Educational Psychology Test 3 (Ch. 7, 8, 9)

Beyer's 10 Critical-thinking Skills

1 Distinguishes between verifiable facts & value claims " relevant from irrelevant information 2 Determines factual accuracy of a statement 3 Determines the credibility of a source 4 Identifies ambiguous claims or arguments 5 Identifies unstated assumptions 6 Detects bias 7 Identifies logical fallacies 8 Recognizes logical inconsistencies in a line of reasoning 9 Determines the strength of an argument

Chapter 9

Accommodating Instruction to Meet Individual Needs

Class Discussion

Can be used for subjective, controversial, difficult, novel, or affective concepts Whole-class and Small-group discussion groups

Students at Risk

Children who will likely fail in their school work Compensatory education Title I: supplement, not supplant local school programs Pull-out programs Research does not show much achievement for pull-out programs Early intervention & reading recovery have shown better results Success for All is most successful Comprehensive School Reform Program

Concept Learning and Transfer

Concept: an abstract idea that is generalized from specific examples

Teaching for Transfer of Learning

Depends on: how similar is the learning situation to the situation to which it is to be applied. how well was the concept learned originally. how well the examples are real-life. how clear initial learning was taught using clear examples.

Practice Time Guidelines

Don't assign independent practice until you are sure students can do it Keep independent practice assignments short Give clear instructions Get students started, and then avoid interruptions Monitor independent work Collect independent work and include it in student grades

Grouping of Students

Emotionally charged topic Very controversial Tracking Between-class ability grouping Within-class ability grouping Untracking Regrouping: Joplin Plan Nongraded (Cross-age grouping)

7. Assess Performance and Provide Feedback

Every lesson should have some type of assessment Informally or formally Give students feedback

Effective Instruction

For a lesson to be effective, all of the students must be addressed Students must be motivated There must be enough time to allow students to learn

Chapter 8: Student-Centered and Constructivist Approaches to Instruction

Guide on the Side

Problem-Solving Processes

I Identify problems D Define goals & represent the problem E Explore strategies A Anticipate outcomes & act L Look back & learn Means-ends Analysis Extracting Relevant Information Representing the Problem

8. Provide Distributed Practice and Review

Increases retention Homework

Creative Problem Solving

Incubation Suspension of Judgment Appropriate Climates Analysis Engaging Problems Feedback

Time

Instruction takes time! Amount of time available depends on Amount of time the teacher schedules for instruction and actually uses to teach Amount of time students pay attention to the lesson **Both are affected by classroom management and discipline

Teaching Thinking Skills

Instrumental Enrichment Strategy Building Blocks

Mastery Learning

Introduced by Benjamin Bloom & John Carroll Mastery criterion Corrective instruction Enrichment activities Content amount suffers Works best combined with cooperative learning

Carroll's Model of School Learning

Learning is a function of Time spent on learning Time needed to learn

Incentive

Learning is work! If students want to learn something, they will be motivated to exert the effort to learn it

4. Present New Material

Lesson needs to be logically organized Emphasize important parts of lesson Make the lesson clear; avoid vague and irrelevant material Use explanations: rule-example-rule Work examples Use demonstrations, models, & illustrations Maintain the students' attention: humor and enthusiasm Pace the content

Direct Instruction

Lessons in which the teacher transmits information directly to the students, structuring class time to reach a clearly defined set of objectives as efficiently as possible Appropriate for well-defined body of information or skills that all students must master Less appropriate for thorough concepts

2. Orient Students to the Lesson

Mental Set Anticipatory Set Advanced Organizers Use of Humor

Research on Direct Instruction

Most of the studies have focused on particular strategies Other factors such as teacher skill and personality, as well as level of student, and subject influence the results of direct instruction

How Do We Learn Concepts?

Observation and experience Definitions Instances and noninstances Example - definitions Use examples from easy to difficult Use different examples Compare and contrast examples and nonexamples

Individualized Instruction

Peer tutoring & Adult Tutoring Adult is better instructional strategy If peer tutoring is used, cross-age tutoring works better than same-age tutoring

Constructivism

Piaget and Vygotsky Constructivism: learners learn by individually discovering and converting new material into a preestablished or modified schemes

QAIT Model

Q Quality of instruction A Appropriate levels of instruction I Incentive T Time

Constructivist Methods In the Content Area

Reciprocal teaching Questioning the author Writing process models Approaches in science & math

Quality of Instruction

Set of activities we associate with teaching: lecturing, calling on students, helping students with seatwork, etc. Most important of this is the degree to which the lesson makes sense to students Also important: the degree to which the teacher monitors student learning and adapts the pace of instruction

Historical Roots of Constructivism

Social Learning: cooperative learning, project-based learning, and discovery learning Vygotsky's principles Social nature of learning Zone of proximal development Cognitive apprenticeship Mediated learning (scaffolding)

Parts of a Direct Instruction Lesson

State learning objectives Orient students to the lesson Review prerequisites Present new material Conduct learning probes Provide independent practice Assess performance and provide feedback Provide distributed practice and review

Appropriate Levels of Instruction

Students have different levels of prior knowledge, skills, motivation, and learning rates Individualizing lessons is essential but also produces its own problems (Classroom management!)

Discovery Learning

Students learn mainly on their own by experiencing concepts and experiences.

3. Review Prerequisites

Students need to have mastered certain skills before they learn new ones Tie the old to the new

Self-Regulated Learning

Students who have knowledge of effective learning strategies and how and when to use them

Cooperative Learning Methods

Students work in small groups to help each other learn Student Teams-Achievement Divisions (STAD) Cooperative Integrated Reading and Composition (CIRC) Jigsaw Learning Together Group Investigation Cooperative Scripting

Chapter 7 :The Effective Lesson

The Sage on the Stage

Critical Thinking

The ability to make rational decisions about what to do or what to believe.

APA's Learner-Centered Psychological Principles

The learner is actively seeking knowledge by reinterpreting information for himself being self-motivated working with others to construct meaning knowing his own learning strategies

Scaffolding

This is assisted learning or mediated learning. The teacher is the guide while the student masters the instruction.

Cooperative Learning

This type of learning involves working with others. The social nature of learning is most obvious in this type of learning.

Constructivist Approaches

Top-Down Processing Cooperative Learning Discovery Learning Self-Regulated Learning Scaffolding APA's Learner-Centered Psychological Principles

Top-Down Processing

Traditional approach is bottom-up instruction Beginning with complex problems, the students discover with the teacher's guidance the basic skills needed to solve the problem

5. Conduct Learning Probes

Ways that a teacher gets feedback on students' understanding Good use of questions Wait time Choral response

1.State Learning Objectives

What do you want the students to know or be able to do at the end of the lesson?

6. Provide Independent Practice

Work students do in class on their own to practice the skills or knowledge Seatwork