Educational

Psychology- Group
Project
By: Rebekah Lockaby & Kayla Stone

Teaching Philosophy
I want to be a teacher because
Help students reach their full potential
Bring culture to students
Theories I believe benefit learning are
Cognitive-development, Psychodynamic, and Sociocultural
Give insight to maturation, brain development, social and cultural influences, and potential personalities.
Assessment- Traditional and alternative methods
I will improve my teaching by
Using student input
Learning new skills
Continuously assessing myself and my students
Maintaining a strong relationship with students can be accomplished by
Being businesslike, stern, equal, respectful, caring, and encouraging.

Chapter 2 - Memory
Information must go through different stages before it
reaches long-term memory
Sensory Register Working Memory Long-Term
Memory
Attention is crucial
Strategies
Rehearsal (rote), elaboration, organization, visual imagery
(Meaningful)

Ch. 2 - Learning
Cognitive processes affect what is being learned
Ex.- Encoding-changing or adding information to remember
something

Learners must be selective about what they learn

Learners use previous knowledge
Each individual has a unique perspective and different area of
expertise

Chapter 3 - Operant
Conditioning
A response followed by a reinforcing stimulus (reinforced)
Primary Reinforcer- basic biological needs
Secondary Reinforcer- Do not satisfy biological need
Money, grades, trophies
Positive Reinforcement- Behavior increases as a result of using a
particular stimulus
Concrete-actual object
Social- gesture, sign
Activity- doing something enjoyable

Ch. 3 - Extrinsic & Intrinsic

Reinforcers
Extrinsic- Provided by external environment

Concrete, social, activity reinforcers

Intrinsic- From personal characteristics
They enjoy the activity
Feel competent and successful
No observable reinforcer

Chapter 4 - Self-Regulation
Establish goals and plan accordingly
Self- instructions- giving oneself instructions while
completing tasks
Self-monitoring- continuously checking progress and
modifying goals
Self-evaluation- Judging ones own performance according
to goals.

Ch. 4 - Transfer
Knowledge and skills from one situation are used in a new
situation
Positive Transfer - Prior learning is helpful
Negative Transfer - Hinders later learning
General Transfer Learning in one situation affects
learning in another different situation
Ex. Study habits

Chapter 5 - Internalization
Incorporating socially based activities into internal
cognitive processes
Ex: Progression from self-talk (out loud) to inner speech (mental)
Vygotsky- social activities are foundation for cognitive
processes
Students eventually internalize the ability to look at a
situation from many angles without help

Ch. 5 - Intelligence
is adaptive, relative to learning ability, the use of prior
knowledge, and cultural specific.
Fluid intelligence- acquire knowledge quickly
Crystallized intelligence- skills are accumulated from
personal experience

Chapter 6 Motivation &

Cognition
Cognitive engagement Students should feel motivated to pay
attention to the lesson at hand.
The goal of the teacher is to figure out, How can I make this lesson
relevant to student interest?
Learners who are motivated about an activity feel good about pursuing
actively learning it.
Ex. Try creating a meaningful discussion of a piece of art or literature
and allow the students to provide open opinions. Ask them to compare
what they like and do not like about the piece to the art/literature that
they already enjoy.

Motivation & Cognition Applications:

The Arts of Hispanic-America
Encourage learners to closely examine a painting or piece
of short fiction by a Hispanic-American artist or author.
Spur the discussion with probing questions: What do you
like about this piece? If you dont like this piece, why?
What do you think the artist/author was trying to convey
to us? What was their intent?
Finally, ask of the students How does this work compare
to any forms of art/literature that you already enjoy?
How is it different?

Chapter 6 cont. Affect/Effect

Teachers should always be mindful of the emotional sensitivity of their
students.
Consider how certain topics may effect students abilities to
concentrate and effectively learn. Ex. topics relevant to war, poverty, or
illness. A good teacher should anticipate how to keep students, on
task when addressing difficult or emotionally triggering topics.
Affect can lead learners to behave in certain ways.
As an example, if a student is failing to understand the topic at hand,
affect will perpetuate their disinterest in the subject because they feel
powerless to overcoming and understanding it.

Affect/Effect cont. Applications:

The Arts of Hispanic-America
Understanding a new piece of literature can be difficult, especially when the work is
part of a different cultural context than what the learner is familiar with.
Ex. While studying a piece of Hispanic-American literature, perhaps introduce the
piece with a brief history lesson detailing the cultural context of the piece.
The effect is that this may peak the interest of unmotivated literature learners, as a
student who detests literature may enjoy history and be able to make connections.
The student will be able to focus more on the topic of the piece, and less upon their
own previous frustrations with understanding.
The affect is that a discouraged student struggling to understand the piece may gain a
deeper understanding of the work by being able to analyze first the historical context
of the piece. This will likely provide the discouraged student with a more positive
attitude towards learning the information.

Chapter 7 Sense of Self

One of the most important aspects of maintaining a
positive classroom culture is the maintenance of a
students positive sense of self.
Part of maintaining a positive sense of self is engaging
students within activities where they feel that their ideas
and personal connections matter.

Sense of Self Applications: The

Arts of Hispanic America
Foster an open discussion about certain elements of a
painting or piece of literature by a Hispanic-American
author or artist.
Before revealing what the author/artist really meant by
this, allow the students to provide their own
interpretations first.
Attempt to monitor the discussion with effort points based
upon the content and thoughtfulness of the answer, as
opposed to general correctness of interpretation.

Chapter 7 cont. Influence of Environmental

Sources on Classroom Behavior
Peers play a large role in impacting how a student behaves in the classroom.
Peers can also play an even larger role on a students attitude towards
learning.
As an example, common gender-stereotypes can often pressure young boys to
slack in literature/art courses so that they do not appear to be girly as some
may say.
Students may also feel pressured by sources outside of the classroom that
encourage them that certain subjects (usually fine arts) have no real-life
relevancy.
A teacher should always be ready to combat social stereotypes in the
classroom, and dispel any negative peer pressure.

Influence of Environmental Factors on Classroom

Behavior Applications: The Arts of Hispanic America

If the problem is combatting negative stereotypes

surrounding male students enjoying arts/literature, try to
identify prominent Hispanic-American male artists/authors
to study. Consider artists like Rupert Garcia or authors
such as Rudolfo Anaya for discussion (as these particular
men created pieces centered upon traditionally manly
themes but still did not shy away from the beauty of
expressing yourself artistically. )

Influence of Environmental Factors on Classroom

Behavior cont. Applications: The Arts of Hispanic
America

If the problem is combatting the relevancy of the topic

at hand, try to find ways to make the piece of art or
literature relevant to the rest of society.
For cross-subject or real-life reference, perhaps fuel a
classroom demonstration about the geometry associated
in constructing many of the traditional Hispanic murals,
or even watch a video about the cultural elements of
World Soccer and its roots within Hispanic-American
literature of the 1960s.

Chapter 8 Learner Directed

Instruction
Learner directed instruction is a form of instruction where students
address topics in ways that they seem relevant, and draw from those
topics their own conclusions.
I think that it is extremely important to the classroom culture that
teachers practice giving their students personal freedom in how they
learn a topic.
A teacher should be willing to provide students with multiple formats
for instruction and comprehension in the forms of take-home study
guides, video clips, PowerPoint presentations, role-playing
opportunities, and multi-platform note taking.

Learner Directed Instruction Applications: The

Arts of Hispanic America
Present the students with the opportunity to construct a 10 minute
presentation about Hispanic-American music, art, dance, or
literature.
Provide the students with the same rubric, but allow them to choose
what platform in which they wish to create their presentation. (Ex.
Powerpoint, skit, Prezi or other online software, game, review
session, poem, song, poster, etc.)
Students will be able to effectively learn the same outcome, but will
be able to regulate how they learn the information, and what
creatively, they decide to glean from the experience.

Chapter 8 cont. Blooms

Taxonomy
Blooms Taxonomy should be a relevant part of any
classroom. It provides excellent framework signifying the
importance of each individual step in the process of
learning.
Blooms Taxonomy also serves as a guiding medium for
teachers seeking to ask and employ appropriate questions
and objectives within their lesson plans.

Blooms Taxonomy Applications:

The Arts of Hispanic America
When working with Blooms Taxonomy during an unit plan be sure to
structure your objectives around meaningful, direct verbs. Instead of
asking students to simply talk about this or do that, consider
directing students with objectives organized like the example listed
below:
Compare the magical realism of Marquez A Very Old Man with
Enormous Wings to the usage of magical realism in Allendes
House of Spirits. How do the two authors implement elements of
magical realism? How are their implementations different? Support
your claim with examples from both texts.

Chapter 9 Planning for

Transitions
It is important for any teacher to account for misbehavior
during transition periods, especially at the high school
level where there is a large surge of emotions swirling
around.
A good teacher should establish clear procedures for
moving from one task to the next, especially at the high
school level where motivation and respect for authority
arent always top priority for students.

Planning for Transitions Applications:

The Arts of Hispanic America
The teacher should take time to write any special terms
for the day on the board before students arrive. As soon as
students arrive, they should take the few minutes of class
transition time to copy the terms quietly as the teacher
begins to take attendance.
Within the terms list, the teacher should make note of
whatever author or work they are studying for the day,
and a few quick introductory facts about the author or
piece so that students have time to process the
information independently before class even begins.

Chapter 9 cont. Collaboration

Teachers should always do their best to collaborate with outside
sources to best meet their students individual needs.
Collaboration is also a distinctive way to enrich a students
overall learning experience.
New teachers planning units should seek out advice from
experienced teachers who have had successes with their
materials for that particular unit.
Field trips can also serve as excellent examples of collaboration
between teachers and the community.

Collaboration Applications: The

Arts of Hispanic America
It can always be difficult organizing a multicultural unit as a new
teacher. Perhaps try to glean materials from both English and
Spanish teachersand possibly even art or music teachers.
Collaboration among these types of teachers would provide excellent
materials, and broadening perspectives on all subjects.
Perhaps with this multi-department collaboration, students could
become involved in an end of the unit multicultural fair. This would
provide students from different classes and peer groups with the
opportunity of working together to celebrate a culture potentially
different from their own.

Chapter 10 Informal & Formal

Assessment
To me, formal assessments are a poor measure of intelligence of a
student. I think that the data collected in standardized testing or
tests holding a student comparative to others within his/her age
group leaves lots of room for deviation and the presence of
unprecedented factors such as cultural gaps in understanding, as
well as excessive stress associated with preparing for the test that
could make students underperform.
Informal assessments such as portfolios, reading checks, and rubric
scores to me are the most effective when teaching classes focusing
on reading comprehension or analysis.

Informal Assessments Applications:

The Arts of Hispanic America
An informal assessment for this particular unit could
originate from the planning of a presentation for the
aforementioned multicultural fair.
Students could create a portfolio over the time of the unit
detailing their research on their presentation topic,
materials needed, and any other planning that may go
along with their final presentation.
Students would likely feel proud of the work that they
have completed by being able to look back at the early
planning stages of their finished product.

Informal Assessments Applications:

The Arts of Hispanic America
In the instance of interpreting a work, each week students
could be assigned a quiz to act as a reading check to
monitor their understanding of the work.
Students could also be provided with take-home sheets of
3-5 questions to enrich their understandings of their
assigned reading for class the next day.

Chapter 10 cont. - Assessment

Protocol
With any unit, it is good practice to keep in mind what
sort of assessment protocol you will be using.
Regardless, during any type of assessment it is always
crucial that the teacher limits distracting behavior by
disallowing cell phones, conversation, or any other
unapproved technology sources.
A teacher should also always remain attentive to what
students are doing at all times, but should always refrain
from hovering over any student.