Exam 1: Ch. 1 Flashcards
William James (1842-1910)
- Emphasized importance of observing teaching and learning
- suggested beginning lessons at a point just beyond a child’s level of knowledge
- “talks to teachers”
- Principles of Psychology (1890)
John Dewey (1859-1952)
- Child as an active learner; “learning by doing”
- Focused on the whole child and the child’s adaptation to the environment
- Felt all children deserve to have a competent education
E.L. Thorndike (1874-1949)
- Emphasized assessment and measurement in education
- Suggested important task of education is to promote children’s reasoning skills
- Felt educational psychology must have scientific base
Behavioral Approach
- B.F. Skinner (1938)
- Psychology as the science of observable behavior & controlling conditions
- 1950’s programmed learning
Cognitive Revolution
- 1950’s Blooms Taxonomy of cognitive skills; includes: evaluate, synthesis, analysis, application, understanding, knowledge
- 1980’s cognitive psychology memory, thinking, reasoning…to help student learn; memory, thinking, reasoning.
Teaching: Art & Science
an understanding that a teacher must be able to adapt and create different ways to teach, Art: and be factual with content material, Science.
Professional Knowledge and Skills
- instructional strategies supported by methods of goal setting, instructional planning, and classroom management
- understand how to motivate students and how to communicate and work effectively w/ those varying skill levels and culturally diverse backgrounds
Subject Matter Competence
Having a thoughtful, flexible, conceptual understanding of subject matter including:
- facts, terms, general concepts
- knowledge about organizing ideas, connections among ideas, ways of thinking and arguing, patterns of change within a discipline, beliefs about a discipline, and the ability to carry ideas from one discipline to another.
Instructional Strategies
include: -Constructivist Approach
- Direct Instruction Approach
Constructivist Approach
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.
Goal Setting and Instructional Planning
- teachers set high goals for their teaching and organize plans for reaching those goals, and develop specific criteria for success
- they spend time in instructional planning, organizing their lessons to maximize students learning while reflecting on how to make learning both challenging and interesting.
Developmentally Appropriate Teaching Practices
- Competent teachers have a good understanding of children’s development and know how to create instruction materials appropriate for their development levels
- Understanding developmental pathways and progressions is extremely important for teaching in ways that are optimal for each child.
Classroom Management Skills
- important aspect of being an effective teacher is keeping the class as a while working together and oriented toward classroom tasks.
- establish and maintain an environment in which learning can occur
- ex. establishing rules and procedures, organizing groups, monitoring and pacing classroom activities, and handling misbehavior.
Motivational Skills
- strategies for helping students become self-motivated include, providing real-world learning opportunities of optimal difficulty and novelty for each student
- establish high expectations for students’ achievements
Communication Skills
- skills in speaking, listening, overcoming barriers to verbal communication, tuning in to students’ nonverbal communication, and constructively resolving conflicts.
- critical in communicating w parents as well.
- use when talking “with” rather “to” students, parents, administrators, etc.
Working Effectively w Students from Culturally Diverse Backgrounds
- must be knowledgeable about people from different cultural backgrounds and sensitive to their needs,
- encourage students to have positive personal contact w other students of diverse backgrounds
- guide students in thinking critically about cultural and ethnic issues while reducing student bias
- serve as cultural mediators between students
Assessment Skills
- teachers must decide what types of assessments to use to document their students performance. Use ongoing observation and monitoring to determine whether your instruction challenges students and when they need your attention.
- also involves state-mandated tests to asses students’ achievement and teachers’ knowledge and skills
Technological Skills
- supports student learning
- conditions that support use of technology; vision and support from ed. leaders, using technology for learning, content standards and curriculum resources, assessment of effectiveness of technology for learning
- students will benefit from increase in technology knowledge and skills ex. prepare for “tomorrows jobs” which will require technological expertise
Commitment & Motivation
- help get effective teachers through the tough moments of teaching
- effective teachers have confidence in their own self-efficacy, don’t let negative emotions diminish their motivation, and bring positive attitude and enthusiasm to the classroom.
Why is Research Important
-by providing teachers with valid information about the best ways to teach children, research can make you a better teacher.
Research Methods
-include; Descriptive,
Correlational,
Experimental,
Time Span
Descriptive Research
- purpose of observing and recording behavior; OBSERVATION (laboratory vs. naturalistic observation)
- Interviews and Questionnaires
- Standardized Tests
- Case Studies
-recording observation, tape recorders, video cameras, special coding sheets, one-way mirrors and computers
Descriptive Research; Laboratory Observation
A controlled setting from which many factors of the real world have been removed
Descriptive Research; Naturalistc Observation
observation in the real world rather than in a laboatory
Descriptive Research; Interviews and Questionaires
- quick
- an be face-to-face, over the phone, or the internet
- can be transmitted by hand, mail, or internet
- negative; individuals give socially desirable answers, responding in what they think is more socially acceptable
Descriptive Research; Standardized Tests
- uniform procedures,
- assess students performance in different domains and allows comparison w other students
- can provide outcome measures for research studied
- Accountability- holds teachers and students responsible for student performance
Descriptive Research; Case Studies
an in-depth look at an individual, often used in unique circumstances when a person’s life cannot be duplicated.
Correlational Research
describes the strength of the relation between two or more events or characteristics.
Experimental Research
allows educational psychologists to determine the “causes and effect” of behavior.
- research that allows the causes of behavior; involves conducting an experiment,
- which is carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied is manipulated and “all others are held constant”
- Independent Variable (IV); Dependent Variable (DV)
Program Evaluation Research
designed to make decisions about the effectiveness of a particular program
Action Research
used to solve a specific “classroom or school problem”, improve teaching and other educational strategies, or make a decision at a specific level. (teachers/school personnel)
Teacher as a Researcher
teachers conduct their own studies to improve their teaching
Time Span of Research: Cross sectional Approach
-individuals of different ages are compared at one time
Ethical Research
- Informed Consent
- Confidentiality
Educational Psychology
the branch of psychology that specializes in understanding teaching and learning in educational setting
Time Span Research: Longitudinal approach
same individuals are studied over a period of time; more expensive, not used often, more accurate
Time Span Research: Sequential Study
Combination of Longitudinal and Cross sectional studies in order to save time.
Scientific Research Approach
-objective, systematic, & testable Step 1: conceptualize the "problem" Step 2: "collect" info Step 3: "Draw conclusion" Step 4: Revise research "conclusion and theory"
