Learning, Teaching, and Educational Psychology: Cluster 1

Learning, Teaching, and
Educational Psychology
Cluster 1
Modules 1 – 2
Educational Psychology, ALE, 11th Edition

ISBN 0137144547
© 2011 Pearson Education, Inc.

All rights reserved.
Focus Questions
 Who are the students in today’s classrooms?
 What is the No Child Left Behind Act?
 Does teaching matter?
 What is good teaching?
 What are the greatest concerns of beginning teachers?
 Why should I study educational psychology?
 What roles to theory and research play in this field?
 Describe three families of theories explaining learning
and development and three issues that run through
these theories.
Educational Psychology, ALE. 11th Edition

Anita Woolfolk © 2011 Pearson Education, Inc.
0135094100 All Rights Reserved.
2
The Role of Psychology in Education
I. Learning and Teaching Today
II. What is Good Teaching?
III. The Role of Educational Psychology
IV. Preview: Theories for Educational
Psychology
V. Diversity and Convergences

3
What Would You Do?
 Read “What Would You Do?” on p. 1
 What would you do to help all your students to
progress and prepare for the testing?
 How would you use the intern so that both she
and your students learn?
 How could you involve the families of your non-
English speaking students and students with
learning disabilities to support their children’s
learning?

4
Learning and Teaching
 Dramatic Diversity: Students Today
 Have many different backgrounds
 Come from diverse families
 Face difficult challenges
 Many have disabilities
 Teachers are less diverse

 91% are white

5
No Child Left Behind
 Reauthorization of Elementary and Secondary School
Act of 1965
 All students in grades 3-8 must take standardized
tests once per year
 All students must take one standardized test in high
school
 AYP- Adequate Yearly Progress
 Schools must report results separately for groups
such as minorities and students with disabilities

6
Do Teachers Make a Difference?
 Teacher-Student Relationships
 “The association between the quality of
early teacher-child relationships and later
school performance can be both strong
and persistent”
 The Cost of Poor Teaching
 Less effective teaching can contribute to
lower academic gains
7
What is good teaching?
 A science, or an art? Are teachers
sages on stages or guides on the side?
 Teachers must be knowledgeable and
inventive
 Use a range of strategies
 Use research-based strategies for
managing classes
 Flexibility
 Knowledgeable about your students
8
Beginning Teachers
 Concerns
 Classroom management
 Motivating students
 Accommodating students with differences
 Evaluating student work
 Dealing with parents
 Getting along with other teachers
 Difference between new and experienced teacher:

 New teacher- “How am I doing?”
 Experienced teacher- “How are the students doing?”
 Educational psychology provides new teachers the

foundation they need

9
Title, Edition
Author(s) © 2009 Pearson Education, Inc.
ISBN All Rights Reserved.
10
Role of Educational Psychology
 Educational Psychology and teaching
 Began with early educators and
psychologists observing children in

classrooms
 Educational Psychology today
 Research on teaching and learning
 Child/adolescent development
 Motivation
 Others?

11
Educational Psychology
 Is it just common sense?
 How do we find answers to many of our
most pressing challenges in the classroom?
 Often, we rely on common sense
responses that may not serve students
well.
 Educational psychology is a field dedicated
to the scientific study of teaching and
learning.
12
Using Research
 Descriptive Studies
 Survey results
 Interview responses
 Video or audio of classroom interactions
 Correlation Studies
 Ask: what is the relation between two
variables?

13
Title, Edition
Author(s) © 2009 Pearson Education, Inc.
ISBN All Rights Reserved.
14
Using Research
 Experimental Studies
 Random assignment
 Cause and effect
 Single-Subject Experimental Designs
 Examines the impact of an intervention
 Microgenetic Studies
 Study cognitive processes in the midst of
change
15
Using Research
 The role of time in research
 Short term observations
 Longitudinal studies
 Teachers as researchers
 Action research (problem-solving
investigation)

16
Using Scientific Research
 NCLB- educational programs and
practices receiving federal funds must
be based on “scientific research”
 Observations or experiments
 Valid and reliable data
 Clearly described and repeatable
 Must be peer reviewed

17
Theories for Teaching
 Theory: “an interrelated set of concepts that
is used to explain a body of data and to make
predictions about the results of future
experiments”
 Principles and theories are both useful-
 Principles will help you with specific
problems
 Theories will provide new ways of thinking
about problems

18
Theory Preview
 Jean Piaget
 ‘Natural’ cognitive development
 Lev Vygotsky
 Sociocultural Theory
 Sigmund Freud
 Dream analysis, sex and aggression
 Erik Erikson
 Psychosocial theory

19
Contextual Theories
 Lev Vygotsky-
 Zone of proximal development
 Development within the context of human
interaction
 Urie Bronfenbrenner-
 Bioecological model for development
 Many diverse contexts for development

20
Diversity and Convergences
 Students are increasingly diverse, while teachers
remain primarily white and middle class.
 Diverse approaches to research can address a variety

of problems.
 No Child Left Behind seeks to close the gap between

high achieving and low achieving students. Is it
working? If not, how would you fix it?

21

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Learning, Teaching, and

Educational Psychology, ALE, 11th Edition

© 2011 Pearson Education, Inc.

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

 Come from diverse families

 Face difficult challenges

 Many have disabilities

 Teachers are less diverse

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

 Difference between new and experienced teacher:

 Educational psychology provides new teachers the

Educational Psychology, ALE. 11th Edition

psychologists observing children in

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

Educational Psychology, ALE. 11th Edition

 Diverse approaches to research can address a variety

 No Child Left Behind seeks to close the gap between

Educational Psychology, ALE. 11th Edition

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