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How have you applied/how will you apply your learning of psychology of education theory to your teaching practice?

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How have you applied/how will you apply your learning of psychology of education theory to your teaching practice?

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What?

During my previous teaching placement, and through engaging with this module and relevant research, I found that understanding educational psychology significantly enhanced both my lesson planning and classroom interactions. Jean Piaget’s theory of cognitive development helped me understand that students’ progress through distinct stages of thinking. When teaching German grammar to junior cycle students, I realised they were in the concrete operational stage and benefited from visual supports such as sentence-building cards, colour coded verb charts, and interactive examples rather than abstract grammatical explanations. This awareness led me to scaffold lessons more and to differentiate materials for various year groups, recognising that each year group and class operates at different cognitive stages. Similarly, Erik Erikson’s psychosocial theory influenced my approach to supporting students’ emotional and social development. I worked to create a classroom environment where students could safely express their opinions. Peer assessment during oral tasks were particularly effective in building confidence, critical thinking, and collaboration.

So What?

These insights transformed my understanding of teaching that goes beyond content delivery. Applying Piaget’s and Erikson’s theories helped me appreciate the interplay between cognitive growth, emotional wellbeing in learning. I learned that when students felt safe and supported, they were more willing to participate with the language. Understanding the connection between theory and classroom reality has made me more thoughtful and intentional in how I plan my lessons.

Now What?

Looking ahead to my next placement, I plan to apply Vygotsky’s concept of the Zone of Proximal Development (ZPD) by pairing stronger and weaker learners for collaborative tasks, allowing peer scaffolding to support deeper understanding. I also intend to incorporate Bruner’s spiral curriculum by revisiting key grammar topics at increasing levels of complexity. These approaches will help ensure that my teaching continues to align with how students think, feel, and grow as learners.

Evidence and Rationale

1. Sentence-building activity (student group work with work sheets):
This demonstrates how Piaget’s theory informed the design of concrete, hands-on materials appropriate for students in the concrete operational stage. Students were given a sheet with vocabulary, and they were asked to build sentences with the vocabulary they had. I created this sentence builder work sheet myself, using canva.

2.  Peer-assessment rubrics from oral tasks:
This shows how Erikson’s and Vygotsky’s ideas were applied to encourage collaboration, confidence, and constructive feedback, supporting both cognitive and social development. Students were given a rubric to assess their peers oral skills. This was used in a leaving cert class. I created this peer assessment work sheet myself, using canva.

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Vygotsky's theories emphasises the importance of social interaction and scaffolding to support student learning. How can his ideas be applied in the second level classroom context? 

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Vygotsky's theories emphasises the importance of social interaction and scaffolding to support student learning. How can his ideas be applied in the second level classroom context? 

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What?
Studying Vygotsky’s theories helped me realise  how important social interaction is in the language classroom are. His idea of the Zone of Proximal Development  showed me that students learn best when they are supported to move slightly beyond what they can do alone. During my last placement, I saw this when students worked together on German written tasks. When I encouraged them to plan sentences in pairs, they often discussed vocabulary choices and grammar rules, helping each other to build confidence. I also noticed how oral discussions in the target language helped students pick up new phrases and pronunciation from their peers. These interactions created a more supportive learning environment.

So What?
This experience made me see how effective and important collaboration is in language learning. Before placement I thought students learned best through individual practice, but now I see that structured interaction gives them space to learn together. Vygotsky’s ideas helped me understand that scaffolding, like giving prompts, model sentences, or vocabulary lists can make challenging tasks feel achievable.

Now What?
In future lessons, I plan to use more collaborative tasks such as group writing projects, pair translation work, and structured class discussions. Applying Vygotsky’s principles will help me build a more interactive and encouraging classroom.

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What do you think about Bruner’s approach to teaching? How can his ideas be applied in the Second level classroom context? 

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What do you think about Bruner’s approach to teaching? How can his ideas be applied in the Second level classroom context? 

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What?
When I looked at Bruner’s approach to teaching, I was particularly drawn to his idea of the spiral curriculum that students revisit key concepts at increasing levels of difficulty as their understanding develops. During my placement, I saw how useful this approach could be for teaching German grammar. For example, I reintroduced verb conjugation in different tenses over several lesson. This allowed students to build on their existing knowledge while building their understanding.

So What?
Bruner’s idea allowed me to understand that learning is gradual and students need to revisit topics to fully grasp them. His emphasis on discovery learning also resonated with me. When students worked out grammar rules or vocabulary patterns for themselves, they were far more engaged and retained the information longer. It showed me the value of guiding students to find answers, rather than simply giving them solutions.

Now What?
In future lessons, I plan to structure my lesson plans with Bruner’s spiral approach in mind. I will consistently revisit key topics. I will incorporate key topics in my lesson plans so students are reminded of important rules. For example I will make sure students write the date everyday, greet each other and the teacher everyday in German, include atleast one verb in every lesson.

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Humanists such as Carl Rogers argue that the role of the teacher is to facilitate the process of students arriving at their own solutions rather than providing answers to problems. What do you think about this idea?

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Humanists such as Carl Rogers argue that the role of the teacher is to facilitate the process of students arriving at their own solutions rather than providing answers to problems. What do you think about this idea?

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What?
Learning about Carl Rogers’ humanistic approach made me reflect on my own teaching style. His idea that teachers should guide students to find their own answers rather than simply providing them really stood out to me. During my last placement, I tried this approach when introducing new German vocabulary. Instead of giving direct translations straight away, I encouraged students to work in pairs to guess meanings from context and discuss possible answers. They were much more engaged and seemed to remember the new words better because they had discovered them themselves.

So What?
This experience helped me see that students often learn more effectively when they are given space to think for themselves. Rogers’ focus on empathy and positive relationships also reminded me how important it is to create a relaxed, encouraging classroom environment. This allows students to feel more supported and confident to engage in each lesson.

Now What?
In future lessons, I will to include more discovery-based activities, such as short problem solving tasks and self-assessment in my lesson plans. My goal is to act more as a facilitator by  supporting student learning as they explore the language and build confidence in their own abilities.

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This reflective portfolio was developed with support from ChatGPT (OpenAI, 2025) and Gemini. The tool was used to:

Help structure and gain explicit knowledge on  Borton’s (1970) Model of Reflection.

Ensure clarity, flow, and appropriate academic tone.

All final ideas, reflections, and examples are based on my own teaching experiences and understanding of educational psychology.

Batra, S. (2013). The psychosocial development of children: Implications for education and society—Erik Erikson in context. Contemporary education dialogue, 10(2), 249-278.

Dowding, T. J. (1993). The application of a spiral curriculum model to technical training curricula. Educational Technology, 33(7), 18-28.

Joseph, S. (2021). How humanistic is positive psychology? Lessons in positive psychology from Carl Rogers' person-centered approach—It's the social environment that must change. Frontiers in psychology, 12, 709789.

Pakpahan, F. H., & Saragih, M. (2022). Theory of cognitive development by Jean Piaget. Journal of Applied Linguistics, 2(1), 55-60.

Joseph, S. (2021). How humanistic is positive psychology? Lessons in positive psychology from Carl Rogers' person-centered approach—It's the social environment that must change. Frontiers in psychology, 12, 709789.

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