Educational Psychology CH 1-4 – Flashcards
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Objective of Educational Psychology
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To understand learners and foster learning
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Educational Psychology
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the scientific study of education
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Critical Thinking
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an objective analysis of any claim to determine its accuracy, telling fact from opinion
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Reflective Thinking
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thinking oriented from doubt or perplexity, searching or inquiring materials or information to resolve doubt/perplexity
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Learning
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a relatively permanent change in knowledge, skill, or behavior as a result of experience
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Theory
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ab intellectual framework that can be used to identify and explain the relations that exist among naturally occurring, observable phenomenons
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Research Methods
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the means through which educational psychologists test, evaluate, and revise their theories in research
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4 Types of Research Methods
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Descriptive Research, Correlational Research, Experimental Research, Action Research
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Descriptive Research
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Describe some aspects of the naturally occurring classroom practice Ex: What is happening? What is the most common teaching strategy?
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Correlational Research
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measure separate variables and summarize in numerical form the nature of the relationship that exists between them, purpose is to determine a relationship exists between two naturally occurring educational phenomena Ex: What events happen together? Is economical status related to school achievement?
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Experimental Research
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method used to test for cause-and-effect relationship between two variables Ex: What events cause each other to happen? Does low economic status cause poor performance in school?
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Action Research
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research method carried out by teachers in their own classroom to inform and improve their classroom practice, purpose is to produce a positive change in one's classroom Ex: How can I improve my instruction? How do students actually use the text book?
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Action Research Steps
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1. Identify problem 2. Formulate a plan 3. Collect and analyze data 4. Reflect on what has been learned 5. Use new-and-improved teaching method or repeat until significant positive change is shown
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Technical Teaching
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Relying on routine knowledge and tried-and-true solutions to manage classroom problems
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Reflective Teaching
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Generating conclusions to explain a surprising or negative event in a teaching situation, then gathering information to find best plan of action to pursue to reach a solution
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Model of Reflective Teaching
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RIDE - Reflection, Information Gathering, Decision Making, Evaluation
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Teaching
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the interpersonal effort to help learners acquire knowledge, development skill, and realize their potential
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Duncan/Biddle model
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4 variables - Presage, Context, Process, Product
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Percentage Variables
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Duncan/Biddle model teacher characteristics such as experience, training, beliefs, and motivations
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Context Variables
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Duncan/Biddle model characteristics of students, school, and community
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Process Variables
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Duncan/Biddle model classroom behavior of students and teacher
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Product Variables
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Duncan/Biddle model outcomes, such as student learning and personal development
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Concerns of Beginning Teachers
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Classroom discipline, motivating students, special needs, assessment and grading
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Goals of Beginning Teachers
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Self-related, task-related(plan, organize, strategies), Impact-related
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Phases of Professional Growth
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1. Decreased focus on self-as-teacher; increased focus on needs of learners 2. Enhanced knowledge about learners 3. Automation of classroom routines/procedures 4. Growth in problem solving skills
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Content Knowledge
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knowledge about subject being taught
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Pedagogical Knowledge
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Knowledge about how to teach
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Teaching Efficiency
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a teacher's judgement of, or confident in, their capacity to cope with the teaching situation in ways that produce desired outcomes
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Instructional Goal
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statement of desired student outcomes following instruction
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Educational Objectives
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Explicit statements of what students are expected to be able to do as a result of instruction
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Goal of Bloom's Taxonomy
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to organize educational objectives according to the level of cognitive complexity and thought required
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Levels of Blooms Taxonomy
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Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
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Achievement Targets
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Well-specified statements of what teachers want to accomplish in a particular lesson or set of lessons
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Reception Learning
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A type of learning in which the learner acquires the structure of knowledge set forth by the teacher
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Discovery Based Learning
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Students work on their own to grasp a concept or understand a lesson
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Expository Teaching
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A type of teaching in which the teacher provides an exposition of how a particular set of information is structured and organized
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Direct Instruction
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a systematic form of instruction that is used for mastery of basic skills and facts
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Advanced Organizers
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a broad introductory statement of the information that will be presented in a lesson
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6 Steps of Socratic Method
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1. Review the previous material 2. Present new material 3. Provide guided practice 4. Provide feedback 5. Provide independent practice 6. Review weekly and monthly
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Hippocampus
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structure in limbic (emotional) area of the brain involved in the formation of new memories
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Prefrontal Lobes
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part of the brain responsible for the cognitive control of action and the planning of complex behaviors
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Temporal Lobes
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area of the brain involved with language
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Neurons (connections)
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nerve cells that receive and transmit neural impulses underlying thinking
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Plasticity (experience)
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the brain's capacity for structural change as the result of experience
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2 approaches of Cognitive Development
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Piaget's Theory and Vygotsky's Theory
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John Dewey
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educational pioneer (1933) with a twofold mission of educational psychology: 1. enhance theoretical knowledge 2. Improve educational practice
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Piaget's Theory
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Children learn through natural adaptations
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Adaptation
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adjusting to the demands of one's environment
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Schemas
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the basic measuring structure for organizing information
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Behavior Schemas
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mental representations of physical actions
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Symbolic Schemas
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language based representations of objects and events
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Assimilation
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an incorporation process in which an outside event is brought into one's way of thinking
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Accommodation
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a modification process in which lower-level schemas are transformed into higher level schemas
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Disequilibrium
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a state of cognitive conflicting in which one's existing schema or way of thinking is not confirmed by experience
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Piaget's 4 Stages
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Sensorimotor (0-2 years), Preoperational (2-7 years), Concrete Operations (7-11 years), Formal Opperations (11+ years)
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Vygotsky's Theory
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Children construct their own knowledge
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Sociocognative Development
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the study of how other people develop our thinking
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Guided Participation
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having one's engagement in a learning activity encouraged, supported, and tutored by a skilled partner
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zone of proximal development
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a level of competence at which a student can not yet master a task on their own but can accomplish it with appropriate guidance from a more capable partner
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Scaffolding
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the guidance and support provided by a teacher during social interaction designed to advance students' current level of skill and understanding
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Cultural Tools
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Products created and designed by advanced members of a culture to help less advanced members of the culture learn and solve problems
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classroom application of Vygotsky
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Teachers as a guide, peers as a guide, cultures as a guide, a new view of motivation
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Language Acquisition Device
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inborn capacity that enables children to understand language and produce grammar
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Syntax
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structure of a language
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phonological awareness
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the ability to identify the specific sound units in spoken language
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Mental Models
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students' enduring beliefs and expectations about what they are like and what other people are like
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Social-Development Outcomes
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Academic success, popularity, ability to manage negative emotions, socially appropriate behavior
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4 characteristics of high-quality relationships
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attainment, relatedness, supportiveness, gentle discipline
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Low-Quality Relationships
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characterized by relatively high neglect and abuse
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Attachment
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a close emotional relationship between two persons that is characterized by mutual affection and the desire to maintain proximity with the other
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Trust
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confidence that the other person in the relationship cares
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Self-esteem
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trust applied to oneself; attitude that one is worthy of a positive rather than a negative self-evaluation
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psychosocial development
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a broad term to describe the quality of a person's social development as a function of past relationships in that person's life
