EDUCATIONAL PSYCHOLOGY
Branching from the historical background of educational psychology to modern instructional approaches, this content delves into effective teaching practices, including subject-matter competence, instructional strategies, and skills such as classroom management and motivation. It emphasizes the importance of adapting teaching methods to individual variations through approaches like differentiated instruction.
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Presentation Transcript
EDUCATIONAL PSYCHOLOGY WEEK 2
EDUCATIONAL PSYCHOLOGY CHAPTER 1
LEARNING GOALS 1. Describe some basic ideas about the field of educational psychology 2. Identify the attitudes and skills of an effective teacher 3. Discuss why research is important to effective teaching, and how educational psychologists and teachers can conduct and evaluate research
LEARNING GOALS 1. Describe some basic ideas about the field of educational psychology 2. Identify the attitudes and skills of an effective teacher 3. Discuss why research is important to effective teaching, and how educational psychologists and teachers can conduct and evaluate research
EXPLORING EDUCATIONAL PSYCHOLOGY Educational psychology : the branch of psychology that specializes in understanding teaching and learning in educational settings Historical Background William James John Dewey E.L. Thorndike Diversity and Early Educational Psychology The Behavioral Approach The Cognitive Revolution Teaching: Art and Science
EFFECTIVE TEACHING Professional Knowledge and Skills Subject-Matter Competence Instructional Strategies Constructivist approach: a learner-centered approach to learning that emphasizes the importance of individuals actively constructing knowledge and understanding with guidance from the teacher Direct instruction approach: A structured, teacher-centered approach characterized by teacher direction and control, high teacher expectations for students progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum Thinking Skills Goal Setting and Instructional Planning
EFFECTIVE TEACHING (CONT.) Developmentally Appropriate Teaching Practices Classroom Management Skills Motivational Skills Communication Skills
EFFECTIVE TEACHING (CONT.) Paying More Than Lip Service to Individual Variations Differentiated instruction: includes recognizing variations in students knowledge, readiness, interests, and other characteristics, and taking these differences into account when planning curriculum and engaging in instruction Working Effectively with Students from Culturally Diversity Assessment Knowledge and Skills Technological Skills Commitment, Motivation and Caring
RESEARCH IN EDUCATIONAL PSYCHOLOGY Descriptive Research Observation Laboratory: A controlled setting from which many of the complex factors of the real world have been removed Naturalistic Observation: Observation in the real world rather than a laboratory Participant Observation: Observation conducted at the same time the teacher- researcher is actively involved as a participant in the activity or setting Interview and Questionnaires
RESEARCH IN EDUCATIONAL PSYCHOLOGY (CONT.) Descriptive Research (cont.) Standardized Tests: Test with uniform procedures for administration and scoring. They assess students performance in different domains and allow a student s performance to b compared with the performance of other students at the same age or grade level on a national basis Case Studies: An in-depth look at an individual Ethnography: In-depth description and interpretation of behaviour in an ethnic or a cultural group that includes direct involvement with the participants
RESEARCH IN EDUCATIONAL PSYCHOLOGY (CONT.) Descriptive Research (cont.) Focus Groups Personal Journals and Diaries Correlational Research
RESEARCH IN EDUCATIONAL PSYCHOLOGY (CONT.) Experimental Research Independent variable Dependent variable Experimental group Random assignment
RESEARCH IN EDUCATIONAL PSYCHOLOGY (CONT.) Program Evaluation Research: Research designed to make decisions about the effectiveness of a particular program Action Research: Research used to solve a specific classroom or school problem, improve teaching and other educational strategies, or make a decision at a specific level The Teacher-as-Researcher/Teacher-Researcher: This concept involves classroom teachers conducting their own studies to improve their teaching practice
RESEARCH IN EDUCATIONAL PSYCHOLOGY (CONT.) Quantitative Research: Employs numerical calculations in an effort to discover information about a particular topic Qualitative Research: Involves research that blends different research designs and/or methods Mixed Method: Involves research that blends different research designs and/or method
EDUCATIONAL PSYCHOLOGY CHAPTER 2
LEARNING GOALS 1. Define development and explain the main processes, periods, and issues in development, as well as links between development and education 2. Discuss the development of the brain and compare the cognitive developmental theories of Jean Piaget and Lev Vygotsky 3. Identify the key features of language, the biological and environmental influences on language, and how the typical growth of child s language
AN OVERVIEW OF CHILD DEVELOPMENT Development: The pattern of biological, cognitive and socioemotional process that begins at conception and continues through the life span. Most development involves growth, although it also eventually involves decay (dying) Developmental Issue Nature-Nurture issue: biological inheritance-environmental experience Continuity-Discontinuity issue: gradual cumulative change-distinct stages Early-Later Experience issue: early later experiences as key determinants Splintered development: the circumstances in which development is uneven across domains
COGNITIVE DEVELOPMENT The Brain Myelination: The process of encasing many cells in the brain with myelin sheath Brain development in middle and late childhood Brain development in adolescence Corpus callosum: when fibers connect the brain s left and right hemisphere Prefrontal cortex: the highest level in the frontal lobes; involved in reasoning, decision making and self-control Amygdala: The seat of emotions in the brain Lateralization: The specialization of functions in each hemisphere of the brain
COGNITIVE DEVELOPMENT (CONT.) Piaget s Theory Cognitive Processes Schema: Actions or mental representations that organize knowledge Assimilation: The incorporation of new information into existing knowledge Accommodation: Adjusting schemas to fit new information and experience Organization: The grouping isolated behaviors into a higher-order, more smoothly functioning cognitive systems; the grouping or arranging of items into categories Equilibration: A mechanism to explain how children shift from one stage of thought to the next. The shift occurs as children experience cognitive conflict, or disequilibrium, in trying to understand the world. Eventually, they resolve the conflict and reach a balance
COGNITIVE DEVELOPMENT (CONT.) The Sensorimotor Stage: 0-2 years of age: infants construct an understanding of the world by coordinating sensory experiences with motor actions The Preoperational Stage: 2-7 years of age: symbolic thought increases, but operational thought is not yet present Symbolic function substage: 2-4 years of age: the ability to represent an object not present develops and symbolic thinking increases, egocentrism is present Intuitive thought substage: 4-7 years of age: children begin to use primitive reasoning and want to know the answer to all sort of questions. They seem so sure about their knowledge in this substage but are unaware of how they know what they know
COGNITIVE DEVELOPMENT (CONT.) The Preoperational Stage (cont.) Centration: Focusing, or centering, attention on one characteristic: to the exclusion of all others: characteristic of preoperational thinking Conservation: The idea that some characteristic of an object stays the same even though the object might change in appearance; a cognitive ability that develops in the concrete operational stage
COGNITIVE DEVELOPMENT (CONT.) The Concrete Operational Stage: 7-11 years of age: the child thinks operationally, and logical reasoning replaces intuitive thought but only in concrete situations; classification skills are present, but abstract problems present difficulties Seriation: a concrete operation that involves ordering stimuli along some quantitative dimension Transivity: The ability to reasons and logically combine relationship
COGNITIVE DEVELOPMENT (CONT.) Formal Operational Stage: 11-15 years of age: Thought is more abstract, idealistic and logical in this stage Hypothetical-deductive reasoning: adolescent can develop hypotheses to solve problems and systematically reach (deduce) a conclusion
COGNITIVE DEVELOPMENT (CONT.) Vygotsky s Theory Zone of Proximal Development (ZPD): the range of tasks that are too difficult for children to master alone but that can be mastered with guidance and assistance from adults or more-skills children Scaffolding: A technique that involves changing the level of support for learning. A teacher or more-advanced peer adjusts the amount of guidance to fit the student s current performance Social constructivist approach: Emphasizes the social contexts of learning and that knowledge is mutually built and constructed
LANGUAGE DEVELOPMENT Language: a form of communication, whether spoken, written, or signed, that is based on a system of symbols Phonology: a language s sound system Morphology: the units of meaning involved in word formation Syntax: the ways that words must be combined to form acceptable phrases and sentences Semantics: the meaning of words and sentences Pragmatic: the appropriate use of language in different contexts Metalinguistic awareness: knowledge of language
LEARNING GOALS 1. Define development and explain the main processes, periods, and issues in development, as well as links between development and education 2. Discuss the development of the brain and compare the cognitive developmental theories of Jean Piaget and Lev Vygotsky 3. Identify the key features of language, the biological and environmental influences on language, and how the typical growth of child s language
EDUCATIONAL PSYCHOLOGY CHAPTER 3
LEARNING GOALS 1. Describe two contemporary perspectives of socioemotional development: Bronfenbrenner s ecological theory and Erikson s life-span developmental theory 2. Discuss how the social contexts of families, peers, and schools are linked with socioemotional development 3. Explain these aspects of children s socioemotional development: self-esteem, identify, moral development, and coping with stress
CONTEMPORARY THEORIES Bronfenbrenner s Ecological Theory Microsystem Mesosystem Exosystem Macrosystem Chronosystem
CONTEMPORARY THEORIES (CONT.) Erikson s Life-Span Development Theory Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Identity Confusion Intimacy vs. Isolation Generativity vs. Stagnation Integrity vs. Despair
SOCIAL CONTEXTS OF DEVELOPMENT Families Parenting Styles Authoritarian parenting Authoritative parenting Neglectful parenting Indulgent parenting Co-parenting The changing family in a changing society
SOCIAL CONTEXTS OF DEVELOPMENT (CONT.) Peers Peer statuses Friendship Schools Schools changing social developmental context Early childhood education Developmentally appropriate practice The Montessori approach
SOCIOEMOTIONAL DEVELOPMENT Self-esteem: the individual s overall conception of her/himself Identity diffusion: the identity status in which individuals have neither explored meaningful alternatives not made a commitment Identity foreclosure: the identity status in which individuals have made a commitment but have not explored meaningful alternatives Identity moratorium: the identity status in which individuals are in the midst of exploring alternatives but have not yet made a commitment Identity achievement: the identity status in which individuals have explored meaningful alternatives and made a commitment
SOCIOEMOTIONAL DEVELOPMENT (CONT.) Moral development Preconventional reasoning: Morality is often focused on reward and punishment Punishment and obedience orientation Individualism, instrumental purpose and exchange Conventional reasoning: individuals abide by certain standards (internal) but they are the standards of others such as parents or the laws of society (external) Mutual interpersonal expectation, relationships and interpersonal conformity Social system morality Postconventional reasoning: morality is more internal Social contract or utility and individual rights Universal ethical principles
SOCIOEMOTIONAL DEVELOPMENT (CONT.) Prosocial Behavior Altruism: an unselfish interest in helping another person Gratitude: a feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful Moral Education Hidden curriculum: every school has a pervasive moral atmosphere even if it does not have a program of moral education Character education: a direct approach to moral education that involves teaching students basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves or others
SOCIOEMOTIONAL DEVELOPMENT (CONT.) Moral Education Value clarification: an approach to moral education that emphasizes helping people clarify what their lives are for and what is worth, working for, students are encouraged to define their own values and understand the values of others Cognitive moral education: an approach to moral education based on the belief that students should value things such as democracy and justice as their moral reasoning develops; Kohlberg s theory has served as the foundation of many cognitive moral education efforts Service learning: a form of education that promotes social responsibility and service to the community
SOCIOEMOTIONAL DEVELOPMENT (CONT.) Coping with Stress
LEARNING GOALS 1. Describe two contemporary perspectives of socioemotional development: Bronfenbrenner s ecological theory and Erikson s life-span developmental theory 2. Discuss how the social contexts of families, peers, and schools are linked with socioemotional development 3. Explain these aspects of children s socioemotional development: self-esteem, identify, moral development, and coping with stress
