EDUC 250 EDUCATIONAL

PSYCHOLOGY GROUP PROJECT

Theme: Classroom Community
Grade Level: 2nd Grade
December 11th, 2014

Presented By:
Molly, Jessica, Bill, Abby, and Lainey

CHAPTER 2 MOLLY TOOMEY

Much of human learning involves a process of
actively constructing knowledge.
Human memory is a complex, multifaceted
information processing system that is, to a
considerable degree, under learners control.
Learners dont remember everything they learn,
and sometimes they misremember what theyve
learned.
Effective teachers help students mentally process
new information and skills in ways that facilitate
long-term memory storage and retrieval.

LEARNING IN CONTEXT
Immediate Stimuli as Context
Some stimuli tend to elicit certain kinds of behaviors
Antecedent stimuli- Stimuli that precede and evoke a particular response
Learners are more like to acquire behaviors that lead to a DESIRED consequence.
Learners are also likely to acquire behaviors that help them avoid or escape unpleasant
circumstances.
Learners tend to steer clear of behaviors that lead to unpleasant consequences.
Learners acquire many behaviors by observing other peoples actions
Learners learn what behaviors are acceptable and effective by observing what happens to
people whom they perceive to be similar to themselves.
Social Interaction as Context
Learners co-construct new understanding with more experienced individuals and with peers
who have ability levels similar to their own.
Others sometimes provide the support learners need to take on challenging new tasks.
Culture as Context
Any Cultural group encourages and models certain behaviors and actively discourages certain
other behaviors.
Every culture instills certain worldviews that color peoples interpretations of events.
Inconsistencies between home and school cultures can interfere with school learning and
performance.
Society as Context
Any large society has multiple layers that all affect childrens learning and development either
directly or indirectly
Different members of a society have different specialties, and they call on one anothers areas
of expertise as needed.
In most situations some society members have greater access to the societys resources than
others do.
Technology and Media as Context
Cell phone technology enables people to communicate quickly over great distances

COMPLEX COGNITIVE PROCESSES

Metacognition
Thinking about thinking
Some effective study strategies are easily seen in learners behaviors
Strategies are effective only to the extent that they involve productive cognitive processes
Metacognitive knowledge and skills gradually improve with age.
Self Regulation
These learners establish goals and plan actions accordingly
These learners control and monitor their processes and prgeres during a learning task.
These learners monitor and try to control their motivation and emotions.
Seek assistance when needed, self impose consequesnces for their performance, and evaluate
the final outcomes of their efforts.
Transfer
Using and applying elsewhere later
Meaningful learning and conceptual understanding increase the probability of transfer
General principles are more easily transferred than discrete facts
Learning strategiews and general beliefs and attitudes can also transfer to new situations
Transfer increases when the learning environment encourages it.
Problem Solving and Creativity
The depth of learners knowledge influences their ability to solve problems and think creatively
Both vonvergent and divergent thinking are constrained by working memory cpapcity
Effective problem solving and creativity are partly metacognitive activities
Critical Thinking
Critical thinking requires sophisticated epistemic beliefs
Critical thinking is a disposition as much as a cognitive process

Motivation, affect, and learning

always go hand in hand with
each playing a crucial role in the
development of the others. We
can get a big-picture view of the
interplay among motivation, affect
and learning.
Motivation is an intention to
condition that energizes, directs,
and sustains behavior. The
specific nature of students
motives can impact their
behavioral, cognitive, and
emotional engagement in the
classroom activities. Motivation is
influenced by internal factors,
such as by students basic
psychological needs.

Ultimately, intelligent behavior depends not only on students thought process but also on supportive
contexts in which students work. Therefore, rather than asking the question, How intelligent are my
students? teachers should instead ask themselves, How can I help my students think as intelligently as
they can? What physical and cognitive tools and what social support systems can I provide.

CHAPTER 7
BY: ABBY THOME

Childrens behaviors are the result of heredity and

environmental factors. As they grow older they begin to gain
a sense of self and an understanding of who they are as
people based off of their prior failures and successes, as well
as the behaviors of others around them.
Children form friendships that grow throughout their school
years. Some children however, are constantly rejected by
their peers and require teacher support and guidance.
Some children have difficulty interpreting social cues and may
lack effective social skills . This can lead to aggression and
negative behavior, and even lead to bullying.
Teachers need to accommodate individual differences in
students personalities and temperaments. This helps them
gain a strong sense of self and promotes moral and social
development.

CHAPTER 8
BY: ABBY THOME

Teachers need to plan their instruction in advance and

make sure to clearly identify what they want their
students to learn. The learning goals and objectives
must be properly aligned with the academic standards.
Instruction can be effective when it is teacher-directed
or learner-directed. The teacher-directed instruction is
most effective when it promotes cognitive processes
and captures the students attention. Learner-directed
instruction is most useful when topics and tasks lead to
multiple perspectives, creating an environment that will
promote self-regulating behavior.
Teachers must keep in mind that different instructional
strategies and goals will be vary for each individual
student.

CHAPTER 9

STRATEGIES FOR CREATING AN EFFECTIVE

CLASSROOM ENVIRONMENT
Create a classroom
environment that is caring
and respectful.
Students should be focused on
learning.
Interventions should be
adapted to the
circumstances of the
students development.

Teachers should form good

relationships with coworkers, outside agencies,
and parents

oTeachers must have a discipline

policy or plan to us in order to
manage misbehavior in the
classroom.
oStrategies to manage
misbehavior include: cueing the
student, ignoring the behavior,
discussing the problem with the
student, promoting selfregulation, punishment, and
conferring with parents.
oCreate classroom that
promotes support, safety, and
respect for others.

CHAPTER 10
ASSESSMENT STRATEGIES

Informal Assessment include

students verbal and
nonverbal behaviors that
show a consistent pattern
overtime

Formal Assessment needs to

be carefully designed and
led to make sure the results
achieve the objective

Assessments need to be
reliable, valid, and practical.

Formative assessment is an
ongoing assessment. It is to
facilitate students learning.
Examples include
performance observation,
drawing a map or etc.

Summative assessment is
the final procedure used to
determine whether the
students understand the
content area. Examples
include standardized test
and portfolios.