Saturday, July 31, 2010
Erratum
I was reading my previous posts and I was a bit surprised as well as ashamed that there were some minor grammatical errors such as misspelled words or/and wrong word usage.hehehe...You know I am only using my cellphone when I post, and I use t9 to make my "texting" a bit faster. For this reason, I sometimes neglect or overlook some details...hehehe...Forgive me if you can see some mistakes. I know that as a teacher it is unforgivable to have these mistakes...but these are just typographical errors...and a bit of negligence on the part of the author...hoping for your kind consideration(so cliche...hehehe)
Friday, July 23, 2010
LET Tips: Theories of Moral Development
You may have wondered why I only have 5 items for my LET tips. To be honest it is hard to find specific questions about a certain topic/theory. As a matter of fact, a question relating to a certain topic/theory will only appear perhaps once, twice, and sometimes even never. Nonetheless, I hope that through these questions you now have acquired ideas about how topics in education are being asked in the LET and be able to answer these questions as correctly as possible.
1. During their examinations, Mia didn't cheat and avoided looking at her classmate's answer. She did this because of her worry that her classmates will call her "cheater" and "dishonest", if she will be caught by the teacher. In what stage of moral development can Mia be considered?
A. Universal Ethical Principle
B. Good Boy/Good Girl
C. Mutual Benefit
D. Punishment/Obedience
2. The child's concept of right and wrong is based on external criteria laid by adults during the level of preconventional morality. This is based on the ideas of,
A. Piaget
B. Kohlberg
C. Freud
D. Erikson
3. Democratic type of government gives chance for its citizens to make or break a law. Which stage of Kohlberg's moral development theory explains this?
A. Law and Order
B. Universal Ethical Principles
C. Social Contract
D. Punishment/Obedience
4. Kohlberg suggested that schools must give opportunity for the students to develop moral growth. Which of the following did he promote?
A. Equal Education
B. Just Community
C. Academic Freedom
D. Community Collaboration
5. If boys are more inclined to justice in their moral reasoning, girls are more inclined to,
A. Peace
B. Harmony
C. Order
D. Care
Answer Key: 1. B; 2. B; 3. C; 4. B; 5. D
1. During their examinations, Mia didn't cheat and avoided looking at her classmate's answer. She did this because of her worry that her classmates will call her "cheater" and "dishonest", if she will be caught by the teacher. In what stage of moral development can Mia be considered?
A. Universal Ethical Principle
B. Good Boy/Good Girl
C. Mutual Benefit
D. Punishment/Obedience
2. The child's concept of right and wrong is based on external criteria laid by adults during the level of preconventional morality. This is based on the ideas of,
A. Piaget
B. Kohlberg
C. Freud
D. Erikson
3. Democratic type of government gives chance for its citizens to make or break a law. Which stage of Kohlberg's moral development theory explains this?
A. Law and Order
B. Universal Ethical Principles
C. Social Contract
D. Punishment/Obedience
4. Kohlberg suggested that schools must give opportunity for the students to develop moral growth. Which of the following did he promote?
A. Equal Education
B. Just Community
C. Academic Freedom
D. Community Collaboration
5. If boys are more inclined to justice in their moral reasoning, girls are more inclined to,
A. Peace
B. Harmony
C. Order
D. Care
Answer Key: 1. B; 2. B; 3. C; 4. B; 5. D
Applications: Theory of Moral Development
We are always reminded that as teachers, we must mold holistic and well-rounded individuals. The applications of Kohlberg's and Gilligan's theory of moral development emphasize the affective side of our students to make them the kind of individuals we want them to be. Aside from molding the cognitive and behavioral sides of our students, the affective sides must also be developed. This will make us avoid producing "intellectual giants" but "emotional dwarfs" individuals.
1. Let the students realize that they are responsible for their moral development. Present them different anecdotes or examples that will inspire and teach them to be morally responsible with their own actions.
2. Give the students opportunities to hear different perspectives especially in deciding what is right or wrong. Have discussions, forums, debates, etc. about certain issues. This will be more meaningful if the issues are related to the students' lives.
3. Discuss issues in a multicultural or global perspective. Present them how are certain issues tackled in other cultures. Through this, students can widen their understanding and learn to respect different views and beliefs.
4. Most elementary and secondary school students are said to be in the stages 1 and 4 of moral development. We can actually use this in maintaining classroom management, behavior modification and establishing routines inside the classroom.
5. Be an example to the students. We must walk our talk so to speak. Values are caught than taught. So as teachers, we must present values and attitudes worth emulating.
6. It is easier said than done. Moral development is useless if not put into action. One of the criticisms of Kohlberg's theory is that he emphasized more on the reasoning and not on the practicability of morality. This is where Gilligan comes in. Let us teach our student the value of care for other people, as well as for themselves.
1. Let the students realize that they are responsible for their moral development. Present them different anecdotes or examples that will inspire and teach them to be morally responsible with their own actions.
2. Give the students opportunities to hear different perspectives especially in deciding what is right or wrong. Have discussions, forums, debates, etc. about certain issues. This will be more meaningful if the issues are related to the students' lives.
3. Discuss issues in a multicultural or global perspective. Present them how are certain issues tackled in other cultures. Through this, students can widen their understanding and learn to respect different views and beliefs.
4. Most elementary and secondary school students are said to be in the stages 1 and 4 of moral development. We can actually use this in maintaining classroom management, behavior modification and establishing routines inside the classroom.
5. Be an example to the students. We must walk our talk so to speak. Values are caught than taught. So as teachers, we must present values and attitudes worth emulating.
6. It is easier said than done. Moral development is useless if not put into action. One of the criticisms of Kohlberg's theory is that he emphasized more on the reasoning and not on the practicability of morality. This is where Gilligan comes in. Let us teach our student the value of care for other people, as well as for themselves.
Carol Gilligan's Theory of Moral Development (Feminist View)
This is the first post in this blog featuring a woman psychologist, and she is no other than Carol Gilligan.
Carol Gilligan provides an alternative theory of moral development. She was the first to consider gender differences in her research in the mental processes of males and females in their moral development. She noted that girls are more concerned with care, relationships and connections with other people than boys. Thus, she hypothesized that girls are more inclined toward caring and boys toward justice. She presented three levels of moral development:
I. Pre Conventional: Individual Survival
One learns to care for oneself.
II. Conventional: Self Sacrifice is Goodness
One internalizes norms about care for others and tends to neglect oneself.
III. Post Conventional: Principle of Non-violence
One becomes critical of the conventions adopted in the conventional stage and learns to balance caring for self and caring for others.
image source: http://www.drury.edu/nltimage/CarolGilligan2.jpg
 |
| Carol Gilligan... |
I. Pre Conventional: Individual Survival
One learns to care for oneself.
II. Conventional: Self Sacrifice is Goodness
One internalizes norms about care for others and tends to neglect oneself.
III. Post Conventional: Principle of Non-violence
One becomes critical of the conventions adopted in the conventional stage and learns to balance caring for self and caring for others.
image source: http://www.drury.edu/nltimage/CarolGilligan2.jpg
Kohlberg's Theory of Moral Development
Lawrence Kohlberg identified that there are three levels, with 2 stages each, of moral development. If Piaget used "Piagetian tasks", Kohlberg used "moral dilemmas" in order to interpret the moral reasoning of individuals. The most famous is the "Heinz Steals the Drug". To know the story of Heinz, just refer to wikipedia.hehehe...
Level I: PreConventional. Individuals judge the morality of an action based on its direct consequence.
Stage 1: Punishment/Obedience Orientation
In this stage, individuals tend to focus on the direct consequence of an action. The consequence of an action tells what right or wrong is. When an action is punished, then that action is wrong, and if it is rewarded, that action is right.
Stage 2: Mutual Benefit
Individuals have "what's in it for me?" thinking. Individuals act based on the self advantage or benefit that one may acquire doing the action.
Level II: Conventional. Individuals judge the morality of an action by the "conventions" or norms, views and expectations of the society.
Stage 3: Social Approval Orientation
This stage is commonly called Good boy/Good girl orientation. Individuals act based on the approval or disapproval from other people, and because of their concern of how other people might see, think or say about them.
Stage 4: Law and Order
Individuals act in order to maintain the law like following the rules, doing one's duty and respecting the authority. This is done for the prevalence of order and functioning of the society.
Level III: Post Conventional. Moral reasoning precedes the law or the convention of the society rather on the principles behind the law. Individuals may disobey rules if inconsistent with their own principle.
Stage 5: Social Contract
Each person holds different opinions, rights and values and should be mutually respected. Laws that are wrong can be changed to meet the greatest good for the greatest number of people.
Stage 6: Universal Ethical Principle
Moral reasoning is deeply internalized and is based on abstract reasoning using universal ethical principles. They act because it is right, and not because it is instrumental, expected or legal. This drives them to possess moral responsibility for societal changes.
image source: http://relong.myweb.uga.edu/index_files/image002.jpg
 |
| This is Lawrence Kohlberg...He reminds me of a hollywood star or a director...i dont know... |
Level I: PreConventional. Individuals judge the morality of an action based on its direct consequence.
Stage 1: Punishment/Obedience Orientation
In this stage, individuals tend to focus on the direct consequence of an action. The consequence of an action tells what right or wrong is. When an action is punished, then that action is wrong, and if it is rewarded, that action is right.
Stage 2: Mutual Benefit
Individuals have "what's in it for me?" thinking. Individuals act based on the self advantage or benefit that one may acquire doing the action.
Level II: Conventional. Individuals judge the morality of an action by the "conventions" or norms, views and expectations of the society.
Stage 3: Social Approval Orientation
This stage is commonly called Good boy/Good girl orientation. Individuals act based on the approval or disapproval from other people, and because of their concern of how other people might see, think or say about them.
Stage 4: Law and Order
Individuals act in order to maintain the law like following the rules, doing one's duty and respecting the authority. This is done for the prevalence of order and functioning of the society.
Level III: Post Conventional. Moral reasoning precedes the law or the convention of the society rather on the principles behind the law. Individuals may disobey rules if inconsistent with their own principle.
Stage 5: Social Contract
Each person holds different opinions, rights and values and should be mutually respected. Laws that are wrong can be changed to meet the greatest good for the greatest number of people.
Stage 6: Universal Ethical Principle
Moral reasoning is deeply internalized and is based on abstract reasoning using universal ethical principles. They act because it is right, and not because it is instrumental, expected or legal. This drives them to possess moral responsibility for societal changes.
image source: http://relong.myweb.uga.edu/index_files/image002.jpg
Thursday, July 22, 2010
LET Tips: Constructivism
Note: Please answer first before scrolling down. The correct answers are found at the bottom of the post. I will not discuss further the correct answers so if there are any reactions or questions, feel free to comment.
1. It is the revisiting of topics in the curriculum in line with the learners' cognitive level.
A. Direct Teaching
B. Programmed Instruction
C. Spiral Curriculum
D. Hidden Curriculum
2. Which material will best present the concept of numbers in a 6-year old child?
A. Flashcards
B. Pictures
C. Beans
D. Numerals
3. Teacher Lea is a constructivist. She sees learners as:
A. a blank slate
B. full of experiences
C. respond to stimulus
D. empty vessel
4. Which is the aid given by the teacher for the student to accomplish a task that the latter can't accomplish independently?
A. Spiral Curriculum
B. Fade Away Technique
C. Zone of Proximal Development
D. Scaffolding
5. "Learning is an interactive and interpersonal activity." Which psychologist could have said this?
A. Lev Vygotsky
B. Jean Piaget
C. Jerome Bruner
D. Ivan Pavlov
Answer Key: 1. C; 2. C; 3. B; 4. D; 5. A
1. It is the revisiting of topics in the curriculum in line with the learners' cognitive level.
A. Direct Teaching
B. Programmed Instruction
C. Spiral Curriculum
D. Hidden Curriculum
2. Which material will best present the concept of numbers in a 6-year old child?
A. Flashcards
B. Pictures
C. Beans
D. Numerals
3. Teacher Lea is a constructivist. She sees learners as:
A. a blank slate
B. full of experiences
C. respond to stimulus
D. empty vessel
4. Which is the aid given by the teacher for the student to accomplish a task that the latter can't accomplish independently?
A. Spiral Curriculum
B. Fade Away Technique
C. Zone of Proximal Development
D. Scaffolding
5. "Learning is an interactive and interpersonal activity." Which psychologist could have said this?
A. Lev Vygotsky
B. Jean Piaget
C. Jerome Bruner
D. Ivan Pavlov
Answer Key: 1. C; 2. C; 3. B; 4. D; 5. A
Applications: Lev Vygotsky's Social Cultural
Since Vygotsky promotes that social interaction is essential for learning, we, as teachers must think of various approaches that will follow the idea of learning as a social process. Here are some of the ways in which we can apply Vygotsky's theory. Again, you can add you own ideas, and feel free to add them in the comment box.(As if there are really people reading this blog, LOL)
1. Do more of cooperative learning. Activities that can make students share ideas and learn from one another. Perhaps one of these is group work in which students can help each other accomplish a task. Or peer tutoring that will give more knowleadgable peer/classmate the chance to help his/her less competent classmate.
2. Maintain an open dialogue among the students. Let them share what they think as well as realize the importance of listening to other people. Make them develop open mindedness and the idea that we learn from one another.
3. In order to understand more our students, take into account their sociocultural background: community and family environment, culture, socioeconomic status, etc. This way, we may be aware of factors that affect the behavior and the learning of our students. This will also help us think and initiate activities that will further enhance learning.
4. Talk to the parents about their roles in the development of their children. Collaborate with them and maintain open communication lines.
5. Use scaffolding in teaching new things especially new skills. Don't take all the chances away from the students or spoonfeed them. Give them the opportunity to do things on their own, but be ready with your assistance if needed.
6. As the students become masters of the task being taught to them, gradually minimize the aid that you give so that eventually, they can do or accomplish things independently and successfully.
1. Do more of cooperative learning. Activities that can make students share ideas and learn from one another. Perhaps one of these is group work in which students can help each other accomplish a task. Or peer tutoring that will give more knowleadgable peer/classmate the chance to help his/her less competent classmate.
2. Maintain an open dialogue among the students. Let them share what they think as well as realize the importance of listening to other people. Make them develop open mindedness and the idea that we learn from one another.
3. In order to understand more our students, take into account their sociocultural background: community and family environment, culture, socioeconomic status, etc. This way, we may be aware of factors that affect the behavior and the learning of our students. This will also help us think and initiate activities that will further enhance learning.
4. Talk to the parents about their roles in the development of their children. Collaborate with them and maintain open communication lines.
5. Use scaffolding in teaching new things especially new skills. Don't take all the chances away from the students or spoonfeed them. Give them the opportunity to do things on their own, but be ready with your assistance if needed.
6. As the students become masters of the task being taught to them, gradually minimize the aid that you give so that eventually, they can do or accomplish things independently and successfully.
Lev Vygotsky's Sociocultural Theory
This is really it. My post about Lev Vygotsky. Hehehe... Lev Vygotsky is one of the social constructivists, who believe the importance of social interaction in learning. Learning is seen as an interactive and interpersonal activity. Development will not be fully understood if the social and cultural contexts are not considered, hence the name Sociocultural Theory.
The Role of Social Interaction
According to Vygotsky, learners learn through social interaction. Socially interacting especially with knowledgeable adults like parents, teachers, older peers, etc, gives them the opportunity to acquire learning. The people that surround the learner contribute to learning because they are the ones who explain, model, assist, give directions and promote feedback to enrich learning. They also are the media in which learners learn the ways of thinking and behavior that make up culture.
Language
Language plays an important function especially in social interaction. However, it also has an important role in developing the thinking activities inside the mind of the learners. Language, as Vygotsky puts it, serves as a mediator between the learners' mind and their environment. As learners communicate or perform interpersonal dialogues, these dialogues will develop into intrapersonal dialogues in which will later become inner speech. Inner Speech is a form of self talk that guides the learner's thinking.
Zone of Proximal Development
Vygotsky advocates learning by doing. However, he added that learning by doing, together with social interaction will result to a more effective learning. In relation to this, the Zone of Proximal Development was introduced. This is the level at which a child finds a task too difficult to accomplish alone, but which he/she can complete with the assistance of an adult or older peer. To achieve this, scaffolding can be used. Scaffolding is the aid or assistance than enables learners to complete certain tasks that they cannot do on their own. However, scaffolding is not doing the task for the learners, rather the adult/instructor only serves as a tool for that adjusts the amount of guidance to fit the learners current level of performance. Example, if a child doesn't know how to tie his/her shoes, an adult can do scaffolding by tying the shoes half-done, then letting the child finish it.
Photo credits courtesy of google image search..hehehe...sorry I wasn't able to copy-paste the exact web-site...I hope I don't violate netiquette(not sure about the spelling) hehhehe...
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| Our handsome man of the moment...Lev Vygotsky...applause!!! Woohooo!!! |
The Role of Social Interaction
According to Vygotsky, learners learn through social interaction. Socially interacting especially with knowledgeable adults like parents, teachers, older peers, etc, gives them the opportunity to acquire learning. The people that surround the learner contribute to learning because they are the ones who explain, model, assist, give directions and promote feedback to enrich learning. They also are the media in which learners learn the ways of thinking and behavior that make up culture.
Language
Language plays an important function especially in social interaction. However, it also has an important role in developing the thinking activities inside the mind of the learners. Language, as Vygotsky puts it, serves as a mediator between the learners' mind and their environment. As learners communicate or perform interpersonal dialogues, these dialogues will develop into intrapersonal dialogues in which will later become inner speech. Inner Speech is a form of self talk that guides the learner's thinking.
Zone of Proximal Development
Vygotsky advocates learning by doing. However, he added that learning by doing, together with social interaction will result to a more effective learning. In relation to this, the Zone of Proximal Development was introduced. This is the level at which a child finds a task too difficult to accomplish alone, but which he/she can complete with the assistance of an adult or older peer. To achieve this, scaffolding can be used. Scaffolding is the aid or assistance than enables learners to complete certain tasks that they cannot do on their own. However, scaffolding is not doing the task for the learners, rather the adult/instructor only serves as a tool for that adjusts the amount of guidance to fit the learners current level of performance. Example, if a child doesn't know how to tie his/her shoes, an adult can do scaffolding by tying the shoes half-done, then letting the child finish it.
Photo credits courtesy of google image search..hehehe...sorry I wasn't able to copy-paste the exact web-site...I hope I don't violate netiquette(not sure about the spelling) hehhehe...
I lost my post
As promised, I continued posting some topics. And I decided to discuss about Lev Vygotsky's Sociocultural Theory. It was considerably a long post, and I usually don't have any drafts when I post. I just read my resources, then type down my thoughts as if I'm answering an essay test. But for some unknown technological reasons, when I clicked the "PUBLISH POST" button, the Blogger site prompted me to log in again, so I logged in the second time. After this, I was surprised that all the things I have typed were gone! Of course I was frustrated because I usually believe that my first thoughts are better than my second ones. Well, it only asserts my belief: "Never trust machines". They are like animals, their behavior is unpredictable...
Tuesday, July 20, 2010
Self Interrogation
Hi...It's nearly a month since my last post and I also promised that I will publish more posts about education topics. However, because I was a bit busy on some things, I wasn't able to update this blog that often. But now, I'm back and I will discuss more topics in the coming days. Hope that you will still read my blog. Hehehe...
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