Poverty in Missouri:Based on 3 year average, where does Missouri’s poverty rate rank in comparison to other states.42nd out of 50… very poor.Threads of LifeRace, religion, country, gender, age, ECONOMICSSES (Socioeconomic status)Relative standing in the society based on income, power, background, and prestige.Levels of SES (Beeghley model)Super Rich (.9%): income of $350,000+Rich (5%): net worth over 1 million (largely in home equity)Middle Class (46%): 40-57 thousandWorking class (40-45%) 26-40 thousandPoor (12%): Below 26,000$Statistics:Poverty prone children are more likely to be in single parent familiesPoor inner city youths are 7 times more likely to be the victims of child abuse or neglectUS child poverty rate is substantially higher than most other major western industrialized nationsChildren born outside of US have higher chance of being in poverty than those born here.Factors that effect schoolingPoor nutritionEmotional stressPeer rejectionLess parental involvement at school (not always by choice)Use of casual register of languageAs free and reduced lunch increases, math and English proficiency decreases.Types of Resources:FinancialEmotionalMentalSpiritualPhysicalRelationships/Role ModelsKnowledge of the Hidden Rules (unspoken understanding about what to do in certain situations)Register of languageKnowing how to behave in certain circumstances/situationsDependent more on other bullets not just financialRegisters of languageFrozenFormal ***ConsultativeCasual ***IntimateHow to help:Show them you like and respect themBe available and willing to listenHold high expectations for performanceProvide EncouragementHave them write in casual and translate to formalTeach hidden rulesWhat is Learning?Learning occurs when experience causes a relatively permanent change in an individual’s knowledge or behavior. That change may be deliberate or unintentional.Change MUST be brought about by experienceLearning TheoriesBehavioral Learning DefinitionExplanations of learning that focus on external events such as the cause of changes in observable behaviorAssumes the outcome of learning is a change in behaviorImportant VocabularyContiguity: Association of two events because of repeated pairingStimulus: Event that activates behaviorResponse: Observable reaction to a stimulusClassical ConditioningAssociates of automatic responses with new stimuliFocuses on INVOLUNTARY emotional or psychological responses such as fear or increases in muscle tension, salivation, or sweatingExploring Classical ConditioningUnconditioned Stimulus (US) – Automatically produces a responseUnconditioned Response (UR) – Naturally occurring responseConditioned Stimulus (CS) – Stimulus that evokes a response after conditioningConditioned Response (CR) – Learned response to a previously neutral stimulusEX: Test AnxietyNeutral Stimulus: Math TestUnconditioned Stimulus: StressUnconditioned Response: AnxietyConditioned Stimulus: Math TestConditioned Response: AnxietyClassroom FearClassroom FearOperant ConditioningLearning in which voluntary behavior is strengthened or weakened by consequences or antecedentsConsequence: Event that follows an actionAntecedent: Events that precede an actionReinforcementReinforcer: Any consequence that increases the frequency of behaviorsPositive: Something an individual will seek outNegative: Something an individual will try to escape or avoidPunishmentAimed at reducing behaviors by imposing unwanted consequencesCan actually be reinforcementNegative side effectsNot the reverse of reinforcementCan create emotional side-effectsCan have different reactionsOperant LearningTime OutMost misused and misunderstood strategyPurpose:Remove ReinforcementProvides an opportunity for the student to calm downProvides an opportunity for the student to share perceptions of the incident and negotiate changeSchedules of ReinforcementContinuous Reinforcement: Behavior is reinforced every time it occursSchedules of ReinforcementIntermittent: Reinforcement after some but not all responsesCan either be fixed (predictable) or variable (unpredictable)Interval: Based on the amount of time that passes between reinforcementRatio: Based on number of responses between reinforcementSchedules of ReinforcementFixed Ratio: Behavior is reinforced after it has occurred a fixed number of timesVariable Ratio: Behavior is reinforced around an average requirementSchedules of ReinforcementFixed Interval: Reinforcement granted when a behavior occurs after a given period of timeVariable Interval: Reinforcement granted when a behavior occurs around an average intervalSocial-Cognitive TheoryAccepts principles of behavioral learning but also emphasizes cognitive processes.Most human behavior is learned by observing the behaviors of othersBandura’s Reciprocal Determinism Model of LearningSocial Cognitive TheoryLearning occurs through modeling (observing/imitating others)observational learning (You watch the people in your environment and imitate it)Learning through vicarious experience (learning from successes/failures of others) Bandura believes you can learn from other peoples mistakes, however the other guy does not believe that.Processes of Observational LearningONE: Attention - must pay attention to modelIn general students will pay attention to Models that are:competentprestige & powerbehave in gender stereotypical waysbehavior is relevant to observer’s situationTWO: Retention - mentally representing model’s actionsProcesses of Observational Learning1. Reproduction - converting symbolic codes in memory into actions (giving feedback)2. Motivation - reinforcement/incentiveObserver EffectsObservational learning effectInhibitory effect – reduces performance due to vicarious punishment (when you call a students idea stupid, the likelihood of others answering the question decreases. OR yelling at student for getting something wrong would do the same)Disinhibitory effect – performance increases after no adverse consequences (if you have a rule to raise hand in class, and one kid doesn’t follow this rule but you don’t punish him, then everyone else will follow his behavior thinking it is okay)Response facilitation effect – behavior of model is cue for observers to imitate behavior (concerts… one person starts clapping others join. One person looks at sky others join)Social Cognitive LearningSelf-efficacy - how capable someone judges him/herself to be in a given situation (don’t know if I can do it, so I am