Educational Psychology - Erin Hendricks

MODULE FOUR Concept One: Worked Examples Summary:      Chapter Nine focuses on complex cognitive processes, and worked examples fall under the category of problem solving as a way to help students learn in an area where they might not have much experience.  According to Woolfolk, these worked examples are typically preceded by a “think-aloud”, in which a teacher demonstrates exactly how to solve a problem (pg. 355). Then, the students are provided with worked examples, problems that have already been solved.  However, there can also be some issues as they can cause problems with students who are already familiar with the subject, or if students don’t actively engage with the material (pg. 356). Reflection:      My clearest memory of seeing worked examples involves math class, which, just as Woolfolk suggested, appeared in the early stages of learning.  I remember seeing them in geometry, because we would have to learn how to calculate distanc...

  The following transcript is an interview with my high school history teacher. I would also like to note that he apologized for swearing. Q: How long have you been teaching? A: I have been teaching for twenty three years--a long time, a very, very long time.  Q: Do you have a classroom management philosophy? A: Absolutely! I think when it comes to classroom management there’s a couple of things. One is the golden rule always applies, do unto others. The other thing is that if you’re up front and honest with students about your rules on the first day and establish them, and have continuity and fairness, you should be good.        The other thing too is that if you make the lessons good and get them engaged, we don't have to worry so much about classroom management.  Let me tell you right now post COVID we have freshmen now who are like seventh graders.  We really have to focus on the basics of classroom management.  Be upfront! “Here's w...

  MODULE THREE Concept One: Consequences Summary:      Chapter seven deals with behavior, and a rather large portion of it covers the types of consequences that one might give out in a classroom.  Consequences can be positive and negative and can either strengthen or weaken behavior.  One way this can be done is through reinforcement, as seen on page 267.  Woolfolk provides an example of a student who is continually sent to the principal’s office for misbehaving.  Although that might seem like something you personally wouldn’t want to do, it is reinforcing the behavior.  Another consequence is punishment, which is designed to decrease behavior.  However, it is similar to reinforcement in that what works for one student may not for another. Reflection:      This section had me reflect more on the types of consequences I faced in school (both positive and negative).  I usually associate the word ‘consequence’ with...

  MODULE TWO Concept One: Learning Styles Summary      In chapter four, Woolfolk discusses intelligence.  One of the major points in the chapter is about learning styles, and how educators should use caution when using them.  Woolfolk states that “...learning preferences is a more accurate label because most of the research describes preferences for a particular learning style…”.  She then goes on to prove her point by providing examples of studies in which learning style had no impact on how a student learned.  On pages 139 and 140, a situation is described in which college students were able to identify their chosen learning style and used that in the classroom.  It had no impact on learning. Reflection      The idea that learning styles have not been proven to be an effective method of improving learning stuck out to me simply because I have always been taught that it did.  I remember taking tests in school des...

  MODULE ONE Concept One: Expectations Summary      Chapter one covers a lot about the role of the teacher in the classroom and what a major impact they can have on the lives of their students.  Woolfolk goes into detail about some of the expectations that have been set for teachers over the years and talks about the high standards that they are held to.  For example, on page six, she discusses at length the No Child Left Behind Act (NCLB), and its successor, the Every Student Succeeds Act (ESSA).  Both expect students to meet certain proficiency levels, although they have different outcomes if these are not met.  According to page six, under NCLB, “if a school underperformed for 5 years, federal money could be taken away, teachers and principals could be fired, and schools could be converted to charter schools or closed”.   Reflection      This section had me thinking a lot about the role that testing plays.  W...