Educational Psychology 2020

Summary: In chapter 9, Woolfolk discusses different learning strategies. The specific learning strategy I chose to focus on for this particular chapter was "reading strategies". Learning how to read effectively is significant for a student's educational advancement. On page 350, Woolfolk implements an effective reading strategy that can be used for any grade level above the elementary school, this strategy is "Reads", which stands for:  R  Review heading and subheading E Examine boldface words A Ask, "What do I expect to learn?"  D Do it- Read! S Summarize in your own words Reflection: Comprehending literature is extremely important. In order, for students to read effectively, they need to able to have a strategy when reading. I personally do not use the "READS" strategy, however, this specific strategy seems adequate to help students attain as much information as possible. This strategy is brief and easy to understand, therefore, easy to hel...

Summary      Unfortunately, I did not hear back from a teacher, so instead, I interviewed my friend Cristina, who recently graduated and earned a degree in Educational Studies and Psychology. I presented questions about her educational experiences as a student, and about her experiences working with students for her internship. My friend was able to provide insightful information about classroom management strategies used by teachers throughout her educational career. The questions I provided included, "What classroom strategy do you remember not being effective? What things do you wish your teacher knew about you? What would help them? ". Through this interview, I was able to make connections between what I learned from my friend Cristina's educational experiences, and the content from Woolfolk (chapter 7 and 13).  Reflection      In chapter 7, Woolfolk discusses the topic of reinforcing with teacher attention. On page 273, Woolfolk stated, “Many psyc...

Summary:  In chapter 7, Woolfolk discusses the phenomenon of understanding learning. On page 262, Woolfolk states, "In the Broadest sense, learning occurs when experience (including practice) causes a relatively permanent change in an individual's knowledge, behavior, or potential for behavior. The change may be deliberate or unintentional, for better or worse, correct or incorrect, and conscious or unconscious". This example shows that learning is not always intentional. In other words, we do not endeavor new ways of learning and disapprove of old ones; everything just seems to happen that way.  Reflection:  As a professional educator, it is important to note that learning is not always what it seems. Learning can be interpreted in different ways. For example, as a student, I might think that I have learned how to do a specific math problem, but in reality that might not be the case if I got the problem incorrectly. In this scenario, I might think that I have learned how...

Summary: In chapter 4, Woolfolk discusses the topic of the value of considering learning styles. On page 139, Woolfolk stated, " First, by helping students think about how they can learn, you can develop thoughtful self-monitoring and self-awareness. Second, looking at individual students' approaches to learning might help teachers appreciate, accept, and accommodate student differences and differentiate instruction". According to Woolfolks' statement, it is important that teachers know how to incorporate different learning styles to help their students reach their full potential.  Reflection: This topic is important because not all students learn the same, so teachers need to be ready to incorporate different learning styles to help their students succeed. On page 140, Woolfolk states, " A student might have a preference for learning with pictures, but the low spatial ability can make using pictures for learning less effective. In other words, teachers need to h...

Summary In chapter 1, Woolfolk addressed the topic of effective teaching. On page 5, Woolfolk stated...," Teachers with a high sense of efficacy work harder and persist longer even when students are difficult to teach, in part because these teachers believe in themselves and in their students. Also, they are less likely to experience burnout and are more likely satisfied with their jobs". According to Woolfolk, teachers who have a high sense of success not only work harder but enjoy actually enjoy their job and avoid experiencing burnout. In all, this what really helps a teacher become more effective even if they encounter students who are difficult to teach.  Reflection I thought it was interesting when Woolfolk deliberated how teachers with a high sense of efficacy work harder and persist longer even when students are difficult to teach. From previous field experience, I noticed that some teachers with a low sense of success work poorly with their students and even have tro...