Educational Psychology

Module 4: What is Metacognition, Learning Strategies, and Teaching for Transfer. Concept 1: What is Metacognition? Summary: Woolfolk defines metacognition as knowledge and skills. Knowledge about our own information-processing capabilities, the thinking and learning tasks we face, and the strategies needed. (Woolfolk, page 340). Reflection: I believe we start using metacognition at a young age but we just don't know it yet and at the time we didn't know the correct way to define it. Even now as adults, we use our metacognitive abilities when it comes to reading a book. Part of our metacognitive ability is to have the knowledge on when to skim over the text our read it carefully, know what time of day you are most productive, deciding where to focus attention, determining if you understood what you just read, determining if you have study enough for a test, deciding to get help among many other things (Woolfolk, page 341). The point being is that all of us have these a...

Summary: So I decided to have a sit down with a childhood friend that is a high school P.E. and health teacher. The reason I decided to interview my friend is that I knew he would give me great insight on what to expect as a future P.E. teacher and also it would be pretty easy to talk to him about this. I wanted it to be somewhat of a formal/ informal type of conversation as if we were just hanging out, enjoying a few, and exchanging questions and ideas. Reflection: While talking with my friend and giving him different questions to answer, I wasn't that bit of surprised by his responses. I feel as though we have seen similar situations (minus the whole a student leaving the middle of class to want to find him and get confrontational) I haven't had that yet and hopefully I never will. Listening to him explain how he has handled students that have been confrontational or might be disruptive was very interesting to me. Because let's be honest, none of us ever want to ...

Module 3: Environmental Influences, The Goal of Classroom Management, and Rules for Secondary School Concept 1: Environmental Influences Summary: In this section Woolfolk talks about behavior is a simple word for what a person does in a particular situation. We may think of behavior as a set of environmental influences by antecedents and consequences. The events that precede action and events that follow an action (Woolfolk, pg 267). Reflection: I would have to agree with Woolfolk on her outlook on behavior and how there are environmental influences that lead up to student behavior issues (Woolfolk, pg 267). Through my experiences as a Teacher's Assistant I have seen many times of students being disruptive in class first thing in the morning. The reason I mention morning is that when I had left that student at the end of the day to go home, their behavior was very good and they were having a great day. It wasn't until I had talked with their case manager and social work...

Concept 1: Students with Seizure Disorders (Epilepsy) Summary: In chapter 4 Woolfolk talks about a seizure is a cluster of behaviors that occurs in response to abnormal neurochemical activities in the brain according to (Hardman, 2014). Actual epilepsy is a spectrum of brain disorders so at times you will see the term epilepsies. People that have epilepsy have recurrent seizures, but not all seizures are the result of epilepsy. Seizures can take on many forms and are different in regards to length, frequency, and the types of movements involved but the two main types of seizures are Focal and Generalized . According to the National Institute of Neurological Disorders and Strokes, a focal seizure originates in one area of the brain and maybe conscious and may experience many different types of feelings. The type of body movement in a focal seizure is mostly in one area of the body. The individual experiencing the seizure might be in a dreamlike state and display repeated movements su...

Module 1: Understanding if Teachers Make A Difference, Educational Psychology, ZPD, and Moral vs Conventional Domains Do Teachers Make a Difference? There are many children in the United States that are growing up in poverty-stricken areas. There have been statistics that many researchers believed for a while that money and social status, not teachers were the major factors determining what students learned in the classroom (Woolfolk, pg 7). There were a lot of teachers who refused to accept these claims that teachers were powerless in the face of poverty and societal problems. In 2001 (Hamre and Pianta) there was a study done that monitored all children from kindergarten and continued all the way through eighth grade. Researchers had concluded that the teacher-student relationship was a big factor in a number of academic and behavioral outcomes, primarily students with behavioral problems. They took into consideration gender, ethnicity, cognitive ability, and behavior the relation...