Educational Pshychology in Guatemala
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as gifted children and those subject to specific disabilities.
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology and also between Engineering and Physics. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
The Listening Program® (TLP) is a Music-Based Auditory Stimulation™ method that is an affordable, effective approach for enabling individuals with a broad range of challenges and abilities to achieve even more. TLP’s clinically-proven approach gently trains the auditory system to accurately process sound.
When auditory perception is distorted—whether through illness, injury, developmental, or other challenges—auditory processing problems can lead to academic, emotional, cognitive and social challenges, including problems with the following:
- Attention and concentration
- Speech and language
- Social skills
- Sensory integration
- Physical balance and coordination
- Vocal performance and musical ability
Whether you are interested in expanding your own abilities or helping someone you care about, TLP can make a significant difference.With the guidance of a TLP Provider, The Listening Program is an easy-to-use, portable method that can bring about lasting change.To learn more about how TLP works and whom it can benefit, we invite you to read on.. Next..
Who can benefit?
Anyone can benefit from improved listening function.The Listening Program is used by people of all ages, starting as young as age two.Empirical evidence has demonstrated benefits for:
- The typically developing child
- Individuals experiencing listening, sensory, learning, language, reading, attention, memory, social, communication, and auditory processing difficulties
- Those interested in improved communication and speaking skills, musical ability, learning potential, and creativity
A minimum of 40-60 hours is recommended for initial gains to be achieved with continued listening as goals for listening change, or as needed.Standard Listening Schedules and Variations of 20 hour cycles encompass daily (5 days per week, 2 days off) listening of 15-30 minutes over the course of 8-16 weeks.Preparatory listening of 2-10 minutes daily is done with sensitive listeners prior to beginning a Standard Schedule.Programs are individualized using the A, B, C design and CDs of varying levels of intensity and purpose as needed.
Programs are self-administered under the monitoring and consultation of a trained Authorized Provider of The Listening Program.
Unique Patent Pending Design
The modular design of each sixty-minute TLP CD includes 4 fifteen-minute segments. There are 3 five-minute tracks per segment. The first track of a segment is "A", the second is "B", and the third is "C".
The A track supports listeners as they gradually adjust to the experience of filtered sound and prepares them to be receptive to the B track, which presents the greatest intensity of filtered sound with audio bursting. The C track helps organize the experience and return listeners to their natural listening environment.
Classical, classically inspired, improvised, folk, and children's music produced by ABT Music and performed by the award-winning members of The Arcangelos Chamber Ensemble. High quality nature sounds are also interwoven into many of the soundscapes.
All music and nature sounds produced for The Listening Program are digitally spectrally analyzed to confirm frequency spectrum.
What is needed?
- Certified or Authorized Provider
- TLP Classic Kit or TLP Level One Kit
- TLP Specialized CDs
- TLP-Approved Headphones
- CD Player
How is it Obtained?
The Listening Program is available exclusively through Authorized Providers Authorized Provider Network: Over 1,300 professionals in 27 countries A health, therapeutic, educational, or music professional that has been trained in the background and administration of The Listening Program and other programs from Advanced Brain Technologies.
The role of The Listening Program Authorized Provider is to consult, support, and monitor individuals using The Listening Program.
Audiblox is a unique developmental program, aimed at the inculcation of basic skills, which are necessary for school entry, for sustained achievement at school, and to overcome learning disabilities. Probably the most conspicuous feature of the program is its almost unlimited adaptability
A foundational skill is not the same as a process, strategy or technique. The difference between these can be explained by using the game of basketball as example. In order to be a basketball player, a person first has to master the foundational skills, e.g. passing, dribbling, defense, and shooting. Only after that can he be taught strategies or techniques.
Audiblox develops and automates the foundational skills of reading, spelling, writing, mathematics and the skills required in the learning of subject matter.
To the high school student it can be of very great value, as it develops memory (both visual and auditory) and concentration to a very high degree, while it can also be used for the preschool child from as early as three years of age. Audiblox is an excellent program for the purpose of preparing the preschool child and the school beginner for reading and learning.
Audiblox is indispensable in the remedial education program. In all cases of reading and spelling problems, astounding results can be obtained through regular and continued use of Audiblox. Even children who are seriously dyslexic can be helped to overcome this problem completely.
Improvements of as high as 40% in school achievement have already been obtained through the use of Audiblox.
Audiblox can be used individually as well as in a group. It can be used by any parent at home, in schools for beginner classes, remedial classes, and special education classes, as well as for preschools. Certification training is required to offer Audiblox to groups of children, or to present Audiblox services.
The aim of this site is to provide teachers, tutors and therapists in the US with information on Audiblox, as well as to provide a list of certified Audiblox tutors. Parents, who want to use Audiblox at home, as well as other interested parties from outside the US, are recommended to visit the Audiblox2000.com site.
We recommend that you start your journey at the Audiblox.com Magazine, where you will learn everything you want to know about Audiblox, the learning principles on which it is based, the learning skills it addresses, the learning disabilities it can overcome, and more. The articles contain case studies, research, sample exercises, and a slide show. New articles will be added on a regular basis.
This site further provides information on the one-on-one Audiblox application for teachers, and detailed information on the certification training and classroom application of the Audiblox program.
Auditory memory involves being able to take in information that is presented orally, to process that information, store it in one’s mind and then recall what one has heard. Basically, it involves the skills of attending, listening, processing, storing, and recalling. Because students with auditory memory weaknesses pick up only bits and pieces of what is being said during a classroom lecture, they make sense of only little of what is said by the teacher. Afterwards they are able to recall only a small amount or none of what was said, says Cusimano.
“Students with auditory memory deficiencies will often experience difficulty developing a good understanding of words, remembering terms and information that has been presented orally, for example, in history and science classes.
“These students will also experience difficulty processing and recalling information that they have read to themselves. When we read we must listen and process information we say to ourselves, even when we read silently. If we do not attend and listen to our silent input of words, we cannot process the information or recall what we have read. Therefore, even silent reading involves a form of listening,” says Cusimano.
Research also suggests that children with spelling problems have deficits in auditory memory skills.
No Limited to Learning Problems
The Audiblox program has already been used for considerable time with great success for almost any form of learning problem. The program been applied successfully for learners whose problems range from a mild learning problem, where one would normally expect quick results, to more severe cases of learners in a special class or remedial school. Naturally, the more serious the nature of the problem, the harder one would have to work in order to achieve noticeable results.
From the foregoing it should not be concluded that Audiblox is only aimed at learners with learning problems. The learner with a learning problem will certainly greatly benefit from sustained exposure to Audiblox. However, one should also consider that we do not provide athletics training to children and adults who are lame or uncoordinated. We take the talented ones, and through judicious training and exercise, we are able to turn them into great athletes. The same applies on the mental plane. If we take the talented, intelligent and creative children and expose them to Audiblox training, we shall be able to turn them into great mental athletes.
The Terman study confirms that it is our duty to attend, not only to the child who is at risk, but also to the child who has the potential of becoming a “great mental athlete.”
Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure.
A form of attribution theory developed by Bernard Weiner describes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance.
Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing.