Educational Psychology 3-1 and 3-3
Educational Psychology 3-1 and 3-3 EIPT 3473
Popular in Educational Psychology of Childhood and Adolescent Development
Popular in Education and Teacher Studies
EDAH 2963 - 001
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This 2 page Class Notes was uploaded by Crystal Neill on Sunday March 6, 2016. The Class Notes belongs to EIPT 3473 at University of Oklahoma taught by Ben Heddy in Winter 2016. Since its upload, it has received 19 views. For similar materials see Educational Psychology of Childhood and Adolescent Development in Education and Teacher Studies at University of Oklahoma.
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Date Created: 03/06/16
• ZDP: Zone of Proximal Development ◦ Changing area between "novice" and "expert" ◦ Set of tasks you can do with assistance from an expert ‣ Expert can be anyone who knows more about the topic than the student • Teacher, peer, parent ◦ Speciﬁc to topics and learning situations ◦ Often dictated by development ◦ Size of the zone affected by: ‣ Learner factors: • Past experience and learning extends lower bound • Motivation extends upper bound • Emotions at the time ◦ A little anxiety helps you focus • Basic capacity ‣ Teacher factors: • Expertise ◦ The more they know, the more they can teach • Verbal skills ◦ Can the communication effectively • Motivation to teach • Interpersonal skills ◦ Giving just enough help • Emotions at the time ◦ Frustration makes it smaller ‣ Situational factors • Distractions ◦ A kid screaming in the corner makes learning hard • Comfort of environment ◦ Blinking lights bad • Availability of teaching aids ◦ No individual instruction shrinks ZPD • Intersubjectivity ◦ Shared understanding, purpose, attention, and problem-solving between the teach and learner ◦ Happens in the ZPD • General Genetic Law of Cultural Development ◦ Cultural development happens twice: ﬁrst when it is learned in social settings (interpsychological), and then when it is internalized (intrapersonal) ‣ Talking: babies talk to other people, then children talk to themselves, and ﬁnally is internalized and does not need to be said out loud ◦ Internalization process ‣ Interpersonal: task completed between people, to ‣ Intrapersonal: task completed on your own ‣ Social speech becomes self talk becomes inner speech • Scaffolding ◦ Structures we use to support learning ◦ As you build a building, the scaffolding is removed and the building stands alone ◦ Teachers give support and slowly remove it so that children can become independent • Decontextualization of Mediational Means ◦ Mediational means ‣ Tools that help mental functioning ◦ Decontextualization of them ‣ Becoming more able to apply tools to different contexts and situations ‣ Transfer • Vygotsky for Education ◦ Have students use self-talk when faced with a difﬁculty problem, which leads to internalization ◦ Encourage students to think like adults ‣ Using critical reasoning like adults ◦ Give students some work that they can only succeed in with help ◦ Set up enough scaffolding so they can understand and take it away gradually as they understand more and their ability grows ◦ Have students work through difﬁcult tasks in small groups ‣ Peer to peer scaffolding
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