EPSY 320: Educational Psychology

Fall 2017

Final Exam Part Two

Instructions:

Answer the following essay questions. Each answer should be at least 7 -10 sentences in length. You

must refer to the Ormrod text to support your answers. There is also a question based on Jensen's

Chapter 11 that requires you to refer to the Jensen text. If you are unsure how to refer to the text, you

should go back to your discussion grades (particularly Week 2 and Week 3) and read my feedback. Each

answer is worth up to 10 points, for a total of 70 points.

1) Based on Ormrod's Chapter 6 (pp. 181-206), describe two factors that influence students' ability
to recall what they have previously learned; also describe two reasons why students may either
forget or incorrectly remember what they have learned.
a. Students’ ability to recall information from what they previously learned using an
ineffective method to learn. Ormod discusses the meaningful learning process. This
“involves recognizing a relationship between new information and something already
stored in long-term memory.” By using meaningful learning, students are encouraged to
connect content from lessons to life experiences or prior knowledge. For example,
students don’t remember math content often because they don’t connect it with
meaningful learning. Students learn through organization which is like meaningful
learning. Organization is the connection between various pieces of additional
information. This is an effective method of learning/recall because the students can
follow their connections like a “map” in their head.
b. Students may not remember information because they didn’t use an ineffective method
to memory storage. Rehearsal would be a method used that wouldn’t retain
information. According to Ormod, rehearsal would be an ineffective method of long-
term memory storage. Another reason may be that the students don’t have a prior
knowledge to elaborate on. Elaboration is the “prior knowledge to embellish a new
idea.” The students can embellish if they don’t have prior knowledge.
2) Based on the Case Study: Taking Over on p. 213 of the Ormrod text, read and answer the
following:
a. Why are the students having trouble mastering the eighth-grade math curriculum?
i. These students were given a subject with a very weak base. The content they
were learning needed a base of information to move onto this greater
understanding. The teacher didn’t allow for time to build on the previous
knowledge but instead just moved forward and hoped for the best. The teacher
has given students the impression that the teacher will give the information in a
way in which all students will understand. The students attitude toward learning
creates an environment in which there is no learning. Ms. Gaunt needs to go
 back and focus on building that foundation rather than trying to meet the state
standards.
b. Identify at least three several factors that appear to be interfering with students'
learning.
i. The students may be struggling with the substitute teacher due to not trusting
her. They don’t have an established connection before she starts teaching. Also,
the teacher may not have a great understanding of where the class is at in their
learning. This causes Ms. Gaunt to struggle in understanding what she should
teach. Then, she feels pressure to keep moving on without the students on
board. Another factor may be that the student’s attitudes don’t allow them to
learn. They have decided that they don’t need to learn because the teacher will
present the material in such a way that the students automatically learn.
3) Based on Ormrod's Chapter 9, explain how learners can acquire involuntary responses through
classical conditioning and how you might help a student overcome classically conditioned
emotional responses that interfere with classroom performance.
a. “Classical conditioning can help us understand how people learn a variety of involuntary
responses,” Ormod uses an example of involuntary responses through classical
conditioning, such as, “..after a number of frustrating experiences with the assignment,
he begins to feel anxious whenever he encounter a division task.” This shows that every
move we make in the classroom makes a student feel some way and possibly change
their attitude about something. Students create that connection between unpleasant
stimuli and our classroom. Examples of this are often, public humiliation or constant
failure. To ensure students don’t face this, us teachers can foster an environment that
ensures students don’t reach over frustration. I believe in intentional struggle, but there
is a point where students need to reach of point of understanding. To overcome this
struggle, teachers must be sure that all students have a good base knowledge to build
on.
4) Based on Ormrod's Chapter 10, describe the nature and origins of self-efficacy, and explain how
you might enhance self-efficacy both in your students as developing learners and in yourself as a
teacher.
a. Self-efficacy is “self-constructed judgement about his or her ability to execute certain
behaviors or reach certain goals.” This comes from students having the belief they can
complete a task. This is often gained by understanding and deeply thinking about what
you are learning. This leads to a greater understanding of the material. To give student a
high self-efficacy, I will build the students confidence by using open ended questions,
positive reinforcements, and flipped classrooms. These ideas will allow the students to
get choice of activities and set their own goals. "Learners tend to choose tasks and
activities at which they believe they can succeed and to avoid those at which they think
they’ll fail." (Ormod) When giving students options in learning, they can have more of a
natural confidence and self-driven exploration. I have high self-efficacy in teaching high
school students FACS content. This is because of my previous experience with FACS
classes and my interest in FACS. I have a low self-efficacy in teaching a math class or
anything to do with math because I am not good at it.
5) Based on the Case Study: Passing Algebra on p. 359 of the Ormrod text, read and answer the
following:
a. On what factors does Michael initially blame his failure? To what factors does he later
attribute his success? How do his changing beliefs affect his learning strategies?
i. He initially blames his poor natural ability and his teacher for not explaining
things fully. Michael also states that his teacher doesn’t know the content area
well enough. He feels that he doesn’t have the control to change his ability nor
his teachers. He blames his success on him changing his way of doing math
problems. Also, he says that he now takes notes, listens, studies at home, and
does his homework. This causes him to understand each step so he will do well
on the tests. Overall, his attitude ruins his education. He thinks there is nothing
he can do about it, but there indeed is. He changes his attitude and his grades
reflected it.
b. What inferences about motivation might you draw from the case study? How might
learners' cognitive processes influence their motivation? How might teachers' behaviors
also have an impact?
i. Motivation plays a larger factor in education than many may think. Students
come into our classroom with all different attitude and we must take this into
account. Students won’t learn as well when they don’t have the motivation.
They may feel there is no point to learn so they don’t put in the effort. Teachers
attitude and motivation for a lesson is passed onto the students. If we teach a
lesson with a low motivation, our students will pick up on this and not response
as well. The teachers are also influenced by the motivation of our students. If
we feel students aren’t responding to our lesson, we may shut down.
6) Based on Ormrod's Chapter 12, identify and explain 4 general principles that can guide your
planning and instructional strategies.
a. According to Ormod, diversity is one of the aspects to take into consideration. The
choices we make must be appropriate for students attitudes and ability level into the
planning process. Feedback and assessing is a necessary part of any lesson planning
because teachers must determine if they students are understanding. This is done
through formative assessment which enables us to modify our instructional strategies.
When planning, teacher must be innovative with technology to further students
learning. Students will be using technology their whole lives and need to be literate with
all tech. Lastly, scaffolding during activities is something that provides structure and
guidance. Students may struggle with new or difficult tasks.
7) Based on Jensen's Chapter 11, identify and explain the following steps teachers do to take
advantage of what we know about the brain and learning:
a. Two steps before class
i. Be sure that you are fully prepared for the lesson. Also, be sure that your
students are ready to handle the lesson. This includes address students with
high needs, review lesson, stay emotionally healthy, and effectively prime the
students for the lesson.
ii. The physical space in which you teach must be safe. The students must feel that
the classroom is a place for security. In your classroom, keep it flexible,
 comfortable for the students to be able to focus. Lastly, monitor the sound of
the room from wherever you are.
b. Five steps during class
i. Engagement is important during a lesson. Students learn by engaging
themselves. If students aren’t engaged, they aren’t learning. This happens by
creating a positive environment.
ii. Students must be awake and alert to engage in the lesson. This is called framing
the lesson. This can be done to “hook” the students into engaging or being
curious in your lesson.
iii. “Acquisition is something that’s going on all the time. Implicitly, the world is a
teacher and so is the classroom—with or without the teacher.” This basically
states that teachers must make their classroom relevant. FACS classrooms are
easy to connect to real life because everything in FACS is hands on and real life.
iv. Building on student’s prior knowledge is important to ensure the students retain
the information. This is called elaboration and is done by developing that
deeper understanding of the material.
v. The last step is memory strengthening throughout the whole lesson. This is
where we create confident and high-performing students by ensuring students
remember the material.
c. Two steps after class
i. The follow up is a rest period where the teacher allows the students to
complete the learning task.
ii. The last step is review and revision where teachers reflect on the lesson by
thinking what can be done next time to improve.

Final CAT assignment on next page.

8) For your final CAT assignment (worth 21 points), Read "Martin's Plight" on p. 85, and address
the following:
a. Using the developmental trends chart on p. 84, describe the age-typical characteristics
and suggested strategies for your teen/child's level of moral reasoning and prosocial
behavior. (7 pts.)
i. Anna is in the category of grade 9-12. She has the aspiration to be a model due
to her natural beauty and communication skills. In the developmental trends
chart, it is described that students at this stage typically begin to do their
societal duty. Anna participates in this behavior by attending school and putting
forth extra effort. She realizes that she needs to succeed in school to succeed in
life. Anna hopes to attend a school for communications with a biology minor. To
also abide by societal rules, Anna can explore the issues today to understand
the social studies of society. This requires a great amount of knowledge. She
realizes that the rules set up at school are there for a reason. To practice these
strategies, she can advocate for certain rules she believes in. Students in this
stage of development also by showing empathy for people who are in need. This
can be exercised by volunteering for various community services in her
community. Lastly, students in this stage “belief that society has an obligation to
 help people in need.” This can also be done by volunteering for those in need.
Also, she can read autobiographies of those in need.
b. Describe your teen/child's response (based on their developmental level) to the
situation presented in "Martin's Plight" on p. 85. Imagine that your teen/child is the
student observing what happens to Martin. (7 pts.)
i. Anna has a deep empathy for those in need, which Martin appears to be in
need. She decides to step in and stop the people bullying Martin. This situation
happens often in her school, so she sees it as her societal role to take a stand
against this. She organizes a seminar to inform people how to stand up to
bullies and be their own self-advocate. Anna realizes that bullying and putting
others down doesn’t follow societal rules. She uses this seminar that she
organized to re-establish these societal rules. Anna has empathy with Martin
because she has been in similar situations of getting bullied. She decides to talk
to Martin one-on-one to help him learn to stand up for himself.
c. Give two explanations for this response that clearly connect to Kohlberg's moral
development theory (p. 86) and demonstrate understanding of the theory. (7 pts.)
i. Anna would be in the Level II: Conventional Morality stage and the sub category,
Stage 4: Law and Order. This states that she recognizes the guidelines in society
and their necessity. In this situation, she sees no flexibility in these rules that is
set. She has no empathy for the bully even though it is clear they may have
struggles. She attempts to keep society running smoothly by keeping the victim
of bullying happy.
ii. Anna may also be still partially in Stage 3: Good boy/Good girl. She still wants to
please others and does this by helping the victim of bullying. She wants to
maintain the trust of people by letting others know she is to be trusted. Also,
she knows that if she wouldn’t have stepped into help the victim, people would
have a poor perspective of her.