Download Application of Educational Psychology

Emily Sirotkin’s Application
EDPS 457
T/R 12:30-1:45
Abbott
Philosophy of Teaching
• This application is based on key aspects of my
philosophy of teaching, including that I will:
– Teach based on proven educational psychology practices
and theories
– Provide fair, equal education for all students, regardless
of individual or group differences
– Create a classroom of high-processing, deep, meaningful
learning that will be stored in long-term memory
– Scaffold activities using a series of guided practice,
expert models, and peer models to help students’ selfefficacy for learning and memory
Educational Psychology as a Science (S)
• Psychology: the science of human thinking
and behavior
• Science: uses falsifiable, predictive,
quantifiable, and parsimonious theories to
control and improve outcomes
• Human thinking: thought patterns, reasoning,
and opinions
• Human behavior: observable verbal and
non-verbal activity
Educational Psychology as a Science (O)
Psychology is a science that studies human
thinking and human behavior. These key
terms relate to the rest of the sections in this
application. Behaviorism especially focuses on
human behavior, while self-efficacy and
memory focus more on human thinking. All of
the information studied is based on
psychology as a science.
Educational Psychology as a Science (A)
Educational psychology as a science helps with my
philosophy of teaching because I realize that
there are some extremely scientific aspects of
how students learn. I would like to use scientific
studies to shape my future teaching, because
scientific studies can be proven and are predictive
of learning. I would like to study my students'
learning curve so that I can understand how my
students' performance changes over time, and
what factors impact their learning curve.
Educational Psychology as a Science (R)
• Q1: What does it mean that educational
psychology is a science?
• Q2: How could educational psychology
influence your teaching style?
• Q3: How does educational psychology shape
the structure/content of your class?
Behaviorism (S)
• Behaviorism: perspective in which learning and
behavior are explained through stimulusresponse relationships
• Classical conditioning: form of learning in which a
new, involuntary response is acquired as a result
of two stimuli being presented at the same time
• Stimulus: specific object or event that are
presented to influence an individual’s learning or
behavior
• Response: specific behavior that an individual
emits or exhibits after a stimulus
Behaviorism (O)
Behaviorism can be studied through classical
conditioning in which an unconditioned
stimulus (or reflex) produces an
unconditioned response. The unconditioned
stimulus is paired with a conditioned stimulus
and over time, the conditioned stimulus
produces the same response. Human behavior
can be very different based on individual
differences or group differences.
Behaviorism (A)
Understanding behaviorism affects my
philosophy of teaching because it relates to
student motivation and classroom
management. I think that understanding how
specific stimuli produce student responses will
be extremely important to classroom
management and maintaining a good learning
environment for my students.
Behaviorism (R)
• Q1: What is one example of a classroom
management technique that involves classical
conditioning?
• Q2: What is one way that you can see
behaviorism affecting students differently?
• Q3: What is one way that students become
classically conditioned at school?
Modeling (S)
• Behavioral modeling: modeling an action or
observable behavior
• Cognitive modeling: modeling a thought
pattern
• Expert model: modeling by a person with
more skill level, experience, or expertise
• Peer model: modeling by a person who is
equal in ability level, background, age, or
social status
Modeling (O)
Behavioral modeling and cognitive modeling by
both peer models and expert models will
affect students’ behavior and thought
patterns. Peer models have been shown to
increase motivation and self-efficacy, while
expert models are more likely to improve
learning and knowledge. Both behavioral and
cognitive modeling are important in the
classroom.
Modeling (A)
Understanding how modeling works in the
classroom is really important for effective
teaching. I want to use peer group and partner
work to help students to learn from each other,
which is peer modeling. I think that especially in a
Spanish classroom, it can be helpful for students
to listen to each other and learn from each
other's mistakes. Expert modeling is really helpful
as well, especially with pronunciation, because
students probably won't know how to pronounce
the words until they hear someone else model
how to do it correctly.
Modeling (R)
• Q1: What is another way that peer models
could be used in a Spanish classroom?
• Q2: What is another way that expert models
could be used in a Spanish classroom?
• Q3: Why is cognitive modeling especially
important for a Spanish class?
Self-Efficacy (S)
• Self-efficacy: belief that one is capable of
executing certain behaviors or reaching
certain goals under specific conditions
• Motivation: inner state that energizes, directs,
and sustains behavior
• Goals: result, achievement, or aim toward
which effort and energy are directed
• Resilient self-efficacy: belief that one can
perform a task successfully even after
experiencing setbacks
Self-Efficacy (O)
Self-efficacy is affected by students’ motivation and
will impact the students’ goals. Peer modeling
increases motivation and self-efficacy. Goals
could be based on performance, such as grades
or people’s opinions, or mastery, such as a desire
to conquer a new skill. Having a high self-efficacy
will increase students’ ability to learn, and it will
impact their memory, development, and
assessment taking. Every student will encounter
some setbacks in their learning, and so it is also
important for students to develop a resilient selfefficacy so that they will continue to try, even
after experiencing failure.
Self-Efficacy (A)
Self-efficacy is really important for understanding
student's attitudes in the classroom. Some kids believe
that no matter how hard they try, they will still fail, or
they might feel like they are too far behind to ever
catch up; these students lack resilient self-efficacy.
Other students come with high expectations , knowing
that they are capable of success. It is really important
for teachers to help students develop a higher selfefficacy - not by lowering the standards for the class,
but by truly believing in each students abilities. My
favorite teachers have had very high standards, but
they made sure that the information was accessible
and attainable to learn.
Self-Efficacy (R)
• Q1: How could lowering class standards
hinder students’ self-efficacy?
• Q2: What impact do you think goal-setting can
have on students’ self-efficacy?
• Q3: After a student experiences failure, how
can a teacher help the student develop
resilient self-efficacy?
Memory (S)
• Memory: ability to save something mentally that
has been previously learned
• Attention: focusing of mental processing on
particular stimuli
• Long-term memory: component of memory that
holds knowledge and skills for a relatively long
time
• Working memory: component of memory that
holds and actively thinks about and processes a
limited amount of information
Memory (O)
Memory involves storing the information that
we have learned. In a classroom, students will
have a lot of stimuli, but we need them to pay
attention to the most important sensory
input. When students begin to process the
information, it is in their working memory.
Over time and through deeper levels of
processing, the information will move to longterm memory.
Memory (A)
Understanding how memory works is really important for
teaching in a foreign language classroom. Most people
have taken at least a year of a foreign language, but
can only recall the basics (counting to ten and
hello/goodbye). Somehow, students need to learn and
process the information on a deeper level so that it
moves into long-term memory. Another important
thing to remember is that students have a limited
working memory, so they cannot learn everything in
the textbook at once! We can help students focus their
attention on the most important vocabulary words and
grammar concepts to store in long-term memory.
Memory (R)
• Q1: How are working memory and long-term
memory related?
• Q2: What is one practical idea for moving
information from working memory to longterm memory?
• Q3: How can we help students recall and use
concepts that are stored in their long-term
memory?
Development (S)
• Development: appearance of a new, more
advanced behavior or trait; to grow into a more
advanced or mature state
• Cognitive development: development of
increasingly sophisticated thinking and reasoning
processes
• Linguistic development: development of
increasingly sophisticated understanding and use
of language
• Physical development: development of the
human body from infancy to adulthood
Development (O)
Development occurs continuously for every living
thing; people are always growing, adapting, and
changing with the world around them. Human’s
physical development might be the most
obvious, because we can see the outward
changes of maturity towards adulthood.
Cognitive development has been categorized
into specific stages by Piaget. Linguistic
development was studied by Chomsky and
explained through his theory is of an innate
Language Acquisition Device (LAD).
Development (A)
Development is another very important part of my philosophy
of teaching. I have seen this in the ESL classroom, where
there is often a wide range of linguistic development. One
of my ESL classes has 2 students at ELL Level 1 proficiency
(very basic), 4 students at Level 2 proficiency, and 2
students at Level 3 proficiency. Each student is at a
completely different stage of language development; some
students can communicate with complete sentences and
talk for long stretches of time, while other students
struggle to produce one-word output. In my future classes,
I know I will have a wide variety of abilities and
development among my students and it is important to be
aware of each student’s development so that I can make
my teaching applicable and helpful for all of the students.
Development (R)
• Q1: What is one way that physical
development could affect a high school
classroom?
• Q2: How does linguistic development affect
students’ writing and reading abilities?
• Q3: What is an example activity that is
appropriate for high school students’ level of
cognitive development?
Individual Differences (S)
• Learning disability: deficiencies in one or more specific
cognitive processes but not in overall cognitive
functioning
• Intellectual disability: deficiency/variation in working
memory capacity; low IQ; lowered overall cognitive
functioning
• Physical disability: general physical or medical
conditions that interfere so significantly with school
performance that special accommodations are required
• Emotional/behavioral disability: emotional states and
behaviors that consistently and significantly disrupt
academic learning and performance
Individual Differences (O)
Each student will come into the classroom with
their own individual differences. For some
students, these differences will significantly affect
their academic lives. Students with an intellectual
disability or learning disability may have more
trouble understanding or processing specific
concepts, while physical disabilities can change
the way students receive input (e.g.: blind
students will need more auditory input) and
emotional/behavioral disabilities can affect the
entire class and change the classroom
management dynamics.
Individual Differences (A)
Individual differences will have a huge impact on
teaching in the classroom. It is very important to
know each student's strengths and weaknesses.
For students who have an IEP, special
accommodations will need to be made for that
student. In my own philosophy of teaching, I
think its really important to remember that
students will all learn differently, so as a teacher,
it is my job to help ALL students learn. I want to
be responsible to create a classroom and
curriculum that helps every student to learn,
succeed, and do their best.
Individual Differences (R)
• Q1: How will emotional/behavioral disabilities in
the classroom change your classroom
management techniques?
• Q2: What is one way that you could
accommodate students with physical disabilities
such as deafness or blindness in the classroom?
• Q3: How could you change your classroom set-up
to better accommodate students with physical
disabilities that cause them to use a wheelchair?
Group Differences (S)
• Group differences: consistently observed differences
(on average) among diverse groups of students
• Ethnicity: students who have common historical roots,
values, beliefs, and behaviors and who share a sense of
interdependence
• Socioeconomic status (SES): one’s general social and
economic standing in society; encompasses family
income, occupation, and educational level
• Cultural mismatch: situation in which a children’s home
culture and school culture hold conflicting expectations
for the child’s behavior
Group Differences (O)
Group differences will affect students in the
classroom, because each student will belong to
several groups and will have differing degrees of
identify with those groups. For some students,
especially for minority groups, ethnicity is a
significant group to define the students’ identity.
Socioeconomic status (SES) will also significantly
affect the background experiences that students
have when they enter the classroom. Teachers
need to be aware of potential cultural mismatch
between students’ groups and the mainstream
culture and expectations in the classroom.
Group Differences (A)
Group differences affect my own philosophy of teaching,
because I think that it is important to recognize that
students will be coming from different backgrounds.
Our students are each people who have history,
culture, ethnicity, gender, and socioeconomic status,
which affect their identity and the way that they learn.
Some of these barriers in the classroom could include
language, non-verbal communication, and personal
space. I want to be considerate, respectful, and learn
more about my students’ identities and backgrounds
so that I understand potential cultural mismatched
situations in my teaching and classroom.
Group Differences (R)
• Q1: What is one way that gender differences
could be present in the classroom?
• Q2: How could a teacher incorporate other
students’ cultures into the classroom?
• Q3: How do you think SES affects students’
learning and educational experience?
Task Analysis (S)
• Task analysis: identify the specific knowledge,
behaviors, or cognitive processes necessary to
master a particular subject area or skill
• Behavioral analysis: identify the specific
behaviors required to perform a task
• Subject matter analysis: break down the subject
matter in terms of specific topics, ideas, and
concepts
• Information processing analysis: break a task
down in terms of the specific cognitive processes
it requires
Task Analysis (O)
Task analysis can be used to analyze any particular
subject area or skill. It is helpful to break a task down
into smaller parts in order to better explain and teach
it to others. Sometimes, teachers will use behavioral
analysis, for example, to teach the fingerings and
mouth placement to play a trumpet. Other times,
subject matter analysis, such as identifying the key
elements of reading sheet music, will be more helpful.
Information processing analysis is more helpful for
recognizing the cognitive processes. In reading,
students should be aware of effective reading
strategies, such as finding main ideas, elaborating, and
summarizing.
Task Analysis (A)
Task analysis is central to my philosophy of teaching,
because I want to analyze the break-down of how to
teach each task. Sometimes teachers give an entire
task at once, which would be overwhelming to the
students. If I understand how to break down the task
into its specific parts - whether behavioral, subject
matter, or information processing - I will be able to
explain the steps to my students better. I think that
information processing is especially important, and I
definitely want to engage my students in meaningful
learning rather than just rote learning. This means that
I want to ask high-level questions that engage the
students in my classes.
Task Analysis (R)
• Q1: What is an example of a behavioral task in
the Spanish classroom?
• Q2: For what types of information would
subject matter analysis be the most useful in
the Spanish classroom?
• Q3: How can teachers help students with
information processing analysis? What is one
practical example of this?
Assessment (S)
• Assessment: process of observing a sample of a
student’s behavior and drawing inferences about the
student’s knowledge and abilities
• Recognition tasks: memory task in which one must
identify correct information among incorrect
statements or irrelevant information
• Recall tasks: memory task in which one must retrieve
information from long-term memory with only minimal
retrieval cues
• Test anxiety: excessive anxiety about a particular test
or about assessment in general, self-efficacy about
taking the assessment
Assessment (O)
Assessment is a key part of instruction, because
teachers want to test the amount of learning that
has actually taken place. It relates back to the
memory unit, because testing checks for learning
that has moved into longer-term memory. Test
questions could be either recognition tasks or
recall tasks. Some students will experience high
test anxiety. Also, it is important to create fair
assessments that accommodate students with
individual and group differences.
Assessment (A)
Assessment will be important in my classroom because I
want to know that my students have really learned the
information. I prefer assessments with recall rather
than recognition, because I think that it is a better test
of what students really know. In real life, students
won't have a word bank or multiple choices when they
want to communicate in Spanish. Therefore, to test
real learning, recall and higher-level questions will be
important. It is really important to realize what
information students understand and what parts of the
lesson that the students are still confused about, which
is why assessment plays a large part in my philosophy
of teaching.
Assessment (R)
• Q1: What is an example of a time when
recognition tasks would be more useful for
students?
• Q2: What is an example of a time when recall
tasks would be more useful?
• Q3: How can assessment play a formative role
in the classroom?
Elaboration Concept Map
can be observed in
Operant
conditioning
Creates an
increase in
frequency of
behavior
using
Creates a
decrease in
frequency of
behavior
using
When observing
someone else NOT
punished for a
behavior leads to
Lack of punishment
leads to
Reward
Positive
reward
increases the
likelihood of
Modeling
When observing
someone else
punished for a
behavior leads to
Response
Disinhibition
Punishment
Observation of
punishment leads to
A student begins to desire
his/her goals in order to
make a good impression
Initiation
A student begins to desire
his/her goals in order to
master new skills
Performance
Goals
Mastery
Goals
Response
Inhibition
Conclusion
• Through the study of each of these major
sections of class, I have learned about many
key terms and related them to my future
classes and philosophy of teaching.
• I have also discovered how the topics that we
studied are very interrelated, and I have been
able to draw several connections between the
topics and terms of each section.