Education Psychology by Avery Hagstrom https://padlet.com/hagsav01/3514tft9zco1wtud en-us 2022-09-01 13:47:56 UTC 2025-06-02 17:38:16 UTC hello@padlet.com S. Chapter 1: A Tool for Effective Teaching hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322069 William James:
- recommended to start lessons at a point just beyond the child's level of knowledge/understanding to stretch child's mind
John Dewey:
- children learn best in doing
- education should focus on the whole child
- all children deserve to have success in education
E.L. Thorndike:
- assessment and measurement
Instructional Strategies:
- constructivist approach: learner-centered; individuals constructing their knowledge and understanding with guidance from the teacher.
- direct instruction approach: structured, teacher-centered approach; teacher direction and control; maximize student learning time
Educational Research
- descriptive: observation, interviews, questionaires, standardized tests, case studies...etc.
- correlational research: relation between two or more characteristics
- experimental research: random assignment, examining the influence of at least one independent variable, one or more control groups]]> 2022-09-01 13:50:26 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322069 S. Chapter 2: Cognitive and Language Development hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322538 Development: the pattern of biological, cognitive, and socioemotional processes that begins at conception and continues through life.
Piaget's Theory:
Cognitive Processes:
- Schemas - actions or mental representations that organize knowledge
- Assimilation - the incorporation of new information into existing knowledge (schemas)
- Accommodation - concept of adjusting schemas to fit new information and experiences
- Organization - grouping isolated behaviors into a higher-order, more smoothly functioning cognitive system' the grouping or arranging of items into categories
- equilibrium - as children experience cognitive conflict, they shift from one stage of thought to the next and eventually resolve the conflict to reach a balance of thought
Stages of Cognitive Development:
- sensorimotor
- preoperational
- concrete operational stage
- formal operational
Vygotsky's Ideas
- Social constructivism
- zone of proximal development, language, dialogue, tools of the culture
- education plays a central role, helping children learn the tools of the culture
- zone of proximal development: Vygotsky’s term for the range of tasks that are too difficult for children to master alone but can be mastered with guidance and assistance from adults and more-skilled children
Language Development:
- morphology (units of meaning involved in word formation), syntax (ways words are combined in sentences or phrases), semantics (word and sentence meanings), pragmatics (appropriate use of language in context), phonology (sound system of a language)]]> 2022-09-01 13:50:44 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322538 S. Chapter 3: Social Context and Socioemotional Development hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322719 Bronfenbrenner's ecological theory: development is influenced by five environmental systems
Erikson's Life-Span Development Theory: Trust v. Mistrust, Autonomy v. Shame and Doubt, Initiative v. Guilt, Industry v. Inferiority, Identity v identity confusion, intimacy v isolation, generativity v stagnation, integrity v despair
Family Factors:
Parenting Styles: authoritarian, authoritative, neglectful, indulgent
Montessori Approach: children are given considerable freedom and spontaneity in choosing activities
Identity Development
- diffusion: individuals have neither explored meaningful alternatives nor made a commitment
- foreclosure: individuals have made a commitment but have not explored meaningful alternatives
- moratorium: are in the midst of exploring alternatives but have not yet made a commitment
- achievement: have explored meaningful alternatives and made a commitment
Kohlberg's Theory of moral development
- Preconventional Reasoning (focussed on reward and punishment)
- Conventional Reasoning (individuals internally abide by certain standards, but the standards are of others such as parents/societal laws)
- Postconventional Reasoning (morality is more internal)
Domain Theory of moral development - moral development includes domains of social knowledge and reasoning
Moral Education Approaches
- hidden curriculum
- Character education
- Values clarification
- cognitive moral education]]> 2022-09-01 13:50:52 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322719 S. Chapter 4: Individual Variations hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322964 Intelligence Tests:
- Binet Tests: Mental Age compared to Intelligence Quotient
- Wechsler Scales: Verbal and Nonverbal subscales
- Group intelligence tests
Intelligence theories
- triarchic theory: Sternberg's view that intelligence comes in the forms of: analytical, creative, and practical
- Gardner's Eight frames of mindset: verbal, mathematic, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, naturalist
Emotional Intelligence: ability to perceive and express emotion, understand emotion, monitor one's and other's feelings, discriminate among them, use information to guide thinking/action.
Learning and Thinking Styles
impulsive vs. reflective
deep vs. surface
optimistic vs. pessimistic
The Big Five personality (descriptive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world)
-Openness
-Conscientiousness
-Extraversion
-Agreeableness
-Neuroticism (emotional Stability)
Temperament (a person's behavioral style and characteristic ways of responding)
- easy child: positive mood, regular routines, adapts easily
- difficult child: reacts negatively, cries frequently, irregular daily routines, difficulty accepting change
-slow-to-warm-up child: low activity level, someone negative, low mood intensity]]> 2022-09-01 13:50:59 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279322964 S. Chapter 7: Behavioral and Social Cognitive Approaches hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279325998 - Behaviorism: the view that behavior should be explained by experiences that can be directly observed, not by mental processes
   - Classical conditioning: when an organism learns to connect, or associate, stimuli (generalization, discrimination, extinction, systematic desensitization)
   - Operant conditioning: a form of learning in which the consequences of behavior produce changes in the probability that the behavior will ever occur (reinforcement and punishment)
Increasing desirable behaviors
- Choose effective reinforcers (high probability activity can serve as a reinforcer for a low-prob activity)
- Make reinforcers timely and contingent
- Select best schedule of reinforcement (fixed-ratio, variable-ratio, fixed-interval, variable-interval)
- Contracting (agreement in writing)
Bandura’s Social Cognitive Theory: all three of these aspects influence each other
- Person/Cognition
- Behavior
- Environment
Self-efficacy: the belief that one can master a situation and produce positive outcomes
Observational learning (attention, retention, production, motivation)
Self instructional methods (students can improve their performance by monitoring their behavior)
Self-regulatory learning (self-evaluation and monitoring, goal setting and strategic planning, putting a plan into action, monitoring outcomes and refining strategies)
]]> 2022-09-01 13:52:30 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279325998 S. Chapter 8: The Information-Processing Approaches hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326179 Information Processing Approach: children manipulate information, monitor it, and strategize about it
Cognitive Resources: capacity and speed of processing information
Mechanisms of change that all work together to create change in children's cognitive skills: encoding, automaticity. and strategy construction
Attention: focussing of mental resources
- selective attention
- divided attention
- sustained attention (vigilance)
- Executive attention
Memory: retention of information over time, which involves encoding (information into memory), storage (retention over time), and retrieval (information out of storage)
- encoding processes: rehearsal, deep processing (better memory), elaboration (extensiveness of information processing involved in encoding), constructing images, organization (one method = chunking)
- storage; 3 types of memory: sensory (holds information from the world in its original form for only an instant); short-term memory (memory span and working memory [phonological loop, visuospatial working memory, and central executive]); long-term memory
Retrieval
Forgetting (cue-dependent, interference, decay)
Expertise
Metacognition
- metamemory improves through childhood
 - good processing model: competent cognition results from several factors (strategies, content knowledge, motivation, metacognition)
- help students learn a rich repertoire of strategies that produce solutions to problems]]> 2022-09-01 13:52:37 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326179 S. Chapter 9: Complex Cognitive Processes hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326341 CONCEPTS: groups of objects, events, and characteristics on the basis of common properties
- Ways to promote concept formation:
1. features of concept
2. define with examples
3. Hierarchical categorization and concept maps
4. Hypothesis Testing
5. Prototype Matching
THINKING: manipulating and transforming info into memory (concepts, reason, critical thinking, decisions, creativity, problem-solving)
Executive Function: encompasses higher-level processes linked to development of the prefrontal cortex; managing one's thoughts to engage in goal-directed behavior and exercise self-control
Reasoning
- Inductive reasoning: reasoning from the specific to the general
- Deductive reasoning: from general to specific
Critical thinking
- Mindfulness: being alert, mentally present, and cognitively flexible while going through life's everyday activities and tasks
Decision making
- confirmation bias - tendency to search fro and use info that supports our ideas rather than refutes them
- belief perseverance - tendency to hold on to a belief in the face of contradictory evidence
- overconfidence bias - tendency to have more confidence in judgments and decision than we should have, based on probability or past experience
- hindsight bias- tendency to falsely report, after the fact, having accurately predicted an event
Creativity
- convergent thinking (one answer) vs. divergent thinking (multiple possible--creativity)
PROBLEM-SOLVING
1. find and frame problems 2. develop good problem-solving strategies (subgoals, algorithms, heuristics, means-end analysis) 3. evaluate solutions 4. rethink and redefine problems and solutions over time
TRANSFER
- near - to a situation that is similar to the one in which the initial learning took place vs. far - situation is very different from initial 
- low-road - automatic, unconscious vs. high-road - conscious and effortful
- forward-reaching - ways to apply info to future situation vs. backward-reaching - previous situation for info to solve a problem in new context

]]> 2022-09-01 13:52:44 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326341 S. Chapter 10: Social Constructivist Approaches hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326486 Social Constructivist (Vygotsky):
- teachers are facilitators
- social factors contribute to students' construction of knowledge and understanding
Ways teachers and peers can contribute to children's learning:
1) scaffolding: challenging levels of support over the course of a teaching session, with a more-skilled individual providing guidance to fit the student's current performance
2) Cognitive apprenticeship: expert stretches and supports the novice's understanding of and use of a culture's skill
3) tutoring
4) Cooperative learning: students work in small groups to help each other learn
- works better for complex tasks
- different approaches: STAD, jigsaw classroom, learning together, group investigation, and cooperative scripting
- heterogeneous groupings recommended
Structure small-group work
- give students opportunities for team-building exercises
- assign students specific duties/jobs to keep the group on task to function more smoothly]]> 2022-09-01 13:52:50 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326486 S. Chapter 12: Planning, Instruction, and Technology hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326822 PLANNING
- teachers make plans for different time frames (yearly, term, units, weekly, daily)
TEACHER-CENTERED PLANNING
- behavioral objectives: statements the propose changes in student's behavior to reach a desired performance level; given task
- task analysis: breaking down a complex task that students are to learn into its component parts; steps to do a given task
- Bloom's taxonomy (see graphic)
TEACHER-CENTERED INSTRUCTION
- direct instruction: structured, teacher-centered; teacher direction and control, high expectations for students' progress, maximum time spent by student on academic tasks; this can include:
- orienting students to new material
- lecturing, explaining, and demonstrating
- questioning and discussing
- mastery learning: learning one topic or concept thoroughly before moving on to a more difficult one
- seat work (students work independently at seats)
- homework
LEARNER-CENTERED PLANNING
- APA's learner-centered psychological principles: cognitive and metacognitive, motivational and emotional, developmental and social, individual difference
LEARNER-CENTERED INSTRUCTION
- problem-based learning: real-world problem solving; small-group discussion; students identify issues, teacher guides and monitors efforts
- essential questions
- discovery learning: students construct an understanding on their own; guided discovery (teacher-guided questions and directions)
- more effective for social sciences and humanities; not so much for math/science
TECHNOLOGY
- can be used in the classroom to support being an: empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, global collaborator (ISTE standards)]]> 2022-09-01 13:53:04 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326822 S. Chapter 13: Motivation, Teaching, and Learning hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326950 MOTIVATION
- includes behavioral, humanistic, cognitive, and social perspectives
Extrinsic motivation: doing something to obtain something else (a means to an end) or avoid an unpleasant consequence
Intrinsic motivation: internal motivation of doing something for its own sake (an end in itself)
- self-determining: increased by student choice and personal responsibility
- tends to drop during middle school years
Rewards:
- can sometimes undermine learning
- should convey information about task mastery rather than external control
Attribution: individuals are motivated to discover the underlying causes of their own performance and behavior (locus, stability, controllability)
Helpless vs. mastery orientation mindsets
Factors that increase student achievement: self-efficacy (belief that one can master a situation and produce positive outcomes); specific, proximal, and challenging goals; delayed gratification; high expectations; values and purpose
SOCIAL MOTIVATION
- students have varying needs for affiliation
- approval from teachers, peers, friends, and parents are important
- parents need to be enlisted as partners with the teacher in educating the student
- differences in achievement are more closely related to socioeconomic status than to ethnicity (both are still important)
ACHIEVEMENT DIFFICULTIES
- failure syndrome: having low expectations for success and giving up at the first sign of difficulty
- students protect their self-worth by avoiding failure: nonperformance, procrastination, and setting unreachable goals (perfectionist)
Other contributing factors: students with high anxiety, uninterested, alienation]]> 2022-09-01 13:53:10 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279326950 S. Chapter 14: Managing the Classroom hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279327068 Getting off to the right start:
- establish expectations for behavior and resolve student uncertainties
- make sure that students experience success
- be available and visible
- be in charge
Focus: developing and maintaining a positive classroom environment that supports learning; proactive management strategies; "beehive of activity"
Management Goals:
1. Help students spend more time on learning and less time on non-goal-directed activity
2. preventing students from developing academic and emotional problems
Authoritative: engaging in considerable verbal give-and-take with students; caring attitude; behavior limits when necessary; sensitive to ethnic and socioeconomic variations
Management Characteristics: withitness, coping with overlapping situations, maintaining smoothness and continuity, engaging students in challenging activities
Classroom Rules should be: reasonable, necessary, clear, comprehensible, consistent with goals and school rules
Being a Good Communicator: speaking skills (clear, connect with audience, talking speed), attentive listening skills, nonverbal
Problem behaviors: 
- minor interventions: nonverbal cues, keep the activity moving, proximity to students, redirecting the behavior, directly telling to stop, give student choice
- moderate interventions: withholding privilege/desired activity, isolating/removing student, penalty/detention; teachers should have supportive resources (mediators, parent calls, principal, student mentors)]]> 2022-09-01 13:53:15 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279327068 S. Chapter 15: Standardized Tests and Teaching hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279328436 Purposes: provides information about a student's progress, diagnoses strengths/weaknesses, provides evidence for specific program placements, planning/instruction, accountability
Evaluating St. Test:
- norm-referenced: comparing a student's performance w/ scores for a group of individuals previously tested
- criterion-referenced tests: student's performance is compared to established criteria rather than norms; designed to assess skills and knowledge in specific areas
- validity (extent to which it measures what it is intended to measure; extent of accuracy of scores), reliability (extent to which a test produces consistent, reproducible measure of performance; test-retest, alternate forms, split-half) fairness (unbiased, non-discriminatory)
Aptitude: predicts student's ability to learn, or what the student can accomplish with further education and training
Achievement: what the student has learned; mastered skills
St. Achievement types: batteries (individual subject matter), specific subject areas (skill in a more detailed, extensive way), diagnostics (pinpoint specific learning needs)
Descriptive Statistics: mean, median, mode, SD, range, percentile
Although standardized tests can be useful, they also do not encompass all of the knowledge and skills a student may have]]> 2022-09-01 13:53:57 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279328436 S. Chapter 16: Classroom Assessment and Grading hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279328590 Preinstruction, during-instruction, and post-instruction assessments are integral to teaching
Rising trends: assessment for learning, not an assessment of learning; self-assessment; students' learning portfolios; using technology; integration of skills; lots of feedback; multiple methods
High-quality assessments are valid, reliable, and fair.
Traditional tests:
- multiple choice (stem and options)
- construct-response and essay questions
Alternative Assessment: evaluating knowledge and skills in context that approximates real-world/life
- performance assessment: higher-level thinking with more "doing"; guidelines (establish clear purpose, identify observable criteria, provide appropriate setting, judging/scoring the performance)
- portfolio assessment: a systematic and organized collection of student's work to demonstrate skills and accomplishments; can document growth or showcase outstanding work
GRADING
- purposes: informational, administrative, motivational, guidance
- components: standard of comparison (norm-referenced vs. criterion-referenced), aspects of students' performance, the weighting of different kinds of evidence]]> 2022-09-01 13:54:03 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279328590 H. Chapter 1: Climbing Out of the Gap hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279337029 - Productive Struggle: When the learner has developed the necessary strategies for working through something difficult. The mental activity that takes place when students are in their zone of proximal development.
DEPENDENT vs. INDEPENDENT LEARNERS
- dependent: rely on the teacher for instruction
- independent: can overcome struggles on own
- learning partnerships
- information processing
- community building: creating a safe and comfortable learning environment for students]]> 2022-09-01 13:59:39 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279337029 H. Chapter 2: What's Culture Got to Do with It? hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279337911 Culture levels:
- surface: observable, concrete elements; food, dress, music, holiday
- shallow: unspoken rules around everyday interactions and social norms
- deep: tacit knowledge and unconscious assumptions that govern our worldview
Cultural archetypes: universal patterns across cultures
- collectivism (interdependence, relational, collaborative, harmony) and individualism (independence, achievement, self-reliance, competitive)
- Oral and written traditions
Sociopolitical context: series of mutually reinforcing policies and practices across social, economic, and political domains that contribute to disparities and unequal opportunities for people of color in housing, transportation, education, and health care. result in unequal outcomes along racial and class lines
Implicit Bias: unconscious attitudes and stereotypes that shape our responses to certain groups
Structural Racialization: A system in which public policies, institutional practices, cultural representations, and other norms work in various, often reinforcing ways to perpetuate racial group inequity.]]> 2022-09-01 14:00:07 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279337911 H. Chapter 3: This is Your Brain on Culture hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279338507 - all brains come with a default setting: Avoid threats to safety at all costs and seek well-being at every opportunity
- Reticular activating system (RAS)- responsible for alertness and attention; within reptilian region
- LIMBIC REGION- emotional brain; emotions, behavior, and cognition together
Limbic Brain Three structures:
- Thalamus - communication dispatch hub
- Hippocampus - background knowledge storage; working memory, short-term memory, and long-term memory
- Amygdala - guard dog (fight, flight, freeze, appease); contains stress hormone (cortisol)
NEOCORTEX REGION
- home to executive function
Neurons - nerves that are the brain's building blocks
Neuroplasticity - the brain's ability to grow an unlimited amount of gray matter in response to our continuous learning
"neurons that fire together, wire together!"
Myelination - process of wrapping the body of the neuron with layers of fatty substance called myelin; makes it easier for brain to do complex work-->the fat allows the chemical and electrical impulses to travel across the neuron faster.
NERVOUS SYSTEM
Automatic Nervous system:
- parasympathetic nervous system - relaxed; seeks well-being
- sympathetic - alert; ready to react and avoid danger
- polyvagal - social engagement system; connection; oxytocin (bonding hormone)
Culturally responsiveness to keep in mind:
- the brain seeks to minimize social threats and maximize opportunities to connect with others in community
- positive relationships keep our safety-threat detection system in check
- culture guides how we process information
- attention drives learning
- all new information must be coupled with existing funds of knowledge in order to be learned
- the brain physically grows though challenge and stretch, expanding its ability to do more complex thinking and learning

]]> 2022-09-01 14:00:28 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279338507 H. Chapter 4: Preparing to Be a Culturally Responsive Practitioner hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279339567 Internal tasks teachers need to work through to uncover implicit bias and prepare to work with culturally and linguistically diverse students:
1. Identify your cultural frame of reference
- Work your way through your surface, shallow, and deep culture
2. Widen your cultural aperture
- Deficit Thinking Paradigm --
3. Identify your key triggers
-  "We can help students consciously select culturally different ways of speaking or interacting that are still appropriate to the situation" (Hammond 61).
- Mindful Reflection Protocol:
(1) Explain the attributions that you have about the student
(2) Write out or reflect on your feelings and thoughts when working with a student. Take into account the potential for misinterpretation resulting from deficit thinking, prejudice, and over-generalizations.
(3) Consider alternative explanations by reviewing your documentation and reflections.
(4) Check your assumptions. Share your reflections with a colleague, parents, and/or community members. Meet with parents to learn more about expected and observed behaviors in the home.
(5) Make a plan.
(6) Continuously revisit this process and reassess your attributions and your progress with a student.
- Identity your triggers through the 5 social interaction elements that activate threats in the brain (standing, control, certainty, connection, equity)
- Practice emotional self-management through (a) remembering that our brain has a negativity bias (b) identifying what sets us off (c) labeling feelings when they arise, and (4) creating an "early warning system" 
S.O.D.A. -- Stop, observe, detach, awaken]]> 2022-09-01 14:01:02 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279339567 H. Chapter 5: Building the Foundation of Learning Partnerships hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279340101 Building Trust - paves the way for us to lead students into their zone of proximal development
1. Listening
- 70% of communication is nonverbal
2. Trust generators (selective vulnerability, familiarity, similarity of interests, concern, competence) to build rapport
3. Building trust takes time and patience -- it will not happen overnight
Rapport building
- affirmation - intentionally noticing and admiring the uniqueness of culturally and linguistically diverse students]]> 2022-09-01 14:01:24 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279340101 H. Chapter 6: Establishing Alliance in the Learning Partnership hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279340654 Marginalized dependent learners need an ally -- why?
- dependent learners fall in the mentality of learned helplessness
- stereotype threat leads to amygdala hijack
- internalized oppression
ALLIANCE-BUILDING
- Creating a pact (formal agreement to work on a learning goal and relational covenant)
- Becoming a Warm Demander (cultivate skills to push students into their zone of proximal development while helping them manage their emotional response so they don't set off their amygdala); pairs active demanding with personal warmth
- Help students take control of learning
FEEDBACK
- use of formative assessment
qualities of effective feedback:
- needs to be accepted as valid and actionable by the learner
- requires several conversations
- Instructive and corrective (actionable information that will help the student improve)
- specific in the right dose
- timely
- delivered in low stress, supportive environment
- wise feedback does not downplay the severity of the errors, but reassures the student that they are not viewed in the light of a negative stereotype; conveys faith in the potential of the student while being honest about where they are right now]]> 2022-09-01 14:01:43 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279340654 H. Chapter 7: Shifting Academic Mindset in the Learning Partnership hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279341263 ACADEMIC MINDSET: the beliefs, attitudes, or ways of perceiving oneself in relation to learning and intellectual work; components:
- I belong to this academic community
- I can succeed at this.
- My ability and competence grow with my effort.
- This work has value for me.
Culturally responsive teachers need to focus on shifting mindsets rather than trying to force engagement or cajole students' motivation. The need to become self-motivated (independent learner)
*Fixed Mindset vs. Growth Mindset*
Impacts on Academic Mindset: microaggressions (microassaults, microinsults, microinvalidations) and negativity bias.
Set the stage for a mind shift through validation, self-efficacy, the Feedback loop, reframing mistakes as information
Education reality: "structural inequities in our school systems negatively influence the academic mindset of our culturally and linguistically divers students" (119)

]]> 2022-09-01 14:01:59 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279341263 H. Chapter 8: Information Processing to Build Intellective Capacity hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279341758 ACTIVE PROCESSING
1. Input (short-term memory)
2. Elaboration (working memory); our brain can do active processing for 12-20 minutes, slows down for a few minutes, then another 12-20 minutes
3. application (long-term memory): use it or lose it
Building intellective capacity
- Ignite: cue the brain to pay attention: activate RAS (call and response, music, provocations, talk
- Chunk: feed the brain right-sized pieces of information
- Chew: help the brain process the content (unstructured time and cognitive routines)
   - cognitive routines: basic mental maneuvers the learner uses for information processing, especially when doing higher order thinking and creative problem solving (sequence of interval learning moves, specific structures and protocols used in sequence)
examples of ways to help student chew on concepts:
- talk and learn (instructional conversations, rhythmic mnemonics in song or spoken word poetry, story-ify the content, recursive graphic organizers, infographics, metaphors/analogies, wordplay/humor
- review: to strengthen new neural pathways (games, solve a mystery, long-term projects)]]> 2022-09-01 14:02:20 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279341758 H. Chapter 9: Creating a Culturally Responsive Community for Learning hagsav01 https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279342330 Questions to ask yourself:
- What values do we want to communicate through our environment?
- How do we want children to experience their time in our classroom?
- What do the artifacts on the wall communicate to students, parents, or me about what is important?
- What do we want the environment to "teach" those who are in it?
Classroom asethetics and symbols
- find authentic cultural elements that add real value to the classroom; these help us communicate with our collective unconscious mind
- Routines: help create positive energy and the classroom's ethos; design common routines to emphasize interdependency and social connection; talk with students why routines are important
- Rituals: combine emotional vitality and spirituality; the brain learns to associate sensory experiences with the spiritual practice; can reinforce desired behaviors
Student agency and voice: students narrate their lives=naming own competences; social talk structures (participatory and interactive); academic talk structures (instructional conversation)

]]> 2022-09-01 14:02:39 UTC https://padlet.com/hagsav01/3514tft9zco1wtud/wish/2279342330