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Psychology - Educational Psychology

andrsonztdc Created by 10 mon ago

Cards in this deck(42)

David Ausubel - mechanism by which new material presented in academic settings (lectures) can be integrated into existing mental structures. for this to occur, the presentation of new knowledge should be preceded by "advance organizers."

Alfred Bandura - Behavior can be learned through observation of others. Bobo Doll experiment.

Jerome Bruner - Individuals actively construct knowledge by comparing new ideas or concepts with their current knowledge.

Comenius - The idea that learning, emotional, and spiritual growth are interwoven. Proposed teaching through stimulation of the senses, not merely memorization. "Father of Modern Education"

John Dewey - Learning occurs through experience. Learning by "Dew-ing"

Erik Erikson (1902-1994) Theory emphasizes lifelong development Eight psychosocial stages of development Each stage represents a developmental task, crisis that must be resolved, personal competence, or weakness.

Festinger - Inconsistances between behaviors and beliefs motivate people to change. One basis for constructivism.

Sigmund Freud - The mind operates at different levels: conscious vs unconscious. Subdivided the mind into the id (lizard brain), the ego (logical brain, acts to satisfy id) and the superego (the conscience).

Robert Gagne - For different kinds of learning, different conditions are needed, so different strategies should be used.

Howard Gardner - Each individual possesses nine distinct and measurable forms of intelligence.

Howard Gardner - Linguistic, logical-mathematical, spatial, body-kinesthetic, musical, intrapersonal, interpersonal, naturalistic, and existential.

Kohlberg - Preconventional: Based on self-centered interests. Conventional: Based on conformity to local expectations. Post-Conventional: Based on higher principles.

John Locke - The idea that individuals are "blank slates" on which teachers could "write" knowledge. A forerunner of behaviorism.

Maslow - Physiological needs that must first be satisfied before higher-level safety needs and then psychological needs become active. Physiological, safety, love, esteem, self-actualization

George Miller - Information processing involves gathering information, holding information, and retrieving information. Short term memory can only hold 5-9 chunks at a time.

Pavlov - Association of new responses with existing stimulus-response pairs. Ring of bell with presentation of food to dogs. Dogs will salivate when hearing bell, even if there is no food.

Piaget's theory that cognitive development of knowledge is based on both genetics (from biology) and epistemology (a philosophical understanding of the nature of knowledge)

0-2: Sensorimotor - Motor development 3-7: Preoperation - Intuitive 8-11: Concrete Operational - Logical, non abstract 12-15: Formal Operations - Abstract thinking

Rogers - Two types of knowledge: academic and experiential. Experiential learning is acquired to help the learner complete an important, real life task. Ex. Driving a car.

Skinner - Learning is the result of changes in behavior. Using rewards and punishment to modify behavior. Behavior that is rewarded is likely to be repeated. Skinner's Box experiment.

Thorndike - Learners form associations or connections between a stimulus and a response. Through trial and error, rewarded responses would be strengthened. Puzzle Box experiment.

Vygotsky - Social interaction is critical for cognitive development. "Zone of Proximal Development" (ZPD). Some skills can be performed independently, while other skills can be performed with assistance.

John Watson - Proposed that most human learning and behavior was controlled by experience. Little Albert Experiment, an attempt to prove that Classical Conditioning worked on humans.

Wertheimer - Some Ideas can only be understood as a part of a "bigger picture." Important in problem-solving.

Recognizing that students vary in background knowledge, readiness, learning preferences, and interests. Maximizing each student's growth and potential by meeting them where they are at and assisting in the learning process.

individualized education plan, a written statement for each child with a disability, must include: statement of child's present levels of functional performance measurable annual goals.

IDEA A special education law that requires schools to educate students with disabilities in least restrictive environments to the greatest extent of their abilities using plans tailored to the individual needs of the students.

Make sure they HAVE background knowledge. Inference making (give them prior knowledge prior to content) Teach them how to make inferences on their own. Use graphic organizers to represent the content.

teach phonemic awareness • practice, practice, practice • Do not expect students to learn too many words at any given time

Know your students and what they need. Build organizational skills. Teach self regulation. Focus on their progress.

Benjamin Bloom 1. Cognitive (knowledge) 2. Affective (feelings) 3. Psychomotor (motor skills)

1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Evaluating 6. Creating Low to high order thinking skills

minimize competitiveness, provide less structure, and present more material

more encouragement - guard against feelings of failure or low self-esteem - provide more structure - DO NOT lower learning expectations but DO present less material

Small groups of students with varying abilities use learning activities to improve their comprehension.

refers to the idea that students are actively engaged with the learning process involves discussion, problem solving, presentations, group work such as buzz groups, brainstorming, role plays, debates --- anything that gets students interacting with each other and engaging with the lecture material

approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions

Response to intervention, strategy for determining if a student has a learning disability, student is provided with increasingly higher levels of instructional intervention and the success of the interventions is assessed

a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment

Keep any communication light and postive. Establish and maintain direct communciation if issues arise.

Adjusting the support offered during a teaching session to fit the child's current level of performance

Students with Interrupted Formal Education, be aware of education gaps and risks of dropping out.

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