MURCIA Educacin
Compilation of
activities and exercises
for Educational
Psychology
Educational Psychology
Teacher: Mercedes Ferrando
2016-2017
Introduction
Dear student, here you will find a description of several activities that aims to help you at understanding
and retaining the contents of the subject Educational Psychology.
In order to help you to really know what the teacher is demanding from you ,in each activity you will find
the scoring rubrics. The scoring rubric refers to the assessment criteria used in order to evaluate and score
each activity.
2
1. Introduction to the subject: Research design
(The activity will be exposed on Friday -2015.02.05)
Decide the research design to investigate the following issues: (choose one)
* If you would like to know if the performance of the homework is associated with better academic
performance.
* If you would like to investigate what makes a teacher effective. And then decide which is more
effective teacher: Marta or Mercedes.
0 pts. No presentado
2 pt
Dice cmo lo hara y qu tipo de diseo experimental se trata (con algn fallo
3 pt.
en la identificacin de parmetros).
1) Search for an article in the area of Educational Psychology (preferable an empirical research). To do
so, students will use the digital data-base from UMU, or the physical Library (Luis Vives building)(*)
2) Synthesize the information in the article: Resume in their own words what is the article about; how
the study was conducted and the main results obtained.
3) The group will analyze the Research Design used in the article (Check document in Lesson 1:
Experimental research; Descriptive research; Correlational research...)
4) Write the articles bibliographical reference in APA Style
5) Finally each group will expose in class Which article they have analyzed (using APA reference), their
synthesis of the article and the research methods used in that research
*Note: Different articles in the area of Educational Psychology can be found in general journals. But here
you can find a list of journals easily accessible on the internet:
Tarea Artculo
0 pts. No presentado
* Resumen claro,
3 pt. * CITA APA correcta.
* Pocos fallos en la identificacin del diseo experimental
The name of the test, the age for which it is aimed to and a description of the 9 activities (what they ask the
student to do and what they measure)
Tarea BADYG
0 pts. No presentado
1 pt.
2 pt
1) First, individually, each student will fill out the inventory of multiple intelligences (see annex). And
each student will find out his/her profile on multiple intelligences.
2) Second, the group will examine the different profiles and will put that information in relation with
the principles of multiple intelligences. Some guiding questions are:
a. Is there someone who obtains 0 in any intelligence?
b. Do most of you perform to an acceptable level in each intelligence?
c. Do you stand out in the same intelligences?
d. If 2 colleagues or more stand out in the same intelligence: do you express your abilities in
that intelligence in the same way??
Following you will read some statements. Please indicate your degree of agreement with them
using the scale:
Musical Intelligence
1. I have a good singing voice. 0 1 2 3
2. I can tell when a note is off-key or out of pitch. 0 1 2 3
3. I listen to music a lot. 0 1 2 3
4. My life would be much less happy without music. 0 1 2 3
5. I often have a tune running though my mind. 0 1 2 3
6. I can easily keep time with a song, tapping, playing a percussion instrument,
0 1 2 3
etc.
7. I know lots of melodies to songs or musical compositions. 0 1 2 3
8. If I hear a song once or twice, I can usually play or sing most of the melody. 0 1 2 3
9. I often make tapping sounds or sing or hum when I am studying or working. 0 1 2 3
10. __ I play a musical instrument. 0 1 2 3
0 pts. No presentado
Once the topic has been chosen, students will design different activities to foster each of the eight
intelligences identified by Howard Gardner (linguistic, logical-mathematical, musical, corporal- kinestesic,
viso-spatial, interpersonal, intrapersonal, naturalistic).
To do so, students will follow the "Multimodal Teaching approach" that was explained in class.
Please note: the activity only ask for a brief description of the activities, but pay attention to the redaction
of the activities. Remember that your teacher is not a mind-reader, thus the activities should be clearly
exposed.
No presentado
0 pts.
1 pt.
2 pt
6. Learning-Behaviorism: Super-nanny
1) Work in groups
Remember: You should consider the baseline of the behaviour, the plan of action to follow (general
actions, reinforcement schedule, techniques of behaviour modification ...), and latter you will assess the
progress.
Tarea Super-nanny
0 pts. No presentado
1 pt.
2 pt
* Tiene una idea de alguna de las tcnicas a usar (el chart).Pero no le da nombre.
3 pt.
4 pt. *Menciona los procedimientos y los nombra por de forma acadmica (contrato de
contingencia, extincin de conductas. Premio de la conducta
incompatible...)
http://www.bi ng.com/vi deos /search?q= mcmillion+supernanny&qpvt=mcmillion+s uper nanny &view=detail&mid=FB02 1619 2DE176 33EC78FB0 2161 92DE17 633E C78 &FORM=VRDGA R
ttp://www.bing. com/vide os/s earch? q=mcmillion+s uper nanny &qpvt=mcmillion+superna nny&view= detail&mid=D 987C 2C1E 3030 BC97C5AD 987C2C1E 3030 BC97C5A &FORM=VRD GAR
7. Learning- Information processing: Conceptual Map of
"Information Processing Approach to Learning"
In this session students will elaborate a mind-map on the contents of Learning: Information processing
approach (it includes the content in the power-point and the text of Roxana Moreno).
This practice has two aims: 1) students will review the contents and "land" from the vacation break; 2)
students will learn/practice using the technique of conceptual mapping, which is useful as a tool to organize
ideas and contents. It will help students giving meaning of the lesson as a whole.
When elaborating the mind-map, students should take into account the basic rules of conceptual mapping
technique:
Note: if you are lost and don't know where to start, begin by selecting 10 to 15 key-concepts of the lesson,
and after draw the relationship (lines) between/among them.
In this practice you are free to use any software (power point, mind-mapping,..) or paper and pencil (you
can scan and add it to your dossier). What matters is the contents organization.
2 pt
3 pt.
3) Decide what experiences, practice will you use (and the sequence-order of them)
4) Describe the procedure of application of the activities. In your description try to anticipate
questions/answers/comments of the students and your possible reply.
Be aware of the type of activity that you have designed and the degree of autonomy of students:
The aim of the activity (the research question) is choose by teacher or by the students ?
How to interpret and give meaning to the results is decided by the teacher or by the students
?
0 pts. No presentado
Students will score a case (1st grade or 2nd grade, depending whether they attend practical session on
Tuesday or Friday)
Draw_1: Which category Belongs to= name or number of the category; Originality = X , Elaboration = X
Draw_2: Which category Belongs to= name or number of the category; Originality = X , Elaboration = X
Draw3....
Draw_1: Which category Belongs to= name or number of the category; Originality = X, Elaboration = X
Draw_2: Which category Belongs to= name or number of the category; Originality = X, Elaboration = X
Draw3....
GUA DE CALIFICACIN
ORIGINALIDAD
Nos basaremos en la utilizacin del papel verde y no sobre el conjunto del dibujo.
Por ejemplo:
Imaginemos un dibujo que representa una nia llevando una cesta llena de huevos
* Si ese papel es utilizado para representar la cabeza de la nia o un huevo de la cesta 0 puntos
Cabeza humana (cualquiera que sea); huevo (excepto salida del huevo
0 puntos:
del cascarn); flor; sol y nube.
ELABORACIN
Puntuacin
Cada detalle no necesario para comunicar la idea de base (si se repite no se tendr en
cuenta).
El color cuando aada alguna cosa al dibujo.
Las sombras claramente dibujadas.
Cada variacin llamativa (no en cantidad) del dibujo, teniendo una significacin
particular (rotaciones o inversiones de los dibujos, expansiones).
El ttulo elaborado: es decir, todo lo que no constituya una mera descripcin del dibujo.
La suma total nos dar el ndice de elaboracin.
FLEXIBILIDAD
1 ACCESORIOS-JOYAS. Pulsera, corona, gafas, pipa, encaje, paraguas, lazo, muletas, bastn, mscara.
ALIMENTACIN. Excepto los huevos (cat)) y los frutos (cat). Pan-pastel-perrito caliente-helado-zumo-
2
chocolate-hogaza de pan-helado-sndwich-tarta-mantequilla...
3 NGELES. Todo lo que concierne a los personajes y formas celestes: angelotes-alas de ngeles-aureola.
ANIMALES O PARTE DEL CUERPO DE UN ANIMAL. Excepto los pjaros (cat), insectos (cat),
4
pescados (cat), perro, cocodrilo, elefante, sapo, caballo.
ARMAS O TRAMPA. Arco, flechas, can, fusil, lanza-piedras, bala, escudo, bomba, flecha, torpedo,
8
dinamita...
ARTE Y MATERIAL ARTSTICO. Comprende todos los dibujos abstractos: pintura moderna-
9
carboncillo-tablero de dibujo-foto, cuadro-arte, abstracto-lienzo-diapositiva-foto
20 DINERO Cheque-billete-moneda...
21 DISFRACES Antifaz....
EDIFICIOS. Todos los edificios, excepto los previstos para los animales-vivienda (cat): inmueble-iglesia-
23
hotel-pagoda-pozos, hangar-ruinas antiguas-iglesia-faro-palacio-motel-cuartel de bomberos- pirmides
25 EMBALAJE Regalos-paquetes-bultos...
44 MEDICAMENTOS Pldoras-supositorios.
47 NUBES
48 NMEROS
50 PALOS. Garrote-muleta-bastn-palo....
55 PRISIN Barrotes-esposas-celdas...
57 REFUGIOS. Todas las clases de refugios diferentes a los edificios (Cat) tienda - tienda india.
RELOJES-PNDULOS y otros instrumentos para medir el tiempo. Reloj de arena-reloj solar-
58
cronmetro-reloj-despertador...
65 TABACO Cigarrillo-puro-pipa-mechero-cerillas-cenicero....
TRANSPORTE POR AIRE Excepto lo que concierne al espacio (cat). Avin, bombardero, paracadas-
66
campo de aviacin -helicptero-aeropuerto...
71 ZAPATOS. Botas-pantuflas-mocasines....
ORIGINALIDAD
Se calificar lo que est hecho a partir del esbozo y no del conjunto del dibujo.
Para cada dibujo se dar una puntuacin de 0,1 o 2 puntos.
Se calificar con 2 puntos todas las respuestas que no figuren en el baremo.
DIBUJO 1
1 punto: Corazn, ojos, crneo, manzana, pera, coche, nio, fantasma, gorro, cueva, rocas.
DIBUJO 2
1 punto: rama, flor (tallo), smbolo de la paz, casa, poste, cometa, horca, bandera, velero, K.
DIBUJO 3
Barco a vela, tonel, puente, ojos, nalgas, pltanos, croissant, luna, sol, oreja, diana, arco
1 punto: iris, cero, huevo, rosquilla, cara.
DIBUJO 4
Cabellos (mecha), nariz, cabeza, gafas, gato (cola, rabo), ratn (cola), sombrero,
1 punto: viento, tobogn, ballena.
DIBUJO 5
0 puntos: Cabeza o rostro, barco de vela, taza, boca.
1 punto: Hamaca, huevo, barca, valle, montaa, nariz, rombo, comba, boomerang.
DIBUJO 6
silla, abeto, arte abstracto (figuras, cenefas), relmpago-tormenta, rayo, signo del zorro,
1 punto: copa, jarrn
DIBUJO 7
Cazo, cucharn, cuchara, gancho, pesas, punto de interrogacin, agujero, gafas, smbolo:
1 punto: martillo y hoz, chupa-chups, garfio.
DIBUJO 8
1 punto: nio-nia todas las actividades, libro, cohete, Y, tirachinas, baador, vestido.
DIBUJO 9
1 punto: Volcn (en actividad), caballo, tejado (s) de casa (s), cueva, pjaro.
1 punto: Perro, caballo, distintos nmeros, flecha, casa, estrella, zapato, cabaa.
ELABORACIN
Se calificar igual que en el juego 1.
Se dar 1 punto por cada dibujo que utilice las lneas paralelas.
Un mismo dibujo repetido no ser calificado ms que una vez, excepto si forma parte de
un conjunto como por ejemplo, la ventana de un inmueble. En ese caso se dar 1 punto
por pareja de paralelas utilizadas.
FLEXIBILIDAD
Por cada dibujo hecho a partir de una pareja de lneas paralelas, se dar 0, 1, 2 o 3
puntos en funcin del baremo establecido.
Todas las respuestas que no figuren en la tabla obtendrn 3 puntos.
La evaluacin se hace en funcin de lo realizado a partir de las lneas paralelas, no se
valorar el conjunto del dibujo (detalles aadidos, colores, etc.).
TABLA RESPUESTAS ORIGINALIDAD. JUEGO 3
flor
rbol armario a
lameda
columpio
mojn semforo
caja bandera
i
glesia aspa
cruce
cruz
molino de silla
viento
inmueble autopista sobre
casa barco cuaderno monstruo
avin sombrero
escalera barrotes de aula j cuadrado n
Bonos de Originalidad
ELABORACIN
Tarea: TTCT
0 pts.: No presentado
2 pto.:
3 pt.:.
NOTA POR DEFECTO: tienen corregidos los tres juegos completos. Los valores
4 pt.:
son ajustados
En lo que respecta al formato se espera que los trabajos cuenten con ndice, estn paginados, los distintos
epgrafes se diferencien con claridad, que no haya distintos tipos de fuente, etc.
Con respecto al lenguaje utilizado, que ste sea claro (y a poder ser conciso), que exista fluidez en el
discurso y en la exposicin de ideas; as como la capacidad de anlisis y sntesis. Se valorar igualmente la
gramtica y la ortografa.
Finalmente, con respecto al uso de referencias bibliogrficas se valorar el uso y cita de referencias
externas, y que estas sean referenciadas utilizando el formato APA.