LORENZO LUIS GARCIA GRAND ROUND By Jessica Bengtson & Erica Stewart November 18, 2003

Lorenzo’s Profile 10 year old Cuban American Lives with Mother, maternal Grandparents and 2 year old sister Father deceased Currently in the fourth grade, was held back in kindergarten because of maturity issues Prefers to play with younger children Regularly fails to turn in homework Completed assignments are very messy Works hard at home

Cognitive Development Some Piagetian recommendations are hurting his growth rather than helping Peer groups Logic puzzles Has not fully realized the Concrete Operational Stage Zone of Proximal Development Not the same as classmates Wrongly assessed Sociocultural Support Family values differ from the school’s values Friendship with a younger child Self Talk Piaget vs. Vygotsky

Psychosocial Development (Erik Erikson) Industry vs. Inferiority Feelings of inferiority due to language barriers and learning problems Friendship with a younger child Initiative vs. Guilt Problems going to kindergarten Making the transitions

Moral Development Kohlberg: How does he rationalize? Be a good boy at home Punishments and values Gilligan Limiting interference with family Caring attributes from Mom

Learning Theory – Cognitive Piaget: Equilibration vs. Disequilibration Fell behind while learning English No previous schemes for classroom subjects Feeling of disequilibration is too large to overcome Challenge vs. Frustrate

Behaviorism Operant Conditioning Reward or Punishment? Increasing bad behaviors and decreasing good behaviors inadvertently Reinforcement Schedules Antecedent, Behavior and Consequence

Social Learning Theory Bandura’s Reciprocal-Determinism Model Personal Factors, Environment and Behavior Types of Learning Vicarious student “Tell me what I need to know” Modeled Behavior Depressed and withdrawn - Mom Heavy responsibility to family - Grandfather

Processing Style Top Down Learner with a Bottom Up Teacher Struggles to pay attention to details

Constructivism Exogenous Learner Class is run in more of an Endogenous way Need for balance – Dialectical learning Prefers the lecture but needs to learn to work in groups

What does Lorenzo really, really want? INTRINSIC VS. EXTRINSIC GOALS How can the teacher make that work for her? MOTIVATION

Motivation Types of Goals Task involved at home Work avoidant at school

Self actualization Aesthetic know and understand Esteem needs Belongingness and love Safety needs Physiological Needs ACHIEVED PREDOMINATE FOCUS NO FOCUS AT THIS TIME MASLOW’S HIERARCHY OF NEED

Attribution Systems Neatness I just can’t do it – internal, unchangeable and uncontrollable Homework I had to do chores – external, unchangeable and uncontrollable Learned Helplessness

Recommendations Vygotsky Use more prompts, encouragement and scaffolding Choices about environment and learning habits Erickson Shorter assignments and allow one on one work with adult Give achievable challenges in front of the class Help him set goals Bandura Better modeling - get in the big brother program Teach the family to model behaviors that work with the school Teaching Methods Verbal praise should be sincere and consistent Constructivism Dialectical teaching styles Maslow Help him to meet deficiency needs first Give him the tools to succeed at growth needs Attribution Systems Teach him better ways for taking responsibility for his schoolwork

Index Cognitive Dev. Psychosocial Dev. Moral Dev. Learning Theory - Cognitive Behaviorism Social Learning Theory Constuctivism Motivation Recommendations

Writing Sample “I am proud to be American because I have free will and I can grow up to be anything I want. I have the freedom of speech, I can be president if I want to.”