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CHAPTER ONE

CHAPTER ONE. Introduction to Educational Psychology. Admit Activity. Write your name, number, date Case study: Starting High School Read (review) the case study Answer the two questions Be sure to use at least 3 terms from Ch. 1 vocabulary. STARTING HIGH SCHOOL.

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CHAPTER ONE

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  1. CHAPTER ONE Introduction to Educational Psychology

  2. Admit Activity Write your name, number, date Case study: Starting High School • Read (review) the case study • Answer the two questions • Be sure to use at least 3 terms from Ch. 1 vocabulary

  3. STARTING HIGH SCHOOL Research: (Roderick & Camburn, 1999) → tracked student progress from elementary/ middle school to high school → many students showed sharp decline in academic achievement in ninth grade (first year in high school)

  4. CASE STUDY: ANNA 1. Why did Anna’s academic performance drop in high school? 2. What important academic skills did Anna not have? 3. What could Anna’s teachers have done to help her achieve in high school?

  5. POSSIBLE REASONS FOR ANNA’S ACADEMIC DECLINE • Subject matter/tasks more difficult • Large classes • Little time for individual assistance • Social interactions more important than academics • Lack of organizational skills

  6. ENSURE STUDENT SUCCESS → Instill student interest → Teach for understanding → Apply subject matter to real-life situations → Teach organizational and study skills → Monitor student progress → Provide ongoing feedback

  7. OVERVIEW OF ESSENTIALS • Ch. 1: Introduction • Ch. 2: Nature of learning, thinking, memory • Ch. 3: Factors that foster learning & development • Ch. 4: Cognitive processes involved in thinking and learning • Ch. 5: Cognitive development • Ch. 6: Motivation and affect • Ch. 7: Personal and social development • Ch. 8: Instructional strategies • Ch. 9: Classroom management strategies • Ch. 10: Assessment strategies

  8. BASIC ASSUMPTIONS OF EDUCATIONAL PSYCHOLOGY

  9. ASSUMPTION #1 In-Depth Knowledge of Students Drives Teacher Decision Making • Planning • Instruction • Creation of effective classroom environments • Assessment

  10. ASSUMPTION #2 Effective Classroom Practices are Determined Through Systematic Research • Common sense and logic do not always provide accurate information about how people learn and develop. • Psychological and educational research findings are objective sources of information about teaching and learning.

  11. ASSUMPTION #3 Different Kinds of Research Studies Lead to Different Kinds of Conclusions • Descriptive Study: describes a situation • Correlational Study: explores relationships • Experimental Study: manipulates variables → treatment groups → control group

  12. ASSUMPTION #4 Drawing Conclusions about Cause-and-Effect Relationships Requires that All Other Possible Explanations for an Outcome be Eliminated • Random assignment • Correlation does not indicate causation

  13. ASSUMPTION #5 Theories Can Help Synthesize, Explain, and Apply Research Findings →Theories integrate and explain research findings. → Theories are continually expanded and modified as more data becomes available. → Different theories focus on different aspects of human functioning. → Theories help explain and predict human behavior.

  14. STRATEGIES FOR EFFECTIVE LEARNING AND STUDYING • Relate what you read to things you already know. • Tie abstract concepts and principles to concrete examples. • Elaborate on what you read, going beyond it and adding to it. • Periodically check yourself to make sure you remember and understand what you’ve read.

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