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29 Cards in this Set
- Front
- Back
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How are psychological principles related to educational settings? 4 areas for educational reform?
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Mutual and Reciprocal
Nature of learning processs, psychology and pedagogy Cognitive and Metacognitive Factors: Thinking about thinking Goals of the learning process Motivational and Affective Factors Developmental Social Factors Individual Differences |
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Define Educational Psychology
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Not just classroom, pyschology is science of thought, pedagogy = science of teaching
• Psychology and pedagogy are unquestionably intertwined and equally important foundations of effective foundational practice • Socio-cultural context, memory, behavior, development |
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Three trends that happen in education
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Incremental: • Large change, long time, in a single direction
• Forces in society that have undergone dramatic change over centuries • Consequences: creates a gap between the old generation and the new generation • Their existence unquestionable alters our world • Examples: o Media- known information increasing; generational gap, Disney effect; hyperspace o Population- greater diversity, bigger numbers; fan-spread effect o Information- universe of facts, concepts or images (knowledge) Iterative Trends • Events that continually reappear overtime • Consequences: o Seek simple solutions to complex problems o Recycle educational remedies • Example: o Class schedule o Reading strategies Stationary Trends • Mental hardware in the human brain • Not changing at all • Limitations of human memory • Two main trends o Mental hardware: physical-chemical centerpiece of human thinking and behaving (the brain) o Mental software: basic mental processes that underlie human thought and action - remained surprisingly consistent Ex. Order of teaching, Math |
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discuss teaching and learning as discussed in class (differentiate between information and knowledge)
Difference between Information and Knowledge |
• Information is available to be taught/learned
• Information is what is put out there- it does not become knowledge until it is your own and you know it • Knowledge is what a person constructs personally from the information o Cannot give knowledge o Can only pass on information o Knowledge is on the receiving end • Teaching: you are only teaching when people are learning o Cannot teach yourself- someone is always teaching you o We teach to increase knowledge o Presenting information o Has to be new information for the learner o Teaching always has learning - without learning, it is mentioning or something else o Transmitting information, not knowledge • Learning: people need to demonstrate that they have learned something by saying/showing/responding o Cannot say that you have learned until you can show it o Receiving information and converting it to knowledge |
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State of Education
Talk about how the United States compares to other countries and how each state compares with each other (just look at trends) |
• 4th grade OK in math and science, 8th grade science OK, math down, 12th grade both low
• Northeast highest performing, Southeast lowest performing • US focuses on social aspects, other countries academic focus |
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What types of factors do you believe contribute to the differing scores?
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• 4th grade transition is when you start to use the knowledge you have to gain information, go beyond the basics, motivation drops at this age, social aspects playing a role
o at this point other countries can drop out but we have to keep going, larger pool of people taking the test • Science is more hands-on • North has the highest property taxes and thus the best scores |
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Discuss why you believe the Unites States is not performing to national standards. What is the cause of this? Is this important? (This would be an opinion question)
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• Social emphasis in US vs. academic emphasis in Asia- sports, friends
• In US must attend school through 12th grade and in other countries only through 8th or so (age 14), so here they are all taking the test even if they’re unmotivated and in other countries weeded out for vocational practices o Comparing everyone here to select few (top %) in other countries • US Goal: to educate the masses, well rounded child until at least age 16, we have extended adolescence where you have much more time to figure out career path |
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Why is it important to understand concepts of human development when talking about education?
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• Important to understand the whole child: why they might not be able to do things like color in the lines, etc…
• Understand and know about self-control and moderation, attention span • Teachers need to understand human development in order to set their classroom expectations and know where the middle of the curve is |
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Three types of development:
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o Neurological and physical development: how brains and bodies change over time in form and functioning
o Cognitive development: how minds and mental processes change over time o Social and emotional development: concepts of ourselves, relationships and understandings of others and our emotions develop |
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3 themes of human development (source, continuity, & stability)
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• Source- what are the roots or determiners of human change/development
o EX: endogenous (genetics) factors vs. exogenous (environment) factors • Continuity- does change unfold in a continuous manner, or does it occur in distinct steps or stages? o Developing along a trajectory o Discontinuity: developing in steps o EX: evolution, Vygotsky o (Discontinuous: Piaget, Freud) • Stability- are the neurological/physical, cognitive, and social/emotional characteristics that differentiate individuals stable, or can they be modified? o The bell curve o Look at human differences and whether they are modifiable o EX: human similarities and differences through the population, IQ, temperament |
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Differentiate between Biological Determinism, Environmental Shaping, Active Adaptation and Cultural Contextualism- Be able to differentiate how each theory of source might affect the behavior or a teacher
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Biological Determinism
• Physical, cognitive and social/emotional makeup is largely locked away in genetic codes • Individuals cannot radically alter their basic biological or neurochemical structures, no matter how hard they try • All the way to the left side of the spectrum: endogenous end (all genetics) • Acknowledge that the environment exists, but things genetic predispose environment • Reciprocal relationship between genetics and environment • CLASSROOM USE: do a pre-test, weed out the students that are bad at something because they won't get better and cater to the strengths and ignore the weaknesses Environmental Shaping • Your environment is the catalyst for your development • The environment allows development to happen • 3/4 of the way towards exogenous • Distinction between environment (contact on a very regular basis) and culture (larger scale, more about the society) • EX: brain is ready for language, but you need to be exposed to it • CLASSROOM USE: use positive and negative reinforcement to ensure more favorable outcome, environment matters a lot, so it is less about what you innately want to do and more what your environment teaches you to do o I can play the violin because my parents pushed me and put me in classes Active Adaptation • Humans are active players in the change process • Acknowledge both nature and nurture to some degree • Individuals are active participants in their environments • Biology effects environment, environment effects biology • You choose what you want to do- that is what shapes the environment • Pretty much at the midpoint between endogenous and exogenous • Need to have a stimulating environment to develop • CLASSROOM USE: find out the child's level of development, make and individualized learning plan, create a stimulating environment based on what they want to learn. Give them lots of options to choose from- they have a responsibility to learn and grow Cultural Contextualism • Development cannot be separated from the time and place in which it occurs • Development is largely a result of the environment and the social experiences • Development reflects the values and experiences of the culture in which the individual lives • All the way to the right side of the spectrum - completely exogenous • You, environment and culture are so intertwined that you can't separate it • Everything is about social norms, regardless of your genes • CLASSROOM USE: teaching to the average, every kid will meet the expectations, genes don't play a role, culture of standards, getting there and not pushing much beyond |
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Discuss Piaget’s basic assumptions of cognitive development
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• Stage theory: learning is not simply endogenous or exogenous but a process of continuous adaptation
• Children are active and motivated learners • Children construct knowledge from their experiences (don't know anything without experiences) • Children learn through assimilation (something new fits in with existing schema) and accommodation (change existing schema to accommodate new information) • Interactions with physical and social environment are essential for development • Equilibration promotes profession toward more complex thought o Working with new information to fit into schema, toying with it, progressing toward more complex thought |
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Discuss Piaget and his stages. What affect do these have on education? Be familiar with development that happens in each stage and how the progress from one stage to the next occurs. 1st Stage?
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Sensorimotor (0-2 years)
• The body and the senses are the primary tool of cognitive development • Circular reactions and object permanence • Meeting immediate physical and emotional needs • Find out that they have influence on the environment • Grab things, touch own body, manipulation of environment • Can control self and other things, power in environment • Start with simple reflexes, end with more deliberate actions • IN CLASSROOM: bright colored objects for them to reach for, buttons start music to teach cause and effect, modeling facial expressions, color, texture, sound • PROGRESS TO NEXT STAGE: physical development and the ability to move and grab more things |
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2-7 stage....
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Preoperations Stage (2-7 years)
• Think in terms of symbols or mental representations as reflected in language processing • Engage in pretend play • Highly egocentric still • IN CLASSROOM: use objects to manipulate learning, some role play, in counseling setting ask to recreate things • PROGRESS TO NEXT STAGE: can pretend, then it gets advanced enough that they can pretend to feel what others feel o Inclusion of categories: i.e. dog and cat are both animals |
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7-11....Preoperational
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Concrete Operations (7-11ish)
• Start of decentration- learn about others' perspectives (precursor to sympathy) • Able to sort and classify objects and think categorically • Think forward or backward through a problem or situation • Learn rules like conservation and inclusion • Properties, multiple characteristics of objects • IN CLASSROOM: word problems, multiple steps to a problem, use here and now examples, emphasize perspective taking |
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Concrete Operational
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Concrete Operations (7-11ish)
• Start of decentration- learn about others' perspectives (precursor to sympathy) • Able to sort and classify objects and think categorically • Think forward or backward through a problem or situation • Learn rules like conservation and inclusion • Properties, multiple characteristics of objects • IN CLASSROOM: word problems, multiple steps to a problem, use here and now examples, emphasize perspective taking |
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Formal Operations (12+)
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• Think beyond concrete, specific experiences to more abstract concepts
• Not everyone gets to this phase • Can think about the future and hypotheticals • Scientific reasoning • IN CLASSROOM: understand connection between making a grade and not playing in the basketball game, shorter term future, manipulate to problem solve, Model UN, theoretical thinking |
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Erikson's Theory of Psychosocial Development
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• Trust vs. mistrust (0-1): either form trust or mistrust with others and the world around them
• Autonomy vs. shame and doubt (1-3): must gain control over mind and body through walking, feeding or dressing themselves; if they succeed they sense autonomy, if not they experience shame and doubt • Initiative vs. guilt (3-6): explore independence through make believe and self-initiated tasks; if expectations are too high or if caregivers don’t encourage the self-initiative, children experience guild and frustration • Industry vs. guilt (3-6): formal education; confront new tasks, if successful, they develop a sense of competence and industry, if unsuccessful, they develop a sense of inferiority • Identity vs. Identity confusion (adolescence): question their future place in society; question personal identity and values, career roles and avocations; sense of self begins to take shape; if not, they become confused as to who they are and who they will become • Intimacy vs. Isolation (young adulthood): close relationships and intimacy can be forged and commitment made to others; without intimacy they feel isolation and loneliness • Generativity vs. stagnation (middle adulthood): when looking back in their lives, positive self-evaluations promote feelings of generativity, whereas negative judgments produce a sense of stagnation • Ego integrity vs. despair (old age): it is critical that individuals view themselves and their lives as good or satisfying and have ego integrity, leaving them content; if full of regrets or dissatisfaction they face despair |
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Bronfenbrenner's Ecological Perspective
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• Relation between the person and the social environment is reciprocal
• Environment is always influencing or being influenced by a person • 5 nested and highly interrelated social systems on a continuum from specific and local to general and pervasive o Microsystem: personal level, face to face interactions, family/class/neighborhood o Mesosystem: social settings in which individuals participate; relationship between things in the microsystem; positive associations are key- home and school o Exosystem: things that influence you but aren't directly influencing; broader ecological contest - school board, medical organizations, etc… o Macrosystem: the broadest context; cultural beliefs, norms o Chronosystem: the systemic changes that come to pass over time in the relations among these systems |
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Emotional Development
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Emotional Development
• Emotions: subjective responses to life experiences • Empathy: the cognitive ability to assume the perspective of others, the ability to react to emotions of others • Display emotions physically and verbally • Reading emotions of others - empathy • Emotional intelligence: individual's ability to assess social situations and use information to guide emotional responses |
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Kohlberg Theory Moral Reasoning
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Kohlberg's Theory of Moral Reasoning
• Level 1: Preconventional Morality (3-9): emphasis on avoiding punishments and gaining rewards • Stage 1: Heteronomous (punishment-obedience) • Learn which actions result in reward and which punishment, effort to obey people with power o Stage 2: Instrumental • Actions that serve needs are good, those that result in unwanted outcomes are bad, evaluated by satisfaction • Level 2: Conventional Morality (9-20): focus on social/cultural rules of conduct o Stage 3: Good boy-good girl morality (golden rule period) • Internalize simple moral codes, actions right or wrong o Stage 4: Authority and social order (maintaining morality) • Understand the existence of moral code, set by authorities and must be upheld • Level 3: Postconventional Morality (20-adulthood): accent on broad moral principles o Social contract • Consider rules, no rule should be blindly followed o Universal Ethical Principle • Live by abstract universal principles or morality and justice that cannot always be captured by rules |
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Gilligan's Counter Theory to Kohlberg
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• Level 1: Orientation to Individual Survival
o Self is only concern and actions are constrained by lack of power o Right is determined individualistically • TRANSITION: selfishness to responsibility o Females begin to question the selfishness of judgments and consider their responsibilities to others • Level 2: Goodness as Self-Sacrifice o One's responsibility to others and judgments are critical o Collective view determines what is right • TRANSITION: goodness to truth o Morality of action is ascertained by the goodness or care they convey not appearance to others • Level 3: Morality of Nonviolence o Care is a universal obligation and nonviolence governs all morality How they affect teaching and learning • Each stage, what age range they are, and what you would do in education in each o If given a child age ____, tell the stage they are in and how to get to the next one |
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Discuss the contributions of Vygotsky to teaching. How does he say we learn?
Discuss Vygotsky’s basic assumptions |
• Development is a continuous process
• Social interactions trigger cognitive and linguistic development • Internalization: self-regulation, ideologies, make them your own • Self-talk: internal motivation or de-motivation • Meanings • Developmental levels o Actual development: where you are now o Potential development: where you can get to NOW with the resources you have o Zone of proximal development: area between the actual development and the potential development- scaffolding occurs here • Children use resources to get from actual to potential • Scaffolding is what happens in the zone of proximal development - teachers give you the resources to try to help you get to the top, go through the steps • As you teach yourself, actual development goes up and potential development does at the same rate • We must have social resources to learn! |
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Sensory Memory
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• Everything begins as sensory input through the 5 senses
• Stored for a fraction of a second while the brain decides to attend to it or dismiss it • Incoming senses go to the thallimus then the cortex • Excluding smells, sensory information travels to the thalamus then is distributed to the area of the cortex which processes that sense and it becomes a perception • Whether you are awake or sleeping, all 5 of your senses are taking in information at all times |
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• Perception and meaning
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• The meaning that we attach to sensory information
• Contingent on the perceiver's mind at that particular moment • Meaning is assigned to incoming sensory information according to what we already know and what we expect to perceive • Perception and Meaning o When students are presented with new information that does not activate neural networks, it holds no meaning for them o Teachers should focus on connecting new information with prior knowledge o When neural networks are activated by new information and a pattern is recognized, that new information is assigned meaning |
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Working Memory
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• The mind will pay attention to novelty, intensity and movement
• Perception and attention o Captures the brain's attention well enough that it allows you to become consciously aware of it o Includes sensory input and information retrieved from long term memory o We have emotional reactions before we have cognitive reactions • Meaning and retention o Brain needs to determine what is meaningful for survival o Something becomes meaningful when it is associated with a known concept o Fitting new information into a framework of prior knowledge permits us to derive meaning from experiences o Use experiences to construct meaning in the present or future • Emotion and Retention o Emotionally charged events are stamped with particularly vivid memories o Emotions color memory and can enhance learning o Most of our memories have some sort of emotional contamination |
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Long-Term Memory
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• Procedural
o HOW o The ability to recall processes o The ability to be influenced by a past experience without consciously recalling the experience |
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• Declarative
o WHAT o The ability to store and recall information that we can speak or write o Episodic- memory of events o Semantic - memory of things • Rote vs. Elaborative Rehearsal o Rote Rehearsal: repeating a set of items in sequence (alphabet or phone numbers) o Elaborative Rehearsal: student associates new information to prior knowledge to uncover relationships and assign value to the new information • Storing more information in more places in the brain |
• Storage and Retrieval
o No single event is stored in a single place - each aspect of an experience is stored in separate places so they can be compared to other related information o Store information according to how it relates to prior knowledge o Consolidation: giving learners time to create a connection between the new knowledge you gave them and the previous knowledge they had o Consolidation is improved by rehearsal |
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Discuss the different ways we can ensure learners store information into the long-term memory in a way that the knowledge can be accurately and efficiently be retrieved
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• Memory is the process that allows us to acquire and store information (Information Processing Model)
• Rote Rehearsal: repeating information with no additions/connections • Elaborative Rehearsal: adding information to make it more meaningful • We tend to remember things more vividly than they actually were, fill in holes with what you're supposed to know • Working memory: portion of sensory data that capture's brains attention enough to become consciously aware of it - may include being retrieved from long-term memory • Strategies for increasing understanding and long term memory include having students: |
