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Adolescent psychology


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Adolescent psychology

  1. 1. Last Time….  What are the Five Characteristics of Effective Teachers?  Enthusiasm, Clarity, Variability, Task Oriented/Business-like Behaviors, Student Opportunity to Learn Material  What characteristics of effective teachers have you observed or not observed in your professors?
  2. 2. Adolescent Psychology Just the basics, Ma’am Just the basics!
  3. 3. What do you need to know about students? Brainstorm: How are the students you will teach different from you? -physically -emotionally
  4. 4. Objectives for this session:  Discuss the motivation of students  Maslow’s Hierarchy of Needs  Discuss theories of learning and transfer  How People Learn, 2000  Effect of your personal learning style on your teaching  VARK, ILS, Multiple Intelligences
  5. 5. Student Motivation  How are adolescents motivated?  What order might these go?  Safety Needs– Security, protection  Self-Actualization  Physiological Needs– Hunger, thirst  Esteem Needs– Self- esteem, recognition, status  Social Needs—Sense of belonging, love
  6. 6. Abraham Maslow (1954)says…. Physiological Needs— Hunger, Thirst Safety Needs—Security, Protection Social Needs—Sense of Belonging, Love Esteem Needs —Self Esteem, Status Self- Actualizati on
  7. 7. Intrinsic and Extrinsic Motivation  Give an example of intrinsic.  Give an example of extrinsic.  Which is more effective in the long run?  Do teachers use one more than the other in the classroom?
  8. 8. Synopsis of Motivation Theory “Learners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others” p. 61.
  9. 9. Learning and Transfer (How People Learn, 2000)  Brainstorm  What is Learning?  What is Transfer?  What effect does Context have on Transfer?  Examples?  A Cat’s Learning  Fish is Fish  Throwing Darts Under Water
  10. 10. A Cat’s Learning (How People Learn, p. 7) “When put into the box, the cat would show evident signs of discomfort and impulse to escape from confinement. It tries to squeeze through any opening; it claws and bites at the wire; it thrusts its paws out through any opening and claws at everything it reaches…. It does not pay very much attention to the food outside but seems simply to strive instinctively to escape from confinement…. The cat that is clawing all over the box in her impulsive struggle will probably claw the string or loop or button so as to open the door. And gradually all the other unsuccessful impulses will be stamped out and the particular impulse leading to the successful act will be stamped in by the resulting pleasure, until, after many trials, the cat will, when put in the box, immediately claw the button or loop in a definite way” (Thorndike, 1913:13).
  11. 11. Fish Is Fish (How People Learn, p.11) “Fish Is Fish (Lionni, 1970) describes a fish who is keenly interested in learning about what happens on land, but the fish cannot explore land because it can only breathe in water. It befriends a tadpole who grows into a frog and eventually goes out onto the land. The frog returns to the pond a few weeks later and reports on what he has seen. The frog describes all kinds of things like birds, cows, and people. The book shows pictures of the fish’s representations of each of these descriptions: each is a fish-like form that is slightly adapted to accommodate the frog’s descriptions— people are imagined to be fish who walk on their tailfins, birds are fish with wings, cows are fish with udders. This tale illustrates both the creative opportunities and dangers inherent in the fact that people construct new knowledge based on their current knowledge.”
  12. 12. Throwing Darts Under Water (How People Learn, p.18) “In one of the most famous early studies comparing the effects of learning a procedure with learning with understanding, two groups of children practiced throwing darts at a target under water (described in Judd, 1908; see a conceptual replication by Hendrickson and Schroeder, 1941). One group received an explanation of the refraction of light, which causes the apparent location of the target to be deceptive. The other group only practiced dart throwing, without the explanation. Both groups did equally well on the practice task, which involved a target 12 inches under water. But the group that had been instructed about the abstract principle did much better when they had to transfer to a situation in which the target was under only 4 inches of water. Because they understood what they were doing, the group that had received instruction about the refraction of light could adjust their behavior to the new task.”
  13. 13. The Earth is Round… How many different ways can you draw accurate and inaccurate ways in which “the Earth is Round?”
  14. 14. The Earth is Round….
  15. 15. Synopsis of Learning and Transfer “All new learning involves transfer. Previous knowledge can help or hinder the understanding of new information. Effective teaching supports positive transfer by actively identifying the relevant knowledge and strengths that students bring to a learning situation and building on them” (p. 78)
  16. 16. Your Learning Style  Why is it important that you understand your own personal learning style?  How does knowing this impact how you will approach learning?  How can you find out your personal learning style?  VARK-  Multiple Intelligences-  Index of Learning Styles-
  17. 17. Synopsis of Learning Style “Knowing more about yourself can help you become more effective in the classroom. Recognizing differences in students and helping them through different approaches to content can help students learn more effectively and efficiently” (Harlin, 2005).
  18. 18. So, how can you use all this theory? You tell me!
  19. 19. How can you use….  Maslow’s hierarchy of needs and motivation theory?  Learning and Transfer Theory?  Knowledge of Learning Styles?
  20. 20. Remember, the best measure of effective teaching is… Effective Learning!