Educational Psychology Lesson 1 PDF

EDUCATIONAL PSYCHOLOG Prepared by:Y Leane Kimber Rubia Course Code: BPSY 1513 Course Title: Educational Psychology No. of Units: 3 units Classification: Lecture-based  Course policies The following policies are to be observed and implemented insidethe classroom...

EDUCATIONAL PSYCHOLOG Prepared by:Y Leane Kimber Rubia Course Code: BPSY 1513 Course Title: Educational Psychology No. of Units: 3 units Classification: Lecture-based  Course policies The following policies are to be observed and implemented insidethe classroom by both the Instructor and Students: a. Cheating and Plagiarism- disciplinary actions provided in the BPSU Handbook. b. Deadline- Late Submissions will be subjected to deductions. c. Everyone should answer all the activities and assessments. d. Students are encouraged to communicate their lived names. Such manifests respect to students when it comes to their gender identities and lived experiences. e. Sexual harassment, bullying and discrimination in any form or means will not be tolerated and will be given appropriate sanction after due process. Learning Face-to-Face Management: Lectures Field Work Google Classroom Youtube WHAT IS EDUCATIONAL PSYCHOLOGY Educational psychology refers to an area of applied psychology that uses psychological theories and techniques to consider how we think and learn, and how we can address the learning needs of students. WAYS OF is a way of trying to INVESTIGATIN explain as simply as G possible what we know Theory (or think we know) about a particular area. For example,a theory that most people have about class size and achievement is that ‘smaller classes are better for children and lead to improved achievements’. WAYS OF typically based on INVESTIGATIN observational G Non- techniques. These can involvean investigator experimental directly,perhaps watching childrenin a class, or be based on indirect data suchas school records  QUANTITATIVE AND QUALITATIVE APPROACH quantitative approaches allow us to use powerful statistical techniques, they can often have the effect of simplifying and distorting what is really happening, because things have to be put into categories of some kind.  QUANTITATIVE AND QUALITATIVE APPROACH Qualitative approaches attempt to get closer to reality by looking at information that differs in kind rather than in amount. They may involve using more direct and richer information, such as the recording of complete observations, or descriptions by teachers or pupils about what they are doing or how they feel. ŸGrounded Theory- one which arises from the information gathered, rather than just depending on modifying existing theories Emotionalist model– is primarily interested in looking at a situation from an indi- vidual’s point of view, and is interested in perceptions and emotional reactions to situations Ÿ Constructionist Model-emphasises what people are doing, with- out necessarily dwelling on the reasoning or emotions behind those actions DESCRIBING AND ANALYZING form of direct FINDINGS Narratives recordings of events and their meanings, or of people’sown descriptions DESCRIBING AND ANALYZING comparing the views FINDINGS Triangulation found by different types of investigations or information DESCRIBING AND ANALYZING repeating the cycle of FINDINGS Replication gathering and analyzing information Importance of Theory help us with applied areas and to go beyond everyday experience and understanding Developments in education often lack this theoretical foundation and are frequently inspired by social processes or ideological beliefs,a fact that can lead to cyclesof change as the generalsocial cli- mate alters  Shifting Paradigms Paradigms- general ways of looking at or understanding an area earlier paradigms of learning saw the child as relatively passive, simply absorbing information transmitted by a didactic teacher.  Ecological model of development proposed by Bronfenbrenner (1993) in which the individual is seen as situated within a series of interrelated environments, all of which impact on development: the immediate physical, social and cultural setting the person is in at any one moment in time (the microsystem); the multiple microsystems that any one individual may inhabit (the mesosystem); the way more distant settings might impact upon the microsystems that we inhabit (the exosystem) and the patterns of micro-, meso- and exosystems that characterise a culture (the macrosystem). Relationship between Psychology and Education Education deals with modification of behaviour and Psychology studies the behaviour as it grows and evolves. You cannot modify the behaviour withoutstudying the behaviour and its peculiarities. As such both are inter-related and dependent.  Growth of Psychology: 4.Sir Francis Galton (1822-1911): Studied individual differences using statistical techniques (use of correlation coefficients). 5. Ivan Pavlov(1849-1936): Studied conditioned reflexes. 6. E.L. Thorndike (1874-1947): Formed the Trial and Error theory of learning and laws of learning: advocated the Multifactor theory of intelligence. 7. J.M. Cattell (1860-1944): Developed quantitative methods in psychology: was a assistant to Wundt established his psychology laboratory at Columbia in America  Growth of Psychology: 8. E.B. Titchner(1867-1929): Represented structural school in America 9. G. Stanley Halt (1846-1924): Wundt's famous American student: began systematic study in child psychology in the U.S. 10.Mesmer: Clinical-psychological methods. 11. Jean Piaget:Theory of cognitive development in children. 12. Sigmund Freud(1856-1939): Founding fatherof psycho- analysis and known as  Activity: Think about this idea in relation to your own situation right now. What is the microsystem that you currently inhabit (i.e. where are you now, what are you doing,etc.)? What other microsystems do you also exist within? Think of an example of how the exosystem impacts on you. The Evidence from Psychology: When psychology is applied to a number of different areas in education, it has the potential to help us to understand what is happening, and to make more logical, informed decisions about the best way to organise the educational process Formal vs. Progressive Teaching Research indicates that there is no real difference in attainment when we compare children educated by these approaches. Other, underlying featuressuch as classroom organisation or the learningprocess encouraged seem to be much more important. Class Sizes Controlled experimental investigations have shown that reducing class sizes does improve attainments, but that the effect of doing so is rather limited within the realistic range of possible class sizes. Other factors such as altering the teaching approach used may have a much greater effect. Punishment Punishment can be shown to have many negative effects such as failing to teach appropriate behav- iours and leading children to regress. It can be effective in temporarily suppressing undesirable behavi- our, but there are preconditions that limit its effective use in practice. Dyslexia Developmental dyslexia does appear to be a distinctive neurological and cognitive syndrome. How- ever, the nature of effective literacy teaching seems to be the same for all children with reading difficulties, whether or not they have dyslexia,and so the label is useful in research terms and in terms of helping children to understand why they have difficulties, but perhaps is less useful in terms of informing remediation in the classroom. Language Development Children who have difficulties with language can be helped. Language mainly develops from an intention to communicate; becauseof this, one of the most effective approaches seems to be for adults to interact with children in an intensivebut natural way and to respond mainly to the meaning behind what they say.  Teacher Effectivenes s It is therefore important to ensure that we ‘ground’ ourselves in a general appreciation of the real issues and processes of education, as we under- stand them from both practical experience and sound academic research. Thank You