1. Application Queue Jaia Johnson EDPS 457 Daniel Abbott Tuesdays 700

2. Philosophy of teaching Various topics have influenced my philosophy of teaching. Theorists such as Vygotsky and Swain have influenced my ideas for the future. The zone of proximal development, task analysis, and assessment are various topics that have influenced my philosophy of teaching.

3. Educational Psychology As a Science Educational Psychology: Academic discipline that A) systematically studies the nature of learning, child development, motivation, and related topics and B) applies its research findings to the identification and development of effective instructional practices Tool: Something that is useful for what it does, not what it is Science: A tool that is quantifiable,falsifiable, parsimonious Parsimony; Occam’s Razor; simplest explanation is the best, more constructs than needed should not be added

4. Organize Science is a tool that is quantifiable, falsifiable, and also parsimonious. Therefore, science should be explained in the most simple way possible, and it is valuable for what it does, not what it is. Educational psychology is a science that is a tool.

5. Associate As a future teacher, using tools will be beneficial in my pedagogy. It will be important to measure the performance and progress of student learning. This is an example of science because it is quantifiable. Perhaps it could be measured by a learning curve to evaluate how steep or shallow it is by using something like test scores.

6. Regulate Do you think that educational psychology in general, is always parsimonious? Can you think of any types of science that would not be quantifiable? Do you know of any ways that would be useful in measuring a student’s performance?

7. Behaviorism Behaviorism: Theoretical perspective in which learning and behavior are described and explained in terms of stimulus- response relationships Classical conditioning-involves presentation, stimuli, emitting, and response. If the association is repeated various times it emits the conditioned response. Classical conditioning is incredibly wide spread and useful, and works on just about anyone, the negative side is that is does not involve comprehension. Operant conditioning: Operant conditioning has a reward and punishment. If it is a reward the response is increased, if it is a punishment, the response is decreased. It is positive if the stimulus is added, and it is negative if the stimulus is taken away. * Stimulus ( S)- Specific object or event that influences an individual’s learning or behavior

8. Organize Both classical and operant conditioning are forms of behaviorism, they are described in terms of stimulus-response relationships.

9. Philosophy Of Teaching I intend to be a language teacher, and the Chinese ”hen hou” example presented in class showed me that classical conditioning will not be as useful as I thought it would be. It may be useful with basic understanding and vocabulary, but will not work with complex grammar and learning conversational skills. Many times children associate threats with nothing happening. Operant conditioning may be useful or it may not be, depending on the reward and positive and negative aspects of the stimuli. To be a successful teacher, behaviorism needs to be efficient and used carefully by thinking about the actual problem and apply it to action rather than thought, asking the question “is it morally right?”

10. Regulate What type of conditioning do you think will be more useful in the classroom, operant or classical? How can different types of conditioning affect doing what is “morally right”? What types of subjects in school would require which types of conditioning?

11. Modeling Learning: Long-term change in mental representations or associations as a result of experience Motivation: Inner-state that energizes, directs, and sustains behavior Modeling: Demonstrating a behavior for another or observing and imitating another’s behavior Models: An individual ( live or symbolic) that demonstrates a behavior for someone else

12. Organize Modeling is demonstrated by models that can be either live or symbolic, peer or expert. Peer models can increase an inspiration to be motivated, and expert models can enhance learning, which is a long term change in mental thinking.

13. Philosophy Of Teaching Although it has been said that motivation is the most important factor, learning is also extremely important. As a future foreign language teacher, it is vital to be proficient in the language. To my students, I will serve as the expert model by demonstrating my knowledge of the language. On the other hand for motivation purposes, I think it would benefit my students by presenting examples of projects, papers, and tests of fellow students. The peer models will lower the affective filter, lowering the anxiety of the students and making them feel capable. In my own teaching philosophy, making students feel capable is the most essential feature in learning.

14. Regulate In the field of foreign language, what do you think is more important to have, expert or peer models? Are there any fields in education that you believe one would have an advantage over the other? Which is “better” in the long run, learning or motivation?

15. Self-Efficacy Self-efficacy- A student’s individual belief that at that specific moment they can emit certain responses to achieve or avoid some stimuli. It has two components, initiation and resilience. Initiation- To begin a series of behaviors. Higher self-efficacy will initiate the behavior and will be more resilient. The higher your self-efficacy, the more one will fail. Resilience- the ability to continue after failure. Is especially important for students who come from troubled low SES households. Mastery Seeking- A student who wishes to master something. Students do exceptionally well. Usually an expert. Desire to understand subject. It is not parsimonious

16. Organize Mastery seeking students generally have a high self-efficacy Mastery seeking students tend to have a higher initiation rate, thus are more likely to initiate a behavior. Mastery-seeking students also tend to have a high resilience, the ability to continue after failure.

17. Associate It is important to always be aware of different types of students in the classroom. There will be mastery seeking students, mastery avoiding students, performance avoiding, performance seeking students and many more. In an American society, Mastery seeking students tend to have a high initiation and resilience rate. It can be said that they need challenged in their education. If different types of students are recognized, then their learning can be enhanced, which is our main goal as an educator.

18. Regulate In working with students, have you seen examples of Mastery Seeking students? Did you have an opportunity to see their resilience? Did you have an opportunity to see their initiation?

19. Memory Memory: Ability to save something mentally that has been previously learned; also, the mental location where such information is saved. 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. Sensory Register: Component of memory that holds incoming information in an unanalyzed form for a very brief period of time ( 2-3 seconds)

20. Organize There are two types of memory, working memory and long-term memory. They are both types of memory that have been saved and stored in the brain. Information that goes into the brain first passed through the sensory register.

21. Associate Along with individual and group differences, students will differ in their memory abilities. Recognition of these memory abilities in the classroom are important. Some students have a lower working memory, but the average is seven plus or minus one. Individual attention to the students with the lower working memory is important, because they may lag behind the students who have a higher working memory. On the contrary, it is also vital to pay attention to the students who have a high working memory, so that they are challenged in the classroom and do not become bored.

22. Regulate How does attention affect working and long- term memory? How can we as teachers enhance student’s working memory in the classroom? Why do you think the amount of information children can hold gets higher as they get older?

23. Development Vygotsky’s sociocultural perspective: Theoretical perspective emphasizing the importance of society and culture in promoting cognitive development. ZPD ( Zone of proximal development) A child’s zone of proximal development includes learning and problem solving abilities that ar just beginning to emerge and develop. Range of tasks that a learner can perform with the help and guidance of others but cannot yet form independently. Piaget’s four stages of development; sensorimotor, preoperational,concrete operational, Formal Operations Deductive reasoning: process of drawing a logical inference about something that must be true, given other information that has already been presented true.

24. Organize Piaget and Vygotsky are both highly known educational psychologists. In terms of development, Vygotsky believes that it is based on sociocultural ideas and the learners ZPD. In contrast, Piaget believes that are four specific stages of development. For example, deductive reasoning is something that occurs during Piaget’s concrete operations stage.

25. Associate Looking into the future, it can be stated that affective teaching can come from being aware of the student’s zone of proximal development. I can relate this to the idea of i+1. It is taking the students current level and adding one new thing for learning. If we are aware of their zones of proximal development, the material will not be too challenging or too difficult for the students to learn.

26. Regulate How does a student’s ZPD affect they way you will teach a lesson? Do you believe that learner development can be measured in a concrete way such as Piaget explains, or in a more abstract way like Vygotsky? What are some aspects that can affect a child’s learner development?

27. Individual Differences Parenting Styles: General pattern of behavior that a parent uses in rearing his or her children. Mission-Oriented: A type of parenting style, where parents live vicariously through child. SES: One’s general social and economic standing in society; encompasses family income, occupation, and educational level Culture- Behaviors and belief systems of a long- standing social group

28. Organize Each student in the classroom has individual differences. These individual differences can derive from the type of parenting style they have received, which could be ( mission oriented or gardening), the students SES ( which can also affect parenting style) as well as the students culture.

29. Associate According to my own philosophy, it is vital to be aware of the different SES levels that my students have. It is obvious that they have a large effect on learning. As stated in class, it can be seen that SES can greatly affect working memory. SES can affect things such as nutrition and health care. These are primary needs that need to be addressed before their education. It is also important to be aware of the different parenting styles that the children are being faced with.

30. Regulate What are some other individual differences that can be observed in students? Do you think students with a low SES have the same opportunities as a student with a high SES in a high SES school? How can teachers be sure that students are getting the appropriate nutritional care? Is there anything that can be done?

31. Group Differences Group differences: Consistently observed differences (on average) among diverse groups of students (eg, students of different genders or ethnic backgrounds) Equity: Absence of favoritism or bias toward particular individuals or groups of students. Culture: Behaviors and belief systems of a long-standing social group. Ethnic group: People who have common historical roots, values, beliefs and behaviors and who share a sense of interdependence. Cultural mismatch: Situation in which a child’s home culture and school culture hold conflicting expectations for a child’s behavior.

32. Organize Teachers need to consider individual, as well as group differences in the classroom. Some group differences would include a student’s culture or ethnic group. Unfortunately, there can be an absence of equity in the classroom when looking at group differences, and this could be due to a cultural mismatch.

33. Associate In order for a teacher to teach fairly, they need to take group differences into consideration. In every school, group differences will be a prevalent situation. The teacher needs to practice an idea of equity, and treat and teach all of the students with the same respect. As a teacher, it is important to keep group differences in mind, but do not focus too exclusively on them because there are also individual differences to keep in mind.

34. Regulate In the past, can you think of any specific examples of how your school was mismatched with the culture? Have you, or anyone you know been stereotyped due to group differences? How can culture affect learning?

35. Task Analysis Task Analysis: Process of identifying the specific knowledge, behaviors, or cognitive processes necessary to master a particular subject area or skill. Behavioral analysis: One way of analyzing a complex task is to identify the specific behaviors required to perform it. Subject matter analysis: Break down the subject matter into the specific concepts and principles that it includes. Information Processing Analysis: Specify the cognitive processes involved in a task.

36. Organize Task analysis is a complex but necessary task when analyzing a lesson. There are three ways of analyzing a task, identifying the behavior, breaking down the concepts, and specify the cognitive process. These are: behavioral, subject matter, and information processing.

37. Associate As a student of education, I have comprised a few lesson plans in the past. It is obvious, that I will be creating many more lesson plans in the future. In order for these lessons to be affective, task analysis will be an important process. When creating a lesson plan, I will use the steps the text book provided, looking at the behaviors that the students will be doing, taking a closer look at the subject material and try to specify the cognitive processes that will be used throughout the lesson. Task-analysis will be a beneficial tool to me in my classroom.

38. Regulate Why is task-analysis necessary when making lesson plans? What are some advantages of using task- analysis in pedagogy? Have you used task-analysis in the past to write or plan a lesson?

39. Assessment Informal assessment: Assessment that results from a teacher’s spontaneous, day-to-day observations of how students perform in class. Formal assessment: Preplanned systematic attempt to ascertain what students know and can do. Paper-pencil assessment: assessment which students provide written responses to written items. Performance assessment: assessment in which students demonstrate their knowledge and skills in a non-written fashion. Standardized test: Test developed by test construction experts and published for use in many different schools and classrooms.

40. Organize In the classroom, assessment is vital to measure students’ progress and ability. There are many different types of assessment. They can be formal, such a standardized test, or informal, where the teacher observes their behavior. The assessment could be written, ( paper-pencil assessment) or non-written, ( performance assessment)

41. Associate Assessment is necessary in the secondary classroom. It is a great way to reflect on the effectiveness of my teaching strategies. It is also a good way to reflect on how the students learn best in the classroom based on their progress. In the classroom, I will use formal assessment, and everyday I will continue to use informal assessment. Everyday comprehension checks are vital to students learning and understanding. In order for an assessment to be affective, it must also be valid. The assessment should measure the ability of the students’ performance effectively.

42. Regulate Do you think assessment is a good way of motivating students? How well do you think standardized tests measure a student’s progress or abilities? What can assessment show you about your instructional strategies?

43. Educational Psychology ScienceParsimony Tool sensory registry long-term memory working memory memory mastery seeking resilienceself-efficacy initiation Equity Ethnic group Culture Group differences SES Parenting styles Culture Mission-oriented Piaget’s four stages Sociocultural perspective Deductive reasoning ZPD Formal assessment Information processing analysis Informal assessment Paper-pencil assessment Operant conditioning Behaviorism Stimulus Classical conditioning Behavioral analysis Subject matter analysis Cultural mismatch Task analysis motivation models learning modeling

44. Conclusion El fin.