Educational Psychology Midterms PDF

EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) INDIVIDUAL DIFFERENCES No learners are alike, we have different motivations. We may different in emotional and physical characteristics, personality traits, interests, achievements...

EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) INDIVIDUAL DIFFERENCES No learners are alike, we have different motivations. We may different in emotional and physical characteristics, personality traits, interests, achievements o Some learns quickly, and some are slowly. Individual differences stand for those differences which in their totality distinguish one individual from another PHYSICAL DIFFERENCES - Individual different height, weight, color of skin and eyes, color and texture of hair size of hands, arms and head, structure and functioning of internal organs, facial expressions, mannerisms of speech, walk, hair styles and others - native or acquired physical characteristics. MENTAL DIFFERENCES - Differ in their intellectual abilities and capacities like thinking and reasoning power of of imagination, creative expression, concentration, etc. - People are classified as Idiot, Imbecile, Moran, Normal, Bright, Very Superior, and Genius MOTOR ABILITY DIFFERENCES - Reaction time, speed of action, steadiness, manual and finger dexterity, resistance to fatigue, etc. ACHIEVEMENT DIFFERENCES - Differences exist in achievement and knowledge even among individuals who had almost the same amount of intelligence and had been subjected to equal around of schooling and experiences. EMOTIONAL DIFFERENCES - Positive Emotions – love and affection are more prevalent - Negative emotions - like anger, disgust, etc, are more powerful Some are emotionally stable and mature while others are emotionally unstable and immature. INTEREST AND APTITUDE DIFFERENCES - Some interests in meeting people, attending functions, and are fond of picnics and group excursions. - Some feel happy in solitude and avoid social gatherings - Some have mechanical aptitude while others have scholastic, musical or artistic aptitudes. ATTITUDES, BELIEFS AND OPINIONS - Individuals are fond to possess varying attitudes towards different people, groups, objects and ideas - Their attitudes may be positive or negative or neutral in nature - How they view and perceive things.  EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) LEARNING DIFFERENCES - Others are motivated, some are not much, - Pupils differ in their rate of learning styles of learning motivation and persistence in learning. DIFFERENCES IN SOCIAL AND MORAL DEVELOPMENT - Some are found to be adjusted properly in the social situations and lead a happy social life while others are socially handicapped unsocial or anti social. - Similarly, people are found to differ in respect of ethical or moral sense. FACTORS CAUSING INDIVIDUAL DIFFERENCES HEREDITARY ENDOWMENT OR ENVIRONMENTAL STIMULATION OR BOTH ENVIRONMENTAL INFLUENCES AND SIMULATION - experienced by the individuals right from their conceptions in the womb of their mother cause differences. MATURATION, LEARNING SND TRAINING DIFFERENTIAL AMOUNT IN HORMONES SECRETION BY DUCTLESS GLANDS SIGNIFICANCE OF INDIVIDUAL DIFFERENCES TO A CLASSROOM TEACHER 1. There are individuals who deviate from the norms 2. Every teacher should know the abilities, potentials, interests, attitudes and other personality characteristics of each student and try to render individual guidance to children for the maximum development of their potentialities. TACKLING THE PROBLEM OF INDIVIDUAL DIFFERENCES IN THE CLASSROOM 1. Proper knowledge of the individuals’ - know the potential of each child through potentialities intelligence tests, cumulative records interests’ inventories, attitude tests and tests of personality traits. - a class can be divided into homogeneous groups 2. Ability Grouping according to their abilities. Such division can prove beneficial in adjusting instruction to vary individual differences. - the curriculum should be as flexible and differentiated as possible. 3. Adjusting the Curriculum - so that pupils may get opportunity to study and work in the areas of their own interests and abilities - The teacher should try to follow a different 4. Adjusting Method of Teaching procedure or method of instruction suiting the requirements of varying ability groups of his pupils. - The size of the class should be as small as possible 5. Other measures of individualizing - The teacher should pay individual attention to the instruction. group under instruction - Teacher should keep in mind the individual differences of his students while engaging them in drill or assigning homework  EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) MORAL DEVELOPMENT MORAL - Term is derived from the Latin word “mores” meaning manner, customs, and folk ways. MORALITY - Indissolubly linked with social system. - The children have to learn what is good and what is bad, or what is right or wrong. - He has to learn his duty. MORAL DILEMMA Heinz Steals the Drug KOHLBERG’S VIEWS ON MORAL DEVELOPMENT Determined by the physical Punishment and consequences of an action STAGE 1 Obedience (punishment). Avoiding punishment and Orientation bowing to superior authority are valued positively. PRE-CONVENTIONAL Right action consists of behavior that (0-9 yrs old) Instrumental satisfied child’s own needs (reward). STAGE 2 Relativist Human relations are considered in Orientation reciprocity. May be seen in a pragmatic way. I scratch your back, you scratch mine Begins to like the good will of others CONVENTIONAL STAGE 3 Interpersonal and tries to please others to obtain their (Early Adolescence- Concordance approval-good boy-nice girl. Good moral Adulthood) behaviors are those please others STAGE 4 Orientation Focus is on authority or rules and one towards Authority shows respect for authority STAGE 5 Social Contract Right behaviors are defined according to Orientation standards agreed upon by the group or society. Through a proper procedure, these standards can be changed. POST CONVENTIONAL STAGE 6 Universal Ethical Individual keeps not only the norms of Principle society in mind but also the universal Orientation moral principles. An individual may be prepared to sacrifice his all, including life for the upholding of these principles EDUCATIONAL IMPLICATION - Teachers and other educators can apply Kohlberg’s theory in the classroom, providing additional moral guidance. - setting clear rules for the classroom, and the consequences for violating them. This helps kids at stage one of moral development - This could be accomplished by having the students take part in setting the rules to be followed in the classroom, giving them a better idea of the reasoning behind these rules.  EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) CONSTRUCTIVISM MEANING is constructed by the learner Thinkers are both mentally and physically active construction of knowledge Children link their past information to new experiences to construct new understanding of knowledge, PSYCHOLOGICAL CONSTRUCTIVISM SOCIAL CONSTRUCTIVISM - lies on the concept proposed by Jean Piaget - draws heavily on Vygotsky’s belief - constructivists acknowledge the importance of - social processes are integral to learning which social environment rejects the view that knowledge solely lies within the induvial. - View social interaction shapes cognitive development COGNITIVE DEVELOPMENT Concerned with our ability to think, reason, understand, and remember the world around us. Involves mental processes that are associated with taking in, organizing, and making sense of information-process which include perceiving, attending to, understanding and recalling information. COGNITION – mental functions. JEAN PIAGET Development of intelligence in children Four stages of mental growth Children pass through these phases to advance to the next level of cognitive development. Stages cannot be “skipped” Children construct their own knowledge CONSTRUCTIVIST APPROACH TO LEARNING: o PIAGET believed that children actively construct their understanding of the world rather than passively absorbing information. o This emphasizes the child’s role as a “little scientist”, exploring and making sense of their environment. STAGES OF COGNITIVE DEVELOPMENT 1. SENSORIMOTOR STAGE (BIRTH – 2 years old) - Infants develop BASIC MOTOR SKILLS and LEARN TO PERCEIVE AND INTERACT with their environment through PHYSICAL SENSATIONS AND BODY COORDINATION. - Child is observed to be GRASPING and SEEKING TO ESPLORE THINGS WITH THEIR MOUTH; child in a high chair is dropping the cup MAJOR CHARACTERISTICS and DEVELOPMENTAL CHANGES o COORDINATION OF REFLEXES – first 4 months, the uncoordinated reflexes which are present at birth are coordinated into simple schemes o OBJECT CAUSALITY – Infants learn that there is a relationship between their actions and the external world. They discover that they can manipulate objects and produce effects. o OBJECT PERMANENCE – newborn does not realize that objects are permanent. 8 months below thinks that “Out of sight, out of mind.” o IMITATION – Infants may try to imitate the actions or facial expression of an older person.  EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) 2. PREOPERATIONAL STAGE (2-7 years old) - Second stage of intellectual development - At the beginning of this stage, the child does not use operations, so thinking is influenced by how things look appear to them rather than logical reasoning. - The child is EGOCENTRIC; he assumes that other people see the world as he does. - Toddlers play pretend and may invent an imaginary playmate. - Divided to two phases PRE-CONCEPTUAL PHASE (2-4 years) - it is the period of rudimentary concept formation. Child develops the ability to identify and classify objects. o REPRESENTATIONAL THOUGHT – form mental symbols to represent objects or events that are not present. o DIFFERED IMITATION – shoes ability to imitate action performed earlier by adults. o SYMBOLIC PLAY – The child demonstrates make believe play in which he uses sign and symbols in place of real objects. o EGO CENTRISM – He tends to assume that others see the world just as he himself sees it. o ANIMISTIC THINKING - children attribute human feelings and motives to nonliving objects. Thus, a three-year-old might state that thunder occurs because the clouds are angry and Mother Nature brings rain. THE INTUITIVE PHASES (4-7 years) - During the period the cognitive behavior of the child is still controlled by perception. His reasoning is based on intuitive rather than on systematic logic. 3. CONCRETE OPERATIONAL STAGE (7-11 years old) - Using logical and systematic manipulation of symbols, which are related to concrete objects. - Less egocentric with increased awareness of external events and involves concrete references - Still have difficulties with abstract thinking MAJOR CHARACTERISTICS and DEVELOPMENTAL CHANGES o INDUCTIVE-DEDUCTIVE REASONING – Child begins to think in terms of a set of interrelated principles rather than single bits of knowledge. Now can us inductive and deductive reasoning in coming into conclusion o FLEXIBILITY IN THINKING – Able to take viewpoints of others o UNDERSANDING THE PRINCIPLE OF CONSERVATION – Ability to conserve both in terms of quantity and numbers of objects. Can now very well think that the change in appearance of an object does not alter either its quality or its number o CLASSIFICATION AND SERIATION – The ability to CLASSICY OBJECTS. Develops the UNDERSTANDING OF RATIONAL TERMS and also the ability of seriation. SERIATION - involves the ability to put things in order based on quantity or magnitude. o REVERSIBILITY OF THOUGHT – learns to carry thought backward and forward in time.  EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) 4. FORMAL OPERATIONAL PERIOD (11-12 years old) - Adolescent can be able to reason logically, speculate and hypothesize far more readily; depending on what they see, hear experience. - No longer need a reference to real-life situations in order to do a task. Ideas can be tried out mentally and later be tested in real life situation. MAJOR CHARACTERISTICS and DEVELOPMENTAL CHANGES o ABSTRACT THINKING – Uses symbolism in the process of thought and learns to deal with abstraction by logical thinking. o HYPOTHETICAL REASONING – systematic assumption of possible solutions (hypothesis) is derived by the child for the problem. o PROBLEM SOLVING – Follows the systematic approach in solving the problem. Formulates multiple hypotheses and a number of alternative solutions. o TRANSFER OF KNOWLEDGE – The individual is able to transfer his learnt knowledge from one situation to another. STAGE AGE MAJOR CHARACTERISTICS Birth – 2 Years Development of object Sensorimotor permanence development of motor skills little or no capacity for symbolic representation. 2-7 years Development of language and Preoperational symbolic thinking egocentric thinking Concrete Operational 7-12 Years Development of conservation, mastery of concept reversibility Formal Operational 12 – Adulthood Development of logical and abstract thinking SCHEMA Mental framework or concept that helps us organize and interpret information. Fundamental building blocks of cognitive development Constantly being created, modified, and reorganized as we interact with the world. SCHEMATA (WADSWORTH, 2004) o Plural of schema o be thought of as “index cards” filed in the brain, each one telling an individual how to react to incoming stimuli or information. PRIMITIVE SCHEMAS (PIAGET) o Sucking, which gives us the means to interact with the world o It is initial schemas are physical, but as the child develops, they become mental schema For example: Babies have a sucking reflex, triggered by something touching their lips. This corresponds to a “sucking schema.” The grasping reflex, elicited when something touches the palm of a baby’s hand, represents another innate schema. The rooting reflex, where a baby turns its head towards something which touches its cheek, is also considered an innate schema.  EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) THE PROCESS OF ADAPTATION incorporating new information into ASSIMILATION preexisting ideas and schemas Ex. A child who has only seen small dogs might call a cat a “dog”. Modifying existing schemas or creating new ones to fit new information. ACCOMMODATION Ex. Child who believes all animals have four legs would need to accommodate their schema upon seeing a snake. It involves balancing assimilation and accommodation EQUILIBRATION Driving the shift from one stage of thought to the next as children encounter and resolve conflicts “HOW DO CHILDREN MODIFY SCHEMAS THEY HAVE DEVELOPED? UNDER WHAT CIRCUMSTANCES SUCH MODIFICATION?” OCCUR? - The need for modifying existing schemas arise during DISEQUILIBRIUM o that is, an inconsistency which arises between what is known and expected, something strange, something unexpected and new. After, it is where the adaptation takes place. EDUCATIONAL IMPLICATION Assimilation and accommodation in the Educational Setting is really important because we always attend to new material such as an unfamiliar insect or a new mathematical formula; and the process of adaptation takes place. In the teaching profession, be it in an elementary, college or adult education, the new material must always be close enough to what they already know. SOCIAL CONSTRUCTIVISM VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT (SOCIOCULTURAL THEORY) Cognitive development is influenced by CULTURAL and COSIAL FACTORS. He emphasized the role of social interaction in the development of mental abilities. Community plays a central role in the process of “making meaning” Cognitive development is a socially mediated process in which children acquire cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. MORE KNOWLEDGEABLE OTHERS (MKO) o Someone who has a higher level of ability or greater understanding than the learner. o It can be a teacher, parent, coach or even peer who provides guidance and modeling o Enable the child to learn skills within their zone of proximal development.  EDUCATIONAL PSYCHOLOGY (MIDTERMS) EDUCATIONAL PSYCHOLOGY (PRELIMS) ZONE OF PROXIMAL DEVELOPMENT (ZPD) o Difference between what a learner can do without help and what they can do with guidance and encouragement from a skilled partner o PROXIMAL – refers to skills the learner is “close” to mastering. SCAFFOLDING o Involves the teacher providing support structures to help students master skills just beyond their current level SOCIAL LEARNING THEORY emphasizes the importance of observing, modeling, and imitating the behaviors, attitudes, and emotional reactions of others. Propose by ALBERT BANDURA Self-efficacy OBSERVATIONAL LEARNING-BEHAVIOR o Learned from the environment through the process of observational learning o BEHAVIOR – learned from the environment through the process of observational learning MEDIATIONAL PROCESS-HUMANS o Are active information processors and think about the relationship between their behavior and its consequences. o MEDIATING PROCESS – occur between stimuli and responses Considers how both environmental and cognitive factors interact to influence human learning and behavior. FOUR MEDIATIONAL PROCESS ATTENTION Stimuli focus Model must capture the observer’s interest, and the observer must deem the model’s behavior worth imitating Individuals symbolically store a model’s behavior in the RETENTION Rehearse Encode minds. Observers must have these behaviors in symbolic forms, actively organizing them into easily recalled templates MOTOR Practice Feedback The ability to perform the behavior that the model has REPRODUCTION just demonstrated. perceived favorable or unfavorable consequences of MOTIVATION Reward Reinforce mimicking the model’s actions that are likely to increase or decrease the likelihood of imitation. BLOOM’S TAXONOMY - To promote HIGHER FORMS OF THINKING in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning) THREE DOMAINS OF EDUCATIONAL ACTIVITIES LEARNING COGNITIVE DOMAIN Mental skills (Knowledge) (BLOOM, 1956) PSYCHOMOTOR DOMAIN Manual or physical skills (Skills) (SIMPSON, 1972) AFFECTIVE DOMAIN Growth in feeling or emotional areas (attitudes) (KRATHWOHL, BLOOM, MASIA, 1973)