@aera-tepsig-grad.bsky.social
It's the week before AERA! In collaboration with Motivation SIG, Complexity SIG, and Division C, we are having a social for graduate students at AERA on Friday, 4/25 from 5-6:30pm MST at Larimer Square. We'd love to see you there, come join us for food and drinks and catch up with one another!
15.04.2025 19:16 — 👍 2 🔁 1 💬 0 📌 0
AERA Teaching Educational Psychology Interest Group events at AERA 2025
Happy #TeachingTuesday! Come join us next week at #AERA2025 and check out our events. 🤩
@aera-tepsig-grad.bsky.social @aera-motsig.bsky.social @aeraedresearch.bsky.social @aeradivcgrad.bsky.social @annacbrady.bsky.social @molly-taylor26.bsky.social
Special Interest Group, Teaching Educational Psychology, AERA
Happy #TeachingTuesday! We would like to recognize our 2025 Teaching Educational Psychology SIG Graduate Student Travel Award winners. Check out the thread below to find out why teaching ed psych is important to them! @aera-tepsig-grad.bsky.social @aeraedresearch.bsky.social #EduSky
01.04.2025 15:15 — 👍 2 🔁 2 💬 1 📌 1
Promoting Social-Emotional Learning in the Classroom Social-emotional learning (SEL) is associated with improved student well-being and performance. SEL involves five key areas: self-awareness, self-management, responsible decision making, social awareness, and relationship skills. As teachers, we can explicitly promote students' competency in the five SEL areas using a variety of brief activities that include but aren't limited to: Having students write a self-compassion letter about an aspect of themselves they don't like while expressing expression and understanding Having students identify a realistic goal and explicitly document the steps they need to take to achieve their goal Having students complete a stress reappraisal activity to identify current stressors and reframing them To learn more about SEL, see the Collaborative for Academic, Social, and Emotional Learning (CASEL) website. For details on how to implement SEL activities in your classroom (or outside of class), see Stocker and Gallagher (2019) and Gallagher and Stocker (2018).
It's about halfway through the semester! Today our T3 is about social-emotional learning. While most of our work as scholars involves academic learning, social-emotional learning is equally important and helps students perform better and gives them key skills to navigate the complexities of life.
18.03.2025 19:12 — 👍 3 🔁 1 💬 0 📌 0
Promoting Socially Shared Regulation of Learning in Collaborative Groups Socially shared regulation of learning (SSRL) refers to collectively shared or interdependent regulatory processes, beliefs, and knowledge by members of a group when working together. As teachers, we can help students practice metacognitive awareness, group planning, and group reflection through the use of prompts, scripts, or structured time prior to or during group work. There are five principles to promote SSRL for collaborative work. They are applicable at all stages of a group project/activity. Create opportunities for students to monitor their group's progress Have students identify potential issues their group might encounter Encourage students to come up with solutions as a group to address issues Encourage students to develop a priority list for team tasks Have students assign their group members to specific tasks To learn more about how to create prompts to guide students as they work in groups, see Kim & Lim (2018). For more information on SSRL, see Panadero & Järvelä (2015).
Happy Teaching Tuesday! Given the social nature of many learning activities, especially project-based learning, today we want to share with you a tip on how to help students socially regulate their learning when collaborating in groups!
04.03.2025 21:11 — 👍 2 🔁 1 💬 0 📌 0
Transparency in Teaching By enacting transparent teaching practices and being upfront with students about what and how they will learn, teachers can help students engage more deeply in their learning process and promote adaptive motivation and metacognition. Some examples of transparent teaching methods include: A) Inviting students to help plan class agendas and activities in advance to select subtopics they wish to learn more about; B) Debriefing assignments, exams, or papers with the entire class to common patterns and open up discussions for how students can improve in the future; C) Verbalize students' thinking processes during class discussions and invite students to share their thought processes. To learn more about transparency in learning and teaching, see Winkelmes (2023), Copeland et al. (2018), and Anderson et al. (2013). The Transparency in Learning and Teaching website also has many resources for teachers and students.
Happy Teaching Tuesday! (on a Thursday, we listen and we don't judge 🙂) Today's T3 is about being transparent with students about what, why, and how they will learn course content, which emphasizes the learning partnership between you and your students!
13.02.2025 21:04 — 👍 3 🔁 2 💬 0 📌 0
I'm teaching a class on Educational Disparities and Social Injustice this semester, and I'm feeling incredibly grateful we have this space to process current events (and that it's still legal in Texas to talk about race in the classroom...). Our specific topic next week is racism in education. (1/3)
28.01.2025 17:26 — 👍 15 🔁 1 💬 1 📌 0
Incorporating Mindfulness in the Classroom Many students experience a lot of stress, both academic and non-academic, that can negatively affect their learning process and experience. Teachers can help students better manage these stressors by incorporating mindfulness practices in the classroom that encourage students to be more intentional, attentive, and aware of the present without judgement. Teachers can promote mindfulness by implementing brief activities and techniques such as: Activities that encourage more deliberate attention to their breathing (see here for examples) Meditation activities that help students become more aware of their physical state (see here for examples) Contemplative activities that encourage students to become more aware of their thoughts and emotions (see here for example) To learn more about the effects of mindfulness practices on student learning, socio-emotional outcomes, and well-being, see Nagpal & Radliff (2023), Verhaeghen (2023), Vilvens et al. (2020). Like other T3's, this one will be posted to our TEPSIG Grad Bluesky page. See here for previous T3's we've sent out. Feel free to share with colleagues who could use this!
Happy Teaching Tuesday! This time, we're excited to share with you about mindfulness and how we as teachers can promote student mindfulness in our classroom. We can also apply many of these practices to our own lives! Email nguyen.2319@buckeyemail.osu.edu or taylorml9@vcu.edu to suggest your own T3!
28.01.2025 18:08 — 👍 6 🔁 2 💬 0 📌 0
Happy Monday and happy spring semester! In advance of posting our Teaching Tuesday Tip (T3) tomorrow, we’d love to share our previous T3s to support you as you begin teaching and researching this semester. We post every 2 weeks, so stay tuned for more teaching tips!
docs.google.com/document/d/1...
TEP SIG is having a webinar on 2/21 from 1-2pm CST with Dr. Ben Heddy @benheddy.bsky.social, who will share with us "How to channel your inner Ms. Frizzle: Creating experiential activities in educational psychology courses"!
Register here to get the zoom link:
docs.google.com/forms/d/e/1F...
The application deadline for the TEP SIG Graduate Student Travel Award is coming up on January 13th, 2025! Here is the link to the application along with eligibility criteria: t.co/mQV6pLZSZ9
10.01.2025 14:08 — 👍 0 🔁 0 💬 0 📌 0
