Preface
The Instructor's Guide to Video Workshop for Educational Psychology can provide exciting opportunities to explore educational psychology through video clips, corresponding questions and weblinks.
The purpose of this Guide is to help you integrate this CD-ROM into your own teaching style and classroom environment. The videos were chosen to connect to the content your students are learning through your lectures and their textbook. The goal of this supplement is to allow you to use the CD-ROM to its full benefit, for your teaching and your students’ learning.
Here are suggestions for how you might incorporate Video Workshop for Educational Psychology into your classroom assignments.
Individual Writing Assignments
Use videos as a stimulus for writing. Ask students to analyze the video clips based on the text or other readings. How can they use the concepts in the course to talk about the events on the video clips?
Have students create a journal. For every module, students must write in their journal about their favorite website from Connecting to the Web and explain why it is significant within the context of the course.
Use the weblinks as the basis for essays or reaction papers. Create assignments around weblinks that bring current issues into course work.
Collaborative Writing Assignments
By working in groups, individual student products are shared to produce a superior group product. Not only does this cut down on the number of papers the instructor needs to grade, but it also encourages students to learn from each other.
Set up “electronic communities” of students and assign an activity from the Student Guide to complete cooperatively. Ask them to communicate about their ideas only through e-mail so they have to express themselves clearly in writing and so there is a record of each person's contribution. As part of the assignment, have them review the transcripts of their discussions and analyze what helped them learn and what helped them produce a good final product.
Multiple Choice Questions
Use the multiple choice questions in your exams to encourage students to do the material.
Internet Research
Discuss with students how to analyze a website for reliability. This is a good opportunity for students to learn about becoming discriminating web users. Ask them how they might evaluate web resources in the context of the five traditional print evaluation criteria: accuracy, authority, objectivity, currency and coverage. Have them consider the following questions:
Who is the creator of the site?
What is the authority or expertise of the individual or group that created the site?
Is there an evident bias in the site?
Do the web pages have many typos and grammatical mistakes that may indicate a lack of editorial oversight and questionable accuracy of content?
Large Classroom Assignments
Assigning activities for large classes can sometimes be challenging. The activities listed for each module in the Student Guide, however, can be easily adapted in a variety of ways if you teach in a large classroom environment. The activities can be assigned to “electronic communities” or groups of students in the class, enabling them to collaborate on the work via e-mail outside of class. This will give students an opportunity to practice clear written communication, to collaborate on work, and to interact with other students and the instructor. Students can then e-mail their results to you, or you can ask a member of each group to share their results with the class.
How to Use This Instructor's Guide
Each Module of the Instructor's Guide includes:
Learning Objectives. Describe what the student will learn by reviewing the video clip and completing the Observation Questions and Next Step activities.
Summary. This briefly describes the video clip.
Student Activities. Offer suggestions for using the information from the video clip in class. These activities are from the Next Step feature in the Student Guide.
Multiple Choice Questions. Questions and their corresponding answers are included for each module, and complied at the end of the Instructor's Guide.
Table of Contents
Module 1: Personal, Social and Moral Development 5
Video Clip 1: Teaching Respect (4:36)
Video Clip 2: Social Skills Development (3:34)
Module 2: Individual Differences 8
Video Clip 3: Multiple Intelligences in the Classroom (6:06)
Module 3: Exceptional Children 11
Video Clip 4: Adaptations in the Inclusive Classroom (4:22)
Video Clip 5: Lily (2:51)
Module 4: Cultural and Language Differences 13
Video Clip 6: Teaching in Bilingual Classrooms (3:26)
Module 5: Approaches to Learning 15
Video Clip 7: Memory (4:03)
Video Clip 8: Experiential Learning (2:25)
Module 6: Motivating Students 18
Video Clip 9: Motivation (2:21)
Module 7: Classroom Management 20
Video Clip 10: Classroom Management (2:33)
Module 8: Assessment 22
Video Clip 11: Standardized Tests (7:45)
Module 9: Technology 24
Video Clip 12: Managing Technology in the Classroom (7:38)
Video Clip 13: Using Technology in the Classroom (1:36)
Test Bank 27
Student Learning Guide
INSTRUCTOR’S TEACHING GUIDE
Module 4: Cultural and Language Differences
Learning Objectives:
After completing this module, students will be able to
1. explain the role that culture and language play in school success.
2. describe the ways that schools and classrooms can be adapted to meet the needs of multicultural students.
Video Clip 6: Teaching in Bilingual Classrooms
Summary:
Teaching in a bilingual classroom poses a unique challenge to a teacher. This clip demonstrates some classroom management techniques that one teacher uses in her classroom.
Student Activities:
1. The debate over the efficacy of bilingual instruction has gone on for years and will most likely continue in this country. Browse the Internet for articles on both sides of this subject, and write about your views. Prepare a brief presentation for your classmates.
Individuals or small groups should present a brief presentation regarding their positions. Some should argue from their own true point of view and some should take a point of view that opposes their own. Here are some questions to get them started.
a. If English is the main language of our society, and if families know this when they move here from other countries, why shouldn't we continue to teach English in our U.S. schools?
b. If we want children to learn the language of America, why don't we teach them to speak Algonquin or Pequot? These are the true, original (native) languages. Is English any more American than Spanish or Korean or Vietnamese?
c. Results of studies of bilingual education programs are mixed. Some children who go through these programs still fail. Is bilingual education really worth the money we are spending on it?
d. Children who cannot speak English are lost in English-only classrooms. Isn't an immersions model really a submersion model? Isn't it really a sink-or-swim approach for some children?
Once students have completed the activity, ask them the following questions:
a. How did it feel to argue a viewpoint of your own or one different than your own?
b. What did you learn about the alternative perspectives on the issue during the debate? Were you able to better understand the arguments of those who think differently than you?
c. Have the views presented in this discussion impacted your actual opinion at all?
In addition, invite a teacher of a bilingual classroom to visit and talk about the pros and cons of this method of instruction. You might encourage students to find information on the Web on this topic. One good place to begin is the National Association for Bilingual Education: http://www.nabe.org/.
Multiple Choice:
5. Bilingualism is defined as
A. speaking a language other than English.
B. speaking English as a second language
C. not speaking English
D. having proficiency in two languages
Answer: D
STUDENT LEARNING GUIDE
Module 4: Cultural and Language Differences
Learning Objectives:
After completing this module, you will be able to
3. explain the role that culture and language play in school success.
4. describe the ways that schools and classrooms can be adapted to meet the needs of multicultural students.
Video Clip 6: Teaching in Bilingual Classrooms
Observation Questions:
1. Why is teaching children from diverse cultures a special challenge?
- What techniques are demonstrated by the teachers in this clip to facilitate instruction?
Next Step:
2. The debate over the efficacy of bilingual instruction has gone on for years and will most likely continue in this country. Browse the Internet for articles on both sides of this subject, and write about your views. Prepare a brief presentation for your classmates.
MODULE FOUR Connecting to the Web:
National Association for Bilingual Education: National organization promotes the education of language-minority students. http://www.nabe.org/
National Association for Multicultural Education was founded in 1990 to support efforts in educational equity and social justice. http://www.nameorg.org/
Clearinghouse for Multicultural/Bilingual Education: http://www.weber.edu/mbe/htmls/mbe.html
Multicultural Pavilion provides resources for the classroom. http://curry.edschool.virginia.edu/go/multicultural/home.html
Multicultural Education Kiosk is intended as an introduction to multicultural education theory and practice, providing tools and online resources that promote social justice and equality. http://personal1.stthomas.edu/ARUNCHEY/index.htm