Copyright Allyn & Bacon 1997
WoolfolkWoolfolk:: Educational PsychologyEducational Psychology
Chapter 1Chapter 1
Teachers, Teaching,
and
Educational Psychology
Overview of Chapter 1Overview of Chapter 1
What is good teaching? Would teaching be a good career for me? What do expert teachers know? What are the concerns of beginning
teachers? How theory and research inform
teachers? What problems will Ed Psych help me
solve?
What is Good Teaching?What is Good Teaching?
Bilingual First Grade
Suburban Sixth Grade
Inner-city Middle School
Two Advanced Math Classes
Expert KnowledgeExpert Knowledge
Content General teaching strategies Curriculum Subject-specific knowledge Learners Settings Goals & purposes of teaching
Time for ReflectionTime for Reflection
Think of an ‘expert teacher’ you had in the past. How many of the ‘expert knowledges’ did that teacher demonstrated on a consistent basis?
Art versus ScienceArt versus Science
Teaching as a science: effective techniques
Teaching as an art: reflective, inventive
Teaching as a combined effort
Where the world ceases to be the Where the world ceases to be the stage for personal hopes and stage for personal hopes and desires, where we, as free beings, desires, where we, as free beings, behold it in wonder, to question and behold it in wonder, to question and to contemplate, there we enter the to contemplate, there we enter the realm of art and science. If we trace realm of art and science. If we trace out what we behold and experience out what we behold and experience through the language of logic, we are through the language of logic, we are doing science...doing science...
continuedcontinued
...if we show it in forms whose ...if we show it in forms whose interrelationships are not accessible interrelationships are not accessible to your conscious thought but are to your conscious thought but are intuitively recognized as meaningful, intuitively recognized as meaningful, we are doing art. Common to both is we are doing art. Common to both is the devotion to something beyond the devotion to something beyond the personal, removed from the the personal, removed from the arbitrary.arbitrary.
Albert Einstein
Common ConcernsCommon Concerns
Classroom discipline Motivating students Accommodating differences Evaluating student work Dealing with parents “Reality shock”
The Role of The Role of Educational PsychologyEducational Psychology
Understanding and improvement of instruction
What people think and do as they teach and learn
Solving the everyday problems of education
Common Sense?Common Sense?
Taking turns in primary reading class. Classroom management: student
movement. Skipping grades.
Overview of ResearchOverview of Research Descriptive research
– Ethnography– Case studies– Participant observation– Correlation
Experimental research– Causal– Manipulative
Principles and theories
CorrelationsCorrelations Strength and direction Size of number is the strength The sign (+ or -) is the direction Positive = same direction Negative = opposite directions Range is -1.00 to +1.00 Does NOT indicate cause
Experimental ResearchExperimental Research
Comparable groups of subjects Random assignment of subjects Treatment Measurement after treatment Statistically significant
Topics in Ed PsychTopics in Ed Psych
Central focus: Learning and teaching How children develop How children differ Three main approaches to learning Motivation Classroom management Assessment and evaluation
SummarySummary Good teaching Teaching as a
career Expert teachers Concerns of
beginning teachers
Research Textbook topics
Check for UnderstandingCheck for Understanding
Compare and contrast expert and novice teachers. Use examples from your experience that illustrates your comparisons and contrasts.
Check for UnderstandingCheck for Understanding
Students in a classroom are being divided into two groups to test a new teaching method. They are assigned to the groups by drawing numbers from a hat. What kind of research is being used?
Check for UnderstandingCheck for Understanding
Current conceptions of educational psychology view it as being concerned with
a. teaching.
b. learning.
c. improvement of classroom methods.
d. all of the above.