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Top 20 Psychological Principles for Teaching & Learning
The document outlines the top 20 psychological principles essential for effective English language teaching and learning, emphasizing factors such as cognition, motivation, and social interaction. It categorizes these principles into areas that include student perceptions, emotional well-being, self-regulation, and classroom management strategies. The purpose is to foster discussion among educators and enhance understanding of how these principles relate to student learning and teaching methodologies.
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Top 20 Psychological Principles for Teaching & Learning
- 1. TOP 20 PSYCHOLOGICALPRINCIPLES FOR ENGLISH TEACHING AND LEARNING Huy V. Phung & Jill Kester English Educators Roundtable
- 2. WHAT ARE THE MOSTESSENTIAL FACTORS TO SUCCESSFUL FOREIGN LANGUAGE TEACHING/LEARNING?
- 3. THINK-PAIR-SHARE 1 Brainstorm 3+contributing factors. Provide reasons for your selection. Group/rank them in order of importance. 2 3
- 4. HOW ARE THE TOP20 PRINCIPLES IDENTIFIED?
- 5. METHODOLOGY 1 the Coalition twoconstructs categorizing & validation 2 3
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- 7. HOW ARE THE20 PRINCIPLES CATEGORIZED?
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- 10. How do studentsthink and learn? 1–8 What motivates students? 9–12 Why are social context, interpersonal relationships, and emotional well-being important to student learning? 13–15 How can the classroom best be managed? 16–17 How to assess student progress? 18-20 1 2 3 4 5
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- 13. 1 Students’ beliefs orperceptions about intelligence and ability affect their cognitive functioning and learning.
- 14. 2 What students alreadyknow affects their learning.
- 15. 3 Students’ cognitive developmentand learning are not limited by general stages of development.
- 16. 4 Learning is basedon context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated.
- 17. 5 Acquiring long-term knowledgeand skill is largely dependent on practice.
- 18. 6 Clear, explanatory, andtimely feedback to students is important for learning.
- 19. 7 Students’ self-regulation assistslearning, and self-regulatory skills can be taught.
- 20. 8 Student creativity canbe fostered.
- 21. 9 Students tend toenjoy learning and perform better when they are more intrinsically than extrinsically motivated to achieve.
- 22. 10 Students persist inthe face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals.
- 23. 11 Teachers’ expectations abouttheir students affect students’ opportunities to learn, their motivation, and their learning outcomes.
- 24. 12 Setting goals thatare short term (proximal), specific, and moderately challenging enhances motivation more than establishing goals that are long term (distal), general, and overly challenging.
- 25. 13 Learning is situatedwithin multiple social contexts.
- 26. 14 Emotional well-being influenceseducational performance, learning, and development.
- 27. 15 Emotional well-being influenceseducational performance, learning, and development.
- 28. 16 Expectations for classroomconduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.
- 29. 17 Effective classroom managementis based on (a) setting and communicating high expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of student support.
- 30. 18 Formative and summativeassessments are both important and useful but require different approaches and interpretations.
- 31. 19 Students’ skills, knowledge,and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.
- 32. 20 Making sense ofassessment data depends on clear, appropriate, and fair interpretation.
- 33. HOW DO THESEPRINCIPLES RESONATE OR CONTRADICT YOUR OWN THEORIES/BELIEFS ABOUT HOW STUDENT LEARN & HOW WE SHOULD TEACH?
- 34. OF THE SETOF PRINCIPLES, WHICH ONE(S) DO YOU FIND MOST INTERESTINGOR MOST TROUBLESOME? WHY?
- 35. WHAT ARE THE TOP3 PRINCIPLES IMYPORTANT TO YOU?
- 36. 1 2 3 CLICKHERE TO RANK
- 37. TOP 20 PSYCHOLOGICALPRINCIPLES FOR ENGLISH TEACHING AND LEARNING Huy V. Phung & Jill Kester English Educators Roundtable
- 38. PHOTO CREDITS Slide 1a:http://www.niu.edu/clas/academics/explore/psychology/images/Brain.jpg Slide 1b: http://brainrules.net/brain-rules-video Slide 6: http://cdn3.prcapps.com/cdn/farfuture/qSf64bP5KUkLuKUhJPinfLJuwODMfQvrlstM40eBgww/ mtime:1418068197/sites/default/files/iterative-philosophy.png ACKNOWLEDGEMENTS Thispresentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference. REFERENCE American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http:// www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
- 39. THANK YOU READ MORE… SLIDES: TOP20 PRINCIPLES FROM PSYCHOLOGY FOR PREK–12 TEACHING AND LEARNING PHUNG HUY EDU