M. Nelson - Ed Psych, EDSC 3000

My lesson did help with the students metacognitive skills, but in the future, I'd focus more on it. I think I should have helped the students make more of a metacognitive connection. I did review the daily objective with the students, but in hindsight, I think I would have put more emphasis on it throughout the lesson--to connect the students' analysis and learning to what I had written on the board. I think that would have helped them understand how to use the tools the teacher provides, like objectives and focus attention words , (from Info Processing Unit). I could have helped them monitor their own learning by using co-regulation and shared-regulation strategies. I would have them ask their groups and peers if they could answer the "objective" question. There were a few students who felt overwhelmed with the secondary sources. Although these sources were at an appropriate level for most  students, a few that struggle with reading needed some help. I could have

Identify the learning theory (modern constructivism, information processing, social learning theory, behaviorism) that will most heavily influence your lesson (or most heavily influenced your lesson looking back). Use and  underline vocabulary  from the theory to describe how you plan to implement the theory in your lesson (or how you implemented the theory in your lesson looking back), providing specific examples for each term used.  Cite research written by key theorists  (e.g. Vygotsky, Bruner, Dewey, Bandura, Atkins & Shiffrin, Skinner, etc.)  in these areas to justify your plan. Constructivism is the learning theory that most influenced my unit lesson. I used guided discovery and a complex learning environment ( problem-based learning  and  cooperative learning)  to facilitate the learning process. Rather than lecturing, I posed the question about how the Founding Fathers could unite the north and the south with a new government. "How would the Founding Fathers solve

How does the teacher work with the students' information processing systems to promote learning? For example, how does the teacher focus students' attention, help them rehearse new information, and encourage them to encode and transfer information? Evaluate the teacher's use of wait time as part of this process. Cite specific examples and b e su re to  underline the concept's vocabulary  in your response. (Use your study guide as you go!) One way I've noticed that my cooperating teacher helps encode and transfer information to long-term memory  is through repetition, but not in the traditional boring way. She uses a variety of methods through which the repetition seems to build on basic knowledge. For example, after a brief lecture, instruction, or review of reading material, she'll have the students make a list of terminology, names, or ideas that they can think of from what they just learned. She does this in different ways (games, list making, group work, e

Which of Erikson's psychosocial crises are the children in the class facing (may be more than one)? Which of Marcia's identity states seem(s) to be most prevalent? What specific  teacher behaviors  do you observe that either help or hinder the students to successfully navigate this crisis?  What more could or should be done?   Be su re to  underline the concept's vocabulary  in your response. (Use your study guide as you go!) I have recognized some visible instances of students facing psychosocial crises in the classroom. The one that is most noticeable is industry vs. inferiority . There are a few students who seems to lack the confidence to attempt some projects and assignments that are otherwise age appropriate. One specifically asks for help repeatedly, even on fairly simple tasks, and another student is missing a lot of assignments because he just hasn't done them. I haven't spoken directly to the student, but I get the impression that he is overwhelmed with