Agenda

1. Warm-up activity

2. Psychology

3. Educational Psychology

4. Major purpose of Educational Psychology

5. Thoughts on Educational Psychology

Cont…

Agenda (Cont…)

6. Basic functions of Educational Psychology

7. Advance functions of Educational Psychology

Is teaching an easy or a difficult job?

Sometimes easy &

sometimes very difficult.

Is it easy to teach your children?

What types of problems do you face while teaching your children?

Problems Faced:

1. Unable to Understand2. Unable to remember3. Not taking interest4. Very Naughty5. Very Silent / Isolated6. Stealing Habits 7. Misbehaving8. Very rude 9. Hesitant10. Unable to sit for study

EDUCATIONAL PSYCHOLOGY FOR

TEACHERS

By

Stephen John

GOOD TEACHER

Knowledge ofSubject

Teaching Methods

EvaluationMethods

UnderstandingStudents’Problems

Good Teacher

Mental Physical

Moral Emotional

Soc

ial

Psychologyi. As a study of soulii. As a study of mindiii. Science of behavior (J. B. Watson; father

of modern psychology)iv. It can be broadly defined as the

investigation of human behavior with mental & physiological processes associated with behavior

Psychology

Educational Psychology

It is that branch of applied psychology which tries to apply: (Phase-I)

Psychologicalprinciples

Theories

Techniques

Human / students Behavior

In Educational institutions

Dr. S. K. Mangle, 1990

Educational Psychology

Educational Psychology (Cont…)

The subject matter of this branch covers: (Phase-II)

Ways

Means

To improve

All Aspects

Of Teaching

&Learning

Processes

Learner

Learning process

Learning material

Learning environment

The teacher

Major Purpose of Educational Psychology

Providing teachersPractical information

mental

Laws & principles

To solve Students’ problems

Physical

Moral

Emotional

Social

Educational Psychology

is the scientific discipline that addresses the

questions“Why do some students learn less

than others?”

and

“What can be done to improve that learning?”

Thoughts on Educational Psychology

1. Behaviorism/Behavioral Psychology

2. Developmental Psychology3. Cognitive Psychology4. Constructivism or social

psychology

Behavioral Psychology

Behaviorism “Behaviorism is a purely objective

experimental branch of natural science. Its theoretical goal is the prediction and control of behavior.” (Watson, 1913)

Behaviorists had a strong impact on education from 1920s until 1970s.

Behaviorist Writers Ivan Pavlov (1849-1936) - conditioning of

dogs to salivate or respond when bells are sounded

John B. Watson ( 1878-1958) - viewed learning as conditioning

B.F. Skinner (1904-1990) - stimulus-response learning, reinforcement schedules, and behavior modification theories

More on B.F. Skinner Skinner felt that psychology was essentially

about behavior and that behavior was largely determined by its outcomes.

Critique: To educate, you must do more than modify behavior. To educate, you must help the student learn how to develop strategies for learning.

Developmental Psychology

Develop-mentalists

Developmental psychologists feel that all children go through certain stages of intellectual development in the same order, even though the chronological ages may vary between bright and dull students.

Developmental Writers Jean Piaget (1896-1980) - developed field

of developmental psychology Alfred Binet - 1905. Developed the IQ test Mary Parton - the role of play in children’s

learning

Stages of Mental Development1.Sensorimotor stage - birth to 2 years Child relies on seeing, touching,

sucking, feeling, and using their senses to learn things about themselves and the environment

2. Preoperative stage - 2 to 7 years Child focuses on one thing at a time,

egocentric - thinks others think the same way that they do, language develops.

More stages3.Concrete Operational - 7 to 12 years The child begins to reason logically, and

organize thoughts coherently. However, they can only think about actual physical objects, they cannot handle abstract reasoning. Some people never leave this stage.

4.Formal Operational - 12 years to adult Formal operational stage is characterized by the

ability to formulate hypotheses and systematically test them to arrive at an answer to a problem.

Cognitive Psychology

Cognitivists Cognition refers to mental activity including

thinking, remembering, learning and using language. When we apply a cognitive approach to learning and teaching, we focus on the understanding of information and concepts. If we are not able to understand the connections between concepts, break down information and rebuild with logical connections, then our retention of material will increase.

Neurobiological Model of Learning

Short-term or Working memory

(Holds 7 + 2 bitsof information

for 18 seconds)

Long-termmemory

(Information storedIn packets or

Schema)

Stimuli(tongue, eyes,ears, skin, Nose)

Elaboration

Rehearsal(24 hours needed

to verify thatInformation is in LTM)

Rehearsal

Incidental Learning

Lost information Forgetting Forgetting

Cognitivist Writers

Jerome Bruner - (1915 - ) advocated discovery learning, information acquired as we categorize experiences

David Ausubel - (1918 - ) - school learning is verbal learning, advance organizers, meaning acquired when experiences are transferred to the content of consciousness

Cognitive Psychology

Cognitive psychology is a theoretical perspective that focuses on the realms of human perception, thought, and memory. It portrays learners as active processors of information and assigns critical roles to the knowledge and perspective students bring to their learning. What learners do to enrich information determines the level of understanding they ultimately achieve.

[Hofstetter , 1997]

ConstructivismOr

Social Psychology

Constructivists

Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Constructivist Writers

Lev Vygotsky - zone of proximics - students can perform in groups with others that which they can not do themselves.

Ernst von Glaserfeld - radical constructivist - “Knowledge, no matter how it is defined, is in the heads of persons, and that the thinking subject has no alternative but to construct what he or she knows on the basis of his or her own experience.”

more Eleanor Duckworth - if you want people to

learn about the material world, you don’t give them words about the material world, you give them the material world."

Constructivist Learning Environment

A constructivist learning environment is characterized by:

1. Tasks - open-ended questions

2. Groups - working collaboratively

3. Sharing - with others that which was learned

[Grayson Wheatley, 1994]

Constructivist Learning Environment

A constructivist learning environment is characterized by:

1. Tasks - open-ended questions

2. Groups - working collaboratively

3. Sharing - with others that which was learned

[Grayson Wheatley, 1994]

ECUATIONAL PSYCHOLOGY - FUNCTIONS

Educational psychology is a foundation science in

educational practices

Functions are:

a. Basic functions – Understanding the learner.

b. Advanced or technical functions – Directional, upbringing and evaluating.

FUNCTIONS-BASIC1. Affording a thorough knowledge of the

nature of the learner.

2. The provision and understanding the nature, aim and purpose of education.

3. The acquiring familiarity with the technical vocabulary and appreciation of the scientific procedures.

FUNCTIONS-ADVANCED 1. The provision of

significant knowledge of the Development Process with particular emphases upon the promotion, guidance and control of mental and moral aspects of the learner.

FUNCTIONS-ADVANCED

2. The provision of the understanding the principles governing learning, to-gather with a knowledge of the techniques for guiding improvement in learning and their application to practical problems of the classroom.

FUNCTIONS-ADVANCED

3. Presenting theories of mental abilities, aptitudes underlying the measurement and evaluation, educational achievements, interests, and personality organization..

FUNCTIONS-ADVANCED

4. Presenting principles and conclusions regarding maladjustment, together with the approved practices for achieving satisfactory adjustments.

FUNCTIONS-ADVANCED

5. Culminating function is the realization provided to the teachers that consideration must be given to the principles, processes and techniques involved in character training.

SUGGESTION FOR TEACHERS/OFFICERS

NOBODY FUNCTIONS WITHOUT CONSIDERATION

BEING GIVEN TO THE PHILOSOPHICAL VALUES HELD BY THE LEARNERS

EDUCATIONAL PSYCHOLOGY & TEACHING

6. A superior teacher should possess:

a. Creative proficiency of an artist

b. Précised attitude of a scientist

c. Perfected skill of a craftsman

EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS

1. Directional aspect:

a. Conditioning students

b. Setting stage for learning

c. Causing awareness

EDUCATIONAL PSYCHOLOGY & TEACHING-ASPECTS

2. Motivation aspect:

a. Application of principles of

b. Interest

c. enjoyment

EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS

3. Attitude development aspect:

a. Accidents do not develop attributes

b. Products of teaching are skill, knowledge and values

c. Bi-product of teaching are values

d. Consistent living examples are paramount

e. Values are caught never taught

EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS

4. Techniques aspect

a. Logical & tactful presentation

b. Presentation creates appreciation

c. Consider Law of Readiness when applying techniques aspect

EDUCATIONAL PSYCHOLOGY &TEACHING-ASPECTS

5. personal aspect

a. Superior intelligence

b. Keenness in observation

c. Social competency

Educational Psychology & Teaching-fundamental Bases

Traditionally in past, mastery of

subject matter was

the prime concern

butNow a days

relationships are considered

the vital