SAMPLE RESPONSE TO DISCUSSION POST

How does the cognitive imbalance compare and differ with Piaget's disequilibrium?

Carolyn, What an interesting question. I do not know if you realize that your question can be used as a strategy to help students identify if there is equilibrium or disequilibrium between new knowledge and previously acquired knowledge. For this particular discussion forum, you are inviting us to make a connection between Constructivism and Motivation.

To answer your question, I decided to create the following case scenario:

Miguel is a Spanish teacher at a community college in Tulsa, OK. He is known to be a very patient teacher who instills in his students a passion for life-long learning. This semester, Miguel has a class with 29 students. Most of his students are taking the class because they want to be able to communicate effectively with the increasing Hispanic population that now lives in the United States. There are two students in Miguels class that are taking the class because Spanish is required for earning an Associates Degree in Business. Students A and B show a lack of motivation because Spanish is too hard, miss at least two classes every month, and perform below-average on written and oral exams. These students are perceived by their classmates as the bad apples of the group, which at the same time generates some tension in the classroom setting; thus, interfering with the learning process of those interested in the subject. Miguel has many years of classroom instruction. However, he confesses that students lack of motivation bothers him. He also states that he gets somewhat overwhelmed when trying to identify problem

solving and learning tools to better serve his students, while shaping their behaviors and attitudes towards school.

In evaluating different learning theories from an educational perspective, one finds himself/herself in a very dynamic process of connecting theory with practice. In other words, one is constantly attempting to cognitively balance relations among persons, situations, and events (Schunk, 2012). The Cognitive Consistency Theory (Balance Theory) and Piagets Theory of Cognitive Development establish that when tension occurs among elements, the problem needs to be resolved by making cognitions and behaviors consistent with one another. Schunk (2012) explains that cognitive imbalance (disequilibrium) exists when one or all of the elements (person, situation, and event) are out of context and cannot be used to instigate development (p. 349). In the case scenario, there is a negative relationship among students A and B, the subject being studied, and the classroom environment. Although the imbalance can be easily predicted by these theories, the former fails to point out strategies on how to reach a state of equilibrium, and the possible reasons for the students behaviors indicated in the case scenario. Piaget explains that cognitive development depends on four factors: biological maturation, experience with the physical environment, experience with the social environment, and equilibration. The first three are self-explanatory, but their effects depend on the fourth. Equilibration refers to a biological drive to promote an optimal state of equilibrium (or adaptation) between cognitive structures and the environment (Schunk, 2012). I could assume that students A and B recently graduated from high-school and they do not yet see the importance of learning a foreign language (biological maturation). It also is plausible to assert

that these recent high-school graduates are not used to dealing with the diverse student population that compose a community college. Piagets theory depicts individuals as selfregulated entities that will try to resolve conflict when imbalance exists by using assimilation or accommodations, contrary to the Balance Theory. From Schunks perspective, assimilation refers to fitting external reality to the existing cognitive structure. When we interpret, construe, and frame, we alter the nature of reality to make it fit our cognitive structure. Accommodation refers to changing internal structures to provide consistency with external reality (Schunk, p. 236, 2012). To accommodate students A and Bs belief systems, for example, Miguel could probably meet with both students to explain the benefits of learning a foreign language in terms of job opportunities and compensation. In this case, information must be partially understood (assimilated) before it can promote structural change (accommodation) (Schunk, 2012), which proves the fact that the impetus for developmental change comes from within.

Reference: Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.

SELF-REFLECTION USING KEY CONCEPTS OF MOTIVATION

As a counselor, I think one of the most important concepts for me from the motivation chapter concerned self-worth theory (Schunk, pgs. 364&365, 2012). Self-worth theory postulates that sucess is highly valued and failure, or the belief that one could fail, should be avoided because it provides a global sense of low ability. Failure tends to create feelings of unworthiness. In order to preserve one's sense of self-worth, one must feel and demonstrate their abilities often. Thus, the key then is to be perceived by others as able. Some students (and clients) may pursue overly-difficult goals and fail or blame failure on low effort. Over time, it is hoped that successes are attributed to a combination of ability and effort. In work with clients, this notion of exending effort carrying risk is huge. Many clients are fearful to expend effort to change, fearing failure and thus describing their self-worth in global terms of their achievements/failures. A core belief for many clients is thus, "I am the sum of my failure." I often work with clients to recognize, challenge, and and formulate alternative self-narratives to this important concept. I have also often seen clients attribute failures to lack of effort, though veiled is a sense of worthlessness and avoidance of anxiety. It is critical to address these factors. Written by Adam

Adam, Good insights. I can relate to your post as I also work as an Academic Counselor, helping students with documented disabilities. Regardless of their disability, I help my students realize that people seek to control important aspects of their lives (Schunk, 2012). In my many conversations with students, I place a lot of emphasis on the ability each of them has to perform tasks rather than the impairments that limit one or more of the students major life activities. Schunk states that students who believe they have control over their successes and failures should be more inclined to engage in academic goals, expend effort, and persist than students

who believe their behaviors have little impact on outcomes. In turn, effort and persistence promote achievement (Schunk, p. 367, 2012). In my role as Counselor, I help students identify academic accommodations that could serve as tools for achieving success. In this process, I emphasize the importance of being independent and not giving up when life appears to be out of control. When students use these accommodations, their level of self-efficacy increases; thus, creating a positive effect on their attitudes and behaviors towards school. From Schunks perspective, students who believe they are capable of performing well expect positive reactions from their teacher following successful performances (positive outcome expectations). Outcomes, in turn, validate self-efficacy because they convey that one is capable of succeeding (Schunk, p. 367, 2012). I also serve as a Spanish Instructor at the community college level. As an instructor, I believe it is my responsibility to nurture a students intellect and belief in his or her academic abilities and capabilities. I do this in many ways by verbally praising a students efforts, helping transform weaknesses into strengths, inviting them to see me during office hours to discuss their work, and by being accessible to them outside of class. Consequently, I am helping students hold a growth mindset, or an incremental view of intelligence, as a means of using learning to raise their overall ability and likelihood of adopting more complex learning goals (Schunk, 2012).

Reference: Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.

DISCUSSION FORUM: HUMANISTIC THEORY - ROGERS AND EDUCATION Schunk (2012) states that meaningful, experiential learning has relevance to the whole person, has personal involvement (involves learners cognitions and feelings), is self-initiated (impetus for learning comes from within), is pervasive (affects learners behavior, attitudes, and personality), and is evaluated by the learner (according to whether it is meeting needs or leading to goals). Meaningful learning contrasts with meaningless learning, which does not lead to learners being invested in their learning, is initiated by others, does not affect diverse aspects of learners, and is not evaluated by learners according to whether it is satisfying their needs (Schunk, p. 355, 2012). With this information at hand: 1. How can you, as a classroom facilitator, create meaningful learning to students while shaping their fear of failure? 2. As an active participant in this Psychology of Learning online class, what concepts or strategies have been meaningful to you? Reference: Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.