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In Class notes Week 1, Chapter 1 and 2 outline

by: Kaitlin Peterson

In Class notes Week 1, Chapter 1 and 2 outline CI 333

Marketplace > Iowa State University > Education and Teacher Studies > CI 333 > In Class notes Week 1 Chapter 1 and 2 outline
Kaitlin Peterson

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About this Document

These notes cover the first week of talking points in class. These notes are further explained than they are in class, and give examples to further comprehension. There is also a chapter outline f...
Educational Psychology
Dr. Phye
Class Notes
CI 333, Educational Psych
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This 4 page Class Notes was uploaded by Kaitlin Peterson on Friday January 22, 2016. The Class Notes belongs to CI 333 at Iowa State University taught by Dr. Phye in Winter 2016. Since its upload, it has received 31 views. For similar materials see Educational Psychology in Education and Teacher Studies at Iowa State University.

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Date Created: 01/22/16
Class Notes: 1/15/2016 – 1/22/2016 1/15/2016  Pedagogy is an important aspect of teaching  3 elements of pedagogy: curriculum, instruction, and learning o Curriculum: subject matter that makes up a class  Examples: An English class may consist of an individual reading unit, a literature circle group unit, a grammar unit, etc. o Instruction: how a teacher decides to communicate knowledge  Examples: Lecture format, small group format, class discussion format o Learning: process student undergoes to understand material  Educational Psychology o Studying learning and teaching o Learning involves a change that is permanent  Teachers are problem solvers: To be an effective problem solver, you need to o Be committed to your students o Make quick decisions o Have knowledge about teaching and expectations of your school o Be able to learn from yourself through reflection  Professionalism: staying current on teaching practices will help to maintain this  Stay informed: Use your state education policy site to understand expectations within your state o Also use federal and local sites 1/20/2016  Theory > technique o Theory allows you to apply things rather than just copying a technique  Instruction and Learning o Teacher are responsible for instruction, and more and more so learning o Teacher is responsible for students capability to learn, student is no longer in charge of their own learning  Assessment o In Iowa, three times a year o 1) Fall: to test what students know coming in 2) Midterm: to test what student have learned 3) Spring: once more to see what students have learned and retained o Teachers expected to produce a positive growth in what students have learned  Teacher Impact o Positive impact, neutral impact, and a negative impact on students are all possible  Types of Knowledge o It is important to have knowledge of the subject you will be teaching o It is important to know how to teach your subject area  Music is taught differently than a math class o It is important to have a general knowledge of how to teach in case the subject specific methods fail o It is important to understand the interaction between theories and actually putting ideas into practice  Answer important questions through understanding theory o It is important to be able to understand different types of research studies so that as a teacher you can apply what you read in studies to your students. o Descriptive research studies: These studies are completed through observation, case studies of individuals, and surveys. They are based on actions, not theory. o Correlational research studies: looks at connections between variables and why they might be related. There are many testing requirements that occur in both the fall and spring semesters. You might as well use the data from those tests to look at the correlations between the different tests for each student. o Experimental research studies: Traditional sense of an experiment. A researcher changes one aspect of a situation and observes how this aspect influences the entire situation. These studies are not very applicable, but superiors may use them as a basis for policy change. o Quantitative Research Studies: looking at physical data and measurements 1/22/2016  Descriptive studies: Do a close reading of the statistics presented in the book on page 4  Need to be able to teach to a broad spectrum of abilities o There will be kids that are average, high achieving, and under achieving. You must cater to each of these children’s capabilities o There will be special needs children in your classroom whose IEP’S you will need to cater to o IEP =An Individualized Education Program is a written statement of the educational program designed to meet a child's individual needs. Every child who receives special education services must have an IEP. (Google) Beginning Chapter 2  Teachers need to understand physical development because there are stages of growth and development that will not occur until a certain age. A student may not have the capability to perform a certain function because they have not developed far enough to be able to do so. An example is abstract and critical thinking. The average elementary student will not be able to do tasks pertaining to this form of thinking because the brain literally has not made those sorts of connections or progressions yet.  This may be due to biological development or environmental environment. o Biological is the example with abstract thinking. A student does not have the physical capability to perform a task o Environmental: Some students come from homes that are unstable and do not come to school prepared to learn, rather they come as an escape or because they are forced to. Points of Emphasis in Chapters 1 and 2 Chapter 1  Learning and Teaching Today o A teacher needs to be confident in their capability to teach o Maintain high expectations o You make an impact on students, whether it be positive or negative is up to you.  What is good teaching? o Maintain an inclusive environment: include everyone and everything in a classroom o Danielson’s Framework for teaching: 1) Planning and Preparation 2) Classroom environment 3) Instruction 4) Professional Responsibility o Teaching Works: 19 effective principles o Measures of Effective Teaching: 1) Student gains on state tests 2) Student surveys of their perception of their teachers 3) classroom observations from Danielson’s Framework  The Role of Educational Psychology o IT IS NOT JUST COMMON SENSE! o Different types of studies as mentioned in lecture from 1/20/2016 o Ethnography: the scientific description of the customs of individual peoples and  cultures o Quantitative research vs Qualitative research  Chapter 2  Development o Different types of development, but all involve change  Brain of Cognitive Development o Neurons: Neurons are connections in the brain that store and transfer information and messages o Cerebral Cortex: each brain connects and interprets differently. If one way of instruction doesn’t work for a student, try another way with different connections  Piaget’s Theory: 4 Stages of Cognitive Development o Sensorimotor stage: Child learns and experiences through the senses including touch, sight, smell, taste, and hearing o Preoperational Stage: Child moves past using only senses to learn. They develop more capabilities including semiotic functions and egocentric thinking, but are extremely limited o Concrete Operational: Can use compensation, classification, reversibility and seriation. Not fully operational, but can think abstractly about one thing at a time o Formal Operations: Fully operational. Can think abstractly about many topics at once. o Issues with theory  Stages are not flexible enough, to rigid  Underestimation of child’s abilities  Does consider child’s context  Vygotsky’s Theory o Child develops through interactions with different people o Self-talk is an interaction with themselves as a way to teach appropriate behavior o Zone of Proximal Development: Children have an optimal time to learn certain skills o Scaffolding: Using what a child already knows and building knowledge off of that base until a child can perform a skill without assistance from another o Issues: Too general to be applied to teaching  Implications of Theories for Teachers o Piaget  Students must be presented with material that is neither to challenging nor too simple = the issue of matching  Individuals can construct their own meaning and understand on their own o Vygotsky  Imitative Learning: 1 person imitates another in order to learn the skill themselves  Instructed Learning: Learners internalize instructions and use these instructions to regulate their actions and choices  Collaborative learning: A group learns together: Small or large group discussions


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