EDS 220 Study of Development & Learning - PDF

EDS 220 STUDY of DEVELOPMENT & LEARNING Dr. Funda Barutçu Yıldırım 1  Content  In-class activity  Effective teaching/teacher  Definition of educational psychology  Topics of educational psychology...

EDS 220 STUDY of DEVELOPMENT & LEARNING Dr. Funda Barutçu Yıldırım 1  Content  In-class activity  Effective teaching/teacher  Definition of educational psychology  Topics of educational psychology  Research in educational psychology  Research methods  Descriptive  Correlational  Experimental 2  Summary of in-class activity  Effective teacher…  consider students’ needs/differences.  establish positive relationships with their students.  have expertise in their subject areas.  are empathetic.  understand students.  encourage/motivate students.  know their students’ characteristics.  Are hardworking, creative, punctual, reliable, patient, friendly, humorous, caring, flexible, well-rounded, passionate, self- confident, reflective, energetic, respectful, kind, non- judgmental, fair, open for improvement, merciful, and idealistic.  The list was not limited to the points above.☺ 3  Effective teaching/teacher Effective teaching…  begins with an understanding of students and learning: a shift from “How am I doing?” to “How are the students doing?”  keeps the level of difficulty and the pace just right to keep students learning.  is a creative, reflective process 4  Effective teaching/teacher Effective teachers…  give importance to the quality of the teacher-student relationship:  establish positive relationships with their students.  are sensitive to students’ needs https://www.babble.com/parenting/julia-brown-i-need-box/?cmp=smc%7C1817322977 5  Effective teaching/teacher  provide frequent, reliable, consistent, and constructive feedback  Are a powerful force in students’ lives.  have full certification and major in their field. 6 Effective teacher/teaching Effective teachers know…  the academic subject they teach.  general teaching strategies that apply in all subjects (e.g., classroom management, effective teaching, and evaluation).  the curriculum materials and programs appropriate for their subject and grade level.  subject-specific knowledge for teaching (e.g., for certain students and concepts).  the characteristics and cultural backgrounds of students.  The settings in which students learn – pairs, small groups, teams, classes, schools, and the community.  the goals and purposes of teaching. 7 Definition of educational psychology Educational psychology is a scientific discipline concerned with understanding and improving how students acquire various capabilities through instruction” (Snowman & Biehler, 2003). 8  Topics of educational psychology  Development (physical, social, psychological, moral, psychosexual, cognitive)  Learning (how people learn, how people learn best, how to help people learn best)  Motivation  Classroom management  Instructional strategies  Evaluation … 9  Educational psychology How will learning about educational psychology help you be a better teacher?  provides information about a wide range of knowledge and skills  offers useful and tested ideas for improving instruction  helps you become effective teachers  Regardless of your profession, you can take the stance of a teacher at many points in your life  Helps you understand the learner with different age (i.e., your niece, nephew, child, office mate, grandparent, etc.) 10 Research methods  Descriptive research  Correlational research  Experimental research 11  Key terms  Subjects: people or animals studied  Representative sample: select research subjects who reflect the relevant characteristics of the larger population that is under study  Sample size: The number of individuals who are being studied in a research project  Random: without any definite pattern, following no rule  Variable: Any condition that can change for each individual 12  Descriptive research  Studies that collect detailed information about specific situations using observations, surveys, and interviews.  Observation is watching or recording the behavior of subjects in certain situations  Survey is a method that collects information on a large group of people, either through written questionnaires or interviews.  Interview is a method in which people are asked specific questions to discover their opinions or experiences.  Case study is an intensive study of one person or one situation 13  Correlational research  Examine the relationship among different variables Correlation: indicates whether two variables are related to each other. Does not indicate causation.  Range is from – 1.0 to 1.0  Strength and direction of a relationship  Size of the number is the strength  The sign (+ or -) is the direction  Positive = same direction  Negative = opposite directions 14  Experimental research  In experimental research, variables are manipulated and the effects are recorded. It enables researchers to draw conclusions about cause-effect relationships.  experimental group  O (pretest) X (instruction) O (post-test)  control group  O (pre-test) O (post-test) 15  Experimental research  Experimental group: A group of people in a research study who are given a particular experimental treatment  Control group: A group of people in a research study who are given no treatment but are comparable to the experimental group in every other relevant dimension  Random assignment: each subject has equal chance of being in any group  https://www.youtube.com/watch?v=meiU6TxysCg Two Monkeys Were Paid Unequally: Excerpt from Frans de Waal's TED Talk 16  In-class activity: Think-Pair-Share  Think-Pair-Share is a strategy that can be used even in large class settings.  It aims to increase students’ active participation.  It also aims to check students’ understanding.  In this strategy,  Ask a question  Give time to students to think about it individually  Form groups  Ask students to share what they discussed. 17  In-class activity: Think-Pair-Share  Could you please give an example for descriptive, correlational and experimental research?  You have got 5 minutes to think individually  Form a group of 3  Discuss your examples, write them on a sheet of paper and present three examples for each of the research methods as a group  Submit your group paper to the instructor before leave the class 18  In-class activity: Think-Pair-Share Descriptive Correlational Experimental College students’ Teacher clarity and its Comparison of attitudes, perceptions, relationship to students computer-assisted and tendencies towards achievement and cooperative, cheating satisfaction competitive and individualistic learning 19 20