Transcript lorenzo luis garcia grand round

LORENZO LUIS GARCIA
GRAND ROUND
By
Jessica Bengtson
&
Erica Stewart
November 18, 2003
Lorenzo’s Profile
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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
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Some Piagetian recommendations are hurting
his growth rather than helping
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Zone of Proximal Development
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Not the same as classmates
Wrongly assessed
Sociocultural Support
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Peer groups
Logic puzzles
Has not fully realized the Concrete Operational Stage
Family values differ from the school’s values
Friendship with a younger child
Self Talk
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Piaget vs. Vygotsky
Psychosocial Development
(Erik Erikson)
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Industry vs. Inferiority
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Feelings of inferiority due to language barriers
and learning problems
Friendship with a younger child
Initiative vs. Guilt
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Problems going to kindergarten
Making the transitions
Moral Development
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Kohlberg: How does he rationalize?
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Be a good boy at home
Punishments and values
Gilligan
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Limiting interference with family
Caring attributes from Mom
Learning Theory – Cognitive
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Piaget: Equilibration vs. Disequilibration
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Fell behind while learning English
No previous schemes for classroom subjects
Feeling of disequilibration is too large to
overcome
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Challenge vs. Frustrate
Behaviorism
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Operant Conditioning
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Reward or Punishment?
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Increasing bad behaviors and decreasing good
behaviors inadvertently
Reinforcement Schedules
Antecedent, Behavior and Consequence
Social Learning Theory
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Bandura’s Reciprocal-Determinism Model
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Personal Factors, Environment and Behavior
Types of Learning
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Vicarious student
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“Tell me what I need to know”
Modeled Behavior
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Depressed and withdrawn - Mom
Heavy responsibility to family - Grandfather
Processing Style
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Top Down Learner with a Bottom Up
Teacher
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Struggles to pay attention to details
Constructivism
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Exogenous Learner
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Class is run in more of an Endogenous way
Need for balance – Dialectical learning
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Prefers the lecture but needs to learn to work in
groups
MOTIVATION
INTRINSIC VS. EXTRINSIC GOALS
What does Lorenzo really, really want?
How can the teacher make that work for her?
Motivation
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Types of Goals
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Task involved at home
Work avoidant at school
MASLOW’S
HIERARCHY OF
NEED
NO FOCUS AT THIS TIME
Self actualization
Aesthetic
PREDOMINATE FOCUS
know and understand
Esteem needs
Belongingness and love
Safety needs
Physiological Needs
ACHIEVED
Attribution Systems
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Neatness
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Homework
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I just can’t do it – internal, unchangeable and
uncontrollable
I had to do chores – external, unchangeable
and uncontrollable
Learned Helplessness
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Vygotsky
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Recommendations
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
Social Learning
Theory
Cognitive Dev.
Learning Theory Cognitive
Psychosocial
Dev.
Behaviorism
Constuctivism
Recommendations
Motivation
Moral Dev.
Writing Sample
“I am proud to be American because I have free will and I can grow up to be anything
I want. I have the freedom of speech, I can be president if I want to.”