A Brief Introduction of Educational Psychology: Some Perspectives Relevant To Secondary School Teaching and Learni

1. A Brief Introduction of Educational Psychology: Some Perspectives Relevant To Secondary School Teaching and Learning

2. Name: Yap Thian Song (1st Vice Principal) ??? ????? Academic Qualifications: (1) Master of Education (University of Malaya) ?????????? (2) Bachelor of Arts (Hons.) (Universiti Sains Malaysia) ??????????? Brief Curriculum Vitae of Speaker

3. Taught in 3 primary schools for 8 years and 3 secondary schools for 8 years as Chinese Language, English Language and Malay Language, History and other subjects’ teacher respectively as well as the senior assistant/school administrator of primary and secondary schools. (1969 – 1985) Brief Curriculum Vitae of Speaker

4. As Federal School Inspector stationed at the states of Pahang and Selangor (1985 -1999) As the National Chief of Chinese Language Panel, Federal Inspectorate of schools, Ministry of Education (Oct.1997 – Aug.1999)

5. Inspected 297 schools and appraised more than 1200 teachers from SJK(C), SJK(T), SK as well as National Secondary Schools, Secondary Science Schools and Sekolah-sekolah Menengah Agama Rakyat(Selangor). (1985 – 1999) As accreditor and evaluator of Excellent Teachers (Guru Cemerlang) and Excellent Lecturers of Teachers’ Colleges. (1994 – 1999)

6. As a part-time lecturer for M.E.D students of a private college(2004) As a part-time evaluator of teaching practice for Dip.Ed. students of U. Malaya, K.L. (1995-1996) As the Academic Advisor for Mind-Research Consultant (MRC) (2004-2006)

7. Psycholinguistics (?????) Sociolinguistics (?????) Educational Statistics (?????) Applied Linguistics (?????) Research in Language Education (???????) Research in Education (?????) Principles & Practices in the Teaching of Bahasa Malaysia as a second language. (???????????????????)

8. Core Principles and Concepts of Educational Psychology?????????????

9. What motivates our students? How do they conceive of themselves as learners? How do they understand the purpose of schooling? Do they feel safe and secure as learners in an educational community? How do other factors in their lives influence their learning?

10. What strategies do they use to learn? How do they respond to different ways of teaching? How do I, as a teacher, interact with my students in the most effective, supportive ways? How do I manage my class when it includes a student with special needs?

11. Major Areas of Educational Psychology in the Classroom

13. Learning Cognitive Development Social and Emotional Development Moral Development Physical Development Social-cultural Context Children with special learning needs Intelligence and creativity Motivation The learning context Assessment and evaluation of learning

18. Among its highly interrelated structures are the hippocampus, the amygdala, and the septal area.

21. Piaget’s Theory of Cognitive Development

24. Stage 3: Concrete Operational

25. Stage 4: Formal Operational Characterized by abstract, idealistic and logical thought They can consider what might or what ought to be Emergence of hypothetical-deductive reasoning They can imagine other words, especially ideal ones. They can reason about purely verbal or logical statements. They reflect on their own activity of thinking.

26. Hypothetical Deductive Reasoning Proportional Thinking Isolation & Control of Variables Stage 4: Formal Operational

27. Over the year, youngsters also develop an increasingly sophisticated capacity for metacognition, the ability to monitor their own thoughts. Stage 4: Formal Operational

28. Other Theories

30. Operant Conditioning

33. Thorndike’s law of effect According to Thorndike’s law of effect, response that result in satisfying consequences will be strengthened, while responses that lead to unsatisfying consequences are unlikely to be repeated.

34. Inteligence Quotient (I.Q) ??

35. THE BRAIN:  MASTER CONTROL CENTER

36. Stanford-Binet Intelligence Scale/ The Weschler IntelligencebTest - the most commonly used tests of intellectual ability. Both of the above emphasize: Verbal intelligence and performance and visual-spatial intelligence. Stanford-Binet also tests quantitative ability (understanding/using numerical concepts) and short term memory.

37. Fig.1 The Bell Curve of I.Q

38. Fig.1 The Bell Curve of I.Q Mental Age

39. Fig.1 The Bell Curve of I.Q

40. Learning Disabilities include: impairments in one/more processes related to perceiving thinking, remembering or learning which comprises language processing, phonological processing, visual – spatial processing, processing speed, memory and attention, and executive functions (e.g. decision making)

41. Prejudice against non-whites, middle- class bias of I.Q tests Tests fail to measure indicators of intelligent behavior in other cultures. Lack accurate measurement on other characteristics that predict life success: Commitment to task Responsibility Pleasant personalities Good self-image Social skills

42. A high or low score in I.Q test can alert educators to the need to investigate further by doing curriculum - based assessment to determine appropriate levels of instruction. Essential qualities of intelligence Exceptional abilities in acquiring second foreign languages and adapting to new environment/cultures.

43. The Theory of Multiple-Intelligencesby Dr. Howard Gardner of Havard University, 1983

44. Linguistic intelligence: Sensitivity to language, both spoken and written; ability to learn languages; and the ability to use language to meet objectives. The following demonstrate high linguistic intelligence; lawyers, writers, poets.

45. Logical-mathematical intelligence: The abilities to analyze problems in a logical way, execute mathematical operations, and use a scientific approach to investigate problems. Scientists and mathematicians demonstrate this from of intelligence.

46. Musical intelligence: Sensitivity to and appreciation of musical patterns; ability to perform and compose music. Bodily-kinesthetic intelligence: The use of body to solve problems or create products or performances. Bodily-kinesthetic intelligence is seen in athletes, dancers, actors, craftspersons, surgeons, and mechanics.

47. Spatial intelligence: Recognition and manipulation of spatial patterns in wide space (e.g. pilots and navigators) and confined space (e.g. chess player, sculptors, architects).

48. Interpersonal intelligence: The ability to understand the intentions, desires, and feelings of others and to work effectively with others. (e.g. teachers, salespeople, actors, pyschologists). Intrapersonal intelligence: Understanding of oneself (abilities , feeling, desires) and the act effectively on this understanding.

49. Naturalist intelligence: The ability to recognize and distinguish among species; the capacity to articulate among species. Spiritual intelligence: Interest and concern with the deep questions of existence (e.g. Who are we? Why do we exist?)

50. Existential intelligence: “The capacity to locate oneself with respect to the furthest reaches of the cosmos…..and the related capacity to locate oneself with respect to such existential features of the human condition as the significance of life, the meaning of death, the ultimate fate of the physical and psychological worlds, and such profound experiences as love of another person or total immersion in a work of art.” (Gardner, 1999)

51. Take individual differences in abilites seriously. Value other intelligences in addition to the liguistic and logical-mathematical intelligences that represent the primary emphases in most schools. Create a rich classroom environment that includes materials that “activate the different intelligences.” (Gardnes,1999) e.g. musical instruments, a variety of art materials, science displays, math puzzles, building materials.)

52. Observe students as they interact with the different materials in the classroom to determine where their abilities lie. Be flexible and creative in offering a variety of curricular options linked to well-defined outcomes (Gardner, 1999)

53. Provide opportunities for students to demonstrate their knowledge in ways that are consistent with their abilities (e.g. paint their interpretation of a short story, act out a scientific concept). Have an assessment repertoire, rather than rely on a single form of assessment. Support students in understanding their own ability profiles.

54. (By Robert Sternberg, 2000) Successful Intelligence comprises: 1. Analytical Ability (Analysis, evaluation, comparison and contrast) 2. Creative Ability (Creation, invention and discovery) 3. Practical Ability (Put into practice, apply, or use what has been learnt) Ability to analyze is stressed in school, whereas creative and practical abilities may be more important in the real world

55. The set of abilities needed to attain success in a person’s life, however the person defines it. Success is defined only in terms of a sociocultural context. It does occur in the abstract. Almost everyone is good at something A person’s ability to recognize and compensate for or correct his/her weaknesses. No one is good at everything. A person’s ability to adapt to, shape and select environments to fit better into the environment.

56. Taiwanese Chinese: Value general ability, interpersonal competence, intrapersonal competence, intellectual self-assertion, intellectual self-effacement. Hong Kong Chinese: Non-verbal reasoning, verbal reasoning and social skills. U.S.A. : Latino parents value competence, in contrast to the cognitive skills emphasized at schools where most teachers are Anglo-saxons.

57. So, how about Malaysia? Especially Chinese Independent Schools’ parents like Chong Hwa Independent High School?

58. Understanding Our Learners’ Motivation

59. Abraham Maslow’s – ‘Hierarchy of Human Needs

60. Influences On Motivation Personal ? Personal needs ? Identity ? Self-concept ? Self-esteen ? Gender ? Self-efficacy ? Attributions for success or failure ? Self-regulation ? Theory of Intelligence ? Enjoyment of learning

61. Attribution Theory ????: Beliefs about why we succeed or fail (Dweck, 1986; Weiner 1986) “I didn’t do very well on that test because my teacher (Mr. X or Miss Y) doesn’t like me.” “I did really well because I studied hard.” 4 Rasionals for students’ success or failure: personal ability, effort, good or bad luck and difficulty of the task

63. Finale