1 / 21

EDU 301 EDUCATIONAL PSYCHOLOGY

EDU 301 EDUCATIONAL PSYCHOLOGY. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY. EDUCATIONAL PSYCHOLOGY IS…. A journey that promises you two things and requires another Promises to : Promises to introduce a deeply interesting matter – aspects of teaching-learning process

tevin
Download Presentation

EDU 301 EDUCATIONAL PSYCHOLOGY

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EDU 301 EDUCATIONAL PSYCHOLOGY INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

  2. EDUCATIONAL PSYCHOLOGY IS… • A journey that promises you two things and requires another • Promises to : • Promises to introduce a deeply interesting matter – aspects of teaching-learning process • Promises a practical undertaking – prepare for classroom challenges, instructional strategies, and why some instructional strategies are more effective than others

  3. Educational Psychology • Requires : • Critical thinking • Active reflection

  4. Critical thinking - • Able to differentiate fact from opinion • See holes in argument • Spot illogic • Evaluate evidence • Tell whether cause and effect have been established

  5. Active Reflection - • Generating conjectures to explain the surprising event • Gather information needed to make decisions about what would constitute the most effective course of action

  6. Active Reflection -

  7. Teachers and Teaching • Teaching is …. • combines knowledge about the teaching-learning process • Expertise in the subject matter being taught • Sensitivity to the needs of different kinds of learners • Planning and organizational skills • Interpersonal and leadership skills • A great deal of hard work The interpersonal effort to help learners acquire knowledge, develop skill, and realize their potential

  8. Model for studying classroom teaching (Dunkin and Biddle, 1974)

  9. Interrelation Between Child, Teacher, and Curriculum

  10. Teacher Development • Beliefs that teachers hold about teaching and learning. • Beliefs about teachers’ own confidence in the classroom.

  11. Differences Between Experts and Novice Teachers

  12. Differences Between Experts and Novice Teachers

  13. Approaches to Teaching • Promote meaningful learning • Discovery learning • Direct instructions

  14. Meaningful Learning • Developed by Ausubel (1965) • Meaning occurs when a learner actively interprets experiences • Distinction between rote and meaningful learning • Rote learning – involves memorization • Meaningful learning – involves connecting new information to what the learner already knows and understands • 3 conditions for meaningful learning – • i. learner approach the task with a learning strategy to extract meaning • ii. Task must be potentially meaningful to learner • Iii. Relationship between the new information and what the learner knows must be clear

  15. Discovery Learning • Characterized by inductive reasoning • Involves bottom-up processing • Requires support – teachers provide some direction • Eg : students attempt to categorize rock correctly on an underlying principle (density). Teachers may help by asking students to consider which rocks are heavier or bigger

  16. Direct Instructions • Known as explicit teaching, linked to the work Rosenshine (1979, 1987) • A systematic form of instruction used to master basic skills and facts • 6 teaching functions for effective instruction (Rosenshine, 1988) • Review previous material • Present new material • Provide guided practice • Provide feedback • Provide independent practice • Review weekly and monthly

  17. Aspects of Teaching (Brophy, 2006) • Supportive classroom climate • Opportunity to learn • Curriculum alignment • Establish learning orientations • Coherent content • Thoughtful discourse • Practice and application activities • Assistance in student’s task engagement • Strategy teaching • Cooperative learning • Goal-oriented assessment • Achievement expectations

  18. Leinhardt (1993) lists 4 types of explanations Providing Explanations Good instructions is the quality of the explanation teachers present to students or students present to themselves. Explanations lead students from a state of not understanding or not being able to do something to a state of understanding or the ability to perform • Provided by teachers, texts, or other materials that are designed to teach

  19. Hattie and Timperley (2007) discuss 4 different levels of feedback Assessing and providing feedback Is an important aspect of instruction that teachers can use to promote meaningful learning. Mayer (2003) distinguishes 3 kinds of learning that can be enhanced by providing feedback – i. Response learning ii. Concept learning iii. Skill learning

  20. Learning and Homework • What are the benefits of homework? • How does it improve learning? • Does it improve the quality of teaching? • Can learning take place without homework?

  21. 3 types of homework Homework based on material taught in class Homework based on new material Homework that expands and extends beyond classroom learning

More Related