Psychological Foundations of Education
ED 601
Overall Course Reflection
In ED 601, Psychological Foundations in Education, we discussed how the brain functions, different learning theories and theorists, and how we can use these ideas to improve our lessons and teaching. One of the main things that we did in this class was discuss ideas from our textbook, “Educational Psychology”, by Anita Woolfolk. I was very lucky my group had 3 math educators, something that doesn’t often happen, so we could spend more of time discussing exactly how these ideas show up in mathematics education. We were able to share examples, brainstorm strategies, and consider challenges that are unique to math.
Beyond just theory, we were tasked with thinking about our school and social contexts. We then explored and reflected on how those factors can shape not only our teaching styles but will also influence the learning by our students. I chose artifacts that clearly demonstrated the major ideas of this course—our own contexts, memory and the brain, and learning differences. We took those ideas and connected them to a lesson, developing and improving the lesson based on learning theories and evidence. Having taken this course, I feel that I have a deeper understanding of educational psychology. Additionally, I have gained many practical tools that I have used to enhance my teaching.
Course Artifacts
Cognition, Memory, and Construction Video
For my first artifact, I chose my video on Cognition, Memory, and Constructivism. I chose this artifact because it showcased my knowledge of cognition and memory and its application to my teaching. I also examined how I use this knowledge of memory and cognition to design effective learning experiences. This video begins by discussing how students use their working memory when learning about systems of equations by using a graphic organizer that I created. Following this, I discuss how teachers can help the memory process when learning new information. I expanded this idea to social constructivism, and reflected on how I could continue to grow my lessons on systems of equations by constructivist ideas like jigsaws and the zone of proximal development.
(Creation time: 2.5 hours)
School and Social Context Report
For this artifact, I chose my paper on School and Social Context. Part 1 of this artifact begins by discussing myself—things like where and with who I grew up, my family, and my education journey. The second part of my paper discusses who and where I teach, and how my high school experience differ from those of my students. In part 3, I rate myself and my teaching practices in different clusters including clarity and accuracy, learning environment, and intellectual engagement. I chose this artifact because I feel that it encapsulates a very important part of this course—in order to understand our students, we need to understand how our own experiences can affect them. Additionally, our students’ cultural factors shape and influence how instruction is delivered and understood.
(Creation time: 1.5 hours)
Learning Differences and Motivations to Learn
For my 3rd artifact, I have chosen my presentation on Learning Differences and Motivations to Learn. This video was created as a response to watching Rick Lavoie’s F.A.T. City Workshop: How Difficult Can This Be? and Uta Frith discussing the Theory of Mind. My reflections from the first video talk about my thoughts on processing load, perception and learning styles from both Lavoie’s video and from reading Anita Woolfolk’s textbook on Educational Psychology, and how this related to students with Specific Learning Disabilities in the classroom. Watching the adults in Lavoie’s study reminded me how it can feel being a student that doesn’t understand right away. It also reinforces the importance of slowing down the instructional pace, letting students know when they might be called on, and provides more guidance in how I approach a lesson considering these things. The second video discussed the theory of mind and how we are able to understand how others think and feel. I also talked about differences such as physical development, learning styles and multiple intelligences. I included this artifact because being aware of all types of learners in our classroom is vital to being able to teach students. It has changed the way that I deliver verbal instructions and approach lectures.
(Creation time: 4 hours)
Instruction and Assessment Critique
For this artifact, I have chosen the video of me talking through my Instruction and Assessment Critique on my current lesson on Histograms, in addition to the related document. I have included this artifact, because it shows essential learning from this course. For this assignment, we were tasked with analyzing a current lesson plan and looking at different components and then improving on those based on our learning from ED 601, specifically talking about learning theories and how to improve the lesson based on different theorists. In this lesson, I addressed different aspects such as constructivist learning and direct instruction, how metacognition plays a role, and how students are engaged in their own learning. Additionally, in my reflection, I discuss how I feel my strengths and weaknesses in my practices relate to education psychology ideals.
(Creation time: 2 hours)