1-educational pshchology for techers
TRANSCRIPT
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Agenda
1. Warm-up activity
2. Psychology
3. Educational Psychology
4. Major purpose of Educational Psychology
5. Thoughts on Educational Psychology
Cont…
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Agenda (Cont…)
6. Basic functions of Educational Psychology
7. Advance functions of Educational Psychology
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Is teaching an easy or a difficult job?
Sometimes easy &
sometimes very difficult.
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Is it easy to teach your children?
What types of problems do you face while teaching your children?
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Problems Faced:
1. Unable to Understand2. Unable to remember3. Not taking interest4. Very Naughty5. Very Silent / Isolated6. Stealing Habits 7. Misbehaving8. Very rude 9. Hesitant10. Unable to sit for study
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EDUCATIONAL PSYCHOLOGY FOR
TEACHERS
By
Stephen John
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GOOD TEACHER
Knowledge ofSubject
Teaching Methods
EvaluationMethods
UnderstandingStudents’Problems
Good Teacher
Mental Physical
Moral Emotional
Soc
ial
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Psychologyi. As a study of soulii. As a study of mindiii. Science of behavior (J. B. Watson; father
of modern psychology)iv. It can be broadly defined as the
investigation of human behavior with mental & physiological processes associated with behavior
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Psychology
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Educational Psychology
It is that branch of applied psychology which tries to apply: (Phase-I)
Psychologicalprinciples
Theories
Techniques
Human / students Behavior
In Educational institutions
Dr. S. K. Mangle, 1990
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Educational Psychology
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Educational Psychology (Cont…)
The subject matter of this branch covers: (Phase-II)
Ways
Means
To improve
All Aspects
Of Teaching
&Learning
Processes
Learner
Learning process
Learning material
Learning environment
The teacher
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Major Purpose of Educational Psychology
Providing teachersPractical information
mental
Laws & principles
To solve Students’ problems
Physical
Moral
Emotional
Social
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Educational Psychology
is the scientific discipline that addresses the
questions“Why do some students learn less
than others?”
and
“What can be done to improve that learning?”
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Thoughts on Educational Psychology
1. Behaviorism/Behavioral Psychology
2. Developmental Psychology3. Cognitive Psychology4. Constructivism or social
psychology
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Behavioral Psychology
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Behaviorism “Behaviorism is a purely objective
experimental branch of natural science. Its theoretical goal is the prediction and control of behavior.” (Watson, 1913)
Behaviorists had a strong impact on education from 1920s until 1970s.
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Behaviorist Writers Ivan Pavlov (1849-1936) - conditioning of
dogs to salivate or respond when bells are sounded
John B. Watson ( 1878-1958) - viewed learning as conditioning
B.F. Skinner (1904-1990) - stimulus-response learning, reinforcement schedules, and behavior modification theories
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More on B.F. Skinner Skinner felt that psychology was essentially
about behavior and that behavior was largely determined by its outcomes.
Critique: To educate, you must do more than modify behavior. To educate, you must help the student learn how to develop strategies for learning.
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Developmental Psychology
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Develop-mentalists
Developmental psychologists feel that all children go through certain stages of intellectual development in the same order, even though the chronological ages may vary between bright and dull students.
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Developmental Writers Jean Piaget (1896-1980) - developed field
of developmental psychology Alfred Binet - 1905. Developed the IQ test Mary Parton - the role of play in children’s
learning
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Stages of Mental Development1.Sensorimotor stage - birth to 2 years Child relies on seeing, touching,
sucking, feeling, and using their senses to learn things about themselves and the environment
2. Preoperative stage - 2 to 7 years Child focuses on one thing at a time,
egocentric - thinks others think the same way that they do, language develops.
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More stages3.Concrete Operational - 7 to 12 years The child begins to reason logically, and
organize thoughts coherently. However, they can only think about actual physical objects, they cannot handle abstract reasoning. Some people never leave this stage.
4.Formal Operational - 12 years to adult Formal operational stage is characterized by the
ability to formulate hypotheses and systematically test them to arrive at an answer to a problem.
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Cognitive Psychology
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Cognitivists Cognition refers to mental activity including
thinking, remembering, learning and using language. When we apply a cognitive approach to learning and teaching, we focus on the understanding of information and concepts. If we are not able to understand the connections between concepts, break down information and rebuild with logical connections, then our retention of material will increase.
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Neurobiological Model of Learning
Short-term or Working memory
(Holds 7 + 2 bitsof information
for 18 seconds)
Long-termmemory
(Information storedIn packets or
Schema)
Stimuli(tongue, eyes,ears, skin, Nose)
Elaboration
Rehearsal(24 hours needed
to verify thatInformation is in LTM)
Rehearsal
Incidental Learning
Lost information Forgetting Forgetting
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Cognitivist Writers
Jerome Bruner - (1915 - ) advocated discovery learning, information acquired as we categorize experiences
David Ausubel - (1918 - ) - school learning is verbal learning, advance organizers, meaning acquired when experiences are transferred to the content of consciousness
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Cognitive Psychology
Cognitive psychology is a theoretical perspective that focuses on the realms of human perception, thought, and memory. It portrays learners as active processors of information and assigns critical roles to the knowledge and perspective students bring to their learning. What learners do to enrich information determines the level of understanding they ultimately achieve.
[Hofstetter , 1997]
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ConstructivismOr
Social Psychology
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Constructivists
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
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Constructivist Writers
Lev Vygotsky - zone of proximics - students can perform in groups with others that which they can not do themselves.
Ernst von Glaserfeld - radical constructivist - “Knowledge, no matter how it is defined, is in the heads of persons, and that the thinking subject has no alternative but to construct what he or she knows on the basis of his or her own experience.”
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more Eleanor Duckworth - if you want people to
learn about the material world, you don’t give them words about the material world, you give them the material world."
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Constructivist Learning Environment
A constructivist learning environment is characterized by:
1. Tasks - open-ended questions
2. Groups - working collaboratively
3. Sharing - with others that which was learned
[Grayson Wheatley, 1994]
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Constructivist Learning Environment
A constructivist learning environment is characterized by:
1. Tasks - open-ended questions
2. Groups - working collaboratively
3. Sharing - with others that which was learned
[Grayson Wheatley, 1994]
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ECUATIONAL PSYCHOLOGY - FUNCTIONS
Educational psychology is a foundation science in
educational practices
Functions are:
a. Basic functions – Understanding the learner.
b. Advanced or technical functions – Directional, upbringing and evaluating.
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FUNCTIONS-BASIC1. Affording a thorough knowledge of the
nature of the learner.
2. The provision and understanding the nature, aim and purpose of education.
3. The acquiring familiarity with the technical vocabulary and appreciation of the scientific procedures.
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FUNCTIONS-ADVANCED 1. The provision of
significant knowledge of the Development Process with particular emphases upon the promotion, guidance and control of mental and moral aspects of the learner.
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FUNCTIONS-ADVANCED
2. The provision of the understanding the principles governing learning, to-gather with a knowledge of the techniques for guiding improvement in learning and their application to practical problems of the classroom.
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FUNCTIONS-ADVANCED
3. Presenting theories of mental abilities, aptitudes underlying the measurement and evaluation, educational achievements, interests, and personality organization..
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FUNCTIONS-ADVANCED
4. Presenting principles and conclusions regarding maladjustment, together with the approved practices for achieving satisfactory adjustments.
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FUNCTIONS-ADVANCED
5. Culminating function is the realization provided to the teachers that consideration must be given to the principles, processes and techniques involved in character training.
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SUGGESTION FOR TEACHERS/OFFICERS
NOBODY FUNCTIONS WITHOUT CONSIDERATION
BEING GIVEN TO THE PHILOSOPHICAL VALUES HELD BY THE LEARNERS
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EDUCATIONAL PSYCHOLOGY & TEACHING
6. A superior teacher should possess:
a. Creative proficiency of an artist
b. Précised attitude of a scientist
c. Perfected skill of a craftsman
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EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS
1. Directional aspect:
a. Conditioning students
b. Setting stage for learning
c. Causing awareness
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EDUCATIONAL PSYCHOLOGY & TEACHING-ASPECTS
2. Motivation aspect:
a. Application of principles of
b. Interest
c. enjoyment
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EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS
3. Attitude development aspect:
a. Accidents do not develop attributes
b. Products of teaching are skill, knowledge and values
c. Bi-product of teaching are values
d. Consistent living examples are paramount
e. Values are caught never taught
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EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS
4. Techniques aspect
a. Logical & tactful presentation
b. Presentation creates appreciation
c. Consider Law of Readiness when applying techniques aspect
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EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS
5. personal aspect
a. Superior intelligence
b. Keenness in observation
c. Social competency
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Educational Psychology & Teaching-fundamental Bases
Traditionally in past, mastery of
subject matter was
the prime concern
butNow a days
relationships are considered
the vital