educational psychology, canadian edition

EDUCATIONAL EDUCATIONAL PSYCHOLOGYPSYCHOLOGYREFLECTION FOR ACTIONREFLECTION FOR ACTION

Canadian EditionCanadian EditionO’Donnell, D’Amico, Schmid, Reeve, Smith

CHAPTER 1CHAPTER 1Introducing Educational Introducing Educational

Psychology and Reflective PracticePsychology and Reflective Practice

Educational Psychology, Canadian Edition

Chapter 1: Chapter 1: Introducing Educational Introducing Educational Psychology and Reflective PracticePsychology and Reflective Practice

• Themes of the ChapterThemes of the Chapter– Learning how to understand learners and Learning how to understand learners and

to promote their learning helps teachers to promote their learning helps teachers feel more comfortable and successful.feel more comfortable and successful.

– Students are diverse and some have Students are diverse and some have special needsspecial needs

– Theory and research play major roles in Theory and research play major roles in educational psychology and reflective educational psychology and reflective practicepractice


Guiding QuestionsGuiding Questions

• What is educational psychology?What is educational psychology?• What primary concerns do beginning What primary concerns do beginning

teachers have?teachers have?• What is reflective teaching, and how is it What is reflective teaching, and how is it

different from technical teaching?different from technical teaching?• How can teachers recognize, adapt, and How can teachers recognize, adapt, and

respond to diverse learners and students respond to diverse learners and students with special needs?with special needs?

• How do educational psychologists use How do educational psychologists use theory and research?theory and research?


Goals of Educational PsychologyGoals of Educational Psychology

• Enhance theoretical knowledge of Enhance theoretical knowledge of basic psychological processesbasic psychological processes

• Improve educational practiceImprove educational practice


Teaching and LearningTeaching and Learning

Teaching• A relatively permanent change in behaviour A relatively permanent change in behaviour

or knowledge as a result of experienceor knowledge as a result of experience

Learning• One person’s interpersonal effort to help One person’s interpersonal effort to help

others acquire knowledge, develop skill, and others acquire knowledge, develop skill, and realize their potentialrealize their potential


What Expert Teachers KnowWhat Expert Teachers Know

• Broad and deep subject matter knowledgeBroad and deep subject matter knowledge• How-to instructional strategiesHow-to instructional strategies• Knowledge about learning environmentsKnowledge about learning environments• Knowledge about educational materialsKnowledge about educational materials


Concerns of Beginning TeachersConcerns of Beginning Teachers

• Classroom disciplineClassroom discipline• Motivating studentsMotivating students• Special needsSpecial needs• Assessment and gradingAssessment and grading


Teaching EfficacyTeaching Efficacy

• A teacher’s judgement of, or A teacher’s judgement of, or confidence in, his or her capacity to confidence in, his or her capacity to cope with the teaching situation in cope with the teaching situation in ways that bring about desired ways that bring about desired outcomesoutcomes


Teaching Efficacy CategoriesTeaching Efficacy Categories

• Efficacy for classroom managementEfficacy for classroom management

• Efficacy for student engagementEfficacy for student engagement

• Efficacy for instructional strategiesEfficacy for instructional strategies

See Table 1.3 (p.9) for sample questionnaire See Table 1.3 (p.9) for sample questionnaire items that measure teaching efficacyitems that measure teaching efficacy


Examples of Statements Examples of Statements of Efficacyof Efficacy

• Classroom management: “Classroom management: “I can prevent I can prevent behaviour problems in the classroombehaviour problems in the classroom.”.”

• Student engagement: “Student engagement: “I can develop interesting I can develop interesting tasks that students will enjoytasks that students will enjoy.”.”

• Instructional strategies:Instructional strategies: ““I can teach writing very I can teach writing very wellwell.”.”


Metaphors for TeachingMetaphors for Teaching

Provide examples of how teachers might Provide examples of how teachers might describe their teaching if they adopted the describe their teaching if they adopted the metaphor of teacher as:metaphor of teacher as: entertainer, coach, lion tamer, choreographer, party host, circus master, traffic cop, ship captain, air traffic controller

Benefits of Having Metaphors for Teaching:•Facilitates reflectionFacilitates reflection•Serves as a standard for self-evaluationServes as a standard for self-evaluation•Helps initiate desired changes in teachingHelps initiate desired changes in teaching


Two Modes of TeachingTwo Modes of Teaching

• Technical teachingTechnical teaching: Teaching situation is : Teaching situation is predictable and calls for routine actionpredictable and calls for routine action– Classroom experience: Constructive Classroom experience: Constructive

learning experiencelearning experience

• Reflective teachingReflective teaching:: Teaching situation is Teaching situation is surprising and calls for conjectures, surprising and calls for conjectures, information gathering, and decision-information gathering, and decision-making.making.– Knowledge about teaching and learning: Knowledge about teaching and learning:

Constructive learning experienceConstructive learning experience


Figure 1.2 Similarities in the Day-to-Day Figure 1.2 Similarities in the Day-to-Day Work of Teachers and ResearchersWork of Teachers and Researchers


Model for Reflective Teaching:Model for Reflective Teaching: RReflection, eflection, IInformation gathering, nformation gathering, DDecision ecision

making, making, EEvaluationvaluation (RIDE)(RIDE)


Your TurnYour Turn

• Ms Newby is afraid that she will not be Ms Newby is afraid that she will not be able to handle students’ misbehavioursable to handle students’ misbehaviours

• How might she solve this problem using How might she solve this problem using the RIDE model?the RIDE model?


Diverse Learners in Diverse Learners in CanadaCanada

• In Canada, In Canada, 14%14% of the 8 million students of the 8 million students enrolled in public schools are visible enrolled in public schools are visible minoritiesminorities

• 12% of these 8 million students have special 12% of these 8 million students have special needs that interfere with their ability to learnneeds that interfere with their ability to learn

• Response to diversityResponse to diversity– Equality– Accommodation


Instruction for Canadian Students Instruction for Canadian Students with Special Needswith Special Needs

• Individualize instruction dictated by the Individualize instruction dictated by the Education Act• Rely on direct and explicit instructional practices Rely on direct and explicit instructional practices

outlined in an outlined in an individual education program (IEP) required by lawrequired by law

• Meticulously arrange or structure the learning Meticulously arrange or structure the learning environmentenvironment

• Provide external supports, such as calculators, tape-Provide external supports, such as calculators, tape-recorded textbooks, adaptive furniture, special lighting recorded textbooks, adaptive furniture, special lighting or acousticsor acoustics

• Closely monitor students’ progress and provide Closely monitor students’ progress and provide systematic feedbacksystematic feedback

• Teach skill-based strategies, such as how to generate Teach skill-based strategies, such as how to generate questions while readingquestions while reading


TheoryTheory

• What is theory and why is it important?What is theory and why is it important?

• Theory is an intellectual framework that is an intellectual framework that organizes a vast amount of knowledge organizes a vast amount of knowledge about a phenomenon so that educators about a phenomenon so that educators can understand and explain better the can understand and explain better the nature of that phenomenonnature of that phenomenon


Research MethodsResearch Methods

• Research methods provide evidence that assists Research methods provide evidence that assists teachers make appropriate choices in the teachers make appropriate choices in the classroomclassroom

• Types of research methods:Types of research methods:– Descriptive studies– Correlational studies– Experimental studies– Action research


Descriptive StudiesDescriptive Studies

• A research method used to describe the A research method used to describe the educational situation as it naturally educational situation as it naturally occurs: what typically happens, how occurs: what typically happens, how teachers teach, and how students learn teachers teach, and how students learn and developand develop

• Example research question: “How does Example research question: “How does Ms. Newby organize the physical layout Ms. Newby organize the physical layout of her classroom? of her classroom?


Correlational StudiesCorrelational Studies

• A research method used to measure two A research method used to measure two naturally occurring variables and naturally occurring variables and summarize the nature and magnitude of summarize the nature and magnitude of their relationship in numerical formtheir relationship in numerical form

• Example research question: “How is Example research question: “How is measured intelligence related to school measured intelligence related to school achievement?”achievement?”


Experimental StudiesExperimental Studies

• A research method used to test for a A research method used to test for a cause-and-effect relationship between cause-and-effect relationship between two variablestwo variables

• Example research question: “Is reading Example research question: “Is reading program ‘A’ better than reading program ‘A’ better than reading program ‘B’ for teaching first graders to program ‘B’ for teaching first graders to read?”read?”


Action ResearchAction Research

• A research method carried out by A research method carried out by teachers in their own classrooms to teachers in their own classrooms to inform and refine their personal inform and refine their personal theories of teaching and classroom theories of teaching and classroom learninglearning

• Example research question: “Do I ask Example research question: “Do I ask boys more questions than I ask girls?”boys more questions than I ask girls?”


What Kind of Research?What Kind of Research?

• I want to decide if boys in the Grade 6 I want to decide if boys in the Grade 6 benefit more from cooperative learning than benefit more from cooperative learning than girlsgirls

• I want to decide if completion of homework I want to decide if completion of homework is associated with better achievementis associated with better achievement

• I want to examine the number of errors I want to examine the number of errors present in the Grade 8 science bookpresent in the Grade 8 science book

• I want Maria to tell me about her I want Maria to tell me about her experiences in solving a math problemexperiences in solving a math problem


Critical Thinking of TeachersCritical Thinking of Teachers

• Teachers supplement their subjective Teachers supplement their subjective ways of knowing with objective, data-ways of knowing with objective, data-based ways of knowing and go based ways of knowing and go beneath the surface of their ideabeneath the surface of their idea


CopyrightCopyright

Copyright © 2008 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd. The purchaser may make back-up copies for his or her own use only and not for distribution or resale. The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.

educational psychology, canadian edition

Education

learning teaching

teaching situation

educational situation

educational practice

canadian students

educational materials

educational psychologists

students progress