Responses to Case Studies Module 9
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Course: EDP 400
Unit 3: Learning Theories
Case Studies Middle School: Study Hall
Connections
o
1. One connection I made while reading was at the beginning of the module when
Durwin talks about observational learning. In the case study we see the interaction
between Mr. Havel and Jamie. Jamie has been struggling in Math recently, but he
looks forward to spending time with Mr. Havel working on his English. Mr. Havel
and Ms. DeBrick came up with a plan that would give Jamie the most help
possible in order to improve his math grade. We saw at first that Jamie was
resistant to the new plan. He forgot his math worksheet the first day and always
wanted to switch the subject back to English. Mr. Havel had to put his foot down
and say that he wasn’t going to help him, unless it was with his math homework.
Jamie quickly realized that he needed to focus on his math during study hall and
he was able to work with Mr. Havel and improve his grade. I thought that this
situation was a good example of observational learning because he was able to
observe Mr. Havel’s actions in study hall to change his behavior. He saw Mr.
Havel threaten to take away something that Jamie enjoyed. Jamie then realized he
had to behave in the correct way in this environment to get the things that he
wanted. Jamie hopped on board and Mr. Havel was able to give Jamie some time
at the end of class to talk about his English work. This behavior also resulted in a
grade improvement in math.
o
2. Another connection I made was during the section of the module where Durwin
talks about environmental characteristics. We saw a very similar situation to what
I mentioned above with the Math and English situation involving Mr. Havel and
Jamie. We saw Mr. Havel use vicarious reinforcement and punishment to get
Jamie to do his math homework in study hall. Mr. Havel is reinforcing the
behavior of Jamie doing his math homework by working with him for a longer
period of time as well as repeatedly stating that he needs to do that instead of his
English homework. He also uses vicarious punishment by taking away that extra
help when he doesn’t bring his math work with him to class. Mr. Havel walked
around helping other students and that positive time spent with Mr. Havel was
taken away from Jamie, motivating him to focus on math.
o
3. I also believe that in the case study both students use self-regulation. Both
Jasamine and Jamie used the three steps of self-regulation to change their
behavior and improve their grades in math and English. They begin with self-
observation, where they have to take a look at their own behavior and see what
they’re doing wrong. They realized that they weren’t using their time in study hall
as effectively as they could. They move on to self-judgement by comparing their
own performances in class to the standard being set for them. They know that they
could be performing better, and they see that the get great grades in other classes.
The teachers also help them and let them know that they can do just as good as
they do in their other classes if they apply their time right in their respective study
halls. Finally, the two students use self-evaluation by responding to the discipline
given to them in their study hall class. We see that this reinforcement of taking
away what the student usually does during their study hall gives them time to
reflect on the punishment and realize that if they jump on board, they will begin to
see an improvement and get their free time back to do what they want. We saw
that with Jamie, because once he is able to realize that he does need the extra help
in math he is able to bring his work without having to be told. He does the work,
improves his grade, and at the end of class, Mr. Havel is still able to talk about
English with him.
o
4. I also noticed that in the case study it looks like Mr. Havel was a role model for
Jamie. I took away from the reading that Jamie enjoys his time spent with Mr.
Havel in both study hall and in English class. Jamie looks forward to seeing him
throughout the day and his conversations have a lasting impact on Jamie and his
behavior throughout the case study. This stuck out to me because I was able to
connect Mr. Havel as a live model for Jamie. Jamie can watch and observe the
things that Mr. Havel does directly to decipher which behaviors are right and
wrong. When Jamie was rewarded and able to see positive behavior from Mr.
Havel, he was more motivated to continue imitating those behaviors and improve
his math grade dramatically.
o
5. We also see collective and teacher efficacy come into play during this module
because we see both Mr. Havel and Ms. DeBrick believe in their plan’s capability.
They both know they’re knowledgeable enough in the other’s subject to be able to
help Jasamine and Jamie do better in their classes. They were able to be present
with these two students as well as still being able to help and attend to other
students that were in their classroom at the time. Their high teacher efficacy
results in both students trying to model or imitate their teacher’s behavior and
imitate that teacher’s positive behaviors, ultimately improving their grade.
Module 9: Reflect & Evaluate Responses:
o
1. The modeling behaviors that were important for Jamie to complete his math
homework would have to be where Mr. Havel gets stern with him and tells him
that he is not going to talk to him about anything other than his math homework
from now on because he needs to improve there. This in turn motivates Jamie to
bring his math work with him to study hall every day, that way he can get extra
help from Mr. Havel to improve said grade. He ended up being able to improve
his math and work with Mr. Havel on his English for the last few minutes of class.
In Jasamine’s case, we saw her respond in a positive way to the extra attention
from Ms. DeBrick. This behavior resulted in her being more motivated and
wanting to complete her English assignments once she is given a couple examples
to get her started. Her motivation is also carried over into class because now she is
paired with another student who is more advanced in English. This attention will
help her get started while Ms. DeBrick is helping other students in her class.
o
2. I think that this plan could still work if the genders were opposite. I believe that
there are a few variables that would affect the success of the experiment though.
For example, if Mr. Havel was a girl, the tactics and behaviors used to motivate
Jamie would have to be different. She may have to motivate Jamie in a different
way or work harder to get Jamie to improve his grade in math. She would have to
find different ways to relate to Jamie and get him to realize which behaviors he
should imitate. Both teachers could also use those reinforcements and
punishments to get Jamie and Jasamine to look back at their behavior and realize
that they need to change in order to do better. It would just depend on the
teacher’s efficacy as well. If the teacher was able to be confident and able to relate
to students of the opposite sex then the student will realize they don’t have any
disconnect as far as the understanding goes. I do feel like this case study was
more beneficial to each student since their teacher was the same sex as them. I
believe that the behaviors are easier to imitate because they are imitating someone
who is also a boy or girl. We saw in the reading that the Bobo experiment proved
this. The younger boys who watched the adult male act aggressively towards the
doll were more likely to use that aggression when they were left alone in the room
with the doll. We didn’t see the same thing when a young girl watched the adult
male act aggressively towards the doll.
o
3. I believe that it was a good idea to have Jasamine work with another student
during class. I think that Ms. DeBrick was able to evaluate Jasamine to see what
areas she needed help in. She realized that Jasamine was actually very good in
English, she just needed help getting started. By pairing her with another student
Ms. DeBrick can help other students, and still monitor Jasamine’s behavior. This
is still effective modeling because now Jasamine can imitate behaviors of
someone in her immediate environment, which in this case is a student who is
advanced in English. This way she can imitate her peer's behaviors and carry
those over into her other classes as well.
o
4. I think that Jamie’s past performances in math classes may have gotten him
comfortable with just letting homework go missing or past due. He could’ve
received no punishment for missing work, therefore making him think that it’s
okay to skip homework because he has still been able to get to this point doing
what he’s been doing. Jasamine kind of feels like she followed the same pattern.
She may have had a past experience where a teacher got her English homework
started for her. She got used to having a teacher do the opening work for her and
resulted in her not wanting to be the one to start her assignments herself. We saw
that both of these students were more than capable of getting a good grade, but
their past behaviors engrained this negative pattern into their present classrooms.
They can continue these behaviors if they are constantly getting reinforcement for
completing their work, as well as repeatedly stressing that they need to do these
behaviors to stay successful in school in the future.
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4th QUARTER-PROBLEM SET 1
TOPIC: SOLID FIGURES
Parent's Signature:
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- The purpose of this discussion is to provide an opportunity to review and reflect on your growth in this class. This helps you place the course meaningfully into your life and plans. Be sure to post an initial, substantive response by Thursday at 11:59 p.m. MT, to the following prompt: Reflect on what you have learned in this course. Choose two of the following questions to discuss: What topic or subject did you like best in this course? What topic or subject did you struggle with most in this course? What would you do differently if you had the option to take this course again? What did you learn in this course that you think will benefit you in your future studies or career path?arrow_forwardThe purpose of this discussion is to provide an opportunity to review and reflect on your growth in this class. This helps you place the course meaningfully into your life and plans. Be sure to post an initial, substantive response by Thursday at 11:59 p.m. MT, to the following prompt: Reflect on what you have learned in this course. Choose two of the following questions to discuss: What topic or subject did you like best in this course? What topic or subject did you struggle with most in this course? What would you do differently if you had the option to take this course again? What did you learn in this course that you think will benefit you in your future studies or career path? Work to demonstrate your understanding of the material from this module and, where necessary, include your sources.arrow_forwardGive reflection of this homework.arrow_forward
- Unit VI Assignment Instructions: This assignment involves answering a series of questions, and each question provides you with an opportunity to accomplish the following course learning outcome: 8. Critique interview techniques. Be sure to answer each question, save all of your work in this template, and submit it in Blackboard for grading. 1. After answering the last question, Jason said thank you and the interview was over. Briefly describe one or more techniques that Jason could have used to improve the conclusion of his interview. Your response should be at least 75 words. 2. Danielle was interviewing for a position, and the interviewer asked for her salary requirements. As Danielle was not expecting to hear that question, she mumbled for a minute before eventually saying $40,000.00, which is low for someone with her experience. Briefly describe one or more techniques…arrow_forwardHi there! I've been stuck on these two problems for > two hours now and I'm not at all sure what to do. Is there any way someone can help me?arrow_forwardName: Grade and Section: 6- PART II: A MATHEMATICS 6 4th QUARTER-PROBLEM SET 1 TOPIC: SOLID FIGURES Parent's Signature: Date: Score: Teacher: What Is Big, Gray, and Lives in California? Find the volume of each prism. Write the letter of the exercise in the box above the answer at the bottom of the page. 4.5 cm A 6 cm 5.8 cm 25 in. P T 10 m N 8m 6.4 cm 30 25 in. A 8 cm 30 in. 20 in. 30 in. 6.2 cm 20 in. 9.6 cm 12 cm N 7.5 mi 4.3 cm H DOA B = 52 m² B = 19.7 cm² 5 in. 6 in. 8.5 in. 83.8 cm³ 357.12 cm3 76.8 cm³ 8,800 in 3 92.31 cm3 84.71 cm³ 156.6 cm³ 114.5 in.3 364.5 m3 7,500 in.3 127.5 in.3 15,000 in.3 390 m³ 160 m³ 349.22 cm³ MATHEMATICS 6 | FOURTH QUARTER I PROBLEM SET 1 PREPARED BY: SIR Karrow_forward
- S Math Models B A wbbroncos.schoolsplp.com/enrollments/156569804/items/YU132/work?prev=LNSDS Classes * Western Brown Loc. A Planner - ProgressB. S Desmos | Graphing. A ALEKS - Gracie Glov. M My Classes | McGra. Gracie Glover Math Models B: Lesson 1 - Salary Next Activity > Cont ↑ Cour v Unit Target due: 1/14/21 58.33% 7) Choose the best answer. What is the gross annual pay for Saul if he works 40 hours each week but also works 4 hours of overtime every two weeks? (Saul makes $27.35 an hour and gets time and a half for overtime.) $61,154.60 O $57,052.10 NIT AM O $4,266.60 OH uis $65.421.20 O $56,888 O D 8) Choose the best answer. Caleb has worked hard and is offered a salaried position with the same company. He is offered $28,000, but will be expected to work 44 hours per week with no overtime pay. How much would he be paid per year if he remained in his present job andarrow_forwardMost Essential Learning Competencies 1. Identify the elements of the SFP and describe each of them. 2. Prepare an SFP using the report form and the account form with proper classification of items as current and noncurrent. STATEMENT OF FINANCIAL Part 1: At the back of this paper, prepare a Statement of Financial Position pf CDS Enterprise Business for the calendar year 2020 using the following accounts in Report Form: Cash - 5,000 Loans Payable - 77,500 Accounts Receivable - 2,600 Supplies - 2,300 Equipment - 17,000 Owner's equity – 40,000 Accounts Payable - 22,400 Building - 113,000 Part 2: Answer the following questions and write the solutions in a clean paper. Attached your solution with this paper. 1. If assets are Php17,000 and owner's equity is Php10,000, liabilities are 2. At the end of the first month of operations for Juana's Delivery Service, the business had the following accounts: Accounts Receivable, Php1,200; Prepaid Insurance, Php500; Equipment, Php36,200 and Cash,…arrow_forwardgive your own perspective on why financial literacy is importantarrow_forward
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