Chapter 10

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study? 

In my case study the student, Lisa, disrupts her group when not getting her way.  The constructivist teaching technique I plan on using for Lisa would be the "reflection zone", where Lisa will decide herself to go to when she's feeling upset.  Giving Lisa the choice to decide when she needs to take charge of her anger will build self-efficacy.  This process also involves self-regulation helping Lisa to identify when she's acting out, and how to better control her behavior resulting in better grades and teacher praise. While researching, I found a YouTube video that nicely explains student self-regulation and the scaffolding technique. Scaffolding Self-Regulation

PLE #4 What are the essential skills and/or learning outcomes you want your students to know and be able to do that relate to cognitive learning?

I want my students to be able to use prior knowledge while learning new material.  In the art classroom, history and literature lessons will play important roles.  Students will be able to use prior knowledge from these classes while learning about art history and also when writing reviews of art work. My students should be able to discuss topics they have learned previously, and presently, while pointing out key points.  Constructing a series of review questions for my students, and relating art projects to work in other classes will help my students in the cognitive process.   

Chapter 9

Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge).  How do they compare to behaviorist tools?  What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management? 

Since I'm in Art Education I will be certified to teach K-12, but if I could pick I would teach Elementary.  Therefore, I chose the Elementary Education case study for my CSEL.  The Elementary case study is about a student, Lisa, who has trouble working in her group with peers.  She does not pay attention, and gets angry with students in her group if she does not get the responsibilities she wants.  
A behaviorist way of handling the situation would be that every time Lisa acts out the teacher would join the group, enforcing Lisa to behave.  This would teach Lisa that every time the teacher comes near she needs to stop misbehaving.  I think this could be a negative and positive way of handling the situation.  If the teacher comes to the group and scolds Lisa in front of classmates, Lisa could start fearing the teacher and Lisa would act out more.  But if the teacher approaches the group in a cheery, happy manner, encouraging teamwork, Lisa would not fear the teacher but know that it's time to stop misbehaving. When confronting this case study earlier on in the semester, I suggested removing Lisa from the group since she was the only student disrupting the group.  If the teacher removed Lisa from the group, and had her do an activity that involved no interaction with peers this might led to more misbehavior from Lisa.  Though, using the constructivist theory, you can give Lisa the choice to leave the group if she's getting upset.  Having a "reflection zone" sectioned off in the classroom would be where Lisa would go, though their would a limit of 5 minutes in the zone, and only if she asked the teacher. Constructivist theory allows the student more independence.  They start learning to make their own decisions, and learn from social interaction.  When Lisa has the choice to go to the "reflection zone", she is making the decision herself knowing that she is going to get upset.  Not only does this help Lisa, but it helps the other classmates.  My classroom theory is constructivist.  In the art classroom, the constructivist theory seems to be the perfect match.  Art is all about the students personal interests, giving them independence of their artwork.  Art is also a very social class, where feeding off of one another's ideas and brainstorming is a huge factor.  
I found a very helpful website that talks about all the different learning theories. Learning Technologies

Chapter 8

Consider a lesson plan you might use.  Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?

My lesson plan is targeted towards K-2, focusing on Pacific Northwestern Native American's.  The students will learn the history, and culture of Native American Tribes that settled in the Pacific Northwest, and make masks that mimic the animals symbolized on totem poles that these tribes are known for. When introducing the information to the students make statements about the step by step process of making the Pacific Northwestern Native American Mask, such as "Do you remember what step is next?". Ask students to repeat steps, and call on students to say the steps to display their memorization skills.  Talk about thinking processes often.  While students are working on their masks, I would ask questions about the information we covered on history and culture to see how much they retained.  Attached is a YouTube video of a teacher who talks about using metacognitive skills in the classroom.  Her approach of asking the student on what level they think they know the question is a great tool for both teacher and student.