Educational Psychology (Ch 1+2) – Flashcards
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Good Teacher Made or Born?
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Both Born a leader- Experiences mold/ form into effective teacher *book believes one is made
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Thinking Triangle (Triarchic)
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Analytically- analyze, compare/contrast information Practically- application in everyday life Creative- listens and makes creative connection When teaching, touch on all three of these
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Expert Teacher
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Reflective thinking - Thinking about your actions and attempting to understand what you are doing wrong or right and why. Reflect on your progress at teaching Develop a personal list of behavioral differences between experienced and less experienced teachers
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Qualities of Expert Teacher
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Gained greater knowledge through experiences Do not appear to have better memory in general Broad base of knowledge or experience Motivate students Manage behavior Creative and reflective- being more flexible, planning for future things Life-Long Learners- never stop learning, Be Ready! can advocate effectively for their teaching approach. can compete effectively for limited school resources. can "work the system" to obtain needed services for their children. They are Efficient
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expert teachers know that novice teachers do not:
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o Knowledge o Efficiency o Insight
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Meta cognition
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thinking about thinking
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Teachers have Creative Insight
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Experts frequently redefine a problem, providing insightful solutions. Three key ways experts think about problems: 1.Distinguish relevant versus irrelevant information 2.Recognize important combinations of information 3.Apply information learned in another context
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Expert Learners
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Expert Learners: Learn Efficient Study Strategies Are Open to Challenges Are Willing to Overcome Problems Have empathy and can see other people's viewpoints as valid High aspirations High Perceived Self-Efficacy High Pursuit of a Task to Completion High Responsibility for Self and Actions High Ability to Delay Gratification
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Implications for Teaching
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Teachers Become experts by learning from experiences Become expert by growing in efficiency By developing their insight and ability to solve problems Expert teachers work to help their students become experts. Expert students use strategies to help them learn Educational psychology uses science to uncover information that helps teachers solve problems and teach effectively. Educational psychology uncovers trends in how teachers teach and how students learn. Teachers can learn from descriptive and experimental research.
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Types of Expert Knowledge
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Content Knowledge - knowledge of subject matter Pedagogical Knowledge - knowledge of how to teach Pedagogical-content Knowledge - How to teach what is specific to the subject being taught
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Organziation
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Experts- Deep structure Novices- Surface Structure Lesson plans: • Global plans • Local Plans • Decision Elements *Lesson plans are more interconnected and can provide more developed content based examples
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Views of Intelligence
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Incremental View (mastery-oriented beliefs) - intelligence can be increased. Entity View (performance-oriented beliefs) - intelligence is fixed. Successful learners believe that intelligence can be increased
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How Ed.Psych Helps Create Experts
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o Applies psychological knowledge in order to improve quality and outcome of the educational process. o Uses research in educational psychology to find scientific answers to questions about best ways to educate people. o Develops guiding principles and theories.
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Descriptive Research
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Researchers observe and describe what is happening in a situation without changing the dynamics of the situation. Find Correlation- Relationship between two measurements Positive correlation- one increases so does the other Negative correlation- one increases, other decreases Researchers determine if results are statistically Significantly Can take form in a case study: in-depth observation of one individual
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Experimental Research
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Researcher designs a test to answer a question and actually changes what happens to people so that effects can be observed. People in study called subjects (often chosen at random) Groups who undergo a change by researchers are called experimental groups. Groups for whom nothing is changed are called control groups. The purpose of the research is to compare outcomes for people in the experimental groups with outcomes for people in the control groups.
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Concepts for Teaching
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Maturation- Any relatively permanent change because of biological Aging Learning- any relatively permanent change in thought or behavior bc of experience
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Canalization: A Key to Teaching
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Extent to which behavior develops w/o respect to environment Ex: Educational psychology uses science to uncover information that helps teachers solve problems and teach effectively. Educational psychology uncovers trends in how teachers teach and how students learn. Teachers can learn from descriptive and experimental research.
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Continuous Cognitive Development
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Cognitive abilities are acquired gradually. Each new accomplishment builds directly on those that came before it. A person's thinking is not fundamentally different at any one age or level of development than it is at any other age
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Stage-like Cognitive Development
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Each stage is associated with a qualitatively distinct set of cognitive structures or mental patterns of organization that influence our ways of dealing with the world. Behavior unfolds in a one-directional, invariable sequence. Later stages build on earlier stages.
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Cognitive Development
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Domain-General development occurs more or less simultaneously in multiple areas. Example - A child is likely to earn an A in Math and an A in English. Domain-Specific development occurs at different rates in different areas. Example - A child can be an expert in Math but not in English
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Piaget's Stage Theory of Cognitive Development
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Jean Piaget (1896-1980) A Swiss Psychologist credited with one of the most influential theories of cognitive development. Stage Theory Horizontal Decalage
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Assimilation
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occurs when a child incorporates new objects into the scheme
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Accommodation
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occurs when a new object does not fit the existing scheme.
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Stages of Piaget's Theory
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Sensorimotor Stage • Birth - Age 2 • Object Permanence • Representational Thought Preoperational Stage • Age 2 - 7 • Communicate with words • Egocentrism Concrete Operational Stage • Age 7 -12 • Representational Thought • Conservation • Reversible Thinking Formal Operational Stage • Age 11 or 12 - adulthood • Abstract Thought • Second-order Relation
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Evaluating his work and theory: questioned for several reasons
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limitations of stagelike nature of development accuracy of ages truth regarding the reasons behind skill limitations question regarding how many adults ever become fully formal operational limited cross-cultural generalizability
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Neo-Piagetian- Current theorists that have built upon Piaget's initial work, addressing many concerns
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Views: Optimal Versus Typical Development Postformal Thinking Problem Finding Dialectical Thinking
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Teaching Beyond Piaget
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Focus on what a child can do, rather than on what he/she cannot do at a certain age. Help children acquire an experiential knowledge base. Remember other types of development, such as aesthetics.
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Vygotsky's Sociocultural theory of Cognitive Development:
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Placed importance on social and cultural aspects of development Developed 3 main ideas: -Internalization -Zone of Proximal Development -Scaffolding
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Internalization
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Internalization - taking in knowledge observed in a social context. Language development is key to the internalization of complex ideas.
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Zone of Proximal Development
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the range between a child's level of independent performance and the level of performance a child can reach with assistance.
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Scaffolding
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competent assistance or support usually provided by a parent or teacher. Strategies include: •Mediated learning experiences •Questioning students •Modeling behaviors •Providing feedback on student performance
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Information-Processing Theories
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Verbal Comprehension Quantitative Skills Memory Skills
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Theory of Mind
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As children grow older, their Theory of Mind - how they understand their own minds - becomes more sophisticated. Development of Theory of Mind is highly related to verbal ability
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Language Development
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o 5 key properties make a language Communication Arbitrariness Meaningful Structure Multiplicity of Structure Productivity
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Stages of Language Acquisition
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Prenatal Cooing Babbling One-Word Two-Word Telegraphic Speech Basic Adult Sentence Structure
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Theories of Language Acquisition
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Behavioral Theories Theories Emphasizing Nature Nature and Nurture
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Bilingualism and Education
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o Additive Bilingualism adding a second language that builds on an already developed first language. o Subtractive Bilingualism learning of a second language that starts to replace a first language
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Brain Development
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o Central to all Aspects of Development o Importance of increased mental Exercise
