EDC 312 RDG1 (1)

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University of Rhode Island *

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312

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Sociology

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Apr 3, 2024

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docx

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Uploaded by JudgeHerringMaster411

EDC 312 Reading Guide 1 (Chapter 1): Part A: Thinking About Your Personal Experiences and Knowledge Landscape Complete the following 3-2-1 3 Things You Hope to Get Out of This Class 1. I hope to gain a better understanding of how to teach students in a way that positively motivates them to continue learning and growing 2. I hope to by the end be able to construct a well thought out and effective lesson plan 3. I hope to better discover if teaching is the path that I want to follow. As of right now I am an education minor and I may look into making it a major. 2 Concerns or “Wonderings” You Have 1. I am concerned with the amount of work it might be. I have an incredibly packed schedule. I am currently in Macbeth here at URI which takes up all my time in the evenings as rehearsals are from 6-10 pm every night and my time between classes is very limited. However I am determined to balance my work as best I can. 2. I wonder how much of a time commitment outside of class this course will be 1 Question 1. Are there any presentations in the class? Part B: Educational Psychology Chapter 1 Type your responses to the following questions while reading the assigned chapter or soon after. Be sure to use textbook-specific vocabulary terms and concepts because multiple-choice questions will draw on these terms and teacher candidates need to know these terms in both practice and on licensure exams. The three criteria for exemplary reading guides are: Chapter- specific content, personal connections, and academic writing.

Objective 1.1: Effective teachers continually work to enhance their professional knowledge and skills… 1. What strategies does the textbook suggest for teachers or educators to use over time to develop their knowledge for teaching? To develop their knowledge of teaching the textbook suggests that teachers and educators use a variety of strategies. These include . . . - Pedagogical Content Knowledge: Which is strategy that for teaching particular topics or skills. - Inclusion: Incorporation of children with disabilities perhaps with alternative texts and assignments so they gain the same knowledge as their peers - Self – efficacy: Believing that you are capable of executing certain behaviors and reaching certain goals. Students learn better from educators who are confident in what they teach. - Reflective Teaching: To continually examine and critique assumptions, inferences, and instructional practices. Never becoming stagnant and always adjusting beliefs when new evidence arises. - Professional Learning Communities: Sharing a common vision for students learning and achievements with both teachers and administrators. They work collaboratively to achieve this desired outcome and regularly communicate to discuss strategies and process. Help new teachers in their first years of teaching. - Action Research: Teachers conduct systematic studies of problems within their own school with the goal of seeking more effective strategies for working with their students. Actions plans consist of four main steps; Identify an area of focus, collect data, analyze and interpret data, and develop and implement an action plan. Objective 1.2: Effective teachers use research findings and research-based theories to make decisions about… 2. What principles and theories of learning, child development, and/or motivation have you learned in your previous courses? Does the textbook Ch. 1 discuss these principles and theories? If not, why do you think they may have been omitted? From taking AP Psychology in high school and Introduction to American Education in college we discussed quite a few theories of learning, child development, and motivation. For example in terms of motivation we talked about negative and positive reinforcement, internal and external motivation, and more. This textbook did not touch much on many specific theories and instead focused on the research aspect and how those theories came to be and how research to achieve them would and continue to be conducted. 3. In educational research, what are the advantages of having control groups that receive either no intervention or a placebo intervention that is unlikely to have much of an effect?

What are the disadvantages? Consider the perspectives of research participants, teachers, and society at large. The advantages to having a control group that receives no intervention or placebo intervention is hopefully a baseline will be established for how people will react with no medicine or whatever is being given. When nothing is administered you see how people will generally be without the main thing implemented. The disadvantage is that people given the placebo may believe they have actually taken whatever was given causing them to act differently to how they would if they received no intervention at all. This could cause the knowledge of what the thing actually does to be skewed. 4. What are the main differences you noticed between quantitative and qualitative research methods? Quantitative data is research that is mainly numerical or could easily be reduced to numbers, such as percentages and frequencies or averages for certain human reactions. Qualitative research on the other hand, this is research involving non numeric data which will almost always involve complex phenomena and the examination of that. While quantitative dives into the statistics of things qualitative focuses on more face to face human conversation, feedback, and interpretation. Objective 1.3: Students read, study, and learn… 4. What planning and study strategies does the textbook suggest? What planning and/or study strategies do you use that you would recommend to your classmates? The textbook suggests the spacing effect which is where you plan ahead and plan out your study sessions overtime. This allows students to perform better on tests as they are able to retain more information over the course of multiple study sessions. The book also emphasizes the importance of setting goals for each study session as well as being realistic about how much you can actually learn and remember at one time. Another helpful approach is the concept map. This depicts concepts and their interrelationships showing the links between different things and giving brief descriptions. Also elaborate on concepts, think beyond the things you read and make connections. Taking notes is also helpful while reading or listening to a lecture. At the end of your study session evaluate what you have learned and make adjustments to your schedule accordingly.

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For myself the planning and studying strategies I use vary from class to class. One thing that stays consistent is I LOVE writing in my planner. I feel that this keeps all my work and things I have to do very organized. I also keep all my class, work, and rehearsal schedules in a google calendar so I can keep track of where I have to go and what I have to be prepared for. For studying I didn’t have much I had to do last semester. As a theater major most of my studying consists of memorizing lines and blocking. I would say for regular work the best study method is often times to just go somewhere quite by yourself and look through the material. As fun as it is to study with friends, I found myself getting distracted by conversation with them. I think that as I have more rigorous reading this semester my best idea for staying on track is taking notes and then going back through them to better understand what I have read.

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