Motivation & learning_bb
- 1. Motivation & LearningEDPS 457 – Fall 20101
- 2. Pedagogical theory is not an isolated entity. It is an axis of innumerable relationships.How Do Students Learn?
- 3. In other words….What Motivates Students to Learn?9/28/2010
- 4. The scientific discipline concerned with the development, evaluation, and application of principles and theories of human learningEducational Psychology9/28/2010
- 5. Principles & TheoriesTheoryPrinciplesA scientific explanation for why events happen in a certain way and which helps make predictions about such event in the future9/28/2010Descriptions of established relationships between elements
- 6. Understand
- 7. Explain
- 8. Improve Educational Psychology9/28/2010A discipline which tries to the processes of teaching and learning
- 9. Relate psychological theories to teaching and student learningExplore the relationship between psychological theories and the phenomena of teaching and learning.Make explicit the educational implications of the theories
- 10. Test the implications in educational settings9/28/2010To achieve these ends educational psychologists engage in the following activitiesUse psychological research methods to study educational questions/problemsExamine educational questions/problems.Develop theories/implicationsWhat are the best approaches for creating instructional plans and objectives? How can students most effectively learn this material?
- 11. Is “Theory” Important?Who Cares?
- 13. Is Theory Important?Prospective teachersYour "intuitive theory of instruction”This course mayconfirm your intuitive theory stretch the limits of your intuitive theoryconflict with your intuitive theory
- 14. Teaching involves solving problems and making decisions
- 15. We will focus on two types of knowledge that may help:
- 17. psychological knowledge that can be used in instructional decision makingIs Theory Important?9/28/2010How do theories come into play in teaching?
- 18. Not a Methods Course!This is not a methods course!
- 19. It is a psychological foundations course.
- 20. It should help you:
- 21. explain why you choose certain teaching methods for your instructional purposes.
- 22. decide how to adapt existing methods to your specific circumstances, or create new ones.
- 23. decide which approaches you might use to motivate and manage your students.
- 24. develop a rationale for your decisions regarding the evaluation of your students. Course OverviewIn this course, we will be exploring contemporary theories of human learning as it applies to effective instruction.We will explore a number of different areas, includingDevelopmental PsychologyBehaviorismCognitive LearningMotivation Classroom ManagementLearning TechnologyClassroom Assessment
- 25. Types of ResearchGoal ResearchQuestions Types of Research in Ed Psych
- 26. Research that teachers conduct in their own classrooms with the objective of understanding and improving their practicesSpecial Type
- 28. Action ResearchReflective teachers draw from educational theory and research hypothesize about effective classroom practicesapply, evaluate, and revise as needed
- 29. Commonalities 9/28/2010The principles of research emphasized in the Action Research process are the same underlying principles that guide student learning.
- 31. Individual Differences in Learning
- 32. Possible Sources of Individual DifferencesPersonality? Gender?Cultural and Ethnic influences?Peers or Parents' influences?
- 33. Temperament and PersonalityInfants are different from one another from the start Some are fussy and cry a lot whereas some are easy going and cheerful.This is TemperamentAs children grow, they develop specific ways of behaving, thinking, and feeling.This is “Personality”How and why do these things develop the way they do? To what extent do individual differences influence temperament and personality?What are these individual differences?To what extent are nature, nurture, and constructivism influencing these differences.
- 34. Sense of self22Refers to an overall set of beliefs about who you are.It includes your beliefs about your personal attributes, strengths, and weaknesses Self-conceptIt also includes your overall beliefs about your worth.Self-esteem
- 35. Self-EsteemI like being myself and accept myself the way I am. Being myself is a guarantee that people will dislike me. I am afraid of being rejected by my friends. If I don't do as well as others, it means that I am an inferior person. I could disappear from the surface of the earth, and nobody would notice. I feel worthless.I will never amount to anything significant. I will never be as capable as I should be.
- 36. Factors influencing self-perceptions24Identify the sources of information that students use to help form their self-perceptions.Previous PerformanceSelf-efficacyBehaviors of OthersFeedback; modelingGroup Membership Ethnic identity
- 37. Developmental trends in self-perceptions25Self-perceptions become increasingly abstract.Young kids tend to define themselves in terms of external, concrete factors. Self-perceptions become increasingly differentiated.Development of self-efficacySelf-perceptions become more integrated.Eventually we pull everything together to form an integrated whole about who we are. Children gradually base self-assessments on comparisons with peersYoung kids base their self-assessments on their own improvement over time. As we grow, that changes.With age, self-concept becomes more stable.
- 38. Diversity in Personal & Social DevelopmentGender differencesSelf-esteemInterpersonal behaviorsMoral reasoningSocioeconomic differencesFamily challengesCultural and Ethnic differencesEthnic identityCultural heritage26
- 39. Cultural Differences in ClassroomsStudents and teachers do not always have the same background. Teachers may have been raised in a different part of the state or country, and may be from a different culture or race. Such differences in background between teachers and students may cause problems.What problems may occur?27
- 40. What Problems May OccurCultural Artifact Analysis: The Office
- 41. Impact of Cultural DifferencesHow might cultural differences cause problems in developing lessons for students?Failure to anticipate gaps in students’ knowledge/skillFailure to create examples matching students’ existing knowledge“Self-fulfilling prophecy”
- 42. Self-fulfilling prophecyNeo First Meets The Oracle: The Matrix
- 43. Impact of Cultural DifferencesHow might cultural differences cause problems in evaluating or interpreting student responses or performance?Misunderstanding the relevance of student responsesMistakenly attribute student errors to laziness or stupidityLead to incorrect approaches to dealing with the problem
- 44. Culturally Relevant PedagogyArranged for student academic success
- 45. Positive expectations and efforts
- 46. Developed students’ cultural competence:
- 47. Student culture as a foundation for learning
- 49. Developed a critical consciousness among their students to challenge the status.
- 50. addressing them in productive waysTabula Rasa There are the amorphous but crucial questions not about what your students know, but about what they think they know. Students' minds are not blank slates.Mental models such as these shape how students will understand what we tell them. SchemasStudents-like all humans-use their existing models of reality to understand anything new
- 51. I never teach my pupils. I only attempt to provide the conditions in which they can learn.Albert Einstein
Editor's Notes
- #3: Pedagogical theory is not an isolated entity. It is an axis of innumerable relationships.Thus far, we’ve only brushed the basic content of this course. Hopefully you’ve all read the chapters and are in a state of what Piaget would call disequilibrium, when you’re forced into confusion over the presentation of new information (have to either accommodate or assimilate)... As teachers we find that it’s necessary to create these states of disequilibrium because without them students, essentially cannot learn!Which raises the questions – How do students learn? – or, in other words, What motivates students to learn?Let’s ponder that thought a little more…..Lecture 5 – 6:30 – Facilitation 6:30 – 7 – Reflection Journal 7 – 7:20
- #7: What is educational psychology? A discipline that tries to understand, explain, and improve the processes of teaching and learning. What do educational psychologists do?explore the relationship between psychological theories and the phenomena of teaching and learning.make explicit the educational implications of the theoriestest the implications in educational settingsexamine educational questions/problems using psychological research methodsdevelop theories and educational implications from this researchFor example: research on instructional planning and objectives; classroom management; motivation; teaching and learning specific subject matter (e.g., reading, math science).
- #8: What is educational psychology? A discipline that tries to understand, explain, and improve the processes of teaching and learning. What do educational psychologists do?explore the relationship between psychological theories and the phenomena of teaching and learning.make explicit the educational implications of the theoriestest the implications in educational settingsexamine educational questions/problems using psychological research methodsdevelop theories and educational implications from this researchFor example: research on instructional planning and objectives; classroom management; motivation; teaching and learning specific subject matter (e.g., reading, math science).
- #12: How does theory come into play in teaching?Teaching involves solving problems and making decisions. The more information you have related to the problems you face the better your decisions will be..We will focus on the instructional process and the ways psychological knowledge and research on teaching can be used in the decision making process.
- #21: GROUP ACTIVITY: Using our model of information processing (the memory model), identify as many sources of individual differences among students as you can. Report these to the class as a whole.the capacity of the memory stores (e.g., sensory information store, working memory, LTM) - I don't think there is a great deal of evidence supporting thisthe duration with which information stays in any given memory store (i.e., some people may be able to hold information longer than others) - I don't think there is a great deal of evidence supporting thisthe speed with which information is processed (e.g., moved from sensory store to working memory, or moved from working memory to LTM, or retrieved from LTM into working memory) - there is some evidence for this.the amount and clarity/accuracy of declarative knowledge: factual information (rote memory); schemata and their interrelationships; there is ample evidence of both of these.the amount and accuracy/sophistication of procedural knowledge: motor skills, cognitive strategies, intellectual skills (discrimination, concepts and rules - ample evidence of all of these.