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by: Miss Franz Larson


Miss Franz Larson
GPA 3.9

Larry Igo

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Larry Igo
Class Notes
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This 13 page Class Notes was uploaded by Miss Franz Larson on Saturday September 26, 2015. The Class Notes belongs to ED F 302 at Clemson University taught by Larry Igo in Fall. Since its upload, it has received 52 views. For similar materials see /class/214318/ed-f-302-clemson-university in Educational Foundations at Clemson University.

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Date Created: 09/26/15
IGO Educational Psychology Docigogmailcom Office Tillman Hall 4078 Hours Before and after class Wednesday and Friday 830 am200 pm 2 required books 6 quizzes tests all weighted the same Quiz 1 and 2 In class multiple choice Quiz 3 Short Answer Quiz 4 MC Quiz 5 Requires me to write a quiz Quiz 6 Two page paper about what we learned this semester LAST TWO QUIZZES AND BOOK CRITIQUE ARE DUE DURING THE FINAL EXAM TIME ALL ABOVE THIS IS ON FIRST QUIZ 3 PARTS to the semester 1 What is means to learn 2 What is motivation 3 Assessment or Testing scientific part What is Education About teaching and learning What is Psychology Study of mind How it works Study of behavior What is Educational Psychology Interaction ofboth education and psychology How we take what we learn about how the mind works to make teaching and learning better Education is always about 35 years behind the research We learn how to study and quotusequot our minds quothow to learn Germany and Japan students learn more than us 0 First years in elementary schools kids learn how to use their brain instead of forcing a bunch of content After this class we should be able to know why things will work or not work o Cognition Learning Igo s study THEORY o A theory is someone s idea about a phenomenon ofinterest Good theor vs Bad theory 0 Bad theory 1 Doesn t have research 2 Refuted by relative facts 3 Accounts for all the facts 0 EX A9 B C because C9 D but not E 0 2045 Market fails again I A989C9D instead ofE o A good theory is like a crystal ball 0 3 learning theories 0 Motivational Theory I Most outrageous theory can not be tested Quiz 2 Quiz 1 Quiz 3 Behaviorism Social Cognitive Info Processing Explains How we learn how How we learn How we learn course to act and react through observation content Math quothelp kids act right and watching things Science SS English around you How we learn from notes and books Predicts Favorable You will do the People learn when to experiences make us things that others do connect new act more often as long as you information to old unfavorable admire them or memories or prior experiences make us identify with them knowledge act less often unfavorable experiences teach us unfavorable reactions while favorable experiences teach us favorable reactions Example 1 Action quotPositive Learned how to Figure ways to Punishment drive a stick by memorize something Learn never to grab watching his parents based off ofwhat an orange ame you already know again for rest oflife Example 2 Reaction quotAnxiety When in Rome do as Figures ways to Response Learn to be anxious fearful around hot stores the Romans do Drop inhibitions when you see others drop theirs Ex peer pressure memorize manipulate news things from old memories Teachers Should 1 Reward appropriate behavior 2 Help kids become comfortable excited eager about school 1 Make sure their modeling the right actions right attitudes 1 Notjust teach kids content but how to approach information what to do Example 1 Visual Bight a bend in the coastline Bite out ofa sandwich Example 2 Verbal Iung middle Iune 6th month out of 12 m 1 All the Information Everything you know and have learned Stores Holds current taken in my 5 senses thoughts as well as hear sight touch attempts to learn smell see solve problems conscience Duration Very brief small 20 seconds time How long does it last duration fraction of a second frame that you re holding on to it Example You can see fast Hear a song that circles but not slow reminds you of circles fast lines not someone that you slow lines thought you had forgotten queue to remember Capacity LOTS Average person can The more you know How much can it hold 7 or the more you are hold capable of knowing the more you learn the more potential you have to learn more infinite Example Hear everyone at Rep eating number Rainman an autistic once at a basketball sequence man who can recite game but look at one 22000 number in pi person hear only them Problem 1 Passive memory 1Students don t 1 Most students system no learning occurs 2 Takes in good things and distractions know how to use it humans have an inefficient set of thinking skills 2Teachers don t know how to use working memory don t know how to construct them 2 When students do build them many times they are built ineffectively All connected Sensory Memory impacts Working Memory impacts Long Term Memory impacts Working Memory impacts Sensory Memory Sensory Memory impacts Working Memory chart in notebook Equot 539quot F 0quot EH 39 makes us think about things 0 Personal Relevance meaning hard no members or friends names Teachers us it by applying it to things kids like for example baseball batting average Familiarity things that are familiar to you they will get your attention for example bumper sticker from your high school or a Clemson sticker in another state Teachers use it by constantly speaking in the known always reference things kids already know Physical Changes sign on road when the colors are constantly changes having to keep paying attention Teachers use it by physical properties of your voice voices have different pitches and levels strategic Physically Different quotThis is different than that off set from the main texts first thing you see is pink highlighter for example seeing one black guy in a group of all white people Teachers use this by showing kids how to use long division change colors at each step becomes easier to pay attention to Repetition see a construction zone and you continue to go 80 mph ignore caution lights that are blinking repetition for example fourway stop with blinking caution lights can t help but see it Teachers use it by getting kids attention by ashing the lights or banging the chalkboard t to pay attention for example family 6 Movement one balloon in the air moving Teachers use it by Walk around the front of the room 7 Emotional everyone can remember when 911 happened everyone can remember first break up Teachers use it by being funny to you attention for example remember good teachers because of how fun they were Novel or unexpected have to pay attention in order to pay attention Automatic attention is what distractions are made of r l l Some things are easier to select then others Things that are easier to select are the things that have more principes applied to them Any thing you want kids to pay attention to you must have something fun for them to do Working Memory Impacts Long Term Memory Two ways to think 2 quotGoodquot Way 0 When working memory is taught good it lasts 0 2 ways39 Ll Requires you to work within your working memory limit 1 0 Never confuse yourselfifyou do this correctly 0 Requires you to be effiecient with your thining space 2 Requires that you access and use information that you already know prior knowledge 3 Requires you to connect prior knowledge with new information that you re trying to learn Elaborative Rehearsal o m V 1 learning or memory trick verbal association with another word CHINESE FNGI RH Iung Middle Iune Ting Listen Tinroof Peng Friend Penguin Deng Wait Daniel waiting in the Lion s den Sung Deliver Sun delivers light Perpend to think critically about something to re ect upon to ponder something to look back and search for errors Palter to bargain deceitfully to haggle dishonestly to lie in order to get a better deal for yourself Insouciant happily unconcerned m F 3 draw pictures to learn words or remember 0 B1ght a bend in the coastline 0 Concept has defining features or characteristics while vocabulary have definitions I Some are more general than others I For instance Animal the concepts that distinguish an animal from a vegetable I A set of features make it what it is Given a concept generate as many examples of the concepts as you can group them all together MOTH BUTTERFLY Colors Dull Bright Flies At night Daytime Wings at rest Folded down Outstretched Antenna Fuzzy Long with knobs Embarrassed Conceited Fish Lup Hat Arch Bone Tin Color Black Brown Blue Orange Tan Social Grou Small 0 2 kinds Solitary Solitary School I AcronymFOIL first outer inner last HOMES great lakes I Acrostic ACEG all cows eat grass piano GIVSHMASFC Go into Victoria s Secret hand me a short frilly camisole Small I Example of 0 Groups in a class group one gets a task of30 words repeat the word back to teacher after they say it then another group is given a word and they have to repeat back a rhyming word another group is given a word and they have to say quotpleasantquot or unpleasant back 0 Find 10 interesting facts about a president and create an ad based on the interesting facts 0 Looking up a dictionary word and having the children make a sentence about the word 0 Find ways to make people think more deeply o If it requires no mental energy then it s a waste of time 0 Also called quotmemory learning All of these 5 things are bett 1r than Mainten ance Rehersal Verbal Keyword Elaboration Depth of Mnemmics Mediation Method Processing Addresses Vocabulary Same as Vocabulary Anything Groups lists scientific Verbal concepts vocabulary sequences terms Mediation specific and notes books orders names general concepts procedures countries and capitals foreign language Examples See Chinese Pato duck See for See See acronym words and Palmy examples examples and acrostic harder Prosperous moth and above examples words above Surplus to butter y fish summarize above much ofa the big good or picture product about what you just said in the marggis Steps 1 Identify 1 Identify 1 Access any 1 Take an 1 Identify verbal visual relevant prior activity the first mediators keywords knowledge make it more letter or 2 Relate one 2 Visually 2 Use that mentally letters of or more integrate the prior difficult with each word verbal keyword knowledge to instructions 2 Create a mediators to with the tie the memorable the visual of the characteristics word or definition of definition together in a phrase the word script Drawbacks Harder for BIG Really hard to Everything Some deafpeople Useless do this before becomes researchers Special Ed strategy if the third more say that this the word grade fourth difficult and doesn t work doesn t have grade start to time all the time a visual have enough consuming people component in long term when you sometimes memory apply this if forgets what you re going the acrostics to use this are because on yourself they are so you must be far apart disciplined from what they really mean Connected acrostics are acrostics that have to do with what they are trying to learn while disconnected acrostics are acrostics that are random Test 1 Multiple choice between 8 and 20 TrueFalse designed to measure minimal competency basics 4 1 written question 1 How to gain and maintain student attention Or 2 How students should learn vocabulary names scientific terms foreign language What is the difference between 39less than and 39fewer o I feel less stressed because I have fewer stress symptoms Schema Theory 0 Long term memory theory theory about long term memory 0 It attempts to explain and describe how our long term memories are organized in our heads 0 How do they fit together 0 Says that our memories are highly densely organized everything you know is densely connected to everything else you known in your head I There is not one thing in your long term memory that you know that is isolated o Predicts that the information that is more densely connected is the information that is most memorable I Example tree 0 Oak trees palm tress the tree I fell out of when I was little I Example holidays 0 Christmas birthdays Easters They overlap 0 At Christmas time there are Christmas trees and Hanukah trees You can start off talking about holidays and even up talking about oak trees I Overlaps with a million other things 0 The prediction is this I What is the easier to recall What I have really learned 0 The very middle of the categories dead center 0 His example his cat Hannah 0 The things that are most memorable to you are the ones that are most connected I There is a ball in the middle that is the most dense thing in your head I Can be creative and solve problems with it 0 Stuff on the outside is stuff that has the fewest connections in your head not related to a lot of different things Why does Elaborative Rehearsal work 0 All the schemas come together to remember something 0 Arch Fish 0 Encoding Specificity Stuff you learn but you didn t learn it very well 0 0 Do not want this to happen when youre teaching 0 Ifyou learn something but not very well the circumstances under which you learned it become critical to remembering it Lecture D S D 69 Testing 5 69 did okay did poor Your schema affects your attention 0 All of schema is in longterm memory but your schema affects your attention 0 Things that are personally relevant to you are you in your schema Sometimes it doesn t have to be personally relevant but just familiar It is possible for things to be familiar but not in your schema 0 Schema affects your attention by personal relevance and familiarity o Activate schema get their attention by something that is already in their heads Your schema affects your working memory 0 In two ways 0 It makes working memory seem bigger I Good teaches are always getting the kids attention and keeps them from getting lost 0 Schema provides the anchors you need to learn I Iflearning is about taking new information and old information and lacing them together some how I Learning is about thinking correctly Quiz 5 MULTIPLE CHOICE Select the best answer there is only one 2quot A teacher gave a pop quiz and noticed that all of the scores were fairly low Handing out pop quizzes was an example of which a Measurement b Evaluation c Her unethical teaching strategy d An authentic measurement Equot Formal measurements a Are only written tests b Happen randomly c Measure how well students understand traditional subjects d Can be both reliable and unreliable 539quot A siXth grade teacher notices one ofher students Tommy constantly talking to another student Susie instead of taking notes Based on this information what is the formative decision the teacher should make a Remind the class how important note taking is b Move Tommy s seat away from Susie c Reward a student who is a good note taker d Suggest Tommy get tested for ADHD F What s measurement a Assigning numbers according to rules in order to create a rank b A list of numbers that measure something c The act ofmeasuring d All of the above This is a bad question because it s too vague Also one of the choices includes quotall of the above which should not be used 5 From Spontaneous outing to the club Informal Measurement a Semiformal measurement b Iunior prom c Formal measurement d Tests This is a bad question because some ofthe possible Choices are not plausible and this is an example taken right from lecture 6 Formative decisions are not big decisions that affect students lives Which one of these is not an example ofa formative decision a Not going over yesterday s lesson b Going over today s lesson c Changing the layout of seats in the classroom d Presenting material in a new way This is a bad question because a total of three negatives are used TRUE OR FALSE Read the statement and write quotTquot if the statement is true or quotFquot if the statement is false 7 E Evaluation is something you do before taking a measurement 8 E It s okay to make summative evaluations solely based on informal measurements 9l Assessment of students should be continuous 10 This question is an example of traditional measurement 11 LCriterionreferenced grading is more likely to cause competition between students than normreferenced grading 12x Holding a student back should be the result of either formal or informal measurements 13 Traditional measurement always measures more than authentic measurement This is a bad question because it includes quotalwaysquot which is de nite 14 A teacher saw three confused faces out of twentyfive She decided to move on to the neXt chapter This is a good evaluation This is a bad question because there is too much going on and it is more ofan opinion than an unequivocal statement 15 Teachers should take constantly take informal measurements but not so often that the students catch on This is a bad question because there is an ambiguous term often MATCHING Choose the vocabulary word from the list below that fits best with the scenario There is only answer per question answers will be used only once Formative evaluation Pop quiz Assessment Authentic measurement Criterion referencing Traditional measurement Informal evaluation Summative measurement Norm referencing Summative evaluation Reliability Validity 16 Traditional measurement Multiple choice tests true or false tests short answers 17 Authentic measurement Baking a cake for a cooking class as the final exam 18 Criterion referencing Receiving grades based solely on the content ofyour work not your peers 19 Norm referencing Failing a paper with a grade of 92 20 Summative evaluation Suggesting a student be tested for a learning disability 21 Formative evaluation Observing the number of situps a student can do and deciding to go over the correct form of situps


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