Heather Ryan
Dan Abbott
EdPS 457
Tuesday 7:00pm
 Educational
Psychology as a Science
 Behaviorism
 Modeling
 Self
Efficacy
 Memory
 Development
 Individual Differences
 Group Differences
 Task Analysis
 Assessment
 Psychology
is the study of human thinking
and human behavior.
 Science
is a tool that uses theories that are
Quanitifiable
 Falsifiable
 Parsimonious
To control and improve outcomes.

 Tool-
something that is valuable for what is
does not what it is.
 Quantifiable-
something that can be
counted.
 Parisimony-
Other things being evaluated by
a simplest explanation is the best way.

Tool


Quantifiable


Psychology is a tool because it is important for what it
does and not what it is. Therefore, psychology has
meaning that is deeper than the surface. As a teacher, I
realize that not anything has a clear concrete answer, I
will often need to look further.
Psychology can be measured in a sense. There are
certain aspects that are different and more complex
than other aspects of psychology.
Parisimony

This simply means that the simplest explanation is often
the best. Therefore, sometimes we think too hard about
something that is simple. As a teacher, when there is a
complex situation I should try to find the easiest and
simplest way of solving the problem because that is
often the best.
 If
there is a situation in my classroom, that
requires me to come up with a solution, how
should I go about doing that?

First, I should look at the situation for what it is.
Ask how important is it? What is the easiest and
best way to solve this problem? What all needs
to be done to solve this problem? After asking
my self these questions than I should be able to
come up with the best solution.
 Theoretical
perspective in which learning
and behavior are described and explained
in terms of stimulus-response
relationships.

Operant Conditioning- Form of learning in which a
response increases the frequency as a result of being
followed by reinforcement.

Punishments/rewards- A positive or negative effect from
the students action or inaction.

Satiation-When the learning ceases to exist, conditioning
does not lead to a response.
Operant Conditioning
I am studying to become a high school Spanish teacher,
therefore, most of my students will be past the Classical
conditioning phase and onto the operant conditioning phase.
Furthermore, I will present two different types of stimuli to
encourage learning.
Punishments and Rewards
In my classroom, the adolescents my need some
encouragement and motivation from time to time.
Therefore, I plan on having different rewards for good
behaviorism as well as punishments for bad behavior.
Satiation
If my students become satiated, I as a teacher, need to find a
new and meaningful way of teaching. This is so my teaching
will become effective and the students will begin to learn and
process the knowledge presented in my classroom.
 What
do I do when the learning in my
classroom is satiated?

Find and create new and fun ways of presenting
the material. Present it in a meaningful way.
Motivate the students with rewards.
 What
do I do as a teacher to motivate my
students learning?




Positive rewards- fiestas, extra credit
Negative rewards- canceling a quiz or test
Positive Punishments- assigning more
homework/quizzes
Negative Punishments-Taking away free time
 Demonstrating
a behavior for another or
observing and imitating another’s
behavior.
 Peer
Model- motivates peers to model after
one another (sex, age, ethnicity, “coolness”).
 Expert
Model- motivates the students to
want to learn from the expert.
 Live/Symbolic
Model- a live model is in the
classroom, and symbolic modeling is done
through the media, TV, or radio.

Peer Modeling


Expert Modeling


Peer models are important in the classroom, because they motivate
other students’ learning. They are also helpful, because when I as the
teacher, is not able to give all of my attention on one students I can
assign pair work and use the more motivated students to help
motivate the others.
I as the teacher, am the expert model in my classroom, because I am
the one who knows and am an expert on the material I am teaching. I
am the one whom explicitly does the teaching.
Live/Symbolic Modeling

When I am a teacher, I am normally going to conduct my classroom and
teach my students through live modeling because I am going to be the
one standing in front of the classroom teaching and delivering the
information. Furthermore, I think that it is important to incorporate
symbolic modeling into the lessons as well. This way the students do
not become too bored with my teaching and their learning does not
become satiated.
 Why

is peer modeling important?
Peer modeling is important because it motivates
the other students to do better or their personal
best in the classroom.
 How
will I incorporate symbolic modeling in
my lessons?

I plan on showing several authentic videos, such
as cinema, TV shows, informational videos etc.

Belief that one is capable of executing certain
behaviors or reaching certain goals.
 Initiation-is
the act of begining and
continuing with our goals.
 Resilience-
is the act of continuing with our
goals even after failure.
 Self
Regulation- is the individual’s control
over his/her own rewards/punishments

Initiation


Resilience


In my classroom, it is important for me to realize that there are all
kinds of different learners. Some who will initiate their learning,
these students are called Master Seeking students and others who will
resist learning, these students are called Performance Avoidance
students.
Master seeking, Mastery Audience, and Performance Seeking are all
students who have goals and want to maintain them, therefore, they
have a high resilience and even after failure they will keep trying to
seek their goals. Although the goals among the different types of
learners are different, they all have a higher sense of resilience.
Performance Avoiders are the students who have to interest or goals to
motivate their school work. As a teacher, these students are going to
be the more difficult to motivate to do well.
Self Regulation

The students who are Performance avoiders are also going to be the
students who do not have control over their rewards and punishments.
These students are also the students who may have little self esteem,
I as an educator need to be aware of my students and how they
perform in class. I need to motive them and be a positive influence on
their educational and social lives.
 How
can I get all of my students to have high
intiation, resilience, and self regulation in
my classroom?

I need to be a positive and motivating factor on
my students lives. I need to try to motivate
them to care about school, and the knowledge
and education it have to offer them. Self esteem
and self concept are both very important factors
involved in this process. Therefore, each student
will be different some more challenging to
motivate than others.
 Memory
is the mental capacity or faculty of
retaining and reviving facts, events,
impressions, etc., or of recalling or
recognizing previous experiences.



Long term Memory- information stored in the brain and
retrievable over a long period of time, often over the
entire life span of the individual
Working Memory-memory for intermediate results that
must be held during thinking; important when you are
learning new material
Meaningful/Rote Learning- refers to the concept that
the learned knowledge (lets say a fact) is fully understood
by the individual and that the individual knows how that
specific fact relates to other stored facts, while rote
learning is a learning technique which avoids
understanding of a subject and instead focuses on
memorization.

Long term Memory


Working Memory


Long term Memory is unlimited, therefore, as a teacher I
should be able to consistently be feeding my students more
knowledge.
During my lessons everyday I teach I am working with my
students working memory. I need to make sure that my lessons
are planned well enough, so that I will have my students
attention so they will be able to input the knowledge.
Meaningful and Rote Learning

In my teaching classes I have taken at UNL, I have learned
about how to teach meaningful learning and to avoid rote
learning. Therefore, I know several techniques to make sure
that my students are gaining and retaining the knowledge that
I am teaching.
 As
a teacher, how will I teach meaningful
learning?

As a teacher, I will create my lessons to engage
my students’ attention. I will not just simply
hand our worksheets and have the students fill in
and hand in the worksheets. To help with the
retention and learning, I will make my students
fun exercises that will help them retain the
information and store it into their long term
memory.
 refers
to
the biological and psychological changes that
occur in human beings between birth and the
end of adolescence, as the individual
progresses from dependency to
increasing autonomy.
Physiomotor-A child learns about itself and the
environment through its reflexes and motor
actions.
 Pre-Operational- Occurs when the children begin
to use language, symbols, and represent objects.
 Concrete Operational- Occurs when the child
becomes able to think abstractly and make
rational judgments
 Formal Operational-Occurs when the child is
capable of hypothetical and deductive
reasoning.

 Concrete

For some of the slower students that I might
have in my classroom in this stage of
development I need to make sure that my
exercises are at a good level of difficulty for my
students, without excluding those that are not as
developed.
 Formal

Operational
Operational
Since I am going to become a Secondary
Education Spanish teacher, most of my students
will be in the formal operational stage of
development.

What are some ways to make sure all of my
students are learning at their development level,
but effectively?

For those who are not quite at the formal operational
stage, I would make sure that I create exercises that
they would be able to complete and comprehend.
Several of the students that are not quite at the
formal operational stage probably have some
disability and therefore, I would also need to talk to
an expert in that area to make sure that my students
are learning effectively. I also need to remember to
challenge those who are at the formal operational
level, so they do not become bored with the class.
 Individual
differences is the psychology
examines how people are similar and how
they differ in their thinking, feeling and
behavior.

Intellectual Disabilities- Is an external problem, these
individuals have a low working memory, familial and
organic problems.

Learning Disabilities- Is an internal problem that is not
related to working memory, ex. Dyslexia

Physical Disabilities- Is an external problem relating to a
physical problem ex. Blindness

Emotional Disabilities- Is an internal problem with
behavior.


For all of my students with disabilities, I will try to incorporate
and make the classroom, as comfortable as possible.
Intellectual Disability


Learning Disability


For these students, I will make sure that they are learning effectively,
and if not I will ask the administration for further guidance or
assistance.
Physical Disability


I will give these students the attention they need. If if requires some
extra assistance or different tests and quizzes, I will provide them for
my students.
For these students, I will set up my classroom in the most appropriate
way for them to be able to learn in the most effective way.
Emotional Disability

For these students, when I see problems in the classroom, such as
disrupting the classroom, I will try and pull them aside and express my
interest in their issues and let them know that I care.
 There
are several different individual
differences that I might encounter as a
teacher, how will I handle this?

As a teacher, I will make several different and
extra exercises, that will be necessary to those
with individual differences. When needed I will
also seek help from my peers or administration
when needed. It is important that I keep in
touch with my students about their issues in the
classroom, as well as issues at home.
 Differences
between individuals backgrounds
and home lives, such as ethnicity, race,
gender etc.



Gender-is the wide set of characteristics that are seen to
distinguish between female and male entities, extending
from one's biological sex to, in humans, one's social
role or gender identity.
Race- usually refers to the categorization of humans
into populations or ancestral groups on the basis of various
sets of heritable characteristics
Socio-Economic Status- is an economic and sociological
combined total measure of a person's work experience and
of an individual's or family’s economic and social position
relative to others, based on income, education,
and occupation.

Gender
 It is important as a teacher, to incorporate all people
effectively. Therefore, when I create my lessons I need to
make sure that I relate to both, males and females in my class.

Race
 Also I need to include all of the races that are in my classroom,
it is important to not exclude any of my students, so that their
learning experience is not inhibited.

Socio-economic Status
 This group difference is the most important difference in
students. The parenting styles are one of the most important
factors in a child’ life. The higher SES parents tend to be
Mission Driven parents, encouraging their children to have
goals and accomplish them. The lower SES parenting style is
commonly called “Gardening” because the parents simply give
their children just enough attention to survive, these students
may need more attention and guidance. I need to be aware of
the students and their home lives in my classroom, so that I
can make the best judgment and be the most helpful and
motivating teacher I can be.
 How
will I try my students who come from a
lower SES home and those that come from a
high SES home?

Well, it is important to realize that just because
some of my students are going to come from a
less nurturing home life than others, that I can’t
just simply along them to disrupt my classroom
and have no punishment. I plan on treating all of
the my students fairly, but in some cases I might
need to take a little extra time to give students
guidance and motivation. My hope is to make
these students feel like they are smart and they
can do anything they put there mind to.
 Task
Analysis is the analysis of how a task is
accomplished, including a detailed
description of both manual and mental
activities, task and element durations, task
frequency, task allocation, task complexity,
environmental conditions, necessary clothing
and equipment, and any other unique factors
involved in or required for one or more
people to perform a given task.

Knowledge- expertise, and skills acquired by a
person through experience or education; the
theoretical or practical understanding of a
subject.

Subject Matter Analysis-is
the examination and evaluation of the subject
matter

High/low level Questioning- asking meaningful
and deeper level thinking questions or asking
memorization and rote learning questions.

Knowledge


Subject Matter Analysis


If becoming a teacher is not a give away for my feeling about
knowledge than I don’t know what would be. Therefore, task
analysis deals with the delivery and retaining of knowledge in
any subject.
Subject Matter Analysis examines the amount of knowledge
that my students have gained from my classroom. I plan on
making sure that my students have accomplished and learned
the knowledge that I have given them, through worksheets,
projects, tests, and quizzes.
High/low level questioning

I will examine their knowledge and subject matter analysis
through higher level questioning and by avoiding lower level
questions. It is important to ask questions and instruct the
classroom with an objective, so that the students will be able
to apply the subject and relate it to their lives.
How will I know how to make the questions
and subject material meaningful learning?
I will make it meaningful learning by making
sure that there is a objective and a task that
they can accomplish through these
objectives.
How will I make sure that my students are able
to apply their knowledge from my class to
their real life?

I will do this by taking them on field trips to
different Spanish speaking places and have them
apply their language skills they have learned in
my classroom.
 Assessment
shows what a student knows and
what they can do with the knowledge gained
in the classroom.
 Direct
Instruction- directing and teaching the
class exacting what the teacher wants them
to be learning, there is little room for
imagination.
 Discovery Learning- is learning through
discovery, discovering the material on one’s
own, it can sometimes be considered self
taught.
 Mastery Learning- is learning that
accomplishes a result, the student is
considered a master at the topic or subject

Direct Instruction and Discovery Learning


In my methods class, we often talk about both direct
instruction and discovery learning. In this my both
are considered important while learning a language.
When we learned our first language it was all learned
through discovery learning. In fact, in my methods
class we are supposed to do a little direct instruction
as possible. I plan on teaching with both, because
solely discovery learning is just too difficult.
Mastery Learning

Through both of my instruction methods, direct and
discovery, I hope and plan that my students will
become a master of the language of Spanish and be
able to communicate it well, as well as the concepts.
How do I plan on making sure that by teaching
some discovery learning that my students do not
get lost?

I plan teaching my students through meaningful
discovery learning, this means that after the initial
discovery of the concept, they are to apply it to
something meaningful so that they retain and
understand the knowledge.
How can I make sure my students are becoming
a master at the subject matter?
This is done through assessment, by assessing my
students knowledge often enough, so that I am
updated on their progress, through tests, quizzes, and
homework.
 Topics
Covered throughout my Application:
Educational Psychology as a Science
 Behaviorism
 Modeling
 Self Efficacy
 Memory
 Development
 Individual Differences
 Group Differences
 Task Analysis
 Assessment

 Throughout,
my application I have discussed
how I plan on incorporating all that I have
learned in EDPS 457 into my classroom. All
of the topics have been important to
understanding adolescent psychology and as
a future teacher, I am now aware of several
topics and issues that I was not before.