Educational Psychology

Honelako gehiago

Flutter Mobile

by Omar Velez

CONTENT & LANGUAGE INTEGRATED LEARNING

by Mairon Tobar

Reflective Teaching

by William Marshall

Enders game

by Idrees Sharief - Jean Augustine SS (2612)

Teacher’s behaviour can change student’s behavioural problems by:

Fixed mindset to growth mindset

Explanation of growth/fixed mindset (amazing short animation)

-Replace the word ‘fail’ with ‘not yet’

-Reward (once again the process)

-Praise the process students engage in

Educational Psychology

Intelligence:

Intelligence, a structure or a process?

As a process, Sternberg’s triarchic theory of human intelligence -A series of interdependent intelligence processes that people use to learn and solve problems

As a structure, Gardner’s theory of multiple intelligences -Eight separate intelligence structures

There is no universal agreed-upon definition for this term

-Intelligence can be seen as different abilities such as: fluid intelligence, crystallized intelligence etc.

-It can be seen as groups of intellectual behaviours

-It can refer to the ability to learn from experience and the ability to adapt to one’s environment

Assessing students progress -To measure students achievement

Summative assessment

-It is to see how well student have learned the material

-Most of the times, right after the completion of a unit

Formative assessment:

-Students must have a clear understanding of the criteria by which their work will be assessed

-Teachers assess students understanding by asking questions as lessons are taught

Diagnostic assessment:

-Complete before instruction to adjust teaching methods

Effective Instructional Mechanism

Direct Instructions

-Taught through lectures or demonstration

-It eliminates misinterpretations

-Emphasizes well-developed lessons with clear learning objectives

Universal instructional design:

-Make appropriate use of technology

-Provide a variety of ways for students to demonstrate what they have learned

-Provides students with clear expectations for learning

-This design values and respects diversity (positive classroom environment)

-Inclusiveness and equity are its core elements

Creating a positive learning environment

-Always keep in touch with parents/guardians

-Know the students you teach

-Include students in classroom decisions such as rules, expectations etc.

-Build a community where everyone feels safe

Standardized Achievement Tests

There are some people who do not like standardized testing:

-They are used in Canada by provincial governments

-They are based on the learning objectives that should be common in all classrooms

-It is scored in a systematic manner

-Administered under the same conditions and within a specific time for everyone

-Contains the same questions for all test-takers

-Administered to a large group of individuals

Diverse learners:

Multicultural Education

-They must promote cultural identity but at the same time reduce prejudice toward ethnic minorities

-They must pay attention to how the topic should be emphasized when it is taught

-Teachers must understand each individual’s personal identity

There are many students whose first language is not English, and their teacher are middle-class Europeans and they don’t have the same cultural frames

When using knowledge about cultural/language backgrounds of students, academic achievement of students can increase

Two mindsets “We can grow our brain's capacity to learn and to solve problems” Can intelligence be developed?

When facing a problem, what do students do?

2. They try solving it

-They believe their abilities can be developed

-They don’t think of failure

-They enjoy taking risks

-They are not afraid of challenges

1. They think they are not smart enough and give up

-They don't correct their errors

-They don’t want to learn from their mistakes

-Run from difficulties

-Find someone worse to feel better about themselves

-Cheat instead of studying, as they believe they will fail again

–They have a fixed mindset

Instructional practice

Students in the driving seat

-Greater engagement and students are motivated -Students set higher challenges for themselves -Students evaluate their work -They become better at problem solving

Student-centred approach

Includes students in planning, implementation and assessment

Shift focus of instruction from teacher to student

Students-centered learning:

The power of student-driven learning (Ted Talk)

Teacher-centred approach

= Has all the power during a lesson

-Teacher determines content, gives directions, sets academic tone