Module 5
A concept that is discussed in Chapter 12 is learned helplessness which is one type of belief about self-worth. Specifically, people who have learned helplessness believe that "the events are outcomes in their lives are mostly uncontrollable" (Woolfolk 460). As a result, students will believe that they can't complete certain tasks and will often ask for help without trying first. In one of my previous field experiences, there was a student who has a disability that affects his learning and who, therefore, would ask for help on simple tasks even if clear steps were given. For reasons like this, it is very important to teach students, especially those with disabilities, how to learn in order to increase their self-efficacy with school work. It is also important to teach students with disabilities how to advocate for themselves in order to increase their self-esteem as well as their self-efficacy. I'm not sure if the previously mentioned student has overcome his learned helplessness because as soon as it's "established, it is very difficult to reverse the effects of learned helplessness" (Woolfolk 460). Hopefully, he will eventually acquire self-efficacy and self-esteem which is what I am aspiring to establish in my future students.
In Chapter 14, Woolfolk discusses the implementation of technology for differentiated instruction. One of the requirements under IDEA is to consider every student who is eligible for special education services for assistive technology. "Assistive technology is any product, piece of equipment, or system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities" (Goldman, Lawless, Pellegrino, & Plants, 2006). As I have mentioned in a previous blog post, technology should definitely be used in the classroom to address students' specific needs as long as it's not overused to the point where they develop an addiction to it. In this past fall semester, I was working with a student in a special education classroom by helping him complete difficult problems and by making sure that he was following the seatwork rules. For example, if he wanted to play an educational game on the computer for five minutes, he had to complete a certain number of subject-related activities that were created specifically for his needs. This was effective because the technology was being used as both an extrinsic motivator and as a helpful tool for learning the class' new material.
Finally, Woolfolk discusses the documented problems with high-stakes testing in Chapter 15. Although she follows this concept with a discussion of how to use them well, I firmly believe that there is an unnecessary emphasis on these kinds of tests in America's schools. For one thing, high-stakes testing "narrows the curriculum" (Woolfolk 600). Specifically, the main focus of these tests are English, Math, and Science; most of them with an even larger focus on just English and Math. This disadvantages students who are more knowledgeable in Art, Social Studies, Foreign Languages, and Music. As a result, students who have vastly different learning styles than those who excel in English and Math are neglected by these tests. High-stakes tests are also designed with a Caucasian, middle-class lens that can't be understood by everyone. This is especially troublesome for students who can't speak English very well. "For example, in the 2000-2001 school year, about one third of the English language learners dropped out of high shcool in New York. The main reason given was their inability to pass the required Regents Exam" (Medina, 2002). Although teachers are not the people who get to decide which tests are used, or how many to administer, we can still advocate for a decreased emphasis on high-stakes tests in order to improve our students' progress.
In Chapter 14, Woolfolk discusses the implementation of technology for differentiated instruction. One of the requirements under IDEA is to consider every student who is eligible for special education services for assistive technology. "Assistive technology is any product, piece of equipment, or system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities" (Goldman, Lawless, Pellegrino, & Plants, 2006). As I have mentioned in a previous blog post, technology should definitely be used in the classroom to address students' specific needs as long as it's not overused to the point where they develop an addiction to it. In this past fall semester, I was working with a student in a special education classroom by helping him complete difficult problems and by making sure that he was following the seatwork rules. For example, if he wanted to play an educational game on the computer for five minutes, he had to complete a certain number of subject-related activities that were created specifically for his needs. This was effective because the technology was being used as both an extrinsic motivator and as a helpful tool for learning the class' new material.
Finally, Woolfolk discusses the documented problems with high-stakes testing in Chapter 15. Although she follows this concept with a discussion of how to use them well, I firmly believe that there is an unnecessary emphasis on these kinds of tests in America's schools. For one thing, high-stakes testing "narrows the curriculum" (Woolfolk 600). Specifically, the main focus of these tests are English, Math, and Science; most of them with an even larger focus on just English and Math. This disadvantages students who are more knowledgeable in Art, Social Studies, Foreign Languages, and Music. As a result, students who have vastly different learning styles than those who excel in English and Math are neglected by these tests. High-stakes tests are also designed with a Caucasian, middle-class lens that can't be understood by everyone. This is especially troublesome for students who can't speak English very well. "For example, in the 2000-2001 school year, about one third of the English language learners dropped out of high shcool in New York. The main reason given was their inability to pass the required Regents Exam" (Medina, 2002). Although teachers are not the people who get to decide which tests are used, or how many to administer, we can still advocate for a decreased emphasis on high-stakes tests in order to improve our students' progress.
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