Individual Deep Questions Responses

Laurel Nast
October 13, 2015
Educational Psychology, Section PQR
Professor Marian Biggins

(1)

Response to Deep Question 1

Re: Group 2s digital presentation on Brain & Cognitive Development &

Memory (focus on Working Memory & Long-Term Memory).

A hard copy of the

lengthy question is attached. The question is also found here, digitally: Link to deep
question re Brain & Cognitive Dev. & Memory.
My answers to the two parts of this deep question are as follows:

(a) What parts of Suzys brain are responsible for her poor performance on
formal [written] testing such as PATS?
There are several parts of Suzys brain that could be responsible for her poor
performance on formal testing. First, Suzys cortex could be involved. The cortex
receives signals from sense organs, including the eyes, which impacts Suzys ability
to read written information presented during lessons, and to read the questions on
her test papers. The portion of the cortex called the frontal lobe controls higher
order thinking processes, which might also impact how Suzy learns information and
how she performs on written tests.

Both the left and right hemispheres of Suzys brain impact her performance on
written tests, as well. The left hemisphere of the brain processes language. If there
are problems with Suzys brains left hemisphere that might affect Suzys ability to
understand information presented in her lessons and to understand test questions.
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The right hemisphere of Suzys brain is vital to visual processing. Should there be a
problem with her brains right hemisphere, Suzys ability to read textbooks and
other lesson materials, and to read test questions, might be negatively affected.

The right and left hemispheres of Suzys brain, and all of its other parts, work
together to permit Suzy to perform complex activities such as reading, learning and
understanding. If any parts of Suzys brain are not working properly, or if the
connections and interactions between them are damaged, that could cause her
problems as she attempts to participate in written testing.

Additionally Suzy might be experiencing other problems that could impact her
brains functioning, such as physical illness, the abuse of substances, anxiety,
insufficient sleep, social difficulties, or intellectual, cognitive, or physical disability.

Suzys working memory might also be damaged, causing her problems. Working
memory is the workbench of conscious thought and therefore vital to Suzys ability
to answer written test questions. Should her working memory be weak, Suzy could
be at a disadvantage compared to other students: She may be unable to complete
test questions, or unable to provide quality answers.

The cognitive load required of Suzy in order for her to successfully complete written
tests might also be too high, inhibiting her ability to successfully complete them.
Cognitive load relates to the amount of perception, memory, and attention that
Suzy must devote to particular tasks, including written tests.

If the questions asked on written tests place too high of a cognitive load on Suzy,
taking into account any additional demands placed on Suzys system at the same
time such as a lack of sleep, Suzy will not perform well on written tests.

All of that being said, however, the case study question I answer here indicates that
Suzy performs exceptionally well on formative assessment tasks. Her problem is
said to be strictly related to formal testing (i.e. PATS), that is, to summary
assessment tasks. This situation is interesting because it suggests that Suzys brain
works just fine, physically. It also suggests to me that Suzy does not have any
learning, physical, or cognitive disabilities, or that if she does, they do not hamper
her ability to absorb, process, retrieve, and use information when it comes time for
formative assessment work.

This causes me to ask whether non-biological issues may be the source of Suzys
problem. If Suzys brain is working fine, then why is she doing so poorly when it
comes time to write summative tests?

As Suzys teacher I would examine issues that affect Suzys brain but that are not
caused by her brains physical makeup.

For example, does Suzy have anxiety

related to test taking? If so, does that anxiety impact her ability to calmly read and
understand written test questions, and/or to retrieve information from her brain and
use it to answer test questions?

Alternatively, and perhaps related to test taking anxiety, I would ask myself whether
Suzy gets enough sleep prior to participating in written summative tests. If not, her
lack of sleep could impact her ability to read test questions, understand what is
required of her, retrieve the necessary information from her brain, and work with it
to answer questions.

All of what I said in the preceding paragraph could apply to the possibility that Suzy
is not eating enough food or drinking sufficient water prior to participating in formal
written tests. If one or both of those factors was present, perhaps in addition to test
taking anxiety and insufficient sleep, then Suzy would understandably face difficulty
when it was time to write summative tests. Any one of those four possibilities could
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mean that Suzys body and therefore her brain were not operating at their ideal
capacity.

Another possibility exists, which is that Suzy has a cognitive, learning, or physical
disability that does not impair her ability to perform well on formative assessment
tasks, but that makes summative test writing difficult for her.

It is possible, for

example, that as Suzys teacher I had administered formative assessment tasks to

her exclusively in oral form. For example I might have engaged in oral question and
answer sessions with Suzy rather than requiring her to complete written formative
assessments. In that case, only upon encountering written summary tests would
Suzy have exhibited problems.

This difficulty might arise, for example, from a learning disability related to reading
and writing, or a physical disability impeding Suzys use of a pen or pencil. Suzy
might also have poor eyesight but never have received an eye examination and
prescription for eyeglasses.

If I had formatively assessed Suzy using only oral

questioning, I might not have discovered that she had poor eyesight.

There are many possible reasons why Suzy is having problems with summative
written testing. My job as a teacher means that I must work with Suzy to help her
overcome the problem.

(b) How would I as a teacher help Suzy prepare for formal written tests?

Three of the Knowledge, Skills, and Attributes (KSAs) required of teachers by the
government of Alberta for interim professional certification are relevant here. They
include:

KSA 1: How contextual variables affect teaching and learning;

KSA 5: All students can learn, albeit at different rates in different ways; and
KSA 9: There are many approaches to teaching and learning.

As a teacher faced with Suzys test writing difficulty, I would approach the problem
with the above-listed KSAs in mind. I would remember that Suzy can learn, and that
she will learn in her own way.

I would remember that context affects Suzys

learning and that it affects my teaching also. I would also remember that I am free
to apply many approaches to teaching Suzy, provided that I follow the Government
of Albertas Program of Studies related to the curriculum.

The first thing I would do would be to ensure that if necessary Suzy obtained
prescription eyeglasses. I would also remind Suzy and her parents, should she
wish for me to do so about the importance of Suzy having sufficient sleep, food,
and water prior to attending school and participating in written testing. I would also
ask Suzy whether she had been abusing any substances that might affect her ability
to write tests, and if needed, refer her to help with overcoming addiction and abuse
issues. Additionally if upon my inquiry Suzy told me that she was experiencing test
taking anxiety, I would work to get her counselling or other assistance in order to
address it.

I would also talk to Suzy about whether she had ever been diagnosed with any
physical, learning, or cognitive disabilities. I would meet with my school principal,
consult with Suzys school file, and talk to Suzys parents if they would agree to
work with me, in order to obtain any additional information about her that might be
helpful to me. In the event that I determined Suzy had a disability, or that it was
possible she had one, I would work to secure the necessary diagnostic testing and
supports to help her.

My goal would be to explore what if any external variables were affecting Suzys
ability to perform well on written tests. Then, if I determined that such variables
were at play, I would work with Suzy, her parents and my principal, in order to
address them and minimize or eliminate their negative impact on Suzys ability to
write tests.

In the event that none of the above-listed external variables were at play, or that
they were addressed but Suzy continued to have problems with written summative
testing, I would take an additional step. I would explore with my principal whether, if
Suzys successful formative assessments had been orally administered, we could
perhaps administer all of her summative assessments orally as well. If my principal
permitted such an arrangement then perhaps Suzys summative assessment
performance would be positive.

If Suzys formative assessments had been written, however, then arranging for her
summative assessments to be administered orally would not appear to offer a
solution. In that case, I would work with Suzy in another way.

Specifically, I would remember that formative assessments test learners knowledge

as they proceed through a series of lessons, and thus very close in time to its being
gained.

By contrast, summative assessment is usually separated in time from

learning, usually coming at the end of a unit, a semester, or even a school year. I
would therefore consider whether perhaps Suzys problem had to do with her longterm memory and/or her development of declarative knowledge.

In light of this, I would work with Suzy by applying additional strategies to help her
with written summative testing:

First, I would work to help Suzy improve her long-term memory. I would do so using
the dual coding theory the idea that information coded into her memory in both
verbal and visual form is easier for her to remember than information simply coded
in verbal form. I would use the theory by attempting to integrate images into my
teaching of Suzy.

Second, I would work to improve Suzys retention of declarative knowledge, i.e. her
knowing that something is the case. I would do this by providing opportunities to
Suzy to understand and use new information whenever it was presented to her.

I would also try to make the information I presented to Suzy meaningful to her, and
work to associate it emotions. Linking information to emotions has proved effective
for learners Suzys age.

I would also work to help Suzy to retain declarative knowledge by teaching her how
to use mnemonics as memory aids, for example by using the keyword method, the
loci method, chain mnemonics, and acronyms. If helpful I would also help Suzy to
retain knowledge by using rote memorization.

My work with Suzy would likely be an exercise in eliminating what was not the
problem so that we could identify and address the critical issue(s).

As outlined

above I would have a number of strategies on hand to assist me based upon my

knowledge of the brain, cognitive development, and memory. I am optimistic that
with the help of Suzy, her parents, and third parties if necessary, these strategies
would enable Suzy to perform well on formal written tests.

(2)

Response to Deep Question 2

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Re: Group 10s digital presentation on Learning Sciences - Constructivism.

Question: What constructivist approaches could you use to help Jacques
integrate into your classroom?

The case study preamble to this groups question was worded in an unexpected
way, stating that Jacques, a Quebecois student, is unfamiliar with Western
civilization. Having lived in Montreal, Quebec for three years I know that western
civilization is alive and well on the streets of Outremont, Westmount, and the
Plateau area! I therefore presume that by western civilization the authors of this
question perhaps meant to refer to western Canadian culture.

Jacques situation is one in which increasing numbers of Albertan learners find

themselves.

As a teacher I anticipate encountering many English as a Second

Language or as a Learned Language students. I also expect to teach First Nations

and Mennonite students among other cultural groups, and to find myself examining
and questioning my own assumptions.

Six of the Knowledge, Skills, and Attributes (KSAs) required of teachers by the
government of Alberta for interim professional certification are particularly relevant
to Jacques situation. They include:

KSA 1: How contextual variables affect teaching and learning;

KSA 5: All students can learn, albeit at different rates in different ways;
KSA 7: Students need for physical, social, cultural, and psychological
security;
KSA 8: Importance of respecting students human dignity;
KSA 9: There are many approaches to teaching and learning; and
KSA 15: The importance of career-long learning.
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As I worked with Jacques I would be mindful of these KSAs and of the need for me to
be sensitive to his differences and cultural background. I would seek to ensure that
he felt respected at all times by me and by his classmates, and that he knew that
we embraced his identity and valued his contributions to our classroom.

That said, any student, regardless of language and cultural background, needs to
integrate into a classroom to the extent necessary for him to learn. Ideally I would
like Jacques to feel welcomed and accepted in our classroom, and to make friends
as he learns. Pursuant to KSAs 7 and 8, I would also want to ensure that Jacques felt
safe and secure and respected within our classroom, an equal and important
member of our learning community.

Based upon the wording of the case study preamble and one students indicating in
the digital presentation that he cant understand anything Jacques is saying, it
appears that Jacques spoken English is poor at a minimum, and possibly nonexistent.

Thankfully, the constructivist approach to learning provides to me as a teacher tools

with which to help Jacques. Jacques is going to be just fine, thanks to constructivist
thinkers like Piaget and Vygotsky.

Constructivism is a learning theory that places emphasis on the active role of a

learner in his learning. It views learners as active participants, agents who bring
with them their experiences, cultural perspectives, memories, attitudes, and
abilities. Constructivists also view social interaction as vital to learners ability to
construct knowledge. This opens the door to many teaching techniques that I could
use to help Jacques integrate into his new classroom.

First, I would use a technique called scaffolding throughout my work with Jacques.
This involves my introducing concepts to Jacques in a way that is comfortable for
him. Once I saw that Jacques had mastered a concept, I would fade a little bit,
giving him less support in his work.

I would then introduce further information,

pushing Jacques to extend himself as he absorbed and used it but remaining

obviously available to him, should he still need me. Over time during a particular
lesson or unit I would fade more and permit Jacques to learn more and more
independently.

As I repeated this process I would be careful not to introduce too much information
to Jacques, nor to ask more of him than he was capable of handling. By doing so I
would work to keep Jacques within what constructivists call the zone of proximal
development. That is, I would keep Jacques in a position in which he was extending
himself and learning, rather than remaining stagnant or being pushed so quickly
that he stopped being able to learn.

As I taught Jacques I would apply another constructivist approach by encouraging

Jacques awareness of the impact of his cultural background and linguistic
difference upon his perceptions of things.

I would explain to Jacques that as he

participated in classroom activities it was likely that he would find some things
different from what he had experienced in Quebec. I would invite Jacques to keep
an open mind and to consider that one approach is not necessarily better than
another.

I would suggest that perhaps in Alberta we simply do things a little

differently than in Quebec. By doing this I would hopefully enable Jacques to better
form and articulate his views while respecting the perspectives of his classmates.

As I worked with Jacques from the constructivist perspective I would engage him in
complex problem based activities during which he worked in groups with peers. I
would ensure that his work involved cooperative learning in which group members
did not simply divide up tasks and work on assigned tasks individually. Rather, I
would ask students to meet regularly to solve problems together by questioning,
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probing ideas, and examining each others perspectives and proposals. I would ask
them to question their individual assumptions and beliefs, mindful of their beliefs
impact upon their thinking.

By asking Jacques to engage in meaningful, problem-solving group projects I would

engage him in a process that constructivists believe maximizes his ability to learn.
This process would in turn encourage Jacques acquisition and use of English
because verbal communication would be necessary in order for him to participate.

Having Jacques participate in group problem-solving activities would enable him to

learn English more quickly than if I simply had him sit by himself in class, taking
notes as I spoke or perhaps working alone on worksheets. In addition the peer
relationships Jacques would build in class would enable him to have friends outside
of class time. Those relationships would in turn help Jacques to feel comfortable
and accepted within class and then, as he is feeling secure, to learn English more
rapidly.

In my work with Jacques I could use additional constructivist techniques, such as

apprenticeship based learning or reciprocal teaching. As an apprentice, Jacques
could watch me model the performance I seek, for example the ability to use a
computer software program to prepare a mind map related to a new concept.

Over time I would support my apprentice Jacques as he began to use the software
and became more proficient with the program. Jacques would continue to compare
his performance to mine, honing his abilities.

Ultimately my goal would be for

Jacques to use the software program to do things that he had not seen me model.

I could use reciprocal teaching in a small group setting to help Jacques learn to read
English. I would start by reading a passage to the students and asking them to help

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me to apply several reading strategies. The strategies could be to summarize the

passages contents, question what the main idea of the passage was, clarify parts of
the passage that might have been difficult, and predict what might come next.

Over time I would do less and less of the talking in the small group setting and
fade into the background. Jacques and other group members would read passages
together and apply the four reciprocal teaching strategies. Over time Jacques would
become a more proficient reader of English, all the while building supportive peer
relationships. This in turn would help Jacques to engage more confidently in future
learning activities.

Ideally, applying constructivist techniques as I taught Jacques would result in a

positive and self-reinforcing upward spiral:

Jacques positive experiences would

build upon one another, increasing his proficiency in English, his confidence, the
strength of his peer relationships, and his engagement and enthusiasm for learning.

Constructivist teachers face challenges. One of the challenges I would face with
Jacques would be how to take advantage of his unique cultural background as I
worked to improve the culture of our classroom. If I was consistently sensitive and
empathetic to Jacques then I would be best positioned to use his cultural difference
to improve our classroom atmosphere and culture.

For example, I might ask Jacques, perhaps partway through the first semester,
whether he might be willing to draw a picture or write a story related to his life in
Quebec. Then I might ask Jacques whether he would be comfortable sharing his
creation with the class, or perhaps permit me to do so. This would permit Jacques
classmates to learn about life in Quebec, while permitting us all to honour Jacques
cultural background and experience.

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Because I would be a career-long learner myself, as mandated by KSA 15, I would

work to familiarize myself with what Jacques, as an English as a Second Language
student, was experiencing in my Albertan classroom. By doing so I would hopefully
become more aware of his needs.

I would also explore what Jacques had been accustomed to while in the Quebec
school system. I might for example contact an English speaking teacher in Jacques
former community and ask her about students experiences there. By doing so I
might be able to be more sensitive to the changes in Jacques academic and out-ofschool experiences after he moved to Alberta.

I might also be better able to

examine my own assumptions, beliefs, and approaches and thereby become a

better teacher for Jacques.

For all of the reasons outlined above, constructivist approaches would be well-suited
to helping Jacques integrate into his new classroom community. The constructivist
theory is ideally suited to encouraging growth among teachers and learners alike. I
would look forward to having Jacques in my classroom!

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