Week 7 replies part one

Michael Wills

MondayDec 4 at 7:39am
Manage Discussion Entry

The topic of educational psychology and motivation is an extensive topic covering a multitude of

issues. Motivation is in five subareas, including “motivation as a matter of reinforcing desired

behavior” (Yount, 2010, p. 425). This portion is known as traditional behaviorism. Another theory

advocates for “providing appropriate models for behavior (social learning theory)” (Yount, 2010, p.

425), and another theory posits for “making material meaningful (information processing theory”

(Yount, 2010, p. 425). There is also advocacy for “creating a sense of curiosity (cognitive learning

theory)” (Yount, 2010, p. 425) and “making material meaningful (information processing theory”

(Yount, 2010, p. 425). Lastly, theories advocate for “meeting personal needs (humanism)” (Yount,

2010, p. 425) and “encouraging achievement through successful experiences (aspiration and

achievement theories” (Yount, 2010, p. 425). The researcher is focusing on social learning theory by

Bandura (Yount, 2010). This theory advocates explicitly for the influence of teachers or instructors

modeling specific positive behaviors, which in turn positively influences the students, producing

positive outcomes in motivation for learning (Yount, 2010). “Vicarious reinforcement emphasizes the

consequences to the model rather than the observer” (Yount, 2010, p. 432). In this scenario, the

student observes the teacher or other students and their modeled behavior (Yount, 2010). If the

student sees rewarded good behavior, then the student models this behavior (Yount, 2010). This

area is supposed to have the opposite effect if the student witnesses poorly modeled behavior

(Yount, 2010). Teachers are successful when they effectively demonstrate specific skill sets that the

students repeat as a modeled behavior (Yount, 2010). This type of modeling from teachers

reinforces good classroom behavior with encouragement to ask questions and creates an effective

learning environment (Yount, 2010). It also discourages lousy behavior by providing instant feedback

to misbehaving students (Yount, 2010). There is a biblical application to this model in the discipler’s

model as the Bible, which is the model’s foundation (Yount, 2010), provides a direct role model with

active spiritual guidance in the believer’s life. Jesus serves as the ultimate role model for students to

learn and base behaviors from in a classroom environment or just generally in life. 1 Corinthians

10:31 states, “Therefore, whether you eat or drink, or whatever you do, do all things for the glory of

the Lord” (New American Standard Bible, 1960/2000). The Lord provides positive behavior examples,

and students should be motivated to do this in the classroom. John 14:16 states, “I will ask the

Father, and He will give you another Helper, so that He may be with you forever” (New American

Standard Bible, 1960/2000). This verse shows that the Holy Spirit is available to believers to help

guide actions, providing another example of positive behavior for students. Discipler’s model runs

into trouble when approaching it from the other side of the model in the motivation of the students.

Personal traits and motivations are supposed to be considered in the classroom (Yount, 2010). If the

students have the correct motivation for learning or refuse to model the appropriate behavior, the

discipler’s model becomes effective as it applies to social learning theory.

Life Application Study Bible, New American Standard Bible. (2000). The Lockman Foundation

(original work published 1960).

Yount, W. R. (2010). Created to learn: A Christian teacher’s introduction to educational psychology (2nd

ed.). B&H Academic.

Sharon Britz

YesterdayDec 5 at 10:29pm
Manage Discussion Entry

Greetings, classmates and Dr. Cartwright.

This researcher has chosen educational psychology and the brain as her weekly discussion topic.

The brain and brain development are very complex organisms (Yount, 2010, p. 521), and as

advanced as science may be, there are many things relating to the brain that science cannot explain.

The authors provide an example of a case study of stroke victims who were able to regain their

speech ability after the stroke destroyed the area of the brain responsible for speech. These case

studies show that the brain can remap itself (Yount, 2010, p. 511) after its opposite brain regions are

activated, which occurs in natural instances where genetic disabilities occur (p. 512).

Although it was believed that people do not fully use their whole brain functions when thinking, in

other words, they are either left, right, or middle-brain dominant (p. 513), the author concludes that

McCRone used brain scans to describe how both sides of the brain play a vital role in a person’s

mental functioning (p. 513).

Throughout one’s life, the brain remodels itself (p. 523), and for adult educators, this is important to

know. Over the years, alternate learning styles and methodologies evolved to accommodate the

learning preferences of learners (p. 525). According to the authors, as students learn, their brains

continue to learn (p. 525). This researcher believes there is so much more to the human body,

specifically the brain, that scientists may never discover. However, it is evidence of the greatness of

the mighty God we serve. Yount (2010) agrees that where people focus their attention will affect

how they live (p. 537).

This researcher was intrigued to discover the origin of Yount’s Disicplers’ Model (2010), birthed from

his experience teaching deaf young adults and adults and through seminary studies (p. 547). His

teaching approach included rational explanations, emotional connections, and mutual relationships

(p. 547). Yount (2010) explains that he advocated focusing the Bible content on the student’s needs.

He suggested that feeling and valuing, which are the emotional tones of the classroom and the

student’s needs, are essential learning elements (p. 547). Furthermore, Yount stated that he

emphasized the role of social interaction and developing relationships in the class and highlighted

the importance of structure, meaningfulness, and clarity when explaining concepts (p.547).

When considering Yount’s Discplers’ Model (Yount, 2010, p. 6), this researcher believes that brain

psychology aligns with the model. The Holy Spirit influences a person’s spiritual needs, which draws

one closer to scripture. A believer’s alignment in thinking, valuing, and relating to God’s written word

rather than worldly influences (p. 537) aligns with the three central pillars, which facilitate spiritual

growth, none of which would be possible if it were not for the influence of God’s mind on one’s brain

(p. 540). God’s Word and brain science complement one another as they agree that one’s choices

matter and a person can become what they intend to be. God’s mind influences a person’s brain in

many ways, through dreams and conscious thoughts (p. 542).

Therefore, when a believer thinks about God repeatedly and others through a scriptural lens,

neuroplasticity helps restructure the brain, influencing the neurons representing God’s truth. They

control the choices one makes and their behaviors and, with the help of the Holy Spirit, transform

one’s mind to be more Christ-like. “The Lord … makes us more and more like him as we are changed

into his glorious image.” (English Standard Version Bible, 2001/2008, 2 Corinthians 3:18)

Although one should be grateful for the progress of neuroscience that helps understand the brain, its

development, and function, one should also be cautious about discoveries relating to brain-based

learning (Yount, 2010, p. 542). Furthermore, science limits itself to a closed system of reality to

nature, of which God is not part. According to Yount (2010), humans are unique in their language use

and culture transmission (p. 556). This researcher agrees that an educator teaches human beings,

not their brains (p. 559).

References

English Standard Version Bible. (2016). Crossway Bibles. (Original work published 2001).

Yount, W. (2010). Created to learn: A teacher’s introduction to education psychology. B & H Publishing

Group