1. What? – This week we learned about memory and how we use it in a daily aspect. Also, different ways to approach teaching so students may learn and remember what they are learning. It talks about the difference in long term, short term, and working memory. We also discussed different memory techniques, how we learn, how we remember, and how we as teacher can help our students understand our subject matter.

2. So What? –Memory is a strange thing. I have always found it interesting that I can remember some of the strangest thing so easily but I forget some of the most important thing that I want to remember. Short term and long term memory are beneficial things to know about. Knowledge of them may help you to develop way to remember the important stuff, unlike me, and forget more of the weird unimportant things, or what I like to call the bizarre facts that no body cares to know. Knowledge of memory is also beneficial to us when we communicate with others. If we want something to stick in someone’s mind you can use a memory technique to help it stick. 

3. Now What? – I hope to be able to implement this knowledge into my teaching and help the student remember things that I teach them. I plan to do this by lecture less and having more of a class discussion. I will also use activities that well help the students store the information into their long term memory at least that is the plan with the activities. I believe I have said this before, if not I will say it now knowledge never hurts. So to learn more about memory and how people store information in their memory could not hurt especially for a future teacher or a teacher now for that matter.  

What? We discussed Erikson’s model of psychosocial development which described eight stages through which people proceed over the course of development. Each stage presents a unique developmental task, and how an individual addresses it influences the person’s overall development. 
Trust vs. mistrust(infancy)
Autonomy vs. shame and doubt (toddler years)
Initiative vs. guilt (preschool years)
Industry vs. inferiority (elementary school years)
Identity vs. role confusion (adolescence)
Intimacy vs. isolation (young adulthood)
Generativity vs. stagnation (middle age)
Integrity vs. despair (retirement years)
We also talked about Kohlberg’s stages of moral development. He proposed that the development of moral reasoning is characterized by a sequenced of six stages grouped into three general levels of morality: preconventional, conventional, and postcoventional.
Preconventional morality- Lack of internalized standards about right and wrong’ decision making based solely on what is best for oneself
Conventional morality- Uncritical acceptance of society’s conventions regarding right and wrong.
Postconventional morality thinking in accordance with self-developed, abstract principles regarding right and wrong.
We also learned about the marshmallow study. Which was a study done by Stanford where they took four year old children and placed a marshmallow in front of them and told them they could eat the marshmallow at any time but if the marshmallow was still there when they came back, the child would get two marshmallows. 1/3 of the kids ate the marshmallow 2/3 waited to eat it.

So What? Having knowledge of this information can help know what kind of dilemma our students may be going through mentally. So we can assess them better and also understand them better. We can use this information in our class room to help us teach. In essence, we will know better were our students are coming from, from a mental standpoint.  
 
Now What? Considering I will be a psychology teacher I will be using this information a lot. I will be teaching it to my students. But I will also be using it to assess my students on a mental level so I may help them the best I can. As a history teacher I will be doing the same but the student may not know because I will not be teaching it to my history classes. Ha ha on them. J.k. I find this in formation useful and very important I believe in Erikson’s and Kohlberg’s theories all but the age limits. I consider myself as a Freudian Eriksonist. Where I believe in most of what these two say. Some things I think are to far fetched and have also been disproven so; anyway you get the idea, hopefully. I feel I know what I need to be able to apply it in my classroom but knowledge never hurt anybody so gaining a further understanding would not hurt. 

This week we have discussed Vygotsky and Piaget’s theories of cognitive development. We also discussed assimilation and accommodation. What are the differences between the two, how does this apply to the students in our class room and so on. Assimilation is absorbing knowledge given to us. Where accommodation is when you adjust the knowledge you know to what you just learned.  
 Piaget had his stages of cognitive development and had his cognitive tests that would test a child’s level of cognitive development based on his stages. In Vygotsky theory, adults play a bigger role in a child’s cognitive development. An adult gives their child tasks and activities that allow the child to grow cognitively. 
 It helps to know this information because as teachers it will help to know what level of cognitive development your student is at. If you do know then you can teach accordingly.
 I feel a further understanding of these theories would benefit me greatly. I plan to use then in my teaching or at least use them to help facilitate me in my teaching styles in my different classrooms.