Introduction to Educational Psychology PDF

Topic 1 Introduction to Educational 1 Psychology Teachers, teaching and educational psychology Research in educational psychology  What is Educational Psychology? Educational Psychology involves the study of how people learn. Psychologists who work in this field...

Topic 1 Introduction to Educational 1 Psychology Teachers, teaching and educational psychology Research in educational psychology  What is Educational Psychology? Educational Psychology involves the study of how people learn. Psychologists who work in this field are interested in how people learn and to retain new information. The topics that educational psychologists are interest in includes: Looking at how different types of technology can help students Educational Technology learn Designing learning materials Instructional Design Helping students who may need specialized instruction Special Education Creating curriculums can maximize learning Curriculum Development Studying how people learn in organizational settings Organizational Learning Helping students who are identified as gifted learners Gifted Learners 2  CHAPTER 1 OUTLINE LEARNING AND WHAT IS GOOD THE ROLE OF RESEARCH IN TEACHING TEACHING? EDUCATIONAL EDUCATIONAL TODAY PSYCHOLOGY PSYCHOLOGY 3  LEARNING AND TEACHING TODAY ▧ The 21st Century Student (born between 1980 and 2000 – the millennials) ▧ Learning in a Digital Age ▧ Characteristics of millennials: ○ They like to be in control ○ They like choices ○ They are group-oriented and social ○ They are inclusive ○ The are practiced users of digital technology ○ They think differently ○ They value time off because they view life as uncertain. 4 ARE YOU LIKE THIS?  SHORT ACTIVITY 1. How do you define 21st century learning? 2. What are the characteristics of a 21st century learning should have? 3. In your opinion, what are the challenges of teaching millennials? 4. How do you think future learning look like? 6 CHALLENGES OF TEACHING STUDENTS TODAY? 1. Learning must be relevant to students 2. Technology can be distracting 3. Technology can be expensive Generation Z ? Generation Alpha ? (1997-2010) (2010 – 2024) 7 SOLUTIONS FOR USING TECHNOLOGY TO TEACH 21 st CENTURY STUDENTS ▧ Most students nowadays play networked, online video games. ▧ Therefore, designing curricula to simulate a video-game environment may help educators better engage media-saturated Millennial students and provides the analytical-thinking, team-building, multitasking and problem-solving skills. What do you think? 8 Comparison of the requirements of video game & learning design: WHAT IS GOOD TEACHING? Discuss among yourselves what is good teaching and what qualities teachers MUST have? 10  GOOD TEACHING Encourage good Providing Encouraging communication opportunities for interaction between active among learners teachers and participation learners Timely and Motivating appropriate Emphasizing learning by response and time on task communicating feedback expectations Respecting diverse talents and ways of learning 11 “A good teacher is like a candle; it consumes itself to LIGHT the way for others.” 12 TEACHER’S SELF-EFFICACY Teacher self-efficacy: Belief in your own abilities to reach students, to help them learn. High teacher self-efficacy: Is a predictor of student achievement Leads to persistence with difficult students Leads to lower rate of teacher burnout Improves with school support for teachers Increases as teacher succeeds with students 13  ROLE OF EDUCATIONAL PSYCHOLOGY ❑ Involves the study of how people learn, including topics such as the student outcomes, the instructional process, individual differences in learning, gifted learners and learning disabilities. ❑ How people learn and retain new information. ❑ Apply psychological science to improve the learning process and promote educational success for all students. ❑ To understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation and self-concept, also role in learning. 14 Using research to understand and improve learning ▧ Descriptive research: Studies of detailed information about specific situations ▧ Correlations: Statistical descriptions of relationships between two variables ○ Positive: Variables increase or decrease together ○ Negative: One variable increases while other variable decreases ▧ Correlations do NOT show causation 15 USING RESEARCH: EXPERIMENTAL STUDIES ▧ Experiments with cause and effect ▧ Variables manipulated (cause) and effects recorded ○ Participants (subjects): People being studied ○ Random: Subjects grouped without a definite pattern ○ Quasi-experimental: Naturally existing groups (not random) ▧ An aspect is changed for one group, not others ○ Compare results of each group ○ Statistically significant differences: Not likely to occur by chance (indicating cause/effect relationship) ▧ Single-subject design: Determine effects of a therapy, teaching method, other intervention 16 USING RESEARCH: ABAB EXPERIMENTAL DESIGNS Determine effect of an intervention, a teaching method, or therapy: 1. Establish baseline, noting specified behaviors (A) 2. Introduce intervention and note the results (B) 3. Remove intervention for a period of time (A) 4. Reinstate intervention and note the results (B) 17  USING RESEARCH: CLINICAL INTERVIEWS, CASE STUDIES, ETHNOGRAPHIES ▧ Clinical interview: Pioneered by Jean Piaget ○ Open-ended questioning to probe responses, follow up on answers ▧ Case studies: In-depth study of one person or situation ○ Often involves extensive interviewing ▧ Ethnography: Descriptive study focused on life within a group (understand what their events mean to them) ○ Participant observation method: Becoming part of the group being studied 18 THE ROLE OF TIME IN RESEARCH Longitudinal studies: Observe subjects over months/years as changes occur Cross-sectional studies: Focusing on groups at different ages (rather than following same group for years) 1. Observe an entire period of change Microgenetic studies: Observation/analysis of 2. Make many observations changes in a cognitive process as it unfolds (days or weeks) 3. Put observed behavior “under a microscope” 19 QUANTITATIVE VS QUALITATIVE RESEARCH Quantitative Research Qualitative Research Take measurements; make Use words, dialogue, events, images calculations as data Use statistics to assess relationships, Explore specific situations/people in measure differences depth; tell their story Procedures: Statistical analyses, tests, Procedures: Interviews, observations, structured observations transcript analysis As objective as possible (correlations, Interpret subjective, personal, or experimental studies) socially constructed meanings (as in case studies, ethnographies) Generalizable results (apply to similar situations/people) 20  MIXED METHODS RESEARCH (QUALITATIVE + QUANTITATIVE) ▧ Purpose: Study questions broadly and deeply ▧ Three different approaches: ○ Collect quantitative and qualitative data; merge data in analyses ○ Collect quantitative data; then conduct in-depth qualitative interviews ○ Conduct qualitative procedures; then collect quantitative data 21 SCIENTIFICALLY BASED RESEARCH AND EVIDENCE-BASED PRACTICES ▧ Rigorous systematic research: ○ Provides valid and reliable data ○ Uses appropriate statistical methods ○ Provides basis for evidence-based interventions/practices ▧ Evidence-based interventions: ○ Educational programs and practices that are consistent with scientifically based research ○ Required by law (Every Student Succeeds Act) in failing schools 22  TEACHERS AS RESEARCHERS ▪ Research also can be a way to improve teaching in classroom ▪ The same kind of careful observation, intervention, data gathering, and analysis that occurs in large research projects can be applied in any classroom to answer questions such as: - “Which writing prompts seem to encourage the most creative writing in my class?” - “Would assigning task roles in science groups lead to more equitable participation of girls and boys in the work?” This kind of problem-solving investigation is called action research. 23  THEORIES FOR TEACHING ▧ Principle: An established relationship between factors ○ Becomes established when enough studies in a certain area point to same conclusions ▧ Theory: Integrated statement of principles ○ An attempt to explain phenomenon, make predictions ○ Beginning and ending points of research cycle ○ Source for developing hypotheses ▧ Hypothesis: Prediction of what will happen in a research study based on theory and previous research 24  RESEARCH CYCLE ▧ Empirical process (based on systematically collected data as evidence) ▧ Steps in the process ○ State hypotheses/question based on current theories ○ Systematically gather data ○ Interpret and analyze data ○ Modify and improve explanatory theories based on data analysis ○ Formulate new, better hypotheses based on improved theories 25 SUPPORTING STUDENT LEARNING ▧ Student personal factors: ○ Student engagement: Minds, motivations, behaviors ○ Learning strategies: Cognitive, metacognitive, behavioral ▧ School and social-contextual factors: ○ School climate: Academic emphasis, positive climate and teacher qualities ○ Social-familial influences: Parental involvement, positive peer influences Supporting factors all addressed in Educational Psychology. (You will learn as we go along throughout the course) 26 27 Thank you for listening! Any questions?