Ellie Haskell ed psych

What I have observed in my observations is that my coop teacher helps her students' learning through the sensory memory , working memory , and long term memory . She first writes things on the board while she talks about them which uses the iconic memory and echoic memory . She also gets students attention by telling them certain things will be on a test which falls under focused attention . She pauses after questions so that more students start paying attention when it is quiet and allows them time to think about the answer ( wait time ). She also does a hand clapping pattern that students have to repeat which makes them pay attention ( stimulus attention ). Her class room is very clean and organized to help the cognitive arousal . All of this together helps to move the memories from sensory to working memory.   In working memory the teacher since the teacher presents the information both verbally and audially it activates the executive function which helps students to

In the class that I observe I haven't seen a whole lot of constructivism . In the math class the teacher does use spiral curriculum . She covers material they have learned the year before and goes into it more deeply or builds upon previous concepts learned. She does focus more on the symbolic processing in her math classes. She does include some iconic and enactive processing by having students play with ideas about statistics and she also uses pictures of graphs to explain what the equation is doing.    She did have an authentic activity that I observed. She was trying to help her students understand adding and multiplying exponents. She created a math maze where there were 12 multiple choice questions posted around the classroom. Students chose the answer they thought was right and that one told them the next one to go to. If they went through all 12 questions then each answer they chose was right. If they somehow got a question twice then they had to review which one they

From what I noticed in my observations about the teacher is that she likes to use Vygotsky's sociocultural theory . In her Stats 1040 class she asks that her students read the chapter, that she covering in class, before they discuss it. If other students in the class didn't read the chapter she would differentiate by letting the kids teach the students, who didn't read the chapter, what they learned using assisted learning .  She then has them write down what they think is important and what questions they still have. This would help prepare the students for the lesson and help them internalize important topics from the lesson. She would then ask them in class what they thought were important and talk to them about questions they had about the chapter using cultural tools to help bridge the gap of what they read to the application process. They would then work on a worksheet that was in their ZPD . They would work on it alone for a little while the teach was scaffolding ,

This week when I went to my observation class I noticed that the students in a little bit in all the levels of Kohlberg's level of moral development . I heard some seniors in her STATS 1040 class asking if scores were going to be out up soon so that they could show their parents their current grade in the class. They might have done this in fear of punishment if they didn't do well which would be stage 1 in pre-conventional.  They might also being doing their homework and wanting good scores because they want to be seen as the good girl/boy in class. This is the Conventional level stage 3. I have also seen the students complain about homework because they feel that there is nothing in it for them which would be the Pre-Conventional stage 2 . The teacher then tells them that if they don't practice they won't know the steps and how to do the problems. They also would not succeed on the test. The teacher also does not dock off points when the students turn in late work. T

From what I have seen in the classroom the teacher I work with does a lot of extrinsic motivation . She offers candy to them if they get right answers or to get them to answer her questions or go to the board at school. I have also seen her use of the Self-Determination Theory . Every time she creates scenarios that involve the students so that they have fun. She also greets them at the door and talks to them before and after class about their lives. That creates the sense of belonging . She challenges students by asking hard homework or assigning questions for them to look over at home to see if they can solve them before they are taught how to do that. This uses competence . She also has allowed them to choose when the homework should be due for that lesson. (Autonomy) I also noticed that she makes sure the first four bases Maslow's needs hierarchy are met. The deficiency needs . One student has been working late nights at his job to help his family out. He then fell asleep in

I loved to learn about assessment and seeing it being applied in the class that I am observing. I didnt get the opportunity to talk to my coop teacher about assessment yet and what she likes to do but I can tell you what I have noticed. I saw that the teacher used a lot of formative assessment . She did it informally as she walked around as asked each student if they had a question or why they thought that was the answer. She also asked if they felt good about the subject and what they felt like they needed help on. She also got to assess them formally . She did a quiz one morning about the items that they have been reviewing. She did this to make sure that everyone was on the same page and to see if she could move on to the next topic. The quiz was more of a traditional assessment . I did some bias in the quiz assessment. She decided to do the quiz online through canvas. Each student is suppose to have a chrome book to enter canvas, but some students were not allowed a chrome boo