...EDUCATIONAL PSYCHOLOGY: A DEFINITION AND KEY CONCEPTS It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense! Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated: No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about...
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...Jessica Odessa Shepherd Human Development and Learning - FHT4 Western Governors University Student ID 259630 FHT4 - Task 1 Cognitive Development refers to the construction of the thought process that includes problem solving, remembering and the ability to make decisions, from childhood up to the adulthood stage. Cognitive/Intellectual Development is the ability to learn, reason, and analyze the fact that a process begins from infancy and progresses as the individual (Educational Psychology). Cognitive Development contains events that are logical, like thinking and remembering. Some factors remain the same throughout many of the theories on cognitive development. All theorists agree that people go through specific steps and/or stages of learning and understanding. Along with the fact that there are certain principles must be meet before learning can occur. There are many ideas and opinions that cognitive theorist have about the development of a person’s cognition. Two theorists that are commonly known in the field of cognitive development are Jean Piaget and Lev Vygotsky. These two theorists agree on the several concepts of cognitive development but differ on others, the most commonly agreed difference among all theorists involved in cognitive development is the simple yet complex question of how cognitive development occurs. Jean Piaget, born 1896 and died 1980, was a Swiss psychologist; his focused was on the way an individual child acts upon an object in their environment...
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...Development in Children Anthony Hoolehan Purdue University - North Central EDPS - 235 Learning and Motivation Dr. Joseph Schroer May 7, 2013 Abstract Educational psychology is a very important field to study. It does not always tell you what to do as a teacher, but it can give you the principles to use in making a good decision and a language to discuss your experiences and thinking. This paper has knowledge of great thinkers who help me understand how to be an intentional teacher in the classroom. Piaget and Vygotsky's views of cognitive development help me understand how children think differently and see the world differently. I want to be able to take in and build off what the book gives me and relate certain criteria to the way I teach and learn about things through my experiences in the classroom. Teacher Efficacy Teacher efficacy is the belief you have in yourself as a teacher that what you do makes a difference (Henson, 2002; Tschannen-Moran & Woolfolk Hoy, 2001). The successful teachers are the ones that truly care about their students’ academic progress and monitor it daily. Being able to observe the classroom last semester really gave me an understanding of what teaching is really like. Fortunately, I was lucky enough to get a first year teacher that has a true passion for what she does. She was always creating new ideas for the classroom environment and new holiday themes like “spooktacular spiders” during Thanksgiving. Her classroom...
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...demonstrates effective use of social environment. In the classroom, layout students are required to help students learn to work responsible with other and independently. (TPE11) According to Sternberg, “Never assume because students are from poor families that there are incapable of doing well” (Sternberg R.J Williams, W. 2002 Educational Psychology. Pg.207). It is not what the student know; it is what they can do with what they know. With group work, you have a lot of socializing going on. You do not have the acting up or distractions you might have with instructional teaching. Small groups keep their members in check. Students check in with their peer group first and go to the teacher second. The Classroom Layout also requires candidates to get and keep their students engaged is perhaps the most important step in creating a successful learning outcome. Candidates ensure that students understand what they are to do during instruction and monitor student progress toward academic goal. (TPE 5) “Students are more positive about each other when they learn cooperatively than when they learn alone, competitively, or individualistically – regardless of differences in ability, ethnic background, handicapped or not.”(Johnson Roger and David 1988). For my classroom layout, I will have group areas for students to work in. It is important for students to feel as though they can learn with each other rather than be alone. Children feel more comfortable with other kids in same age group. By having...
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...Psychology of Learning Working with institutionalized and inner-city youngsters, Dr. Maria Montessori was struck by how avidly the children absorbed knowledge from their surroundings. Given developmentally appropriate materials and the freedom to follow their interests, they joyfully taught themselves. Dr. Montessori observed the following, 1 "When the teachers were weary of my observations, they began to allow the children to do whatever they pleased. I saw children with their feet on the tables, or with their fingers in their noses, and no intervention was made to correct them. I saw others push their companions, and I saw dawn in the faces of these an expression of violence; and not the slightest attention on the part of the teacher. Then I had to intervene to show with what absolute rigor it is necessary to hinder, and little by little suppress, all those things which we must not do, so that the child may come to discern clearly between good and evil. " 2" A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed." A disciplined classroom fosters a richer learning environment. The goal of Montessori education is to foster a child's natural inclination to learn. Montessori teachers guide rather than instruct, linking each student with activities that meet his interests, needs, and developmental level. The classroom is designed to allow movement...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...Educational Psychology: Learning Disabilities Elizabeth Carr ABS 200 Introduction to Applied Behavioral Sciences Instructor Jeannie Jones January 25, 2016 Learning inabilities are disorders that influence one's capacity to comprehend or utilizes spoken or composed dialect, do scientific computations, coordinate developments or direct consideration. Albeit learning inabilities happen in exceptionally youthful kids, issue are normally not perceived until a child achieves school age. Examination demonstrates that 8 to 10 percent of American youngsters less than 18 years old have some sort of learning incapacity (Manfred, McLaughblin, Derby, & Everson, 2015). Learning inabilities influence one's capacity to translate what one sees and listens, or to connection data from diverse parts of the mind. These impediments can appear as particular troubles with talked and composed dialect, coordination, poise or consideration. Such challenges reach out to schoolwork and can obstruct figuring out how to peruse or compose, or to do math. Learning handicaps don't reflect IQ (Intelligence Quotient) or how shrewd an individual is (Manfred et al., 2015). Instructive brain research is the investigation of how diverse individuals take in, their disparities in taking in, their individual contrasts in adapting and in addition talented learners. Learning inabilities are...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...assessed as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the Statement of Teaching Dispositions. You will complete the following assessments as you work through the course of study. Pre-Assessment You will complete...
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...Accommodating Differences Michelle Sondgeroth Grand Canyon University: EDU-313N 7-1-13 Three prospective groups of individuals that can contribute to a class of students would be teachers, parents, and the students. Their culture, life styles, and environments all play a role in their contributions to everything. People come from difference places and bring differences thing to school, such as languages and ethnic styles. Some students may want something done one way while others want it done a different way, and that is when the teacher comes in and decided the way they want it done. Parents can help the student with adapting to the school and teacher, by participating in parent-teaching conferences. Life styles have a major impact on the students learning experiences, because of the way their parents have things at home and the child may get confused because things are different and it is harder to adapt and grow. Not everyone within the groups exhibits the same qualities, some common characteristics of the group would be environments and communities, life styles, and their culture. All these effects the individuals characteristics, people in the group that have the same characteristics may have a lot in common while have similar or difference qualities. Sharing the same culture or living in the same area can build bonds within the classroom for the students to become comfortable and feel safe in the school. Having something in common always gives kids a boost...
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...Theories LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Explain what is cognitive revolution and the cognitive perspective on learning and how it differs from other theoretical perspective; Discuss the origins of the contemporary cognitive perspective including the Gestalt psychology and the role of perception; Describe the Information processing model to learning and distinguish the features of ‘Multistore model’; Explain what is schema theory; Link schema theory to cognitive structuralism and examine the role of insightful learning and meaningful learning; and Discuss application of cognitive theories in the classroom. 2. 3. 4. 5. 6. 104 CHAPTER 5 l LEARNING THEORIES - COGNITIVE LEARNING THEORIES INTRODUCTION Sometimes you wonder why the teacher use colourful chalk with some of the words written on the board. Sometimes the teacher write in capital letter with important words. These are useful as guides for the students to differentiate the important and unimportant facts. In other words, accurate perception is important in good learning. It is part of the Gestalt principles. Clearly, these principles are useful as guide for teachers as they organize their materials and learning activities. So in this chapter, we will discuss the origin and features of cognitive theory and relate them to cognitive constructivism and meaningful learning. Figure 5.1 give you some ideas related to cognitive learning theory covered in...
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...LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph pretty quickly, so she needs to think about an appropriate...
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...century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need to define, organize and implement the public school curriculum. The early field of curriculum was dominated by administrative notions, and curriculum...
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... Why have you chosen to enroll in your curriculum? I chose to enroll in the program of Associate in Arts at the Forsyth Technical Community College and then transfer to a four year college to finish a Bachelor’s degree in psychology because it is economical. Also, because at the time I graduated from high school my English was very limited and I did not feel ready to get into a big college; I heard that at the Forsyth Tech I could improve it by taking free ESL classes while I was enroll on my curriculum or either during my vacations like I wanted to it. 2. How does your educational commitment affect your work and family? My educational commitment impacts my job by having to constantly change my schedule and reduce my working hours, for example, while I'm in school I usually have to come to work around 4:00 p.m. or 5:00 p.m. and leave at 10:00 pm during the week, I take my days off during these same days and I work the whole weekend, in this way I do not lose too many hours. It also affects my family because I cannot spend time with them often because I'm at school, working, or doing homework. 3. What special circumstances or challenges (i.e. child care, transportation, work hours) impact the ability to complete your educational requirements? (no required to answer) As a person who wants to study and has not been...
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...A graduate degree in psychology can open the doors to a lot of career options. It is the only graduate degree which helps in understanding the thought perspective of humans and equips you to be in a better position to communicate with others. The variety of options available after majors in psychology makes the decision even more difficult. The two career options which interest me the most are pediatric psychology and marketing. I have chosen one of the career options in the field of psychology only and another being a different field. I am interested in pursuing a career in marketing and being more involved in the creative design rather than analytics. Marketing is one career option where I feel the concepts of psychology shall be very useful. Many of my relatives are in the field of advertising or marketing and since child hood I have been somehow fascinated by this world. To grow in marketing apart from the educational qualifications, one needs to have excellent communication skills and structured thought perspective to influence the consumer. Apart from communication which is the most important skill, marketing would require strong skills to build or develop client relationships, creative writing skills in order to articulate your thoughts in a manner that it has an impact on the reader, out of the box thinking and the educational qualifications. One would need knowledge about data crunching as well, though I am not good in maths but I feel I can manage the basic levels....
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