – Cognitive Piaget: Equilibration vs. Disequilibration
Fell behind while learning English No previous schemes for classroom subjects Feeling of disequilibration is too large to
overcome Challenge vs. Frustrate
Behaviorism
Operant Conditioning Reward or Punishment?
Increasing bad behaviors and decreasing good behaviors inadvertently
Reinforcement Schedules Antecedent, Behavior and Consequence
Social Learning Theory Bandura’s Reciprocal-Determinism Model
Personal Factors, Environment and Behavior Types of Learning
Vicarious student “Tell me what I need to know”
Modeled Behavior Depressed and withdrawn - Mom Heavy responsibility to family - Grandfather
Constructivism
Exogenous Learner Class is run in more of an Endogenous way
Need for balance – Dialectical learning Prefers the lecture but needs to learn to work in
groups
What does Lorenzo really, really want?
INTRINSIC VS. EXTRINSIC GOALS
How can the teacher make that work for her?
MOTIVATION
Self actualization
Aesthetic
know and understand
Esteem needs
Belongingness and love
Safety needs
Physiological Needs
ACHIEVED
PREDOMINATE FOCUS
NO FOCUS AT THIS TIMEMASLOW’S
HIERARCHY OFNEED
Attribution Systems
Neatness I just can’t do it – internal, unchangeable and
uncontrollable Homework
I had to do chores – external, unchangeable and uncontrollable
Learned Helplessness
Recommendations Vygotsky Use more prompts, encouragement and scaffolding Choices about environment and learning habits
Erickson Shorter assignments and allow one on one work with adult Give achievable challenges in front of the class Help him set goals
Bandura Better modeling - get in the big brother program Teach the family to model behaviors that work with the school
Teaching Methods Verbal praise should be sincere and consistent
Constructivism Dialectical teaching styles
Maslow Help him to meet deficiency needs first Give him the tools to succeed at growth needs
Attribution Systems Teach him better ways for taking responsibility for his
schoolwork
Index
Cognitive Dev.
Psychosocial Dev.
Moral Dev.
Learning Theory - Cognitive
Behaviorism
Social Learning Theory
Constuctivism
MotivationRecommendations