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