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Motivation & learning_bb
- 1. Motivation & LearningEDPS457 – Fall 20101
- 2. Pedagogical theory isnot an isolated entity. It is an axis of innumerable relationships.How Do Students Learn?
- 3. In other words….WhatMotivates Students to Learn?9/28/2010
- 4. The scientific disciplineconcerned with the development, evaluation, and application of principles and theories of human learningEducational Psychology9/28/2010
- 5. Principles & TheoriesTheoryPrinciplesAscientific 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
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- 8. Improve Educational Psychology9/28/2010Adiscipline which tries to the processes of teaching and learning
- 9. Relate psychological theoriesto 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 implicationsin 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?
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- 13. Is Theory Important?ProspectiveteachersYour "intuitive theory of instruction”This course mayconfirm your intuitive theory stretch the limits of your intuitive theoryconflict with your intuitive theory
- 14. Teaching involves solvingproblems and making decisions
- 15. We will focuson two types of knowledge that may help:
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- 17. psychological knowledge thatcan be used in instructional decision makingIs Theory Important?9/28/2010How do theories come into play in teaching?
- 18. Not a MethodsCourse!This is not a methods course!
- 19. It is apsychological foundations course.
- 20. It should helpyou:
- 21. explain why youchoose certain teaching methods for your instructional purposes.
- 22. decide how toadapt existing methods to your specific circumstances, or create new ones.
- 23. decide which approachesyou might use to motivate and manage your students.
- 24. develop a rationalefor 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 Typesof Research in Ed Psych
- 26. Research that teachersconduct in their own classrooms with the objective of understanding and improving their practicesSpecial Type
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- 28. Action ResearchReflective teachersdraw from educational theory and research hypothesize about effective classroom practicesapply, evaluate, and revise as needed
- 29. Commonalities 9/28/2010The principlesof research emphasized in the Action Research process are the same underlying principles that guide student learning.
- 31. Individual Differences inLearning
- 32. Possible Sources ofIndividual DifferencesPersonality? Gender?Cultural and Ethnic influences?Peers or Parents' influences?
- 33. Temperament and PersonalityInfantsare 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 self22Refersto 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
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.