B Pasquale Ed Psych

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.         My cooperating teacher focuses students' attention in many ways. One strategy she uses to target stimulus-driven attention is playing music during work time.While the students work on an assignment or are taking notes, the teacher will play one full song, and when the song ends, the teacher moves on with the lesson or activity. I have noticed that the students stay on task because they know that as soon as the music is over, they have to be ready for the next part of the lesson. Another strategy my cooperating teacher uses to target controlled attention is saying, "You need to know this for the test!" anytime an important concept would be di...

        I believe the majority of students are dealing with an identity vs role confusion crisis. They are all right at the age where they are trying to figure out who they are and what their role in this life is. I think the identity state from Marcia that is most prevalent for the students I have been observing would be the identity foreclosure state. I have noticed how alike a lot of the students are.       I feel like in this day and age the students are highly influenced by what they see on social media, in movies, tv shows, peers, etc. and because of the influences and expectations of the world, the children are prematurely committing to be somebody they're not. All the girls dress very similarly and are interested in all the same, material, things. There is not a lot of originality or uniqueness anymore.         The article on https://www.verywell.com/identity-versus-confusion-2795735 says, ...

What evidence do you see of specific  teacher behaviors  that are geared toward Vygotsky's theories of cognitive development? Cite specific examples and make clear connection to Vygotsky's work.  Be thorough in your coverage of the theory , addressing multiple concepts to demonstrate your understanding.  Be su re to  underline the concept's vocabulary  in your response. Many teachers agree more with Vygotsky's theory and beliefs more than they do with any other theorist. It can be somewhat why more teachers can relate to Vygotsky’s theory. This theory says that social interaction is a very important part of cognitive development.  In any society and any real life situation, people are expected to act a certain way and follow the rules whether those rules are written out or just unspoken and assumed. These are the norms of society that we follow. We develop accordingly around those rules. In its most simple terms, a classroom is like a society cond...

At which of Kohlberg's levels of moral development are the students in your class functioning? Cite specific evidence and explain your reasoning for selecting these levels. What did the teacher do, or what  might  be done, to help the students advance to higher levels  with regard to the examples you supplied above ?  Be su re to  underline the concept's vocabulary  in your response. I think that the students in the class I am observing are functioning at the Conventional Reasoning stage; Stage 3: Good boy/Good Girl. Just referring back to the example of the journal question on egocentrism that my cooperating teacher asked the class to engage in discussion about. I think the students that chose to not participate in the discussion were worried about saying something that would be disapproved or rejected by the rest of the class. It's also unknown as to whether or not the students who did choose to share actually shared what they initially...

Piaget What evidence do you see of specific teacher behaviors that are geared toward Piaget's theories about cognitive development? Cite specific examples and make clear connection to Piaget's work. Be thorough in your coverage of the theory, addressing multiple concepts (e.g., stage(s) of development, process of adaptation/equilibration) to demonstrate your understanding. Be sure to include a reference in your response. My cooperating teacher provided the students with a journal question about egocentrism. The question was, "Is my life fair?" The students then engaged in a class discussion about what they wrote down. She did not force any students to share but the ones who were comfortable enough to share, did.  We recognized that the majority of the students are in Stage 2: Pre operational of Piaget's stages. We came to that realization right off the bat with the lack of conversation being had when she asked the students t...

During my field experiences I have observed that school/teachers work to motivate their students to the best of the abilities. One form of motivation the school I have been conducting observations at is an attendance competition. The 7th, 8th, and 9th graders at this particular school are all competing with one another for an activity/prize at the end of each term. Whatever grade has the best attendance at the end of each term gets the prize. This term the winning grade will be taken to a movie. In Maslow’s Hierarchy of Needs two portions of the hierarchy are esteem and love/belonging. These two portions of the hierarchy are shown in the school’s motivation system in the regard that many students work to achieve their grade’s goal because they want to feel accepted and loved. If they have been recognized in doing something good they are more likely to do it again, and positive recognition will lead to higher self-esteem.