C913 Psychology for Educators 100% Pass

decentration (Piaget) - ability to think of more than one quality at a time Social Development Theory - Vygotsky Educational Psychology - a branch of psychology that is concerned with understanding and improving how students acquire a variety of capabilities through formal instruction in classroom settings. uses theory and research to understand the factors that affect teaching and learning How Will Learning about Educational Psychology Help You be a Better Teacher? - teaching is a complex enterprise, research can inform teachers, and professional coursework contributes to competence 5 characteristics of scientific observation - sampling, control, objectivity, publication, and replication "Teaching as an art" involves... - beliefs, emotions, values, and flexibility "Teaching as a science" means... - Research provides a scientific basis for "artistic" teaching "Teaching as an Artistic Scholar" - combines science and art theories 4 steps of Teaching as Inquiry - 1: ask useful questions 2: gathering data 3: reflecting on (analyzing) what you have learned 4: taking action Characteristics of being a flexible teacher (Wasserman) - 1. ability to improvise and modify 2. know when to take advantage of an unexpected event 3. communication emotions and interests in a variety of ways (classroom management) 4. willingness and resourcefulness to work around impediments not of your own doing (interruptions, poor-quality textbooks, inadequate facilities, etc.) 1. Identify and explain Erikson's psychosocial stages, with specific attention on those stages that occur from preK to the end of high school. - Trust Versus Mistrust (Birth to One Year) Autonomy Versus Shame and Doubt (Two to Three Years; Preschool) Initiative Versus Guilt (Four to Five Years; Preschool to Kindergarten) Industry Versus Inferiority (Six to Eleven Years; Elementary to Middle School) C913 Psychology for Educators Identity Versus Role Confusion (Twelve to Eighteen Years; Middle Through High School) Intimacy Versus Isolation (Young Adulthood) Generativity Versus Stagnation (Middle Age) Integrity Versus Despair (Old Age) 2. Identify at least 3 strategies to help students develop a sense of industry (you may also refer to chapter 13, and don't forget to read the "Suggestions for Teaching!"). - Set them up to be successful! *base grades on realistic and attainable standards that are worked out ahead of time and communicated to the students *providing clear expectations as to what students should be able to do after a unit of instruction *designing lessons that are logical and meaningful *using teaching methods that support effective learning processes 3. Explain Marcia's 4 identity statuses. - 1. identity diffusion crisis: not yet commitment: weak Not self-directed; disorganized, impulsive, low self-esteem, alienated from parents; avoids getting involved in schoolwork and interpersonal relationships. 2. foreclosure crisis: not yet Commitment: strong Close-minded, authoritarian, low in anxiety; has difficulty solving problems under stress; feels superior to peers; more dependent on parents and other authority figures for guidance and approval than in other statuses. 3. moratorium crisis: partially experienced commitment: weak Anxious, dissatisfied with school; changes major often, daydreams, engages in intense but short-lived relationships; may temporarily reject parental and societal values. 4. identity achievement crisis: fully experienced commitment: strong Introspective; more planful, rational, and logical in decision making than in other identity statuses; high self-esteem; works effectively under stress; likely to form close interpersonal relationships. Usually the last identity status to emerge. Occurs over many years (10 or more) and only a small percentage of individuals will make it here. Middle schoolers: most aren't in any category yet, those few who are usually in diffusion or foreclosure. C913 Psychology for Educators Adolescents: stages ranked by adjustment- identity achievement, moratorium/foreclosure, diffusion 6. Identify the role of social interaction and instruction in cognitive development. Compare and contrast Piaget's and Vygotsky's beliefs concerning these roles. - Piaget: children are more likely to discuss, analyze, and debate with other children than adults. Needing to understand another's point of view helps create new, more complex mental schemes. Vygotsky: 8. Give two examples of technology applied to Piaget and two examples of technology applied to Vygotsky. - Piaget: microworlds- Virtual learning allows students to engage environments and collaborate with people not otherwise accessible Vygotsky: within technological environments, children can support each other's learning, and the scaffolding that occurs in such environments supports learners cognitively, affectively, and technologically multi-user virtual environments (MUVEs) telementoring 9. Explain and contrast Piaget's morality of constraint and morality of cooperation. - morality of constraint- younger children, rules come from authorities above them morality of cooperation- rules created by mutual agreement/social contracts 10. Kohlberg's stages of moral reasoning - extension of Piaget's theories fixed universal stages moral dilemmas Level 1: preconventional morality (up to 9) stage 1: punishment- obedience orientation stage 2: instrumental relativist orientation Level 2: conventional morality (9-20) stage 3: good boy-nice girl orientation stage 4: law and order orientation