ETHIOPIAN TECHNICAL UNIVERSITY

WOLKITE SATELLITE CAMPUS

DEPARTMENT INFORMATION TECHNOLOGY
INDIVIDUAL ASSIGNMENT
Course Code:-VoPe 2011
Course Title: - Educational Psychology
Program: - Regular
Academic Year: - 2016 E.C 4th Year
Name: - Bizuneh Getu
Id No: - ETUBSR/1175/13

Submitted By: - Fekede akuma

Submittion Date 30/05/2016

Wolkite
 1. Psychology is expressed as a change in covert and overt types of
behaviors. Explain briefly their difference and give at least three your
own examples for each type of behavior
Behavior is how someone acts. It is what a person does to make something happen, to make
something change or to keep things the same. Behavior is a response to things that are
happening: internally - thoughts and feelings. Externally - the environment, including other
people.

His main difference between overt and covert is that overt means openly, whereas covert
means hidden or not shown openly.

Overt and covert are antonyms, so this means they are two words having opposite meanings.
These are two adjectives we use to describe actions, behaviors, and objects. Overt describes
something that is done openly, whereas covert describes something that is hidden, not in the
open, or not acknowledged. Furthermore, some psychologists have categorized human behavior
into two categories based on observable and non-observable behaviors. We call these two
categories overt behavior and covert behavior.

Overt – Definition, Meaning, Behavior, Examples

Overt is an adjective that describes something done or shown openly. Thus, it is something easily
observable. This word actually originates from the French word overt, meaning open. Moreover,
the adverb form of overt is overtly whereas there is also a noun form – overtness.
Let’s now look at some example sentences containing the adjective overt to see how it is used
and what it means:
 It was not an overt message; there was a hidden message in his words.
 The overt hostility shown by the native youth worried the authorities.
 She did not show any overt sign of her unhappiness.
 His behavior was taken as an overt act of aggression.
 Getting a tattoo was his first overt act of rebellion against his father.

Overt Behavior
Overt behavior refers to behavior or actions that are easily and directly observable. Physical
actions like walking, shaking hands with someone, hitting someone, talking, as well as, facial
expressions (smile, smirk, frown, etc.) and bodily gestures (nail-biting, tilting the head,
slouching, etc.) are examples of overt behaviors.

Covert – Definition, Meaning, Behavior, Examples

Covert has the opposite meaning of overt. It means not openly displayed or acknowledged.
Covert can also mean concealed, disguised and covered. The origin of covert is the French
word covert, which means covered. Moreover, the adverb form of covert is covertly.
Let’s now look at some examples of sentences containing this adjective.
  The commander planned a covert mission to infiltrate the enemy camp.
 All covert operations were cancelled after the change of government.
 The Duke provided covert funding for the rebels.
 Jefferson has taken part in a number of covert military operations.

Covert Behavior
Covert behavior refers to human behavior that cannot be observed. Mental processes such as
thinking, reasoning, dreaming, retrieving memories, and glandular responses are covert
behaviors. In addition, these cannot be seen or heard by anyone.
 2. You as a trainer is expected to have deep understanding about the
course educational psychology. After reading the module and other
related materials in detail, list down your previous gaps as a trainer and
explain briefly those that you are achieved as a result of taking this
course and those which are not yet fulfilled.
Educational psychology is the study of how people learn, including teaching methods,
instructional processes, and individual differences in learning. It explores the cognitive,
behavioral, emotional, and social influences on the learning process. Educational psychologists
use this understanding of how people learn to develop instructional strategies and help students
succeed in school
This branch of psychology focuses on the learning process of early childhood and adolescence.
However, it also explores the social, emotional, and cognitive processes that are involved in
learning throughout the entire lifespan.
The field of educational psychology incorporates a number of other disciplines,
including developmental psychology, behavioral psychology, and cognitive psychology.
Approaches to educational psychology include behavioral, developmental, cognitive,
constructivist, and experiential perspectives.
As class sizes in education are increasing and technology is impacting on education at all levels,
these trends create significant challenges for teachers as they attempt to support individual
students. Technology undoubtedly provides substantial advantages for students, enabling them to
access information from around the planet easily and at any time. The advantages and
disadvantages of the increased use of technology have come to light over time as students
increasingly engage with new innovations. In this review, we will address an issue that has
become progressively evident in digital learning environments but is relevant to all educational
settings, particularly as class sizes grow. We will explore the difficulties in attempting to
understand and account for the struggles students experience while learning a particular
emphasis on what happens when students experience difficulties and become confused.

3. It is understood that human development involves change. What

developmental aspects do you think are involved in human
developmental process? Explain each of them in detail.
 Domains in Human Development
Human development refers to the physical, cognitive, and psychosocial development of humans
throughout the lifespan. What types of development are involved in each of these three domains,
or areas, of life? Physical development involves growth and changes in the body and brain, the
senses, motor skills, and health and wellness. Cognitive development involves learning,
attention, memory, language, thinking, reasoning, and creativity. Psychosocial development
involves emotions, personality, and social relationships.

Physical Domain

Many of us are familiar with the height and weight charts that pediatricians consult to estimate if
babies, children, and teens are growing within normative ranges of physical development. We
may also be aware of changes in children’s fine and gross motor skills, as well as their increasing
coordination, particularly in terms of playing sports. But we may not realize that physical
development also involves brain development, which not only enables childhood motor
coordination but also greater coordination between emotions and planning in adulthood, as our
brains are not done developing in infancy or childhood. Physical development also includes
puberty, sexual health, fertility, menopause, changes in our senses, and primary versus secondary
aging. Healthy habits with nutrition and exercise are also important at every age and stage across
the lifespan.

Cognitive Domain

If we watch and listen to infants and toddlers, we can’t help but wonder how they learn so much
so fast, particularly when it comes to language development. Then as we compare young
children to those in middle childhood, there appear to be huge differences in their ability to think
logically about the concrete world around them. Cognitive development includes mental
processes, thinking, learning, and understanding, and it doesn’t stop in childhood. Adolescents
develop the ability to think logically about the abstract world (and may like to debate matters
with adults as they exercise their new cognitive skills!). Moral reasoning develops further, as
does practical intelligence—wisdom may develop with experience over time. Memory abilities
and different forms of intelligence tend to change with age. Brain development and the brain’s
ability to change and compensate for losses is significant to cognitive functions across the
lifespan, too.

Psychosocial Domain

Development in this domain involves what’s going on both psychologically and socially. Early
on, the focus is on infants and caregivers, as temperament and attachment are significant. As the
social world expands and the child grows psychologically, different types of play and
interactions with other children and teachers become important. Psychosocial development
involves emotions, personality, self-esteem, and relationships. Peers become more important for
adolescents, who are exploring new roles and forming their own identities. Dating, romance,
cohabitation, marriage, having children, and finding work or a career are all parts of the
transition into adulthood. Psychosocial development continues across adulthood with similar
(and some different) developmental issues of family, friends, parenting, romance, divorce,
remarriage, blended families, caregiving for elders, becoming grandparents and great
grandparents, retirement, new careers, coping with losses, and death and dying.

As you may have already noticed, physical, cognitive, and psychosocial development are often
interrelated, as with the example of brain development. We will be examining human
development in these three domains in detail throughout the modules in this course, as we learn
about infancy/toddlerhood, early childhood, middle childhood, adolescence, young adulthood,
middle adulthood, and late adulthood development, as well as death and dying.

The main goals of those involved in studying human development are to describe and explain
changes. Throughout this course, we will describe observations during development, then
examine how theories provide explanations for why these changes occur. For example, you may
observe two-year-old children to be particularly temperamental, and researchers offer theories to
explain why that is. We’ll learn a lot more about theories, especially developmental theories, in
the next module.

4. It is obvious that trainees of a class have numerous differences among

them. Associate (use) the course module and your experiences and list at
least five areas in which students of a class possibly differ and explain
each by giving appropriate examples. As a teacher what do you do so as
to address these diverse needs of trainees?

It is important for teachers to know variables such as physical characteristics, intelligence,

perception, gender, ability, learning styles, which are individual differences of the learners.
An effective and productive learning-teaching process can be planned by considering these
individual differences of the students. Since the learners' own learning speeds and interests
vary, these characteristics should be taken into consideration by the teacher. Half of the
teachers emphasized that students identify their individual differences with the help of tests,
home works and activities during the teaching and learning process. Teachers also stated that
in order to design the learning-teaching process appropriate to the individual differences of
the learners, the learners would make active participation in the lesson and the individual
differences could be supported by increasing the experiment and school trips.

According to the characteristics of Good and Power students are divided into five categories.
These are,

1) Successful Students are students who tend to learn, are academically successful and
prone to cooperate. Participate in the course, bringing very little discipline problem
by fulfilling homework and activities.

2) Social Students are the type of students who have less homework or activity
orientation for more people. They prefer to engage in activities that have the capacity
to achieve but socialize with their friends.

3) Dependent Students are the type of students who need more teacher support and
motivation. They often need additional clarification and help. They may be excluded
by their classmates because the dependent students may be socially immature.

4) Alienated Students are the type of students who are reluctant to learn and have the
potential to leave the school. Some of these students refuse to even come to school.
Some of these kinds of students can create hostile attack and challenge problems.

5) Phantom Students are the type of students who are not recognized or heard in the
class. Some of them are shy, some are nervous, some are quiet. They do the activities
regularly, but they rarely participate in group work because they are not volunteers.
As can be seen in these categories, the classroom environment does not consist of
uniform personalities, but rather an environment with many individual differences.

Therefore, in such a multi-disciplinary learning environment, passing the same

learning-teaching process to all students alike will affect the success of students
negatively. The role of the teacher is to observe his / her students and to reveal the
individual differences that exist in them and to arrange the learning environment
accordingly. Even if the schools would be equipped with state-of-the-art equipment’s,
the better the physical conditions are, the better the physical environment of the
school and the classroom will be, and even if the training programs are perfect, the
students will not succeed unless teachers take into account the individual differences
of the students. In short, when the teacher is planning the teaching, appropriate tools
and materials for the individual differences of the students can help the students to
plan and implement the appropriate teaching method technique and strategy for the
individual differences, appropriate instructional material, and suitable classroom
layout for the students, and active participation in the learning-teaching process.
 5. Explain briefly how changes as a result of maturation facilitates
learning and how each of them plays a significant role to aspects of
human development

Maturity is about the body getting closer to adulthood. Both consider childhood, or at least
adolescence, not finishing until around the age of 23 years.
Although the sequence of change is the same for most people, the rate of development will vary.
For example, teething occurs before puberty but exactly which month these happen can be
different. Another example would be that some girls start their periods in primary school, and
others in secondary school.
Maturity also implies an adult-like quality in thought and behavior. For instance, sometimes
adults will comment that a child is very tall for their age, or very mature in attitude. However,
these thoughts can hold unreasonable expectations, for example, if a child is tall they’re seen as
stronger, or if a child is mature in attitude they’re expected to behave in a certain way.
Consider these points when it comes to children maturing:

 Just because a young person is tall for their age, or seems more mature, doesn’t mean
they don’t still have needs and thoughts of a young person — always be acutely aware of
their actual age.
 Be patient, maturing takes a long time.
 If expectations of adult behavior and attitudes are not being met, consider why you would
apply the same principles to students.
 Allow students to make mistakes, they’re just young people who are trying to make sense
of everything in a short space of time.

6. Cognitive conflicts are considered to be a potential for personal

motivation. Explain how multiple approaches – avoidance conflict
results in personal motivation of the individual? Give at least three
examples to support your explanation.
The conflict that occurs within an individual and is affected by his motives is dubbed as Conflicts
of Motives. This form of conflict occurs in an intrapersonal level.
Even if the concept is new to you, the phenomenon however is natural and occurs in everyone.
We, as human beings, are often stuck and confused about whether or not performing certain
actions. The urge to do something worthy or pleasurable is often directly opposed by the fact that
it involves hard work or pain. The organism is then conflicted between two opposite motives.
The conflict doesn’t always occur between two opposing motives, and one may also feel torn
between two different pleasures. Another circumstance may be that the individual is forced to
choose between two pains. This is usually the toughest conflict where a logical person always
chooses a lesser evil.

There are different types of conflicts. Very common among them are:
A) Intrapersonal or Goal conflicts b) Interpersonal conflicts,

a. Intrapersonal conflicts:
These are the conflicts caused within the individual. These conflicts arise as a result of two or
more motives or goals to be achieved at a time. Hence, these are called goal conflicts. Lewin has
described three types of goal conflicts.

However, in addition to these there is one more conflict in which the individual faces more than
one attracting or repelling forces making the individual to experience more stress.

This is called multiple approach avoidance conflict. These are as follows:

1. Approach-approach conflict:
In this type of conflict individual will have two desires with positive valence which are equally
powerful. For example, a person has two attractive job offers and he has to choose any one of
them- tension arises.

Such conflicts are not so harmful, because after selecting one, the other one automatically
subsides or loses its importance to him. But in some situation choice will be very difficult. For
example, a girl has to choose either loving parents or a boyfriend for inter-caste marriage. Such
cases are like ‘you cannot have the cake and eat it too’.

2. Avoidance-avoidance conflict:
This conflict involves two goals with negative valence. At times the individual is forced to
choose one among two negative goals. In such conflicts, both are unwanted goals, but he cannot
keep quiet without opting also. For example, a woman must work at a job which she dislikes
very much or else she has to remain unemployed.

Here the individual is caught between two repelling threats, fears or situations. When she cannot
choose either of them she may try to escape from the field itself. But the consequences of the
escape may also be harmful. For example, a person who cannot convince the mother or the wife
may resort to Alcohol consumption which is otherwise dangerous or some people may even
commit suicide.

In the event of such conflicts when there is no way to escape- some people may find a way to
reduce their tension by developing ‘amnesia’ or defense mechanisms like regression or fantasy.
3. Approach-avoidance conflict:
This is also a most complex conflict and very difficult to resolve. Because in this type of conflict
a person is both attracted and repelled by the same goal object. Here the goal object will have
both positive and negative valences.

The positive valence attracts the person, but as he approaches, the negative valence repels him
back. Attraction of the goal and inability to approach it leads to frustration and tension.

For example, a person is approaching to accept a job offer, because the salary is attractive- but at
the same time he is repelled back as the job is very risky. A man wants to marry to lead a family
life, but does not want the responsibilities of family life.

4. Multiple-approach-avoidance conflict:
Some of the situations in life we come across will involve both positive and negative valences of
multiple nature. Suppose a woman is engaged to be married. The marriage to her has positive
valences like-providing security to life and marrying a person whom she loves very much.
Suppose, on the other hand, if the marriage is repellent to her because she has to quit her
attractive job and salary, recognition which makes her dependent, the situation builds up tension
in her.
The resolution of this conflict depends upon the sum total of both valences. If the sum total of
attractive valence takes upper hand, she will quit the job and go for marriage; otherwise she may
reject marriage and continue the job if the sum total of negative valence is powerful.

b. Interpersonal conflicts:
Interpersonal conflict is caused between individuals. This can be resolved through some
strategies such as avoiding, smoothing, forcing, confronting and compromising. Assertive
behavior and I am ok, you are ok interpersonal orientation help to resolve such conflicts easily.

3. Unconscious Conflict:
The mental conflict below the level of conscious awareness is called unconscious conflict. The
conflicts in conscious level, when repressed, shifts to unconscious. Here the desires which cannot
be satisfied at conscious level are repressed to unconscious level as a mechanism of escaping.
Many of our wants raised by Id may not be socially acceptable. Such wants are objected by the
Ego and the Super ego. Hence these are repressed to unconscious.

The repressed desires or wishes remain active in the unconscious part of our mind. They slowly
gather strength by making alliance with other similar experiences and become stronger. This
group of repressed wants which is working for the satisfaction try to come back to the conscious.
This process is called complex. As soon as complexes are formed they give rise to conflicts in
the unconscious.

They try to come back to conscious, but prevented by censor or preconscious. So they try to
enter the conscious level when censor is at rest or sleep. They may appear in the form of dreams,
slip of tongue, slip of pen, motivated forgetting, etc. Sometimes they may appear in the form of
peculiar behavior and mannerisms.

7. List as many aspects as possible in which you believe students of a

certain classroom differ one from the other?

They have different backgrounds, strengths and weaknesses, interests, ambitions, senses of
responsibility, levels of motivation, and approaches to studying. Teaching methods also vary.

Students have different levels of motivation, different attitudes about teaching and learning, and
different responses to specific classroom environments and instructional practices. The more
thoroughly instructors understand the differences, the better chance they have of meeting the
diverse learning needs of all of their students. Three categories of diversity that have been shown
to have important implications for teaching and learning are differences in students’ learning
styles (characteristic ways of taking in and processing information), approaches to learning
(surface, deep, and strategic), and intellectual development levels (attitudes about the nature of
knowledge and how it should be acquired and evaluated). This article reviews models that have
been developed for each of these categories, outlines their pedagogical implications, and
suggests areas for further study

8. What do you think is the meaning of “style of learning”?

A learning style is the way that different students learn. A style of learning refers to
an individual’s preferred way to absorb, process, comprehend and retain information. The
four key learning styles are: visual, auditory, tactile and kinesthetic. Visual learners prefer to
use pictures, graphs and images to organize and communicate their thoughts and learn best
from using flash cards. Auditory learners prefer to listen, discuss, memorize and debate in
class. They learn best from audiobooks rather than print ones. Tactile learners learn best by
touch and movement—they find opportunities to take part in demonstrations, writing or
building models. Kinesthetic learners prefer to use their whole body in the learning process
—they use gestures to communicate ideas and learn best in a hands-on environment.
A learning style refers to an individual’s method of making sense of new material,
commonly done through sight, touch and sound. Taste and smell, although not as frequently
used as the last three, can still be effective when aiming to solidify ideas in our brain.
We mentioned before that scientists have for years tried to understand the best ways
students learn through research. One of the popular theories, to this day, is the VARK
model. This model identifies four types of learners: visual, auditory,
kinesthetic, and reading/writing.
Most people are a combination of these four styles, but more times than not, they have a
predominant style of learning. Each of these styles has a complementary way of teaching.
Now, let’s see the characteristics each of these styles entails and how best to make use of
them.
Visual learners are individuals who prefer to take in their information visually—be that
with maps, graphs, diagrams, charts, and others. However, they don’t necessarily respond
well to photos or videos, rather needing their information using different visual aids such
as patterns and shapes.
The best way to present to visual learners is by showing them the relationship between
different ideas visually. For instance, when explaining a scientific process, it can be done
by using a flow chart.
Auditory learners are individuals who learn better when they take in information in
auditory form when it is heard or spoken. They are prone to sorting their ideas after
speaking, rather than thinking ideas through before. Since, to them, saying things out
loud helps them understand the concept.
Auditory learners learn best when information is presented to them via strategies that
involve talking, such as lectures and group discussions. They can benefit from repeating
back the lessons, having recordings of the lectures, group activities that require
classmates explaining ideas, etc.
Kinesthetic learners are individuals who prefer to learn by doing. They enjoy a hands-
on experience. They are usually more in touch with reality and more connected to it,
which is why they require using tactile experience to understand something better.
The best way to present new information to a kinesthetic learner is through personal
experience, practice, examples, or simulations. For instance, they can remember an
experiment by recreating it themselves.
Reading/writing learners consume information best when it’s in words, whether that’s
by writing it down or reading it. To them, text is more powerful than any kind of visual or
auditory representation of an idea. These individuals usually perform very well on written
assignments.
There are different ways to get a reading/writing learner to engage and understand a
certain lesson. For instance, it would be best to have them describe charts and diagrams
by written statements, take written quizzes on the topics, or give them written
assignments.
9. Do you like to learn by seeing, hearing or by touching? (5pts) which one
of these is better for TVET trainees? Why? Justify your answer (5pts)

TVET can help address the skills gap by providing students with the practical, relevant skills
and training they need to succeed in specific careers. Many TVET programs are designed in
collaboration with local employers, so they can be tailored to meet the specific needs of the
job market. This ensures that students are learning the skills that are most in demand and that
they are well-prepared to enter the workforce upon graduation.

In addition to providing relevant skills, TVET also offers a more practical, hands-on
approach to learning that can be particularly appealing to some students. Rather than
 spending years in a classroom learning theory, TVET students have the opportunity to learn
through doing, by working on real-world projects and gaining hands-on experience in their
chosen field. This type of experiential learning can be a valuable complement to traditional
academic learning and can help students develop the skills and confidence they need to
succeed in their careers.

10.Explain how can you motivate your students in the classroom teaching
and learning? (5pts).
The best ways to motivate students in the classroom?
Motivating students is somewhat basic psychology. Think about what motivates you as an
individual, students engage in subjects that they are interested in and ones they enjoy. To
improve student motivation it’s essential to provide a supportive and engaging learning
environment where their curiosity is nurtured, their individual strengths are recognized, and they
are encouraged to take ownership of their deep learning.
Seven Ways Teachers Can Improve Student Motivation

.
1 Get to know your students:
By taking a genuine and personal interest in each student’s learning you create a personal loyalty
between you and your students. Try to understand your student’s needs, desires, and interests. When
students feel appreciated and understood by their teacher, it creates a safe learning environment and
motivates them to work harder.
Start by actively listening to your students, both in and outside of the classroom. Understand their
individual needs, desires, and interests. By doing so, you’re acknowledging your students’ concerns
and affirming their value as individuals.

2. Set realistic performance goals:

Set clear and achievable goals to help students track their progress and celebrate their achievements.
If you teach older students allow them to have as much control over their education as you possibly
can. Putting their own learning in the students’ hands not only prepares them for their future in the
workplace but encourages students to conduct deeper learning and have their own motivation when it
comes to future opportunities.

.
3 Positive Classroom Environment with Engaging Teaching Methods:
Crafting a positive learning environment using engaging teaching methods is essential for motivating
students. Ensure your classroom is a welcoming and encouraging space where students feel
comfortable participating actively. Employ interactive and captivating teaching approaches,
including hands-on activities and multimedia resources. By fostering an atmosphere of curiosity and
involvement, you stimulate students’ motivation, making learning an exciting and enjoyable journey.
This positive classroom setting, combined with engaging methods, fuels their enthusiasm for
learning.

.
4 be free with praise and give constructive criticism
Provide timely and constructive feedback to help students understand their strengths and areas for
improvement. Offer timely and constructive feedback to help students recognize their strengths and
areas for improvement. Encourage students to undertake self reflection when it comes to
critiquing their own work. By doing so, you empower students to take ownership of their learning
journey, boosting their motivation to strive for excellence. Effective feedback, delivered with a
balance of praise and guidance, fosters their commitment to continuous improvement and reinforces
their sense of achievement.

.
5 Make Learning Relatable
Help students find a connection between lessons and their personal interests, as well as real-life
applications, to ignite their intrinsic motivation for enduring enthusiasm in learning. Understand their
unique interests and incorporate them into lessons, demonstrating that their passions have a place in
the classroom. Emphasize how the knowledge they gain applies to their daily lives and future careers.
Encourage independent exploration aligned with their interests, granting them ownership of their
learning journey. This approach helps students find a lasting passion for education that extends well
beyond the classroom.

.
6 Offer external rewards
When your students achieve their classroom goals, one way to keep student motivation high is to
offer them a reward for their success. Now this can range from giving out prizes, food, or a certificate
they can take home, give your students options and encourage a growth mindset. It is one of the most
basic psychological approaches, by incentivizing and giving students their own reasonable goals,
which has a reward it leads to extrinsic motivation within the students learning.
However, be aware of other students and avoid dividing students when it comes to rewarding them
for good grades and particular performances. Keep the rewards for each same or give students
options where they can choose their own prize from a selection. From this, you can encourage them
to set their own reasonable goals to get students excited about their own education and the learning
process.

.
7 Become a role model for students
As a teacher, you’re a powerful motivator. Show your passion for learning to inspire students.
Demonstrate values like respect and perseverance, creating a motivating atmosphere. Your resilience
in facing challenges encourages your problem-solving skills. Foster curiosity and critical thinking,
igniting their intrinsic motivation. Embrace feedback and continuous learning, exemplifying that
motivation is a lifelong pursuit. By being a motivating role model, you not only teach but also inspire
students to become enthusiastic, self-driven learners, impacting their motivation and drive to
succeed.