Below are some of the links that are listed in this assignment. YOUR TASK You are to develop an infographic or graphic organi

The Growth of Learning This abbreviated example demonstrates how an educator might use sensory perception,

working memory, and long-term memory to create a learning process that will help

students become adept at the retrieval and use of key information in a class and beyond.

THE CORE INFORMATION

WORKING MEMORY: THE FIRST FEW BITES

FINAL GOAL: THE START OF AN ORCHARD

LONG-TERM MEMORY: GETTING TO THE CORE

SENSORY MEMORY: A SHINY RED APPLE

RETRIEVAL AND USE: THE TOP OF THE TREE

To help students commit this new material into working memory, we chunk it into decades (even though, in an historical sense, decades are false constructs) and cover it over several class periods. We also practice recursive teaching, whereby we reiterate earlier material before diving into new material and whereby students are asked to presuppose or to contribute actively into conceptualizing what the new material might include in terms of both content and meaning. The inclusion of audiovisual material with spoken/written word "'distributes' the processing load" (Eggen & Kauchak, 2016, p. 274). To increase familiarity with key elements of the material, both I and students use proper nouns (rather than pronouns, for example), helping us develop automacticity and familiarity with key personages, dates, and places.

Sensory memory is activated in several ways and at several times. For example, students walk into the LGBT Special Collection display room and see a mass of periodicals, clothing, photographs, objects, and art laid out along a 16-foot conference table and along both walls. The "sense" they might immediately have is that there is so much or too material and this works to help them "feel" the depth and breadth of LGBTQ+ history beyond marriage equality or other issues de jour. Other sense memories that I intend course materials to create include initial response emotions like fear, sadness, elation, and surprise but also a sense of movement. Different course materials may evoke the emotions (e.g., a clip in the documentary that is especially compelling because of the soundtrack, visuals, and words), while I create a sense of movement (e.g., progression, regression) in my active use of classroom space during performance-lectures..

One way to understand the development of a movement is to learn the history of that movement and/or of the various people within that movement. For students in my undergraduate LGBTQ+ Cultures course, this means being able to identify some of the main events in LGBTQ+ history in the United States and to recognizes connections among those events. This information is well- documented and appears in the course in the following forms: a touch-and-learn visit to the LGBT Archive Collection of the USF Library; an in-class game-show style activity in which students must rush to put events into correct historical order; viewing of two documentaries that feature interviews and images; guest speakers; selected readings; and my performance-lectures.

Eggen, P., & Kauchak, D. (2016). Educational psychology: Windows on classrooms (10th ed.). New York, NY: Pearson.

Weaving or reviving sensory memory experiences students into the net of working memory can help long-term memory. Episodic memory can come from students' perceptions of my own or their classmates' affective connection to the material (e.g., when we cuss or cry discussing the maelstrom of emotions surrounding the 1969 Stonewall Rebellion) or through their own personal responses to course materials and discussions. Both declarative memory and semantic memory come into play as we collectively or individually create timelines or flashcards for studying and as students begin to link eras using the "represssion <–> progression" schema for thinking about the development of socio-political movements (i.e., that periods of repression can produce progress and periods of progress may be counterbalanced by periods of repression).

While learning a timeline of LGBTQ+ history is an important learning outcome for the course, an overarching course objective is that students be able to draw analogies among historic eras, events, and discourses and that they be able to connect these to large socio-political events — including those that may not be directly or obviously LGBTQ+-related (e.g., economics, international crises, et cetera). Able to retrieve and use the core information and the schematic forms from my course means that students will be able to contribute more productively to conversations and debates in other fields of study and in their larger lives.

Weaving sensory, working, and long-term memory activities and experiences together helps students produce schemas, which help them recall core course material for immediate-context use (e.g., exams, class discussions) and broad-context use (e.g., life). In the example of LGBTQ+ history, this done in several ways. First, there is the expected chronology schema in which events happen on certain dates and can be ordered as such. Second, there is the repression/progression schema that encourages students to look at connections between and among events and eras. Third, there is the sensory-affective connection that students may develop to some or all of the events we cover in class as they feel angered, saddened, inspired, or amused by the contexts and contents of different events and eras.

Milton W. Wendland / Graphic Organizer / EDF6211 Psych Fdns of Ed / Summer 2019

It's not likely an employer withdraws the offer because you negotiated. Confidence is a proof you know your worth and understand your responsibility in the job.

Confidence, insistence and the future

Know your numbers Come with the data on industry averages, beginner amounts, amount you can earn in the position, and whether it meets your standards.

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Benefits to consider include: i. Whether they offer bonuses ii. Insurance and companies they offer through iii. Vacation, sick and personal days iv. 401K, other plans and their contributions v. Telecommuting terms

Compare against benefits given by best rated employers in the industry

Consider the benefits package

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Walking away could be the better choice Every opportunity may not be the right opportunity for you. Learn to humbly exercise your right to say no when the offer does not favor you. Pick up and reach out to the next potential employer.

Negotiating for a better or equal pay is your right If you got what it takes for the job, Always exercise the right.

Name:

Prepare for the upcoming negotiations. Being more informed will give you a upper hand in the negotiations.

Do not use facts, data or information that you are not certain of in your negotiations

Research shows that women in American workforce earn 80 cents for every dollar earned by men. Black women earns 61 cents for every dollar earned by their white male counterparts. Being strategic, your skills and education, and research are not enough at the negotiation table

Negotiating your Salary as a Black Minority Woman