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ESC 301 Spring 2025 ASYNC Week 7 Power Point

This document outlines the activities and goals for Week 7 of an educational psychology course, emphasizing fieldwork observations and group collaboration. It encourages students to apply Vygotsky's theories in their observations and to operationally define terms in their writing. Additionally, it highlights the importance of children's literature and self-efficacy in education, while providing a timeline for upcoming assignments and presentations.

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3 views15 pages

ESC 301 Spring 2025 ASYNC Week 7 Power Point

This document outlines the activities and goals for Week 7 of an educational psychology course, emphasizing fieldwork observations and group collaboration. It encourages students to apply Vygotsky's theories in their observations and to operationally define terms in their writing. Additionally, it highlights the importance of children's literature and self-efficacy in education, while providing a timeline for upcoming assignments and presentations.

Uploaded by

auhzify
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ESC 301
Choose your own music this week
if that is your process!  Tuesdays:
 Use class time to meet with Week 7
group?
 PAIR/SHARE! PART 1: Jumping right
in: fieldwork observations … do
you see Vygotsky in your fieldwork
March 18,
classroom? 2025
 PART 2: What else do you see in
fieldwork?
4-5:40 PM
 Catching up with syllabus and
reflection! Aynchron
 Group Goals for this week!
What’s
ous
next?
An effective writing strategy…
do you do this?
 When you start to write or research a topic, do ever think,
“I am not sure what that term or phrase means?”
 When we write for academia, we never want to assume
the reader knows the term … or … even knows it as we
do.
 Operationally defining terms to begin a paper or section
assures the reader is on the same page a you are when it
comes to a term.
 This is often seen as, “for the purpose of this discussion,
gender role stereotyping means …” usually followed with
a citation (Author, year)
 This is also true of acronyms, never assuming the reader
knows ADHD, APA, etc.
 If this is a strategy you use already, keep it up! It can be
effective throughout your final theory to practice
assignment!
Bring it back to the definition
that this class is based in …

 Ed·u·ca·tion·al psy·chol·o·gy
 noun
• 1.a branch of psychology that studies children in an educational
setting and is concerned with teaching and learning methods,
cognitive development, and aptitude assessment.
NOTE: Educators tend to expand this to include the development of
the whole child, beyond cognitive development and aptitude…
Operationally Defining Terms: always begin with a definition to
ensure you know the meaning of the word… how about aptitude?
Remember aptitude tests?
“A natural ability, talent, or capacity for learning”

(examples? )
Are you seeing this theorist in your fieldwork>
Vygotsky’s theory is student-centered not teacher-
centered and that learning is a social and
collaborative experience
• We all know the classroom, remember the
classroom, where a teacher talks/lectures,
students respond (sometimes), and there are no
pair and shares, group assignments, etc.
• This style of teaching focuses on the teacher not
the student/child
• Student-centered learning meets the student
where they are, and the learning starts there.
• Example: if some of you are solid in APA
formatting, as your teacher, I can then focus
more on other ways to find and hone your
scholarly voice.
• One more: individual feedback also speaks to
where the student is NOW.
CONSIDER what you are seeing in your
fieldwork while meeting with your group!
 Social interactions?
 Child centered?
 Teacher as a guide?
 Opportunities where students are in the Zone of
Proximal Development (ZPD) and who are the More
Knowledgeable Other (MKO)?
 Do you see evidence of this in your fieldwork notes?
 Vygotsky in 60 seconds (youtube.com)
 GOTTA LOVE A 1- minute clip!
 Use the course resources to learn more about these
acronyms for your group presentation as well as to
see if they can be applied to your fieldwork
observations, final paper!
Considering the themes from your fieldwork!
 Environment
 Teaching Methods*** (review link below)
 Assessment
 Role of the teacher
 Opportunities for Social-Emotional
Learning (SEL)
 Transitions
 Setting the tone
 CONSIDER researching these themes
through the Lehman Library ASK A
LIBRARIAN to find resources to support
your final theory to practice paper!
 **
https://www.indeed.com/career-advice/career-developm
How about children’s literature in the
classroom? After our visit to the
Lehman Library’s Tree House Library …
 Maybe children’s books are seen
and used in your fieldwork.
 Children’s literature is wonderful for
language and literacy, but also a
teaching tool.
 Peruse your fieldwork notes. Do you
see children’s books in your
fieldwork site classroom? Where are
they What do they look like? Are
they accessible to students? Do
they read independently?
 Do you observe students at
different levels of reading? Can you
Catching up with the syllabus
course reading and how this
speaks to self-efficacy …
Syllabus Week 5:

Focus: Motivation and Psychology



Topics:
*Intrinsic and Extrinsic Motivation
*Technology to Motivate Students?
*Self-perception Affects Motivation


TEXT: Snowman & McCown (2015) See Motivation
and Perceptions of Self Chapter (P. 367 on digital
copy from syllabus)

Reflection on your definitions of self-
efficacy …
 What did you share on the discussion board of what self-efficacy means?
 Use your example for self-efficacy and see if you can remember a time when thinking/believing you
could positively complete a task or another time when you did not believe in yourself. What were
the outcomes?
 Let’s hear from some students:

 Lens for viewing: if a teacher believes in their


teaching abilities does that affect the self-efficacy
of students so they feel they can succeed as well?

 Meet 8th grader Hector


 Self-Efficacy In Students' Everyday Lives (youtub
e.com)
 3 minutes
Before we think a bit about Maslow
in our next slide as per reading …

 Consider and visualize”


 You at Lehman, 4 PM class, ate a doughnut
this morning and nothing since...
 OR you have a terrible cold and no tissues OR
an awful cough and no water or cough drops
 OR been up all last night finishing a paper or
with a sick child
 Think about what your attention in class
might be like that day?
Back to the syllabus…

 TEXT: Snowman & McCown (2015) See chapters dedicated to theorists such
as: Piaget, Vygotsky, Erikson, Maslow, etc.
 BEFORE VIEWING CONSIDER … “WHAT I WISH MY
TEACHER KNEW!” discussion from Week 2! ??????
 REFLECT on ….
 On your own this week, check out Maslow and start to think about his
hierarchy of needs may be observed in your fieldwork and this might affect
the way a middle/high schoolers learns!
Maslow’s Hierarchy of Needs
 https://www.youtube.com/watch?v=O-4ithG_07Q
 3 minutes

 What about MS/HS students?


 Consider the questions discussed as you view and share
your views on how this may affect YOU as you connect
DQ 4 due at the end of Week 7
(3/31/25 …use this lens  )

 Usingyour observation notes to guide


you, share 2 different forms of
assessment used in your fieldwork site
and provide detail of each. Remember
to use a resource to support your
post.

 Before moving forward … think of


different forms of authentic
assessment!
To guide you this week
with DQ 4:
Focus: Learning and Development Can be
Measured: Beyond IQ

TOPICS:
*Authentic data collection
*To test or not to test?
*The Homework Debate

TEXT: Snowman & McCown (2015) (Assessment
of Classroom Learning Chapter/Index for IQ)
Group Goals…
 Weeks9 and 10: Group
Presentations
 Need any props?
 Art supplies?/
 Know how you access
your presentation from
the classroom? Email to
yourself? To the
professor?
 Any online games you
What’s next?

 THIS WEEK:
 Week 7:ASYNC: which means self-
driven (great opportunity to reserve a
meeting room in Lehman Library or
meet virtually with your group!)
 Week 8: DQ 4 by end of week
 Week9: Group A Presentations! Self
and Peer Assessments
 Week 10: Group B Presentations! Self
and Peer Assessments/Fieldwork LOG
due! (NOTE: if you are not quite ready
to submit your FW Log, please email
the professor with a plan!

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