Running head: EDUC 613 Course Reflection

EDUC 613 Course Reflection

Tracey C. Brown Rice

George Mason University

December 16, 2016

Entering EDUC 613, I had a strong sense of my learner-centered teaching, so I

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thought I did. I believed that by building self-efficacy and trust, it is then that the

academics will come. In other words, by first building a strong and meaningful

relationship with my students, their academic achievements will greatly increase as a

direct result. Though I still find this true, I got to learn more of the why- why my

reflective, ever-changing philosophy still holds true.

When completing my case student, I was able to explore my students

cognitive and metacognitive abilities. During my observation, I was reminded by Dweck

(2006) that Test scores and past achievements tell you where a student is, but they

dont tell you where a student could end up (Dweck, 2006). This helped me pay attention

to my quantitative and qualitative data collection balance. And in turn, this cased me to

backpedal to effort, a precursor to self-efficacy. Effort isa major indicator of

motivation to learn (APA, 1997). Now knowing this, more attention is given to me

teaching with the kids opposed to to them. As it relates to teamwork, Joseph (2010)

states, Successful students at all grade levels are self-regulated learners who assess their

knowledge and examine their cognitive processes, abilities that become more important

as students move from elementary to middle and high school (p. 100). I have learned

how to better draw my students into my focus lessons and become more of a facilitator,

helping them identify and develop strategies by feeding off of each other in efforts to

build stronger problem solvers.

With these processes of learning influences, I too saw how the developmental

and social aspects of learning impact ones academics. At the beginning of this current

school year (2016-17), I would provide options for my students to complete their focus

lesson practice either independently or with a buddy. Now, my provided options have

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more grit in that students can either work with a buddy or in a small group of 3-4 peers.

According to social learning theory, learning is facilitated by observation and interactions

with others (Hoppitt & Laland, 2013). When in a social influence situation, we copy

others and begin to develop skills and assimilate new information without realizing it,

thus implicit learning occurs (Hattie & Yates, 2014, p. 137). As one result, test taking and

demonstrating their knowledge comes natural to my students. Less anxiety is exhibited

when informing my students about a test, either in advanced or the day of.

My students have really built (and continue to build) up their I can do it

attitudes. They continue to increase their trust placed in their abilities to take in and

demonstrate their learning. As a direct result, all of my students are academically soaring

and maximizing their learning time!

References

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American Psychological Association (1997). Learner-centered psychological principles:

A framework for school reform & redesign. Washington, DC.

Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Ballantine

Books.

Hattie, J. & Yates, G. (2014). Visible learning and the science of how we

learn. New York,NY:BasicBooks.

Hoppitt, W & Laland, K. (2013). Social learning: An introduction to

mechanisms,

methods, and models. Princeton,NJ:PrincetonPressUniversity.

Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to

develop strategic learning skills. Preventing School Failure, 54(2), 99-103.