Category: Educational Psychology

Interview a Teacher
Written response includes a
summary of what your
discussion with a teacher
taught you. (Include your interview
questions but teacher responses may be
summarized)
Comprehensive discussion
about the topics presented
included in the interview.
What from this interview will
you use in your future
classroom? Were there any
points you did not agree with and
will not use?
Assessment Instruction
Purpose of this Assessment
To APPLY what you have learned the past 3 weeks, in a way that is meaningful to you, for your future classroom. There are several options for how you can do this. Refer to the Application Activity Rubric (file is attached – refer to number #5 and look in that row on what to do. I attached it here to at the top of what the doc. says) 
Actions
for ideas to complete this assignment. You need at least one of the 3 application activities for this course to be a lesson plan (unless you are an FLHD major then you do not have to write a lesson plan). You could also choose to write a mini unit and have all 3 application activities be lesson plans. The choice is yours. This assignment goes in your final portfolio for this course.
Instructions
Once you choose a type of assignment from the application activity rubric, 
Actions
you should be sure to address all of the components listed on the rubric for full points. 
These last 2 weeks we have discussed Cognitive Constructivism (Piaget), Social Constructivism (Vygotsky), Creativity, and Complex Thinking. What does this mean to you? How will you use this information in your future as a teacher?
**Remember that at least one of your three application activity assignments for this course should be a lesson plan (if you have not done one yet, then congratulations! You have chosen Constructivism). This is actually a good opportunity to practice using social learning constructs in your planning of a lesson, so DO NOT hand in a teacher lead lesson for this topic. How can you write a plan that is STUDENT CENTERED where the students are mostly responsible for the learning?.
If you choose to make these topics apply to a lesson plan, then be sure to use the following links:
SUU Daily Lesson Plan TemplateLinks to an external site. (download this Google Doc to make edits)
LINK TO UDL Guidelines (https://udlguidelines.cast.org/) Check it out (Copt and paste into URL)
*HINT* To write a constructivist lesson plan, you REALLY need to think about the lesson plan template in a new way. The template is set to follow the “direct instruction” model, which IS important to use, but it is not necessarily “constructivist”. At different times within a unit of study, it is also important to allow students to construct their own learning. It may be helpful to take all you know about constructivism and go back to the WEBB matrix from module 2 and look for places where it is easy to build in constructivism. You may also be leaving parts of the lesson plan intentionally blank. If you do this, be sure to write in a rationale for why you do not have content for that area (one example could be the “modeling” row… if students are constructing their own learning, you may not be modeling something for them… but then again you or another student may… it depends on your lesson content and how you design it). How can you allow for your students creative thinking and problem solving skills to lead the way in a lesson? Can you as a teacher, give up the control?
You can also choose to try planning a constructivist lesson using the 5 E model. An Example is provided in the following article:
What is the 5 E Instructional Model?Links to an external site. (https://www.thoughtco.com/5-e-instructional-model-4628150#:~:text=The%205%20E%20method%20is%20a%20constructivist%20model%20of%20learning,skills%20needed%20for%20student%20inquiry.) 
Grading of Assessment
All components of the assignment are completed. Students put forth good effort to apply the concepts learned to a future roll as a teacher. The chosen assignment matches content required from the application activity rubric.

Make a Power
Point
Must be a well-organized
presentation of the materials
presented for the topic(s)
Must be a comprehensive
demonstration of the concepts
presented (meaning bullet points are
explained well enough that someone
new to the topic could read your
presentation and understand)
Clear understanding and
EXAMPLES provided about
the use of concepts as a
teacher
Application Activity 3: Constructivism & Creativity
Assessment Instruction
Purpose of this Assessment
To APPLY what you have learned the past 3 weeks, in a way that is meaningful to you, for your future classroom. There are several options for how you can do this. Refer to the Application Activity Rubric
Actions
for ideas to complete this assignment. You need at least one of the 3 application activities for this course to be a lesson plan (unless you are an FLHD major then you do not have to write a lesson plan). You could also choose to write a mini unit and have all 3 application activities be lesson plans. The choice is yours. This assignment goes in your final portfolio for this course.
Instructions
Once you choose a type of assignment from the application activity rubric, 
Actions
you should be sure to address all of the components listed on the rubric for full points. 
These last 2 weeks we have discussed Cognitive Constructivism (Piaget), Social Constructivism (Vygotsky), Creativity, and Complex Thinking. What does this mean to you? How will you use this information in your future as a teacher?
**Remember that at least one of your three application activity assignments for this course should be a lesson plan (if you have not done one yet, then congratulations! You have chosen Constructivism). This is actually a good opportunity to practice using social learning constructs in your planning of a lesson, so DO NOT hand in a teacher lead lesson for this topic. How can you write a plan that is STUDENT CENTERED where the students are mostly responsible for the learning?.
If you choose to make these topics apply to a lesson plan, then be sure to use the following links:
SUU Daily Lesson Plan TemplateLinks to an external site. (download this Google Doc to make edits)
LINK TO UDL Guidelines
*HINT* To write a constructivist lesson plan, you REALLY need to think about the lesson plan template in a new way. The template is set to follow the “direct instruction” model, which IS important to use, but it is not necessarily “constructivist”. At different times within a unit of study, it is also important to allow students to construct their own learning. It may be helpful to take all you know about constructivism and go back to the WEBB matrix from module 2 and look for places where it is easy to build in constructivism. You may also be leaving parts of the lesson plan intentionally blank. If you do this, be sure to write in a rationale for why you do not have content for that area (one example could be the “modeling” row… if students are constructing their own learning, you may not be modeling something for them… but then again you or another student may… it depends on your lesson content and how you design it). How can you allow for your students creative thinking and problem solving skills to lead the way in a lesson? Can you as a teacher, give up the control?
You can also choose to try planning a constructivist lesson using the 5 E model. An Example is provided in the following article:
What is the 5 E Instructional Model?Links to an external site.
(Links to an external site.)
In addition to the lesson plan, please answer the following questions attached to the bottom of the lesson plan template.
1. How does your lesson plan utilize/apply the concepts learned over the past few weeks?
2. How will you access what you know about giving students the responsibility and room to use creativity to construct their own learning your class?
3. What considerations did you make when designing a student centered plan and completing the UDL components of the lesson? (EX. How did you determine what the barriers were going to be? etc) 
IF YOU HAVE NEVER USED THE SUU DAILY LESSON PLAN or do not know how to use the UDL chart in your lesson…
check out the SUU Daily Lesson Plan PrimerLinks to an external site.. This resource includes example lesson plans, video walk-throughs, and descriptions
of lesson plan elements.
Grading of Assessment
All components of the assignment are completed. Students put forth good effort to apply the concepts learned to a future roll as a teacher. The chosen assignment matches content required from the application activity rubric.

Purpose of this Assessment
The objective of this assignment is for you to show your understanding of the ACE model and how it can be useful for teachers to utilize methods in the classroom that are responsive to each students’ needs.” 
Instructions
Adverse Childhood Experiences (ACE) Paper
The objective of this assignment is for you to show your understanding of the ACE model and how it can be useful for teachers to utilize methods in the classroom that are responsive to each students’ needs (Specifically referring to Trauma Informed Practices). You will be required to use the readings and films from class/Canvas to complete your paper, and 2 interviews with two K-12 teachers and/or school counselors about working with students who have had traumatic backgrounds or are considered “hard to deal with” (which almost every teacher has experienced). Keep in mind, that not all teachers will know what ACEs are, You may have to be the one to teach it to them. The paper requirements and the interview requirements are below.
Requirements:
Write a 5 – 7 page paper, using APA format to generate a title page, references page, and in-text citations. Your title page and references page do not count into your page total. You do not need an abstract.
Use the articles, films, and course texts to lend support to your ideas, opinions, and observations. You may also include additional sources, if you feel necessary, but it is not required.
Typed, double-spaced, 12 pt. Times New Roman or Cambria font.
Discuss the following topics in the paper:
Challenges students who have experienced ACEs may face in a classroom and why (explain the effects of ACEs on learning etc.).
What you learned from the interviews with the two teachers/ school counselors. How have they worked with students with traumatic backgrounds? How did they support these specific students in their classroom? Based on the information the interview subjects provided, how can you apply this to your future classroom?
How can you create a successful learning environment that supports all students in your classroom (use specific Trauma informed practices in your writing)? Why is it important for teachers to learn about the ACE model AND Trauma Informed Practices? How is this important for all facets of student development? How will you build resilience in students experiencing trauma?
Paper is worth 100 points.
For the interviews:
Think of this more as a discussion, rather than a formal interview. You do not need to record this but should have questions written out and you should take notes while the teachers answer the questions. You should show the interview subjects the ACE scoresheet:
Actions
and talk about how the items on it could affect students in the classroom or discuss how they have seen those items affect students in the past. You can always conduct this interview over the phone or via email. DO NOT write a script of your interview in your paper- you are summarizing these conversations for the meaning derived from teachers who have prior experience.
*also* If you have interviewed a teacher who says that they have not experienced students with trauma, I would dare to say that they may not be developing very meaningful relationships with their students. You can ask them a number of questions that may dive into the reasons behind this answer such as: why they think they see so little trauma, or how they create a safe space for students, how they deal with bullying, how they use trauma informed practices just in case they have students hiding trauma (which may be why they don’t “see” it). Make sure you share statistics of the prevalence of trauma with your teachers that you interview.
It may help to show your interviewed teachers what ACEs are using the resource sheet if they do not know what you are talking about when you say ACEs:
Please follow the RUBRIC to make this easy for you and me!
***I have put together a few things to help clarify further.
Please title your paper and then use the subheadings (you can change these if you want to personalize) shown in the rubric. Here is what your OUTLINE could look like…
Title Page
I. Introduction (including a thesis statement)
II. Students and ACEs-what have you learned about ACEs (define ACEs, include the short- and long-term impact on physical and mental health, as well as the impact on learning/challenges in the classroom, you can include prevalence in the classroom, etc. lots of options here)
III. Interviews with Teachers -discuss what you learned through your interviews, what experiences these teachers have had and how they and their team approached the situations
IV. My Future Classroom -why is this important, what trauma-informed practices will you implement in your future classroom, how will you build resilience in students experiencing trauma
V. Conclusion – 
Reference Page- Should include minimum of 2-3
I have no problem with you using a site like this to get help with creating reference page…
https://www.citationmachine.net/apa
NOTE: Double-check the accuracy of the citation machine for APA 7th edition. You can refer to these resources: https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site. & https://apastyle.apa.org/instructional-aids/reference-examples.pdfLinks to an external site. 
(Links to an external site.)
or this…this also has a good sample of title page. You do not need an Abstract.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html  (Links to an external site.)
APA in-text citation styleLinks to an external site. uses the author’s last name and the year of publication, for example: (Field, 2005). For direct quotations, include the page number as well, for example: (Field, 2005, p. 14). For sources such as websites and e-books that have no page numbers, use a paragraph number, for example: (Field, 2005, para. 1). More information on direct quotation of sources without pagination (Links to an external site.) is given on the APA Style and Grammar Guidelines web page.
https://guides.libraries.psu.edu/apaquickguide/intext (Links to an external site.)
***APA reference lists only include works that can be found by the reader. As a personal interview is not published or “findable,” it does not be included in an APA reference list. Instead, a personal interview should be referenced as a parenthetical citation. For example: (J. Smith, personal communication, May 17, 2008).
If you would like to include a personal interview as part of your APA reference list, then include the interviewee, the date of the interview, and the type of interview.
Structure:
Last name, FI. (Year, Month date). Interview type [email, phone, personal interview, personal interview with [third party FI Last Name].
A Reference page entry could look like this…(alphabetized). If accessed online include  doi or url.
Armstrong, J. S. (1998). Are student ratings of instruction useful? American Psychologist, 53, 1223–1224. http://dx.doi.org/10.1037/0003-066X.53.11.1223 (Links to an external site.)
Attiyeh, R., & Lumsden, K. G. (1972). Some modern myths in teaching economics: The U.K. experience. American Economic Review, 62, 429–443. https://www.jstor.org/stable/1821578 (Links to an external site.) (Links to an external site.)
This has an example of an entire paper done in APA style. Remember you do not need an abstract.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html 

Purpose of this Assessment
The objective of this assignment is for you to show your understanding of the ACE model and how it can be useful for teachers to utilize methods in the classroom that are responsive to each students’ needs.” 
Instructions
Adverse Childhood Experiences (ACE) Paper
The objective of this assignment is for you to show your understanding of the ACE model and how it can be useful for teachers to utilize methods in the classroom that are responsive to each students’ needs (Specifically referring to Trauma Informed Practices). You will be required to use the readings and films from class/Canvas to complete your paper, and 2 interviews with two K-12 teachers and/or school counselors about working with students who have had traumatic backgrounds or are considered “hard to deal with” (which almost every teacher has experienced). Keep in mind, that not all teachers will know what ACEs are, You may have to be the one to teach it to them. The paper requirements and the interview requirements are below.
Requirements:
Write a 5 – 7 page paper, using APA format to generate a title page, references page, and in-text citations. Your title page and references page do not count into your page total. You do not need an abstract.
Use the articles, films, and course texts to lend support to your ideas, opinions, and observations. You may also include additional sources, if you feel necessary, but it is not required.
Typed, double-spaced, 12 pt. Times New Roman or Cambria font.
Discuss the following topics in the paper:
Challenges students who have experienced ACEs may face in a classroom and why (explain the effects of ACEs on learning etc.).
What you learned from the interviews with the two teachers/ school counselors. How have they worked with students with traumatic backgrounds? How did they support these specific students in their classroom? Based on the information the interview subjects provided, how can you apply this to your future classroom?
How can you create a successful learning environment that supports all students in your classroom (use specific Trauma informed practices in your writing)? Why is it important for teachers to learn about the ACE model AND Trauma Informed Practices? How is this important for all facets of student development? How will you build resilience in students experiencing trauma?
Paper is worth 100 points.
For the interviews:
Think of this more as a discussion, rather than a formal interview. You do not need to record this but should have questions written out and you should take notes while the teachers answer the questions. You should show the interview subjects the ACE scoresheet
Actions
and talk about how the items on it could affect students in the classroom or discuss how they have seen those items affect students in the past. You can always conduct this interview over the phone or via email. DO NOT write a script of your interview in your paper- you are summarizing these conversations for the meaning derived from teachers who have prior experience.
*also* If you have interviewed a teacher who says that they have not experienced students with trauma, I would dare to say that they may not be developing very meaningful relationships with their students. You can ask them a number of questions that may dive into the reasons behind this answer such as: why they think they see so little trauma, or how they create a safe space for students, how they deal with bullying, how they use trauma informed practices just in case they have students hiding trauma (which may be why they don’t “see” it). Make sure you share statistics of the prevalence of trauma with your teachers that you interview.
It may help to show your interviewed teachers what ACEs are using the resource sheet if they do not know what you are talking about when you say ACEs:
Please follow the RUBRIC to make this easy for you and me!
***I have put together a few things to help clarify further.
Please title your paper and then use the subheadings (you can change these if you want to personalize) shown in the rubric. Here is what your OUTLINE could look like…
Title Page
I. Introduction (including a thesis statement)
II. Students and ACEs-what have you learned about ACEs (define ACEs, include the short- and long-term impact on physical and mental health, as well as the impact on learning/challenges in the classroom, you can include prevalence in the classroom, etc. lots of options here)
III. Interviews with Teachers -discuss what you learned through your interviews, what experiences these teachers have had and how they and their team approached the situations
IV. My Future Classroom -why is this important, what trauma-informed practices will you implement in your future classroom, how will you build resilience in students experiencing trauma
V. Conclusion – 
Reference Page- Should include minimum of 2-3
I have no problem with you using a site like this to get help with creating reference page…
https://www.citationmachine.net/apa
NOTE: Double-check the accuracy of the citation machine for APA 7th edition. You can refer to these resources: https://apastyle.apa.org/style-grammar-guidelines/citationsLinks to an external site. & https://apastyle.apa.org/instructional-aids/reference-examples.pdfLinks to an external site. 
(Links to an external site.)
or this…this also has a good sample of title page. You do not need an Abstract.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html  (Links to an external site.)
APA in-text citation styleLinks to an external site. uses the author’s last name and the year of publication, for example: (Field, 2005). For direct quotations, include the page number as well, for example: (Field, 2005, p. 14). For sources such as websites and e-books that have no page numbers, use a paragraph number, for example: (Field, 2005, para. 1). More information on direct quotation of sources without pagination (Links to an external site.) is given on the APA Style and Grammar Guidelines web page.
https://guides.libraries.psu.edu/apaquickguide/intext (Links to an external site.)
***APA reference lists only include works that can be found by the reader. As a personal interview is not published or “findable,” it does not be included in an APA reference list. Instead, a personal interview should be referenced as a parenthetical citation. For example: (J. Smith, personal communication, May 17, 2008).
If you would like to include a personal interview as part of your APA reference list, then include the interviewee, the date of the interview, and the type of interview.
Structure:
Last name, FI. (Year, Month date). Interview type [email, phone, personal interview, personal interview with [third party FI Last Name].
A Reference page entry could look like this…(alphabetized). If accessed online include  doi or url.
Armstrong, J. S. (1998). Are student ratings of instruction useful? American Psychologist, 53, 1223–1224. http://dx.doi.org/10.1037/0003-066X.53.11.1223 (Links to an external site.)
Attiyeh, R., & Lumsden, K. G. (1972). Some modern myths in teaching economics: The U.K. experience. American Economic Review, 62, 429–443. https://www.jstor.org/stable/1821578 (Links to an external site.) (Links to an external site.)
This has an example of an entire paper done in APA style. Remember you do not need an abstract.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html  (Links to an external site.)
Grading of Assessment
Grading based on rubric PLEASE SEE THE RUBRIC
Plagiarism: Your paper will be scanned by Unicheck for plagiarism. A good rule of thumb is to keep the similarity score under 12%-15%… if you are over, then you should look at the report, go back and rewrite the highlighted sections and resubmit your work. A well written paper should not exceed 8% on Unicheck with the settings I have selected. You will lose points for scores over 15%.