1. Chapters in this section discuss three contrasting epistemic (the study of what and how we come to know) stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict. How was the situation resolved by you (effectively or ineffectively), and what could/can be done?

The three epistemics are all intriguing and I found it very challenging to place myself in just one category. After deep thought and much contemplation I found myself leaning more towards being a contextualist. Contextualist are thought to look into the context when examining work or situations and find solutions based by that particular context alone. Throughout my education journey I have encountered instructors that I felt did not feel or think the same way I tend to. Like most of my students today I found myself asking the million dollar question "why do I need to know/learn this?" I felt as if a lot of the material being presented to me wasn't for me. When I was being presented with material that wasn't "for" me I would find myself not taking the subject seriously and just do enough to get through the requirements. However, when the material was "for" me I put my all towards the subject because I knew in the long run it would only be beneficial.

Now a days I find myself as a teacher telling students that they should always put their best foot forward towards any subject because in the long run you never know what life will present so you must always be prepared. But, I myself still don't live true to this statement. In staff development meetings I find myself zoning out when we discuss topics that relate to core teachers. Why??? Because I'm not a core teacher and that information doesn't apply to me. I desire to learn as much as I can from as many people as I can for the same statement I relay to my students "in the long run you never know what life will present so you must always be prepared." 

2. Various theories/models of learning and instruction are discussed in multiple chapters in this section. Which theories/models of learning or instruction are the primary one(s) you apply to your teaching or you can relate the best, and why? Then, please pick one project or instructional unit (briefly describe title, target audience, and learning goals/objectives) where your designing/teaching or learning was most  successful (or less than successful), and describe which theory/model or principle(s) from these chapters can be applied to improve design/teaching or learning. * You can reuse an instructional unit you used for Section 1 (or you can use a different one. In section 1 discussion, 6 components of good instructional design in chapter 2 was broad, and these chapters in section 2 should have given you more specific ideas about different approaches to teaching and learning.

Constructivism is a theory that I feel I apply teaching as well as relate to. Personal encounters/experience are the best teachers for any subject both educational and noneducational. With  the subject that I teach (Exploring Careers) I teach my students that they must gain hands on experience to enter the workforce and although I teach them things and give helpful tips about how to that may be better individuals however, I know they won't fully understand what I'm teaching until they are presented the situations in their own life. All of my instruction is geared towards each student's personal preference. I believe the subject that all of students find the most interesting is the job search section. Every semester I give my students two surveys that they must complete that will in the end give them a list of careers that match their interest. They get so excited about the careers and start expressing to their classmates how much they will be making on their job, what type of car they will be able to afford, where their job will allow for them to travel and so much more. My main objective for this lesson is to broaden their level of thinking. I work in a rural area of town where many of my students have probably never been out of the city limits so to see them notice that there is more to life than their norm is so rewarding.