Educational Psychology This document was created with ...

Educational Psychology

? Kelvin Seifert

This work is licensed under a Creative Commons-ShareAlike 4.0 International License Original source: CONNEXIONS

Contents

Preface .............................................................................................................................1 Chapter 1 The changing teaching profession and you ..............................................2 1.1 The joys of teaching ...........................................................................................................2

1.1.1 The joys of teaching ................................................................................................2

1.2 Are there also challenges to teaching? ...........................................................................5 1.3 Teaching is different from in the past..............................................................................5

1.3.1 New trend #1: diversity in students .....................................................................6 1.3.1.1 Language diversity .......................................................................................6 1.3.1.2 Diversity of special educational need .......................................................7 1.3.1.3 Lifelong learning...........................................................................................7

1.3.2 New trend #2: using technology to support learning ........................................8 1.3.3 New trend #3: accountability in education ........................................................10 1.3.4 New trend #4: increased professionalism of teachers.....................................10

1.4 How educational psychology can help ..........................................................................13 1.5 Chapter Summary and References ................................................................................13

1.5.1 On the Internet .....................................................................................................14 1.5.2 Key Terms ..............................................................................................................14 1.5.3 References .............................................................................................................15

Chapter 2 The Learning Process .................................................................................17 2.1 Teachers' perspectives on learning ...............................................................................17

2.1.1 Teachers' perspectives on learning ....................................................................18 2.1.1.1 Viewing learning as dependent on curriculum.......................................18 2.1.1.2 Viewing learning as dependent on sequencing and readiness ............19 2.1.1.3 Viewing transfer as a crucial outcome of learning ................................21

2.2 Major theories and models of leaning ..........................................................................21 2.2.1 Behaviorism: changes in what students do .......................................................22 2.2.1.1 Respondent conditioning: learning new associations with prior behaviors .................................................................................................................22 2.2.1.2 Respondent Conditioning and Students .................................................24 2.2.1.3 Three key ideas about respondent conditioning ..................................26 2.2.1.4 Operant conditioning: new behaviors because of new consequences .........................................................................................................28

2.2.2 Constructivism: changes in how students think................................................34 2.2.2.1 Psychological constructivism: the independent investigator ...............34 2.2.2.2 Social Constructivism: assisted performance.........................................36

2.2.3 Implications of constructivism for teaching.......................................................37

2.3 Chapter summary and references ................................................................................39 2.3.1 On the Internet ......................................................................................................40 2.3.2 Key terms ...............................................................................................................40 2.3.3 References..............................................................................................................41

Chapter 3 Student Development ...............................................................................44 3.1 Why development matters..............................................................................................44

3.1.1 Why development matters...................................................................................45

3.2 Physical development during the school years ...........................................................46 3.2.1 Trends in height and weight ................................................................................47 3.2.2 Puberty and its effects on students ....................................................................48 3.2.3 Development of motor skills................................................................................49 3.2.4 Health and illness ..................................................................................................49

3.3 Cognitive development: the theory of Jean Piaget .......................................................51 3.3.1 The sensorimotor stage: birth to age 2 ..............................................................52 3.3.2 The preoperational stage: age 2 to 7 ..................................................................52 3.3.3 The concrete operational stage: age 7 to 11......................................................53 3.3.4 The formal operational stage: age 11 and beyond ...........................................55

3.4 Social development: relationships, personal motives, and morality .........................56 3.4.1 Erik Erikson: eight psychosocial crises of development ...................................56 3.4.1.1 Crises of infants and preschoolers: trust, autonomy, and initiative ....57 3.4.1.2 The crisis of childhood: industry and inferiority ....................................59 3.4.1.3 The crisis of adolescence: identity and role confusion .........................59 3.4.1.4 The crises of adulthood: intimacy, generativity, and integrity .............60

3.4.2 Abraham Maslow: a hierarchy of motives and needs ......................................61 3.4.2.1 Deficit needs: getting the basic necessities of life..................................61 3.4.2.2 Being needs: becoming the best that you can be ..................................62

3.5 Moral development: forming a sense of rights and responsibilities .........................63 3.5.1 Kohlberg's morality of justice ..............................................................................64 3.5.1.1 Preconventional justice: obedience and mutual advantage.................65 3.5.1.2 Conventional justice: conformity to peers and society .........................65 3.5.1.3 Postconventional justice: social contract and universal principles......66

3.5.2 Gilligan's morality of care .....................................................................................67 3.5.2.1 Position 1: caring as survival ....................................................................68 3.5.2.2 Position 2: conventional caring ...............................................................68 3.5.2.3 Position 3: integrated caring.....................................................................69

3.6 Understanding fifth typical student" versus understanding students ......................70 3.7 Chapter summary and references ................................................................................70

3.7.1 Chapter summary ................................................................................................70 3.7.2 On the Internet ......................................................................................................71 3.7.3 Key terms ...............................................................................................................71 3.7.4 References..............................................................................................................72

Chapter 4 Student diversity ........................................................................................76 4.1 Individual styles of learning and thinking......................................................................76

4.1.1 Individual styles of learning and thinking .........................................................77

4.2 Multiple intelligences .......................................................................................................78 4.3 Gifted and talented students ..........................................................................................81

4.3.1 Qualities of the gifted and talented ....................................................................81 4.3.2 Supporting students who are gifted and talented ............................................82

4.4 Gender differences in the classroom.............................................................................83 4.4.1 Physical differences in gender roles ...................................................................83 4.4.2 Social differences in gender roles .......................................................................84 4.4.3 Academic and cognitive differences in gender..................................................85 4.4.3.1 Attention paid ............................................................................................85

4.4.3.2 Public talk versus private talk ..................................................................86 4.4.3.3 Distributing praise and criticism ..............................................................86

4.5 Differences in cultural expectations and styles5 .........................................................87 4.5.1 Bilingualism: language differences in the classroom ......................................88 4.5.1.1 Balanced or fluent bilingualism ...............................................................88 4.5.1.2 Unbalanced bilingualism...........................................................................89 4.5.1.3 Language loss .............................................................................................89

4.5.2 Cultural differences in language use ..................................................................90 4.5.3 Cultural differences in attitudes and beliefs ......................................................91

4.6 Accommodating diversity in practice ............................................................................93 4.7 Chapter summary and references ................................................................................93

4.7.1 Chapter summary ................................................................................................93 4.7.2 On the Internet ......................................................................................................94 4.7.3 Key terms ...............................................................................................................95 4.7.4 References..............................................................................................................96

Chapter 5 Students with special educational needs .............................................100 5.1 Three people on the margins....................................................................................... 100 5.2 Growing support for people with disabilities: legislation and its effects ............... 101

5.2.1 Rehabilitation Act of 1973, Section 504 .......................................................... 101 5.2.2 Americans with Disabilities Act of 1990 (or ADA). .......................................... 102 5.2.3 Individuals with Disabilities Education Act (or IDEA)...................................... 102

5.3 Responsibilities of teachers for students with disabilities ...................................... 103 5.3.1 Alternative assessments.................................................................................... 103 5.3.2 Least restrictive environment ........................................................................... 104 5.3.3 Individual educational plan ............................................................................... 105

5.4 Categories of disabilities -- and their ambiguities ..................................................... 107 5.5 Learning disabilities ...................................................................................................... 108

5.5.1 Defining learning disabilities clearly ................................................................ 108 5.5.2 Assisting students with learning disabilities ................................................... 109

5.5.2.1 Behaviorism: reinforcement for wrong strategies.............................. 110 5.5.2.2 Metacognition and responding reflectively ......................................... 110 5.5.2.3 Constructivism, mentoring, and the zone of proximal development ........................................................................................................ 111

5.6 Attention deficit hyperactivity disorder ...................................................................... 111 5.6.1 Differences in perceptions: ADHD versus high activity ................................ 112 5.6.2 Causes of ADHD ................................................................................................. 112 5.6.3 Teaching students with ADHD .......................................................................... 113

5.7 Intellectual disabilities................................................................................................... 113 5.7.1 Levels of support for individuals with intellectual disabilities ...................... 114 5.7.2 Teaching students with intellectual disabilities ............................................. 116 5.7.2.1 Giving more time and practice than usual........................................... 116 5.7.2.2 Adaptive and functional skills ............................................................... 116 5.7.2.3 Include the student deliberately in group activities ........................... 117

5.8 Behavioral disorders .................................................................................................... 117 5.8.1 Strategies for teaching students with behavioral disorders ......................... 118

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