AICELYN BRACHO CABREJAS

I. WHAT MAKES A GOOD TEACHER?

Q1. How does Mark create learning experiences that are meaningful for students?

As an educator, one of the best ways to create learning experiences that are meaningful is to make
the content as meaningful as possible. Students should be given chances to connect or relate their
classroom activities to real-life scenarios and situations. As a teacher, student-centeredness
concept should always be at the top. Teachers should always use a student-centered approach.
When students feel that they are into the situations or they could relate to the scenarios, they will
really find it more practical for their future application.

Q2. How does he encourage critical thinking, problem solving, and performance skills?

Allowing students to undergo a debate wherein they will be able to speak their
argumentative speech that contains claims supported with evidences is one way of encouraging
the learners to develop their logical and analytical skills. They will be able to voice out their
solutions to issues reflected on the topic. In this manner, learners are already being introduced and
exposed to critical thinking and problem-solving. Aside from that, there is also one excellent
method for exercising critical thinking which is role-playing wherein it involves inhabiting another
persona and its characteristics. Being someone else calls upon stretching both analytical and
creative mind.

Q3. In terms of concepts introduced in this section, what qualities identify Mark as an intentional
teacher?

The Intentional Teacher are the so called decision makers inside the classroom. Teachers are not
just ought to be the facilitators or assessors in the classroom, but they serve as coaches and program
leaders. These can be functional to fuel conversations about child-and adult-guided experiences
and to build knowledge and skills around intentional decision making. In this manner, we can say
that productive play and learning are the result of teacher intentionality.
II. WHAT IS THE ROLE OF RESEARCH IN EDUCATIONAL PSYCHOLOGY?
Question 1: How does Mark evaluate the effects of his instructional choices on his students?
Basically, teachers use different assessments to measure or test the effects of chosen instructions. In
today’s field of teaching, teachers are encouraged to somehow use differentiated instructions
considering the fact that our class is composed of diverse learners. Formative and Summative
assessments are being given to our learners in order to measure whether our learners really have
acquired or achieved our lesson objectives. Thus, there are actually various types of evaluation that we
can use in determining the effects of teacher’s instructions.

Question 2: What connections are there between a reflective practitioner and intentional teacher?
Possible Response:
Reflective practitioner and intentional teacher can have correlations in some aspects. Reflective
practitioner engaged more on the enhancement of the professional person’s ability in which learning
by doing and developing the ability for continued learned throughout the professional’s career. The
approach entails active coaching by a master teacher, including giving students practice facing real
problems, testing solutions, making mistakes, seeking help, and refining approaches. Extensive
dialogues between teachers and students draws how reflection-in-action works, what encourages it, and
behavior or attitudes that can prevent the development of reflectiveness. On the other hand, Intentional
teacher probably is anchored on how the teacher connect his or her instruction to the students not just
out objectively, but as well as in subjective manner. Through reflection, a teacher will be able to tap
his intention to the students in a way the lesson or the instruction will be applicable throughout the
learners’ life.

Question 3: From Mark with Lea, create a list of research-based and common sense teaching
strategies that an intentional teacher might use.
Possible Response:
It is believed that Intentional teaching does not happen by chance. Teachers make use of the following
strategies to intentionally achieve a both child-guided, and adult-guided experiences. These are some
of the following strategies that an Intentional teacher incorporates in his teaching career.

1. The teachers reflect on their principles and practices.

2. The teachers broaden their thinking about appropriate early curriculum content and teaching
strategies.
3. The teacher discovers specific ideas and strategies for interacting with children in key subject
areas.
 III. WHAT RESEARCH METHODS ARE USED IN EDUCATIONAL PSYCHOLOGY?
Self-Check Item: Construct a comparison chart with the comparison correlational, Descriptive, and
Action. Enter information in the following five categories: Goals of Research, Forms Studies Take,
Kinds of Findings, Advantages and Disadvantages, and Examples. Next, review the case.

Question 1: Construct a comparison chart with the comparison correlational, Descriptive, and Action.
Enter information in the following five categories: Goals of Research, Forms Studies Take, Kinds of
Findings, Advantages and Disadvantages, and Examples. Next, review the case.

Possible Response:
COMPARISON CHART
CORRELATIONAL

Goals of Forms Studies Taken Kinds of Findings Advantages & Examples

Research
To assess The correlational method
the involves looking at
relationships relationships between two
between and or more variables.
among two While researchers can
or more use correlations to see if a
variables relationship exists, the
variables themselves are
not under the control of
the researchers. ... In
other
words, correlational
studies cannot prove
cause-and-effect
relationships.
Disadvantages
1. Positive  Allows 1. Naturalistic
correlations: In this type testing of Observation: This
of correlation, both expected method involves
variables increase or relationships observing and recording
decrease at the same between and the variables of interest
time. A correlation among in the natural
coefficient close to +1.00 variables and environment without
indicates a strong the making of interference or
positive correlation. predictions. manipulation by the
Can assess experimenter.
these 2. The Survey
relationships Method: Surveys and
2. Negative in everyday questionnaires are
correlations: This type life events. among the most
of correlation indicates  Cannot be common methods used
that as the amount of one used to draw in psychological
variable increases, the inferences research. In this
other decreases (and vice about the method, a random
versa). A correlation causal sample of participants
coefficient close to -1.00 relationships completes a survey,
indicates a strong between and test, or questionnaire
negative correlation. among the that relates to the
variables. variables of interest.
Random sampling is a
vital part of ensuring
3. No correlation: This the generalizability of
indicates no relationship the survey results.
 between the two 3. Archival
variables. A correlation Research: This type of
coefficient of 0 indicates research is performed
no correlation. by analyzing studies
conducted by other
researchers or by
looking at historical
patient records. For
example, researchers
analyzed the records of
soldiers who served in
the Civil War to learn
more about post-
traumatic stress disorder
(PTSD) in an
experiment known
as "The Irritable Heart".

EXPERIMENTAL

Goals of Forms Studies Taken Kinds of Advantages & Examples

Research Findings Disadvantages
To assess the Experimental research designs  Post-test Only  Allows  Manipulation: The
causal impact are the primary approach used Design – This drawing of researcher will
of one or to type of design conclusions purposefully change or
more investigate causal(cause/effect) has two about the manipulate the
experimental relationships and to study the randomly causal independent variable,
manipulations relationship between one assigned relationships which is the treatment or
on a variable and another. This is a groups: an among condition that will be
dependent traditional type of research that experimental variables. applied to the
variable is quantitative in nature. group and a  Cannot experimental groups. It is
control group. experimentally important to establish clear
 Pretest-Post- manipulate procedural guidelines for
test Only many application of the
Design - The important treatment to promote
subjects are variables. May consistency and ensure
again be expensive that the manipulation itself
randomly and time does affect the dependent
assigned to consuming. variable.
either the  Control: Control is
experimental used to prevent the
 or the control influence of outside
group. factors (extraneous
 Solomon variables) from
Four Group influencing the outcome of
Design – the study. This ensures
Subjects are that outcome is caused by
randomly the manipulation of the
assigned into independent variable.
one of four Therefore, a critical piece
groups. There of experimental design is
are two keeping all other potential
experimental variables constant. For
groups and example, if testing the
two control effects of fertilizer on
groups. plant height, all other
 Factorial factors such as sunlight,
Design – The soil type and water would
researcher have to be constant
manipulates (controlled).
two or more  Random
independent Assignment: A key
variables feature of true
(factors) experimental design is the
simultaneously random assignment of
to observe subjects into groups.
their effects on Participants should have
the dependent an equal chance of being
variable. assigned into any group in
 Randomized the experiment. This
Block further ensures that the
Design – This outcome of the study is
design is used due to the manipulation of
when there are the independent variable
inherent and is not influenced by
differences the composition of the test
between groups. Subjects can be
subjects and randomly assigned in
possible many ways, some of
differences in which are relatively easy,
experimental including flipping a coin,
conditions. drawing names, using a
 Crossover random table, or utilizing a
Design (also computer assisted random
known as sequencing.
Repeat  Random
Measures selection: In addition to
 Design) – randomly assigning the
Subjects in test subjects in groups, it is
this design are also important to
exposed to randomly select the test
more than one subjects from a larger
treatment and target audience. For
the subjects example, if a researcher
are randomly wanted to look at the
assigned to impact of sleep on the test
different scores of 5th graders in a
orders of the particular city, a sample of
treatment. 5th graders would need to
be randomly selected from
the city’s population in
such a way that any
5th grader would have an
equal chance of being
selected for the study. This
ensures that the sample
population provides an
accurate cross-sectional
representation of the larger
population including
different socioeconomic
backgrounds, races,
intelligence levels, and so
forth.

DESCRIPTIVE

Goals of Research Forms Studies Taken Kinds of Findings Advantages & Examples
Disadvantages
To create a snapshot of Descriptive  Observational  Provides a case study,
the current state of research methods are Method – Used relatively naturalistic
affairs pretty much as they to review and complete picture observation,
sound — they describe record the of what is surveys, archival
situations. They do not actions and occurring at a research,
make accurate behaviors of a given time. longitudinal
predictions, and they do group of test Allows the research, and
not determine cause and subjects in their development of cross-sectional
effect. There are three natural questions for research.
main types environment. further study.
of descriptive methods: The research  Does not assess
observational methods, typically does relationships
 case-study methods and not have among variables.
survey methods. interaction with May be unethical
the test subject. if participants do
 Case Study not know they
Method – This are being
is a much more observed.
in-depth student
of an individual
or small group of
individuals. It
may or may not
involve
interaction with
the test subjects.
 Survey
Method –
Researchers
interact with
individual test
subjects by
collecting
information
through the use
of surveys or
interviews.

Question 2: How does Mark use basic educational psychology research to assess her student’s writing
performance?
Basic educational psychology research is indeed very essential in assessing the students’ performance in
writing. Through the following three research methods—correlational, experimental, and descriptive, the
learners’ performance in writing was properly observed, evaluated and assessed. Through giving them
salient assessment sheets, a data was being acquired and it went through a series of procedural assessment
to basically improve their writing skills. Students’ weaknesses in writing was first identified. Then, a sort
of evaluative assessment was applied to further determine the validity of the results. An enhancement
writing activities were then imposed as their assessment. Research is indeed a very important tool to make
interventions on students’ performaces.