response inhibition

8/29/2013

To see the lesson on Response Inhibition, follow this link:

https://drive.google.com/drive/folders/0B0xRdYV22AFmVWFGVmNGVFlTa2s

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3 Comments

Tim

11/11/2013 08:34:43 pm

The Marshmallow Experiment video resonated with the students. They demonstrated good awareness as to their ability, or lack thereof, to forgo a small reward for a larger one later. The next time I give this lesson, I will do a better job of transitioning from a more global conversation to class specific examples. One student did respond, "my phone is my marshmallow". I missed the opportunity to get the rest of the class to make that connection. As we go through the week, I will try and make this connection more clear.

This was the first week in which the phrase/question of the week that gets posted in class was not given to the students. Rather, I asked them to create their own phrase of the week. I think I am going to continue this. I really like the idea of having them create the phrase/question that gets posted.

Jack

11/11/2013 09:05:03 pm

The Response Inhibition video was well received and the connection to the classroom was clear in the responses of the students.One of the responses was "when your friend asks you to do something bad you have to think on it". Another was "We often act on impulse, I do that all the time". Perhaps most interesting was the discussion about the type and quantity of the alternative. Several students said if they got 3 marshmallows for waiting that would motivate them more. Good discussion.

Jeff

11/14/2013 01:46:15 am

The video was very well received in my classes too. Students wanted to listen to the adult's directions again to really see if the kids were breaking the letter of the law. It was easy for them to make connections to their own lives and to identify with one of the kids on the spectrum between instant and delayed gratification.

I did try to steer the direction of the conversation towards classroom behaviors and included some System 1/System 2 thinking information. We negotiated a 3-second rule for asking/answering questions regarding their work to make sure they think before that act/talk and don't give a guess or a knee-jerk "I don't know" response. I was also thinking of putting post-its on each desk to have students tally the times they call out.

I'm hearing students use the often repeated phrases of the week more often, but rarely is it a result of self-monitoring. Instead it's usually in response to the students knowing why I've called them out. I guess that's progress?

response inhibition

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