ACTIVITY

If you chose mostly A’s you have a VISUAL learning style.

If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.
Someone with a Visual learning style has a preference for seen or observed things,
including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.
These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able
to perform a new task after reading the instructions or watching someone else do it first. These
are the people who will work from lists and written directions and instructions.
Someone with an Auditory learning style has a preference for the transfer of information
through listening: to the spoken word, of self or others, of sounds and noises. These
people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new
task after listening to instructions from an expert. These are the people who are happy being
given spoken instructions over the telephone, and can remember all the words to songs that
they hear!
Someone with a Kinaesthetic learning style has a preference for physical experience -
touching, feeling, holding, doing, practical hands-on experiences. These people will use
phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by
going ahead and trying it out, learning as they go. These are the people who like to experiment,
hands-on, and never look at the instructions first!

https://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnai
re.pdf

Transcript for ED TECH REPORT

What we will be discussing is the Educational Psychology.
Let’s now know what educational psychology is.
Educational Psychology is a combination or overlapping of two separate fields of study.
For us to know the meaning of educational psychology it is necessary to understand the
two separate words first.
Education – from the latin word “EDUCERE” meaning leading an individual from
ignorance to knowledge while psychology comes from the two greek words, PSYCHE
meaning SOUL OR MIND, and LOGOS means Study. So basically, psychology is the
study of the mind, mental processes and behavior.
 So if we combined these two words there comes the educational psychology
concerned with the study of human learning.
 SO WHAT WE DID EARLIER IN OUR ACTIVITY IS SOMEHOW CONNECTED
TO THIS SINCE THIS IS ALL ABOUT HOW STUDENTS OR AN INDIVIDUAL
LEARNS.
 It is one of the branches of applied psychology that attempts to apply the
knowledge of psychology to the field of education
 In other words, it is the study of experience and the behaviour of the learner in
relation to the educational environment.
  Educational psychology seeks to understand how each student learn, how they
develop and retain new information.
 Education psychology covers a broad expanse of specialties, with educational
psychologists focusing on different technology used in education, how teachers
develop curriculum or worksheets as well as lesson plans and rubrics within their
classrooms.
 It also covers special education for both gifted students and those with learning
disabilities.
 involves not just the learning process of early childhood and adolescence but
includes the social, emotional, and cognitive processes that are involved in
learning throughout the entire lifespan.

BACKGROUND
 So, Educational psychology is a relatively young subfield that has experienced a
tremendous amount of growth in recent years. In late 1800, interest in
educational psychology was largely fueled by educational philosophers.

 Many regard philosopher Johann Herbart as the "father" of educational

psychology. Herbart believed that a student's interest in a topic had a
tremendous influence on the learning outcome and believed that teachers should
consider this interest along with prior knowledge when deciding which type of
instruction is most appropriate.

 Later, psychologist and philosopher William James made significant contributions

to the field. His seminal 1899 text Talks to Teachers on Psychology is considered
the first textbook on educational psychology. This book the first application of the
relatively new discipline of psychology, to educational theory and classroom
practice.

 In the United States, John Dewey had a significant influence on education. His
ideas were progressive, and he believed that schools should focus on students
rather than on subjects. He advocated active learning and believed that hands-on
experience was an important part of the learning process. (di ko na explain
masyado dahil eexplain ng reporter ng mas detailed}

 More recently, educational psychologist Benjamin Bloom developed an important

taxonomy designed to categorize, and describe different educational objectives.
The three top-level domains he described were cognitive, affective, and
psychomotor learning objectives.
SIGNIFICANT FIGURES
 Throughout history, a number of figures have played an important role in the
development of educational psychology. Some of these well-known individuals
include: John Locke , William James, Alfred Binet, John Dewey, John Piaget and
B.F. Skinner
 John Locke: An English philosopher who suggested the concept of tabula rasa,
or the idea that the mind is essentially a blank slate at birth that knowledge is
then developed through experience and learning.
 William James: An American psychologist who was also known for his series of
lectures titled "Talks to Teachers on Psychology," which focused on how
teachers could help students learn.
 Alfred Binet: A French psychologist who  played a dominant role in the
development of experimental psychology and the one who developed the first
intelligence tests. He believed that intelligence was complex and could not be
fully captured by a single quantitative measure. He also believed that intelligence
was not fixed.

Experimental psychology, a method of studying psychological phenomena and

processes. The experimental method in psychology attempts to account for the
activities of animals (including humans) and the functional organization of mental
processes by manipulating variables that may give rise to behaviour; it is
primarily concerned with discovering laws that describe manipulable
 relationships. The term generally connotes all areas of psychology that use the
experimental method.

 John Dewey: An influential American psychologist and educational reformer who

wrote extensively about progressive education and the importance of learning
through doing.
 Jean Piaget: A Swiss psychologist who is best known for his highly influential
theory of cognitive development that looked at how children develop intellectually
throughout the course of childhood.
 B.F. Skinner: An American behaviorist who introduced the concept of
operational conditioning. His research on reinforcement and punishment
continues to play an important role in education today. (di ko na gaano iexplain
dahil yung assigned reporter ang mageexplain in detailed)

BF Skinner believed that the best way to understand behavior is to look at the
causes of an action and its consequences. He called this approach operant
conditioning.

Skinner is regarded as the father of Operant Conditioning, but his work was
based on Thorndike’s (1898) law of effect. According to this principle, behavior
that is followed by pleasant consequences is likely to be repeated, and behavior
followed by unpleasant consequences is less likely to be repeated.
Skinner introduced a new term into the Law of Effect - Reinforcement. behavior
which is reinforced tends to be repeated (i.e., strengthened); behavior which is
not reinforced tends to die out-or be extinguished (i.e., weakened).

MAJOR PERSPECTIVES
 As with other areas of psychology, researchers within educational psychology
tend to take on different perspectives when considering a problem.
 The behavioral perspective suggests that all behaviors are learned through
conditioning. Psychologists who take this perspective rely firmly on the principles
of operant conditioning to explain how learning happens.

Operant conditioning (sometimes referred to as instrumental conditioning) is a

method of learning that occurs through reinforcements and punishments.
Through operant conditioning, an association is made between a behavior and a
consequence for that behavior.

When a desirable result follows an action, the behavior becomes more likely to
occur again in the future. Responses followed by adverse outcomes, on the other
hand, become less likely to happen again in the future.
 EXAMPLE:

f when you were younger you tried smoking at school, and the chief
consequence was that you got in with the crowd you always wanted to hang out
with, you would have been positively reinforced (i.e., rewarded) and would be
likely to repeat the behavior.

If, however, the main consequence was that you were caught, caned, suspended
from school and your parents became involved you would most certainly have
been punished, and you would consequently be much less likely to smoke now.

 The developmental perspective focuses on how children acquire new skills and

knowledge as they develop. Jean Piaget's famous stages of cognitive
development are one example of an important developmental theory looking at
how children grow intellectually. By understanding how children think at different
stages of development, educational psychologists can better understand what
children are capable of at each point of their growth. This can help educators
create instructional methods and materials best aimed at certain age groups.

 The cognitive perspective has become much more widespread in recent

decades, mainly because it accounts for how things such as memories,
beliefs, emotions, and motivations contribute to the learning process. Cognitive
psychology focuses on understanding how people think, learn, remember, and
process information. Educational psychologists who take a cognitive perspective
are interested in understanding how kids become motivated to learn, how they
remember the things that they learn, and how they solve problems, among other
things.

 The constructivist approach is one of the most recent learning theories that
focus on how children actively construct their knowledge of the world. Learners
build new knowledge upon the foundation of previous learning. This prior
knowledge influences what new or modified knowledge an individual will
construct from new learning experiences

Constructivism tends to account more for the social and cultural influences that
impact how children learn. This perspective is heavily influenced by the work of
psychologist Lev Vygotsky, who proposed ideas such as the zone of proximal
development and instructional scaffolding. The zone of proximal development refers
to the difference between what a learner can do without help and what he or she can
achieve with guidance and encouragement from a skilled partner. Thus, the term
“proximal” refers to those skills that the learner is “close” to mastering.
TOPICS OF INTEREST

 In today's complex educational system, educational psychologists work with

educators, administrators, teachers, and students to learn more about how to
help people learn best.

This often involves finding ways to identify students who may need extra help,
developing programs aimed at helping students who are struggling, and even
creating new learning methods.

Some of the different topics that educational psychologists are interested in

include;

 Educational Technology: Looking at how different types of technology can help

students learn
 Instructional Design: Designing learning materials (video, recordings, picture)
 Special Education: Helping students who may need specialized instruction
 Curriculum Development: Creating curriculums can maximize learning

Curriculum development can be defined as the step-by-step process used to create

positive improvements in the courses offered by a school, college or university. The
world changes every day and new discoveries have to be roped into the
education curricula.(MAS MAG MATCH AND MACATER UNG NEEDS NG
STUDENTS)

 Gifted Learners: Helping students who are identified as gifted learners

Students with gifts and talents perform—or have the capability to perform—at
higher levels compared to others of the same age, experience, and environment
in one or more domains. They require modification(s) to their educational
experience(s) to learn and realize their potential.