Education Psychology 14 – Chapter 1 Terms

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Education Psychology
The branch of psychology that specializes in understanding teaching and learning in educational settings
Subject Matter Competence
Having a thoughtful, flexible, conceptual understanding of the subject matter
Constructivist Approach
A learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher; Children are encouraged to explore their world, discover knowledge, and reflect and think critically; Emphasizes collaboration
Direct Instruction Approach
A structured, teacher centered approach characterized by teacher direction and control, high teacher expectations for student progress, maximum time spent on academic tasks, and efforts by the teacher to keep negative affect to a mimmim; Maximizing student learning time
Thinking Skills
Effective teachers model and communicate good thinking skills, especially critical thinking
Critical Thinking
Involves thinking reflectively and productively and evaluating the evidence
Goal Setting and Instructional Planning
Setting high goals for teaching and organizing plans to reach those goals; Develop criteria for success; Spend time in instructional planning, organizing lessons to maximize student learning
Developmentally Appropriate Teaching Practices
Competent teachers have a good understanding of child development and know how to create instruction materials appropriate for their developmental levels
Classroom Management Skills
Keeping the class as a whole, working together and oriented toward classroom tasks; Establish and maintain an environment in which learning can occur
Motivational Skills
Good strategies for helping students become self motivated and take responsibility for their learning; Provide real-world learning opportunities of optimal difficulty
Communication Skills
Skills in speaking, listening, overcoming barriers to verbal communication, tuning int t students’ non verbal communication, and constructively resolving conflicts; Effective teachers use good communication skills when they talk “with” rather than “to”‘; Work to improve students’ communications skills as well
Differentiated Instruction
Involves recognizing individual variations in students’ knowledge, readiness, interests, and other characteristics, then taking these differences into account in planning curriculum and engaging in instruction
Assessment Knowledge and Skills
Thinking of ways to teach a specific subject, and what to include in the lesson; Use ongoing observation and monitoring to determine whether the instruction is at a level that challenges the students and whether or not they understand
Technology Skills
Conditions that support the effective use of technology in education include vision and support from educational leaders. Teachers skilled in using technology for learning. Content standards and curriculum resources. Assessment of effectiveness of technology for learning. An emphasis on the child as an active, constructive learner

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