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Psychology FTP1 – Observation) – FTP1
Observation) – FTP1

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Western Governors University
Course
Psychology for Educators (C913)
Academic year2019/2020

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Psychology for Educators (Observation) – FTP

B Video Case #9, Practicing Presentation and Audience Skills through Science Presentations

In the video, Practicing Presentation and Audience Skills through Science Presentations, Grade k, Case #9, the teacher used a formative assessment to evaluate her students listening and presentation skills. She achieved this goal by guiding students with the proper rules for being a good listener and presenter. This direct instruction met the needs of the students as the class viewed a video, and discussed a chart she created on presentations. Students were assessed with questions of what they saw and heard in the video. Students were then asked to present a picture and read the sentence. “A thumbs up” or “good job” were given when a child demonstrated one of the proper techniques such as standing still or a loud voice when presenting in front of the class. This lesson allowed the teacher to quickly assess the student’s comprehension, conversations and to answer essential questions.

B2-Case #729 Building Fluency through Developing Letter-Sound Relationships

The instructional strategy observed in this video demonstrated that the teacher used a special education room for less distractions while implementing an individual direct instruction, active listening to the students response as well as quick corrective and positive feedback while Building Fluency through Developing Letter-Sound Relationships to meet the students needs. Individual direct strategies allow the teacher to meet the needs of this student by keeping him on task and motivated. Active listening and quick corrections with the use of positive feedback allows the student to build self-esteem. If an error was made during the lesson the words “try again” or “look again” and ”what sound does it make” gave the student prompts allowing him to not give up and try again.

B The above instructional strategies used met the 3rd graders needs by reinforcing positive correction, focused on staying on task and redirecting him when he was not on task. The instructor also used a bouncing ball for him to sit on allowing his sensory needs to be met. The techniques used in this lesson allowed the student to regain his attention to the tasks given to him making this a positive learning and teaching experience.

B One way I would be able to implement the Individual direction and positive feedback into my own teaching practices would be by evaluating my student’s individual needs and requirements and implementing positive strategies of redirection of staying focused. While in the classroom or in a pull-out room, most students respond better with individual direction. For an example – if I was teaching Johnny a multiplication problem and he was doing well and skipped a step a simple “great start but look again” allows him the chance to get the problem correct without saying “oh no that’s wrong and discouraging his efforts.” Evaluating a student’s needs and implanting a positive, direct learning experience while allowing the student to build self-esteem is one way I could engage and implement my students learning requirements.

B3 #238 Using Discourse to Support Students’ Understanding of Multiplying Fractions

B One way I would apply this theory into my classroom using a different strategy would be with hands on learning activities. A different strategy would be small group settings allowing a more diverse communication among peers instead of a whole class discussion. For example- allowing arranged groups to use beads or blocks to demonstrate a fraction while I model the problem would promote building knowledge by making connections demonstrating and problem solving. Problem solving would allow leading questions and answers in smaller groups prompting opportunities for social interaction and meaningful learning. I would assist each group with questions and modeled examples allowing students to participate by fostering multiple view points in a guided social learning lesson.

B4 Video Case #14, Using Technology in Creative Writing The teacher in the video, Using Technology in Creative Writing #14 Grade 5, incorporates computers, projectors and demonstrates how to create a story using a power point to enhance her technology lesson. For example, students are instructed and shown visually using a projector with step by step instructions of using a program on computers (power point) and allowing students to ask and answer questions about the presentations and project. Hands on learning are important, as the teacher demonstrates and meets with each group as they work on their projects. How to cite internet sources and how to write a creative story was discussed using visual aids from the web or clip art giving proper credit so they do not plagiarize. She instructs the students on proper use of the power point

programs on computers as they create their own stories. Students were divided so the stronger technical students could assist their peers as this is an inclusive technology class.

B The Liberians’ lesson “Using Technology in Creative Writing” does align with the best practices because of the hands on learning and demonstrations used on the computers and the projector. Technology-enhanced instruction allows lessons and simulation programs to generate a higher success rate than conservative instruction. The cooperative learning technique allowed her students to work in groups on computers, visually connect as well as demonstrated the proper use and “how to” with the technology she incorporated in the creative writing lesson. This demonstrates her flexibility, better practices in the classroom; hand’s on learning and technology allowed the students to experience a technical creative lesson compared to a nontechnical paper and pencil writing assignment.

B The technology observed in the video enhanced student learning by allowing the teacher to demonstrate with visual and hands on learning to the entire class as steps were given of use to complete the project on the projector. This enhanced the ability with every child in the inclusive class to follow along with the lesson. As students were teamed up to work on computers Cooperative learning was engaged. Step by step demonstrations of the program Power point were introduced as they were guided to make their completed story come to life. In the video, the teacher did very well demonstrating and guided her students to complete their tasks as she worked with each team on computers, asking and answering

B An additional learning resource I would use to enhance learning in this video lesson would be to model an informative experiment demonstrating the use of shapes and volume. For example- how much water would a small food container hold. This will allow students to guess a cup, 2 cups etc. This would foster multiple view points for discussion and building knowledge. Adding a demonstrational experiment will engage students in a meaningful learning activity while demonstrating a clear and educational lesson. I would then ask questions to prompt a discussion on how, what, why etc. Allowing students curiosity to bloom prior to the small group activities creates an additional presentation while enhancing student knowledge and allowing for multiple styles of learning.

B6 Video Case #53 Observing and Measuring the Weather

In the video case #53, Observing and Measuring the Weather, students in a diverse learning classroom engaged in social discussions about weather and documenting data during a science experiment. In the video lesson, this activity engages the students to use analysis, application, comprehension and knowledge levels of Blooms Taxonomy. Students were dived into groups and given instructions following the objectives of the lesson. The teacher in this video clearly designed a concrete lesson appropriately providing opportunities for higher thinking skills as described in Blooms Theories. For example- teams demonstrated “Application” with specific tasks to collaborate and document data during the experiments

such as applying knowledge, counting, measurements, and predicting outcomes from observing the effects of weather. Allowing all students to be responsible independently and as a team enhanced student knowledge as they analyzed problems solved, demonstrated ideas and recalled information to complete the given assignments. Students demonstrated “Comprehension” by collaborating in small groups as well as the entire class with their findings as they summarized their completed objectives with the ability to now evaluate their findings. Allowing for social interaction and sharing of knowledge provided all students the opportunity to engage in the lesson generating multiple levels of using higher- order thinking skills. (Snowman, J. & McCown, R. 2015)

B6a

I would enhance student engagement of the Weather experiment mentioned in B6 of the higher order thinking activity in the video lesson by advancing their communication skills by creating questions to the other teams. Students would create note cards as they complete their assignments asking a question or statement on how they could apply this experiment in everyday learning. Students would exchange their card with another student to answer and then place it into a bowl that I would read and we would discuss the question and answer as a group collaborating and generating new ideas and concepts to the experiments. As a student orientated discussion activity this enhances communication skills in additional to tasks to analyze, observe and predict new ideas. A peer communication activity will engage additional thinking and increases the ability to recall and apply the

In one video I observed strategies I would like to avoid such as limiting the technology available and to answer student questions in a group setting. The teacher had a large group divided into smaller teams but was limited with the amount of time she was available to spend with each section and limited devices needed for the lesson. I would like to avoid the short amount of individual attention available to the students and compromise with a stronger lesson so all students have the ability to ask questions and the technology needed to complete the required task. (Video Case #14, Using Technology in Creative Writing)

Strategies I would like to avoid and I feel most teachers in general would like to exclude would be reminding students to stay focused “ok class let’s get back to work” or “Eyes up here” are just a few that teachers repeat to maintain order and focus throughout a day. In Video case #9, Practicing Presentation and Audience Skills through Science Presentations, I observed the teacher redirecting student’s attention to focus, pay attention or not to interrupt while another student were speaking or presenting their presentation. Short attention spans or underlying issues may cause student’s to lose focus and cause disruption in the classroom. Teachers may have to refer to attention getting cues to stay focused and get back on task. I wish to create attention getting lessons to avoid disruptions and causing reminder cues to pay attention.

In Video case #729, Building Fluency through Developing Letter-Sound Relationships, I observed the characteristics of a quiet setting where clear goals and objectives were established as the student and a caring teacher had one another’s undivided attention. A fun and meaningful activity with limited distractions allowed the student to better focus on the reading tasks that he and his teacher were successfully accomplishing. A bouncy ball was the students chair as it allowed his sensory needs to be met while staying focused on sounding out his letters into words. Positive reinforcement was demonstrated to assist the student to try again if the incorrect sound was made sounding out a word or letters cueing the student to begin again. These are a few of the characteristics I would like to maintain and improve in my future classes.
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Psychology for Educators (Observation) – FTP1
B.1 Video Case #9, Practicing Presentation and Audience Skills through Science
Presentations
In the video, Practicing Presentation and Audience Skills through Science
Presentations, Grade k, Case #9, the teacher used a formative assessment to evaluate
her students listening and presentation skills. She achieved this goal by guiding students
with the proper rules for being a good listener and presenter. This direct instruction met
the needs of the students as the class viewed a video, and discussed a chart she created
on presentations. Students were assessed with questions of what they saw and heard in
the video. Students were then asked to present a picture and read the sentence. “A
thumbs up” or “good job” were given when a child demonstrated one of the proper
techniques such as standing still or a loud voice when presenting in front of the class.
This lesson allowed the teacher to quickly assess the student’s comprehension,
conversations and to answer essential questions.
Psychology for Educators (Observation) – FTP1
B.1a
A formal assessment was appropriate for the learning environment because it was
direct and to the point with a kindergarten class. Students were gathered on the floor in
front of the whiteboard and the teacher used direct instruction for the lesson which met
the needs of the students. The teacher had the class’s attention and was able to include
each student with direct questions and allowing group conversations. Individual
formative assessments and objectives were appropriate for a group setting as each
student was attentive listening, watching and presenting pictures during the lesson.
B.1b
One way I would modify the formative assessment method for the video “Practicing
Presentation and Audience Skills through Science Presentations, Grade k, Case #9” to
ensure all learners were successful would be to divide the class into a smaller setting for the
lesson. By changing the size of the group would allow all students to engage in a more social
setting with the teacher and permit more conversation between peers. A smaller setting
allocates extended time for a successful formative assessment generating a clear evaluation
of skills for all students demonstrated in the presentations being assessed.
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Psychology for Educators (Observation) – FTP1
B2-Case #729 Building Fluency through Developing Letter-Sound Relationships
The instructional strategy observed in this video demonstrated that the teacher used
a special education room for less distractions while implementing an individual
direct instruction, active listening to the students response as well as quick
corrective and positive feedback while Building Fluency through Developing
Letter-Sound Relationships to meet the students needs. Individual direct
strategies allow the teacher to meet the needs of this student by keeping him on
task and motivated. Active listening and quick corrections with the use of
positive feedback allows the student to build self-esteem. If an error was made
during the lesson the words “try again” or “look again” and ”what sound does it
make” gave the student prompts allowing him to not give up and try again.
B.2a
The above instructional strategies used met the 3rd graders needs by reinforcing
positive correction, focused on staying on task and redirecting him when he was
not on task. The instructor also used a bouncing ball for him to sit on allowing
his sensory needs to be met. The techniques used in this lesson allowed the
student to regain his attention to the tasks given to him making this a positive
learning and teaching experience.
Psychology for Educators (Observation) – FTP1
B.2b
One way I would be able to implement the Individual direction and positive
feedback into my own teaching practices would be by evaluating my student’s
individual needs and requirements and implementing positive strategies of
redirection of staying focused. While in the classroom or in a pull-out room, most
students respond better with individual direction. For an example – if I was
teaching Johnny a multiplication problem and he was doing well and skipped a
step a simple “great start but look again” allows him the chance to get the
problem correct without saying “oh no that’s wrong and discouraging his
efforts.” Evaluating a student’s needs and implanting a positive, direct learning
experience while allowing the student to build self-esteem is one way I could
engage and implement my students learning requirements.
B3 #238 Using Discourse to Support Students’ Understanding of Multiplying Fractions
Psychology for Educators (Observation) – FTP1
In the video #238 Using Discourse to Support Students’ Understanding of Multiplying
Fractions relates to social constructivist meaningful learning theories. The learning theory
Social constructivist, scaffolding was clearly evident in the video as students gathered on
the floor observing the teacher model learning strategies and investigated fractions and
multiplication problems while answering leading questions to the next step. The class
included multiple levels of student learners providing a group setting allowing students to
engage in a social setting with peers building opportunities for autonomous learning.
Multiple view points were discussed as connections to the math problems were
demonstrated.
B.3a
Vygotsky’s, learning theory aligns with the teaching strategies used in the lesson
“Understanding of Multiplying Fractions”. Vygotsky, believes that cognitive development
is strongly influenced by the teachers and or peers that are more intellectually developed.
Social learning in this video lesson aligns with “Vysgotsky” scaffolding theories since the
class discussion allowed the teacher to engage directly with students as they participated in
answering leading questions to the math lesson. (Snowman & McCrown, 2015)
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Psychology for Educators (Observation) – FTP1
B.3b
One way I would apply this theory into my classroom using a different strategy would be
with hands on learning activities. A different strategy would be small group settings
allowing a more diverse communication among peers instead of a whole class discussion.
For example- allowing arranged groups to use beads or blocks to demonstrate a fraction
while I model the problem would promote building knowledge by making connections
demonstrating and problem solving. Problem solving would allow leading questions and
answers in smaller groups prompting opportunities for social interaction and meaningful
learning. I would assist each group with questions and modeled examples allowing students
to participate by fostering multiple view points in a guided social learning lesson.
B4 Video Case #14, Using Technology in Creative Writing
The teacher in the video, Using Technology in Creative Writing #14 Grade 5, incorporates
computers, projectors and demonstrates how to create a story using a power point to
enhance her technology lesson. For example, students are instructed and shown visually
using a projector with step by step instructions of using a program on computers (power
point) and allowing students to ask and answer questions about the presentations and
project. Hands on learning are important, as the teacher demonstrates and meets with each
group as they work on their projects. How to cite internet sources and how to write a
creative story was discussed using visual aids from the web or clip art giving proper credit
so they do not plagiarize. She instructs the students on proper use of the power point
Psychology for Educators (Observation) – FTP1
programs on computers as they create their own stories. Students were divided so the
stronger technical students could assist their peers as this is an inclusive technology class.
B.4a
The Liberians’ lesson “Using Technology in Creative Writing” does align with the best
practices because of the hands on learning and demonstrations used on the computers and
the projector. Technology-enhanced instruction allows lessons and simulation programs to
generate a higher success rate than conservative instruction. The cooperative learning
technique allowed her students to work in groups on computers, visually connect as well as
demonstrated the proper use and “how to” with the technology she incorporated in the
creative writing lesson. This demonstrates her flexibility, better practices in the classroom;
hand’s on learning and technology allowed the students to experience a technical creative
lesson compared to a nontechnical paper and pencil writing assignment.
B.4b
The technology observed in the video enhanced student learning by allowing the teacher to
demonstrate with visual and hands on learning to the entire class as steps were given of use
to complete the project on the projector. This enhanced the ability with every child in the
inclusive class to follow along with the lesson. As students were teamed up to work on
computers Cooperative learning was engaged. Step by step demonstrations of the program
Power point were introduced as they were guided to make their completed story come to
life. In the video, the teacher did very well demonstrating and guided her students to
complete their tasks as she worked with each team on computers, asking and answering
Psychology for Educators (Observation) – FTP1
questions on how to properly use Power point and add visual affects to their story. She
reached her goal by improving her lesson with the use of technology; students learned a
new task and collaboration between students increased as projects were completed.
B5 Video Case #2451 Constructing Rectangular Prisms to Build Understanding of Volume
The video “Constructing Rectangular Prisms to Build Understanding of Volume, Case

2451, Grade 5” used a pictorial input chart that is placed in front of the inclusive class. A

pictorial input chart is a resource used so all students can refer to vocabulary words, terms
or pictures so that the student may recall important information for a quick reference or
reminder to answer or problem solve questions. The teacher decided on the best
information to illustrate on their pictorial chart based on the needs of her students and
subject matter.
B5a
The pictorial input chart is an effective instructional resource and developmentally
appropriate because it allows all students the opportunity to view retrieval cues for
answering or completing activities no matter what level the student. In the video the
teacher referred to the pictorial input chart allowing students to visual see the answers or
concepts to the problems and then problem solve questions referenced in the lesson. As
students worked in small groups they continued to refer back to the chart proving the
effectiveness of the resource. I feel that the pictorial input chart assisted the students at all
learning levels.
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Psychology for Educators (Observation) – FTP1
B.5b
An additional learning resource I would use to enhance learning in this video lesson
would be to model an informative experiment demonstrating the use of shapes and
volume. For example- how much water would a small food container hold. This will
allow students to guess a cup, 2 cups etc. This would foster multiple view points for
discussion and building knowledge. Adding a demonstrational experiment will engage
students in a meaningful learning activity while demonstrating a clear and educational
lesson. I would then ask questions to prompt a discussion on how, what, why etc.
Allowing students curiosity to bloom prior to the small group activities creates an
additional presentation while enhancing student knowledge and allowing for multiple
styles of learning.
B6 Video Case #53 Observing and Measuring the Weather
In the video case #53, Observing and Measuring the Weather, students in a diverse learning
classroom engaged in social discussions about weather and documenting data during a
science experiment. In the video lesson, this activity engages the students to use analysis,
application, comprehension and knowledge levels of Blooms Taxonomy. Students were
dived into groups and given instructions following the objectives of the lesson. The teacher
in this video clearly designed a concrete lesson appropriately providing opportunities for
higher thinking skills as described in Blooms Theories. For example- teams demonstrated
“Application” with specific tasks to collaborate and document data during the experiments
Psychology for Educators (Observation) – FTP1
such as applying knowledge, counting, measurements, and predicting outcomes from
observing the effects of weather. Allowing all students to be responsible independently and
as a team enhanced student knowledge as they analyzed problems solved, demonstrated
ideas and recalled information to complete the given assignments. Students demonstrated
“Comprehension” by collaborating in small groups as well as the entire class with their
findings as they summarized their completed objectives with the ability to now evaluate
their findings. Allowing for social interaction and sharing of knowledge provided all
students the opportunity to engage in the lesson generating multiple levels of using higher-
order thinking skills. (Snowman, J. & McCown, R. 2015)
B6a
I would enhance student engagement of the Weather experiment mentioned in B6 of the
higher order thinking activity in the video lesson by advancing their communication skills
by creating questions to the other teams. Students would create note cards as they
complete their assignments asking a question or statement on how they could apply this
experiment in everyday learning. Students would exchange their card with another student
to answer and then place it into a bowl that I would read and we would discuss the question
and answer as a group collaborating and generating new ideas and concepts to the
experiments. As a student orientated discussion activity this enhances communication skills
in additional to tasks to analyze, observe and predict new ideas. A peer communication
activity will engage additional thinking and increases the ability to recall and apply the
Psychology for Educators (Observation) – FTP1
same techniques in a new circumstances applying “Evaluation” of higher ordered thinking.
This will provide students the time and understating as a whole group to discuss their
concerns and aids in social and cognitive meaningful leaning. The ability to clarify and ask
additional questions as needed builds student esteem and creates a fun safe learning
activity. Increasing the ability to communicate with one another allows individuals to share
knowledge learned in a group structured activity and enhances the students’ abilities of
recalling information for future use, fosters multiple viewpoints for continued learning, and
strengthens their communication skills.
C1
My current teaching philosophy would be described with being a humanistic theory this
relates to my clear objectives, emotional support and engaging students creativity. The
humanistic theory fits my philosophy as I currently work with a diverse group of students
who need motivation in and out of the classroom and a variety of assessment styles to meet
their aesthetic learning. A student-centered teaching theory accommodates my students
deficiency needs as many require emotional support and clear expectations to stay focused.
Demonstrating a clear expectation is given daily with a welcoming environment and
engaging lessons. Each student requires special attention allowing growth to be achieved
while engaging in meaningful learning activities. I believe that my philosophy of a student
centered approach benefits my class by allowing me to maintain their attention with a clear
organized lesson and meeting their deficiency needs.
Why is this page out of focus?
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Psychology for Educators (Observation) – FTP1
In one video I observed strategies I would like to avoid such as limiting the technology
available and to answer student questions in a group setting. The teacher had a large group
divided into smaller teams but was limited with the amount of time she was available to
spend with each section and limited devices needed for the lesson. I would like to avoid the
short amount of individual attention available to the students and compromise with a
stronger lesson so all students have the ability to ask questions and the technology needed
to complete the required task. (Video Case #14, Using Technology in Creative Writing)
Strategies I would like to avoid and I feel most teachers in general would like to exclude
would be reminding students to stay focused “ok class let’s get back to work” or “Eyes up
here” are just a few that teachers repeat to maintain order and focus throughout a day. In
Video case #9, Practicing Presentation and Audience Skills through Science Presentations, I
observed the teacher redirecting student’s attention to focus, pay attention or not to
interrupt while another student were speaking or presenting their presentation. Short
attention spans or underlying issues may cause student’s to lose focus and cause disruption
in the classroom. Teachers may have to refer to attention getting cues to stay focused and
get back on task. I wish to create attention getting lessons to avoid disruptions and causing
reminder cues to pay attention.
Psychology for Educators (Observation) – FTP1
In Video case #729, Building Fluency through Developing Letter-Sound Relationships, I
observed the characteristics of a quiet setting where clear goals and objectives were
established as the student and a caring teacher had one another’s undivided attention. A
fun and meaningful activity with limited distractions allowed the student to better focus on
the reading tasks that he and his teacher were successfully accomplishing. A bouncy ball
was the students chair as it allowed his sensory needs to be met while staying focused on
sounding out his letters into words. Positive reinforcement was demonstrated to assist the
student to try again if the incorrect sound was made sounding out a word or letters cueing
the student to begin again. These are a few of the characteristics I would like to maintain
and improve in my future classes.

Psychology for Educators (Observation) – FTP1
References
Snowman, J. & McCown, R. (2015). Psychology applied to teaching. Retrieved from
http://ng.cengage.com/static/nb/ui/index.html?
nbId=400341&nbNodeId=136297584&deploymentId=531100221321047138315238133
&eISBN=9781305390676#!&parentId=136297784
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