Module 3 Post

There is a lot of differences between the behaviorist learning perspective and cognitive learning perspective because they are essentially opposites. The cognitive perspective was a reaction to the behaviorist way of thinking. Behaviorist’s believe that the mind is blank slate and that we respond to outside stimuli to form a behavior. These behaviors are then reinforced in some way to make us continue to do them or stop them in the future. On the other hand, per Woolfolk, the cognitive view of learning is an “active mental process of acquiring, remembering, and using knowledge (pg. 312). This is the opposite of behaviorism because people don’t just respond to stimuli but must be active and participate in learning. These two perspectives have their upsides and downsides which are key to utilize when teaching. For starting something new at a young age, it may be important to use reinforcement and punishment to get a child to do something but that might not be good for a teenager.

I think that as a future teacher, I will utilize both perspectives in order to reach all my students so that they get the most out of the class. I will have to lecture so that the kids take in the new information to make it relevant to themselves, and as the lesson goes on, I might reward the students who do well on homework assignments and quizzes so that behavior continues. I think it is important to be versatile as a teacher because each class will be filled with different students that learn differently. However, on page 468, which hold the outlines of all the views of learning, I would have to say that I agree with the constructivist approach the most. I think that learning happens best when people are collaborating and bouncing ideas of each other. I think that all are important but I tend to lean on constructivism more often.

To further expand on the constructivist style in classrooms, in an article by Martin Brooks, he goes on to talk about what it looks like in action. He talks about how this asks the students to be accountable for their work and learning to do well, but also calls on the educator to be active participant in the student’s ability to learn by giving them the right guidance. I agree with this because as a teacher, I can only do so much. I will try to reach all the students and get them to succeed but it is ultimately up to them if they learn or not.


Brooks, M. (November 1999). Educational Leadership. “The constructivist classroom”. Retrieved from

Woolfolk, A. E. (2014). Educational Psychology: Active Learning Edition (12th ed.). Boston: Pearson.

Module 2 Post

During the course of module 2, we have discussed development in people from birth to adulthood. From the module, it is clear to say that there is more than one way to define development and that is very evident by the many different people we studied as well. Piaget, Vygotsky, Erikson, and Bronfenbrenner are people had different ideas and models to structure a person’s development. Alone they are nice but using all four to look at someone is a great way to determine what is development.

Piaget and Vygotsky focused on constructing knowledge with development. Their models deal more with younger kids and that knowledge is very important at that age in order for a kid to develop fully. Piaget had his stages of development; sensorimotor, preoperational, concrete operational, and formal operational. At each stage it was important to develop object permanence, a sense of egocentrism, conservation, and abstract and moral reasoning respectively. The strengths of this model are that it is consistent, coherent, and comprehensive but its weaknesses are its underestimation of abilities, that simplicity is not always good and his methods that he used. Vygotsky’s model main idea was the zone of proximal development. According to Woolfolk this is “the phase at which a child can master a task if given appropriate help and support” (p. 67), however in order to learn, the task must not be too easy or too hard because the person will get bored or frustrated. The strengths of his findings are that the environment plays an important role on the child, and its sensitivity to diversity. Its weaknesses are that it is too vague in that he doesn’t have any measurements or styles to define an individual, and that it lacks prototypical tasks.

Erikson and Bronfenbrenner focus on social and moral development rather than cognitive like the two above. Erikson had his eight stages of psychosocial development that help for a person’s identity throughout their life. These stages usually involve an outside force, whether that is another person or people but it is up to the individual to determine how they will react. Bronfenbrenner’s model was the bioecological model of human development and according to Woolfolk is the theory describing the social and cultural contexts that shape development in people (p. 86). This takes into account an environment the best as it looks at how every aspect of a person’s life and how it will impact them from a micro to macro level. These models work well in looking at an individual develops in the social world around them which is good because if you combine Piaget and Vygotsky’s ideas on cognitive development, it will help you understand how development occurs and at what stage in life. These concepts are important to take into teaching in the future because I will be dealing with kids going through the stages of development and being affected by all types of outside forces. It will help gauge where a person is at and what might be the best way to teach them the material that needs to be covered.

Another important aspect in development is how an individual’s peers impact and shape their lives. An article from Arizona State University outlines this very topic. Sharon Keeler talks about how peers can help a person learn assertiveness, conflict management, respect and control aggression, and discussing feelings (Keeler 2006). All these things are very important skills that need to be learned at school age in order for that person to thrive in the adult world in the future. Peers may come and go through a kid’s life but the lessons that they learn from every interaction will help them develop into a better person.


Keeler, Sharon (January 3, 2006). Not just child’s play: Children’s peer relationships have enormous influence on their lives. Arizona State University. Accessed from

Woolfolk, A. E. (2014). Educational Psychology: Active Learning Edition (12th ed.). Boston. Pearson.

Module 1 Post

Over the course of module 1, I have learned more and more about educational research. The aspects that make up the research, how its organized, and how to get it peer reviewed and out into journals or books. The one thing that I took away from it is how much teachers and educators are involved in the research that gets done. From talking in class and reading the article from NCTE, teachers and researchers have to be connected and involved in every aspect in order to get the most accurate results. According to the NCTE, research allows “teachers to make sound decisions about educational activities and experiences that will best serve students” (2005).

Also important is being information literate and how it is very important in becoming a better teacher. Being able to interpret information from research will help giving helpful feedback when looking to teach better. If a future teacher like me wasn’t literate, then how would I be able to become a better educator and I wouldn’t be doing my job very good if I wasn’t trying to evolve and further my abilities as a teacher. One source that I found talked about in today’s digital and social media age, there is a lot of information out there and all of it might not be the most reliable or accurate and being information literate is becoming more and more necessary when determining what to believe or not (Gardner 2016).

Another big part of module 1 was the topic of homework in school and if it is really helpful and can it change for the better of students. My personal thoughts on homework is that is it essential in order for students to continue to learn the material. However, I also believe that it should be engaging and more of a review from that day so the students can see the material again but on their own so it might help them. I found 4 articles that talk further about the topic of homework in the classroom. First is an article from Teaching Exceptional Children. In this article, the author stalks about being independent when doing homework and asking for help when you need it in order to maximize the learning from the homework. Also how developing a plan for homework will help in getting it done and on time (Hampshire, 2014). The next article talks about the time management aspect to homework and how kids put other things first. Also that relearning the main points is key to getting the students to learn more (Sallee, 2008). The next article highlights the reasons that students don’t do their homework and what they look to get out of the assignments in general (Wilson 2010). The fourth article I found talks about how getting a peer to review the homework assignment can be key in learning the skills from the topic (Zare 2017). I personally agree with these articles because although homework is essential to a student’s success, they also have many things outside of school that may obstruct their ability to complete it in a timely manner. That is why I think that teachers must be able to compromise and change what the homework is like in order to get the students to learn all the material.


Gardner, L. (2016, November). Teaching information literacy now. School library journal. Retrieved on February 6, 2017 from

Hampshire, P.K. (2014). Homework plans: a tool for promoting independence. Teaching Exceptional Children, 46(6), 158-168.

Sallee, B. (2008, November). Doing our homework on homework: how does homework help? Retrieved January 31, 2017 from

Wilson, J. (2010). Student perspectives on homework. Education, 131(2), 351-358.

Zare, R. (2017). Implementation of peer-reviewed homework assignments. Journal of college science teaching. Vol 46. 40-46.

Introductory Blog Post

Hi, I’m Bryce Winnen and I am looking forward to becoming a teacher. I want to teach secondary education so middle or high school but I learning towards high school. I specifically want to teach history or social studies as it has been a passion of mine for quite some time. I only recently wanted to become a teacher because of a teacher I had in high school. He was my history teacher and he taught the class in a way that made me learn the material in a better way and made history even more fun than it already was. After going through his class, I realized what I wanted to do in the field of history because I wanted to impact future students and get them motivated to learn about history as much as he motivated and impacted me.

When I become a teacher, I want to be a great teacher just like he was, but what makes a good teacher? From class, we talked about what makes a good teacher and there were many great answers. Things like being respectful, knowing the content, patience, organization, communication, etc. If a teacher has most of these qualities, the students will get the most out of the class and be better prepared for the future because of it. The video from Dead Poets Society is also a great example of what teachers should want to be. Making the content interesting and getting everyone involved is part of becoming a great teacher and my favorite teacher did just that. According to Woolfolk, she talks about what it takes to be an expert teacher and one of the first things it highlights is the knowledge of the subject. “The academic subjects they teach- their content knowledge is deep and interconnected” (p. 562). My favorite teacher was very knowledgeable about history and from that he was able to give the content to the students in many different ways which I think is important in order to reach all the students.

In an article called “Five Top Reasons People Become Teachers- and why they Quit” by Sarah Marsh, a writer for The Guardian. The reason why I want to become a teacher is in the top five. According to Marsh “37% of trainees were inspired from former teachers themselves” (Marsh 2015). There are many reasons people want to become teachers and I think that each reason a person has will motivate them to build on their past school experiences and continue to make an impact on students in the future.

Marsh, S. (2015, January 27).  Five Top Reasons People Become Teachers- and why they Quit. The Guardian. Retrieved from

Woolfolk, A. E. (2014). Educational Psychology: Active Learning Edition (12th ed.). Boston: Pearson.