Educational Psychology

This class has discussed many ways in which individual differences among students can affect learning and education.  One of these ways is development.  Two of the most famous theories of development were coined by Jean Piaget and Erick Erickson.  To refresh your memory, Erickson focused his theory on psycho social development as a result of a resolution of a crisis that an individual undergoes.

On the other hand, Piaget focused his theory around cognitive development, and how individuals develop more advanced cognitive processes throughout life. Again, here is a refresher from earlier this semester in class:  https://www.youtube.com/watch?v=Jt3-PIC2nCs

The way in which an individual’s cognitive development effects their education is a common topic of discussion among educators and psychologists, but I feel that we sometimes forget to think about how education affects cognitive development.  How can educators be sure that their learning goals are being met in the classroom?  How can we better create lesson plans and learning standards for students who be cognitively disabled compared to other students?  All of these questions have the potential to be answered by more research being done to determine exactly how education can affect an individual’s development.

First, it must be determined that education does indeed influence cognitive development in some way.  A study done at the University of Edinburgh examined whether education was associated with improvements in general cognitive ability, or in specific skills.  The research showed “that education is associated with specific IQ subtests, rather than with the general factor of intelligence.” (Ritchie, Bates, & Deary, 2015). In other words, education is associated with different cognitive skills, rather than simply making people “smarter”.  It’s important to remember that Piaget’s stages of cognitive development did not measure the degree in which people were becoming more knowledgeable about general facts, but rather more knowledgeable about how the world around them works.

Once it’s established that education can impact a child’s cognitive development, we can begin to study how it impacts individuals. In a study conducted by Lachman et al., researchers examined the effects of limited education on cognitive functioning by looking more closely at episodic memory in individuals with different levels of childhood education. It was found that “Those with lower education had lower cognitive functioning, but this was qualified by level of cognitive activity” (Lachman et al., 2010). Furthermore, those engaging in more cognitive activity (like going to school longer) had increased ability in regards to episodic memory, “which has promise for reducing social disparities in cognitive aging” (Lachman et al., 2010).

Lastly, educators should know exactly how to structure learning in order to promote a positive influence on their students’ cognitive development.  During the semester in both Educational Psychology and Introduction to Education and Teaching, we’ve examined the different types of teaching techniques and have categorized them in one of two ways: teacher-centered or student-centered.  In a study done by Simmons and Fisher, researchers wanted to know how different kinds of classroom settings impacted cognitive development.  The two different types of classes included a semester long practicum class, and a pre-practicum course in which students participated in only one or the other.  Results showed that, indeed, “participating in a field seminar course…ha[d] important implications for enhancing cognitive development” (Simmons & Fisher, 2016).

The previous study in which the students participated in the field study is considered to be at the student-centered end of the spectrum, where the students are learning in a hands on way about real world problems.  In this case, the education is about the experience rather than the information retained in a traditional type classroom.

In conclusion, as a future educator, it’s important to remember that my teachings are impacting my students’ cognitive development, and that by structuring my classroom in a way that promotes a more student-centered learning environment, their development can be enhanced instead of hindered.  Additionally, these impacts are brought into adulthood in the form of episodic memory in older adults.  This is yet another illustration of how teaching can impact learners for years after they have left our classroom.

References

Lachman, M. E., Agrigoroaei, S., Murphy, C., & Tun, P. A. (2010). Frequent Cognitive Activity Compensates for Education Differences in Episodic Memory. The American Journal of Geriatric Psychiatry, 18(1), 4-10. doi:10.1097/jgp.0b013e3181ab8b62

Ritchie, S. J., Bates, T. C., & Deary, I. J. (2015). Is education associated with improvements in general cognitive ability, or in specific skills? Developmental Psychology, 51(5), 573-582. doi:10.1037/a0038981

Simmons, C., & Fisher, A. (2016). Promoting cognitive development through field education. Social Work Education, 54(4), 462-472. Retrieved from http://libproxy.uww.edu:2094/psycinfo/docview/1845057814/FDE1D51A296D488EPQ/17?accountid=14791

What is good and effective teaching?

At the beginning of the semester, I thought of all the qualities that some of my favorite teachers have had: humor, passion, organization, knowledgeable, and friendly.  These were the things that I thought made a good teacher.  Now, although I still think these same things, I have a better understanding of how teachers can be all of things in the classroom while still being effective.

Classroom management is huge. Earning your students’ trust is a great way to ensure that they stay respectful and behaved in your class.  Also, creating an environment where the students feel safe, valued, and in control of their own learning.  A great way to give students more independence in the classroom is to use more student center techniques.

Teachers know how children grow.

Learning about the different stages of development and how it affects children in their learning is important for teachers to know in creating lesson plans and interacting with their students.  As a teacher in high school, many of my students will most likely be in Erickson’s Identity vs. Role Confusion stage, in which they are trying to figure out who they want to be as a person in our society.  Also, most of them will be in Piaget’s Concrete Operational Stage, where they are able to think abstractly about real world problems and plan for the future.  These different stages interact with each other in a way that makes adolescence a stressful time. Many teenagers are trying to decide what kind of person they want to be in the world, and what they should do with their lives after high school.  Teacher can offer then guidance and encouragement.

Preparing For the Future

I really enjoyed the backward design lesson, and completing the template for a lesson that I would actually like to teach some day.  I’m a very organized and visual person, so having that tangible worksheet laid out with exactly how I was going to teach and asses my students was extremely helpful is using what I have learned in my other classes.  Even if I don’t decide to use that exact lesson plan in the future, I now have experience in creating and organized plan for teaching and assessment that I can use in a wide variety of ways to help myself and my students stay on top of their learning.

My Online Identity 

One thing I was hoping to change with this blog was the fact that when you google “Mikayla Jones Waukesha Wi”, an “about me” prezi that I made in high school is one of the first things that appear.  Even if I don’t decide to continue this blog, I hope that it will help my future employers realize that I truly take education seriously. I’m also excited to add my O & P experience to my resume as I hopefully become more qualified to work around kids.