An educational psychology assessment involves gathering information from various sources like parents, teachers, and the student themselves to identify a student's specific learning style, strengths, and needs. The assessment process aims to inform interventions that support students and remove barriers to learning. Assessments may include classroom observations, analyzing student work, questionnaires, and standardized testing tools to evaluate areas like cognitive ability, academic skills, and socioemotional development. The goal is to determine appropriate diagnoses and treatments to address any learning problems.
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Unit No. 01 Nature of Educational Psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Unit No. 01 Nature of Educational Psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy
This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories
Herzberg motivational theory applied in Special needs educationMsc EduPsy
The teacher needs to be aware of motivators and hygienes as they deal with their students. Examples of things that motivate students are praise, engaging classwork, making the curriculum relevant, and autonomy. Younger children are often more motivated with less effort when compared to older such as teenagers.
Educational psychology deals with the study of human behavior in educational situations. For studying the human behavior it takes the help of various methods...
Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy
This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories
Herzberg motivational theory applied in Special needs educationMsc EduPsy
The teacher needs to be aware of motivators and hygienes as they deal with their students. Examples of things that motivate students are praise, engaging classwork, making the curriculum relevant, and autonomy. Younger children are often more motivated with less effort when compared to older such as teenagers.
Educational psychology deals with the study of human behavior in educational situations. For studying the human behavior it takes the help of various methods...
School psychology is still a relatively young profession.
The National Association of School Psychology (NASP) was established and formally recognized as a doctoral specialty by the American Psychological Association (APA) in 1968.
In 2002, U.S. News and World Report named school psychology one of the top ten "hot professions.“
Many school psychologists in the field are retiring, creating a demand for qualified school psychologists.
Indian School Psychology Association was established in 2009.
We help today's multi-tasking,modern parents find their own unique way to raise up happy and successful children through individual counseling services and programs focusing on age related developmental neeeds of children since 2007.
Educational Psychology with its nature, scope and functionsMegha Patel
Education psychology with its Introduction, Meaning, Definition, Nature, Scope, Functions and
Concluding note. The exclusive notes prepared for B.Ed. students. It will also helpful for the aspirants of the competitive exams like, TET, TAT, CTET, NET, SET, etc.
An Expedition into Educational Psychology.pdfTEWMAGAZINE
Conceptualize educational psychology as a bridge, connecting psychological principles with adept teaching practices. It delves into the cognitive, emotional, and social factors shaping learning
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Assessment is a process of that involves
the gathering of information from a
variety of source
Find out diagnosis to treat problems
4. An educational psychology assessment
involves a series of different activities to help
identify a child’s or a young person’s specific
learning style, strengths and areas of need.
It involves parents, careers and teachers as
well as children and young people.
5. The purpose of assessment is to
inform interventions to support
children & young people and help
remove barriers to learning.
Assessments may include direct
involvement with child & young
person and help remove barriers to
learning.
6. Assessment may include direct involvement
with a child or young person. Information
gathered from others may be supplemented
by approaches including classroom
observation, analysis of work, questionnaire
and used assessment tools.
7. Interviews
Direct observation
Occupational therapy (to find out dyslexia)
IQ/ Cognitive test(Investigate child’s cognitive
potential & strength & weaknesses)
Achievement testing( find out reading, spelling,
arithmetic and phonological awareness
8. NEPS Assessment (national education
psychological services)
1. NEPS psychologist work in school as a
separate department
2. Partnership with parents, teachers &
children
3. Focus on educational needs
4. Including learning, behavior, social and
emotional development
9. Psychometric assessment.
1. Used to measure individual mind
capabilities and behavior styles
2. Assess intelligence, skills and personality
Occupational therapy
1. Focus on physical, sensory, or cognitive
disabilities
2. Help to promote them develop learning
abilities
10. 1. Wechsler Intelligence Scale (WISC-4)
Used for measuring general IQ as well as
intellectual strength and needs of children.
2. WAIS
Used for measuring intelligence of adult
11.
12.
13. 1. In France;
Recent developments have been very positive
for educational psychologist.
In this country, who work in public schools are
required to undergo teacher training and they
are employed as teachers.
The French Association of Educational
Psychologist in the National School System,
AFPEN, has advocated for the establishment of
a School Psychology as a recognized profession
in the public schools.
14. School psychologist often practice as
consultants to school directors, to the policy
makers in school districts and to the
Ministries of Education.
In the state of Baden-Wurttemberg was
increased positions of school psychologist
from 104 to 194.
15. At recently we find out that in Spain many
E/P are trained at Spanish Universities. In
year 2010, Psychology Training Programmes
at Spanish Universities came and signed an
agreement. This agreement advocated the
urgent employment of educational
psychologists in all public schools.
16. E/P has a wide scope in Pakistan. There are
many institutes and colleges in Pakistan
which are offering degrees in educational
psychology at graduate and post graduate
levels. Many universities have an individual
department which deals with all branches of
psychology including educational, clinical
branch etc….
17. M.ED offered at UNIVERSITY OF PUNJAB
in (LAHORE)
Latest in 2018 (PPSC) Punjab Public
services Commission offered vacancies for
the posts of lecturers of educationist.
Special department of EDUCATION, which
offered the degree of MA in (Special
Education, Educational research and
assessment UNI, of PUNJAB.