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-Does Things for a reason -Knows that the max learning doesn't happen by chance -Is purposeful, thoughtful, flexible, without losing sight of goals -Uses varied instruction methods, experiences, assignments and afffective goals - Strives to have students achieve both cognitive an affective goals. |
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| What is education psychology? |
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- The study of learners, learnings, and teaching - Accumulated knowledge, wisdom, and "seat of the pants" theory needed to solve the daily problems of teaching - Research based priniples to use in making good educational decisions - A common language for discussing teaching experiences. |
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- The explanation of the relationship between factors, such as the effects of alternative grading system of student motivation. |
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| What are some other educational principles? |
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-Independent practice on skill development- If kids read ind. their skill reading will increase -Reward -> Behavior - Children with early languag development read better. |
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- A set of related principles that explain a broad aspect of learning, behavior, etc. - Tie together facts and principles to give us the big picture. - Interpretations may vary amoung theories - Application of theories is dependent on many factors such as: student ability student interests development stages backgrounds personal experiences |
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| Research + common sense = |
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Procedures that we use to test a treatment (Set it up so you are testing only one thing) |
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conditions are highly controlled (done over a brief amount of time and are very artifical) |
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| Randomized field experiments |
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very controlled, but are done in the "fields" (Test out reading programs)
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have had research done to show that they are affective
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| the effect of a certain treatment on a person or a group |
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| the effect of a certain treatment on a person or a group |
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| relationship between variables |
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carried out by practioners: Identify problem Test it Observe it Evaluate Start Over |
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| how people grow, adapt, and change over the course of their lifetimes |
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| self-image and self-esteem |
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| socio-emotional development |
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| the development occurs in a smooth progression. Grow off of the experiences that one has had. Emphasis on the environment. |
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environment plays a part not in how things are done, but the pace that they are done.
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| Piaget's cognitive development |
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gradual orderly changes by which mental processes become more complex and sophistocated. - Intelligence- |
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how an organism adapts to its environment |
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| mental organizations/ patterns that guide behavior |
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| Balancing schemes and the environment |
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| Understanding ne experiences in terms of existing schemes |
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| emphasis on the active role of learns in building understanding of their own reality. |
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- Sensorimotor - Preoperational -Concrete operational |
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Piaget birth to 2 years using senses to experience the world. Starting to use trial and error. Start to use simple words: mamma, dada, dog, cat, names. -object permanence: objects exist even if they are out of sight |
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| Preoperational Stage - Piaget |
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2-7 when children start to use more symbols, start to name more things. They put together actions and put symbols together. Develop memory together. Play is important. Their thoughs are not very logical. Their ideas aren't irreversible |
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Preoperational Stage Components: Conservation Centration Reversability Intuitive thinking |
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Conservation: Certain Properties of and object remain the same regardless of changes in other properties. Centration- paying attention to only 1 aspect of an object of situation. Reversibility- ability to perform a mental operation and then reverse one's thinking to return to the starting point. Intuitive thinking - ability to explain or describe your thinking |
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Concrete Operational Stage 4 Components: Egocentrism Inferred Reality Seriaton Transivity |
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7-11 yrs. Egocentrism- everyone sees the world from my perspective and point of view. Inferred Reality: Seeing things in context of other meanings/ Infer meaning behind what is seen. Seriation: Arranging things in logical progression Transiivty- Infer relationships of 2 objects based on their relationships to a 3rd object. |
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| Logical reasoning, a return to egocentrism |
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| Education Implications of Piaget's theory |
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- A focus on the process of children's thinking. Not just its products -Recognition of the cruical role of children's self- initiated, active involvement in learning activities - A de-emphasis on practices aimed at making children adult like in their thinking -Acceptanceof individula differences in developmental progress |
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| Developmental Appropriate Education |
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| - education with environments, curriculum, matirals and instruction that are suitable for students in terms of their physical and cognitive abilities and their social and emotional needs |
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| Neo- Piagetian and Information |
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| processing view of development |
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| Modifications to Piaget theory that: |
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- Attempt to overcome his theory's limitations -Address problems its critics have identified -Specific issues identified: Children's ability to operate at a particular stage depend a great deal on the specific tasks involved. |
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| Children progress through stages that reflect the kinds of mental representations they form |
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| Case's theory difers from piagets in: |
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ways of processing infro become more complex, but not necesssarily different. -developmemtal change is based on the child's capacity to progress and remember info |
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| Developmental change is based on: |
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| child's capacity to progress and remember info |
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