LORENZO LUIS GARCIA

GRAND ROUNDBy

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Modeled Behavior Depressed and withdrawn - Mom Heavy responsibility to family - Grandfather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 TIMEMASLOW’S

HIERARCHY OFNEED

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

MotivationRecommendations

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.”