Educational Psychology - Teaching Movie Analysis II

6

Teaching Movie Analysis: Stand and Deliver

Demetrius Evans

NC A&T State University Graduate Studies

EDPR 600

Dr. Debra Davidson

April 23, 2021

Stand and Deliver

Jaime Escalante, during the early 1980s, became a mathematics teacher in East Los Angeles at JamesA. Garfield. The school comprises mostly Latino students from families within the working-class status. However, these students are below their level in terms of grade academically with many social problems. Escalante works intending to change the culture in the school to help the students excel academically. Soon he realizes the class' potential and outlines a goal where the learners will take an AP calculus at the senior level. The teachers instruct his students based on ganas' philosophy that translates roughly to motivation or desire. The students begin taking classes with escalate who face criticism from other faculties who think the students are not capable. Despite the social challenges they face, the students pass the exam. However, the students and their teacher were dismayed by the Educational Testing service insisting that they cheated. Escalante defended his class, suggesting that the allegations were mainly based on economic and racial perception and offered that the students would retake the exam later on. The students excelled in the test despite being given a day to prepare.

This paper will review three learning and motivation components related to the movie "stand and deliver", including; cognitive learning views, social cognitive views of motivation and learning and motivation in teaching and learning.

Cognitive views of learning. Cognitive learning is considered an active learning style that enables students to maximize their brain to potential. This component allows one to connect with new information from existing ideas while deepening their retention and memory capacity (Yilmaz, 2017). The students in "stand and deliver" film often have performed below their level academically, but this did not stop them from excelling in advanced mathematics. This component applies the cognitive theory of learning.

Social cognitive view of motivation and learning. This component predicts an individual's goals can direct and energize motivational outcomes through beliefs that learners can set goals and build their self-efficacy. This component identifies that reasoning and thinking are crucial learning components. Escalante was focused and set goals that his learners could improve their grades. The individual learners remained focused, which resulted in the success of AP calculus. This component is explained by the social-cognitive theory, where Albert Bandura emphasizes that the cognitive and environmental factors impact behaviour. The social-cognitive theory emphasizes observational learning, reciprocal determinism and self-efficacy that participate in development and learning.

Motivation in learning and teaching. This component emphasizes that students who are motivated adapt more to the learning content within a given situation as they reflect more on any underlying framework causes (Tsai et al., 2017). When a learner is engrossed in a task, they portray less emotional and cognitive energy and focus on the social image. The cognitive motivation theories highlight that students need to appreciate, understand, and know their actions to remain motivated. Escalante ensured that his learners were not affected by their social disparities by showing them their hidden potential that they revealed after taking the test.

The cognitive theory of learning

This theory expounds on the influence of external and internal factors that impact an individual's mental process as a supplementing learning strategy (Sorden, 2012). Difficulties and delays in learning are encountered when the cognitive process are not regularly working. These processes include observation, attention and retrieval and categorization. This theory focuses on understanding the human mind and how it works while individuals are learning. It focuses on information that is processed by the brain and the process of learning through internal information processing. This is because people process information mentally that they receive than responding to external environmental stimuli.

Achieving effective, meaningful learning requires that the instructor focuses less on getting the lesson done but should address the reason. Failure to offer an appropriate reason results in a lack of meaning and this way, students lack the required motivation. The Howlnd, Jonaassen and Marra (2012) model provide a dimension of identified meaningful learning. The authors highlight the characteristics of achieving meaningful learning by ensuring the learners are conscious about experiences in learning that are real and authentic. Students work on the notion that "seeing is believing". This shows that they require to see the relevancy of an idea they are learning within the real world to engage in meaningful learning experiences.

The teacher-centred method requires improvement based on its facts that the teacher is the instructor and main authority figure. Students are not allowed to participate and receive knowledge passively through teachers through direct instruction and lectures to achieve positive results from assessments and tests. In this approach, assessment and teaching are separate entities where learning is objectively measured through scored assessments and tests. The social-cognitive theory is against this teaching mode since the theory believes that the learning process is based on learners' observation, imitation of the instructors while modelling what they learn in class through participation.

References

Sorden, S. D. (2012). The cognitive theory of multimedia learning. Handbook of educational theories, 1(2012), 1-22.

Tsai, C. H., Cheng, C. H., Yeh, D. Y., & Lin, S. Y. (2017). Can learning motivation predict learning achievement? A case study of a mobile game-based English learning approach. Education and Information Technologies, 22(5), 2159-2173.

Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in a flipped classroom. Computers in Human Behavior, 70, 251-260.