Maslow's Hierarchy of Needs

1. Self Transcendence (no longer satisfied with their own peak experiences, they now feel the need to reach out to others)

2. Self Actualization (as an individual, being all you can be, peak experiences)

3. Aesthetics/Beauty (art, music, beautiful home, literature, harmony and beauty)

4. Knowledge and Understanding (intellectual needs)

5. Self-Esteem and Respect of Others (social needs)

6. Love and Acceptance (intimate foundations of social relations)

7. Safety (continuing supply of F, C, S)

8. Physiological (food, clothing, shelter)

Video: Dan Pink

Motivation
1. Intrinsic: Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside reward ex. Personal fulfillment.
2. Extrinsic: Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards like money and grades.


-autonomy -mastery -purpose


The Result Only Work Environment (aka ROWE)
- functional fixedness
- when higher rewards are offered there is lower production


Can there be Motivation without Passion?
I believe that there can be some motivation without passion. When you are not passionate about something it is hard to motivate yourself. Usually when there is no passion or a lack of passion you have to use Extrinsic motivation, like doing a project for school and focusing on the grade you want to receive.


Is Performance killing Creativity?
In todays society we focus a lot on performance. While we are all striving to do our best and achieve the greatest possible outcome we tend to lose the creative side of our work.  Because we are worried about the performance of our actions we tend to fall into a state of routine, this routine leaves no room for creativity and sometimes we lose our true selves in our work.  

Video: Andi Bell and Super Memory Strategy

• using a story to memorize facts
• Loci Method

Memory

A. Encoding 

- rehearsal: conscience repetition over time

- deep processing: towards deeper meaning

- elaboration: taking an idea and extending it

- constructing images: visual elaboration

- organization: make meaningful connections (concept maps)

B. Storage

- sensory: seconds or less

- short term: 30 seconds

- long term: 1. declarative (explicit) - a) Episodic Memory b) Semantic Memory

                         2. Procedural (implicit) 

C. Retrieval 

A Functional Approach

(centrally concerned with the why)

A.B.C : Antecedents --> Behavior --> Consequence

Functional Analysis: examining a students inappropriate behavior as well as its antecedents and consequences to determine the function(s) that the behavior might serve for the student.
Positive Behavior Support: after identifying the purpose we find alternate ways for the student to reach that purpose.

Strategies: 1. directly teach desirable behaviors
                           2. constantly reinforce these behaviors in a way the student truly appreciates
                           3. In the classroom: try to provide predictable routines
                           4. provide frequent opportunities for choice
                           5. provide adaptation to support academic success

Adaptations: change we make in learning environment to reduce a barrier 

Operant Conditioning

B.F. Skinner: 

When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that strengthens the desired response.

Stimulus - Response

• positive reinforcement
• positive punishment
• negative reinforcement
• negative punishment

Generalization: having a similar response to a similar stimulus
ex. continuing good behavior outside of class

Exceptional Learners?

I.E.P (individualized education plan)
- these IEP's allow each student to be taught to their specific needs
- this gives teachers a way to attend to each students needs, making their learning experience the best possible

Inclusive Education: the teaching of all students together
- I believe that inclusive education may be a good thing for the future of schooling but it does come with consequences: Students that need extra care and help in the classroom may not work well with children who are developing at a normal rate. They sometimes need specific attention and when they are placed in a class with everyone else it is hard for the teacher to provide the child with what they need specifically.
- Students with individual learning needs require some form of support or specialized program, this can be hard to do in classrooms with a large number of students
- Our class room systems should be fair. Fairness means that everyone gets what he or she needs, this does not mean that everyone gets the same things.

Video: How difficult can this be? (FAT city workshop)
F.A.T - Frustration, Anxiety, Tension

Oral Expression: Dysnomia (word finding problem)
- cognitive = one thing at a time
- associative = two or more things at a time
For a child with Dysnomia speaking is a cognitive activity

Auditory and Visual Capabilities
- some kids understand once something is read to them
As a teacher you have to be aware of the ways students learn best and form your teaching strategies around them.

Intelligence Quotient (I.Q.)

IQ (formula): IQ = MA/CA x 100 (mental age/chronological age)

Myths:  - belief that a person's IQ will be constant as they develop
              - belief that IQ is the only important thing we need to know about children

Question: What do you think about the IQ testing of children?

I do not agree with the IQ testing of children. Because our IQ changes as we age and develop it is not fair for a child to have their IQ tested while they are still growing. If a child receives a low score on their IQ test, they would be treated differently than the average student. This is wrong because the child may just be developing slower than other children his or her own age.