Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved CHAPTER 1:

Paul Eggen and Don KauchakEducational Psychology: Windows on Classrooms, Eighth Edition

© 2010 Pearson Education, Inc.All Rights Reserved

CHAPTER 1: EDUCATIONAL PSYCHOLOGY:

Developing a Professional Knowledge Base



PowerPoint 1.1 Characteristics of Professionalism

Commitment to learners that includes a code of ethics

The ability to make decisions in complex and ill-defined contexts

Reflective practice A body of specialized knowledge

Characteristics of Professionalism



PowerPoint 1.2 Learning and Teaching Inventory (slide 1 0f 2)

1. The thinking of children in elementary schools tends to be limited to the concrete and tangible, whereas the thinking of middle and high school students tends to be abstract.

2. Students generally understand how much they know about a topic.

3. Experts in the area of intelligence view knowledge of facts, such as "On what continent is Brazil?" as one indicator of intelligence.

4. Effective teaching is essentially a process of presenting information to students in succinct and organized ways.

5. Preservice teachers who major in a content area, such as math, are much more successful than nonmajors in providing clear examples of the ideas they teach.



PowerPoint 1.2 Learning and Teaching Inventory (slide 2 of 2)

6. Students doing individual work at their seats may react negatively when a teacher comes by and offers them help.

7. To increase students' motivation to learn, teachers should praise as much as possible.

8. Teachers who are the most successful at creating and maintaining orderly classrooms are those who can quickly stop disruptions when they occur.

9. Preservice teachers generally believe they will be more effective than teachers who are now out in the field.

10. Teachers primarily learn by teaching; in general, experience is all that is necessary in learning to teach.

11. Testing detracts from learning, because students who are tested frequently develop negative attitudes and usually learn less than those who are tested less often.



PowerPoint 1.3 Learning and Teaching Inventory: The Research Base (slide 1 of 4)

1. The thinking of children in elementary schools tends to be limited to the concrete and tangible, whereas the thinking of middle and high school students tends to be abstract.

False: Middle school, high school, and even university students can think effectively in the abstract only when they are studying areas in which they have considerable experience and expertise.

2. Students generally understand how much they know about a topic.False: Learners in general, and young children in particular, often

are unable to assess what they know.

3. Experts in the area of intelligence view knowledge of facts, such as "On what continent is Brazil?" as one indicator of intelligence.

True: The Wechsler Intelligence Scale for Children, the most popular intelligence test in use today, has several items very similar to the example.




4. Effective teaching is essentially a process of presenting information to students in succinct and organized ways.

False: Simply explaining information to students often isn't effective in promoting understanding. Learners construct their own understanding based on what they already know, combined with their emotions,

beliefs, and expectations. 5. Preservice teachers who major in a content area, such as math, are much more

successful than non-majors in providing clear examples of the ideas they teach.False: While knowledge of content is essential, understanding how to make that content meaningful to students requires an additional kind

of knowledge. 6. Students doing individual work at their seats may react negatively when a teacher

comes by and offers them help.True: Being perceived as intelligent and capable is very important to students, particularly as they get older, and researchers have found

that children as young as 6 rated students who were offered unsolicited help lower in ability than others offered no help.




7. To increase students' motivation to learn, teachers should praise as much as possible.

False: Overuse of praise detracts from its credibility and particularly for older students, who may interpret praise given for easy tasks as

indicating that the teacher thinks they have low ability. 8. Teachers who are the most successful at creating and maintaining orderly

classrooms are those who can quickly stop disruptions when they occur.False: Classroom management, one of the greatest concernsof preservice and beginning teachers, is most effective when

teachers prevent management problems from occurring in thefirst place.

9. Preservice teachers generally believe they will be more effective than teachers who are now out in the field.

True: Preservice teachers (like yourself) are optimistic and idealistic. They believe they'll be very effective with young people, and they generally believe they'll be better than teachers now in the field.




10. Teachers primarily learn by teaching; in general, experience is all that is necessary in learning to teach.

False: While experience is essential in learning to teach, itisn't sufficient by itself. In many cases, experience results

in repeating the same actions and procedures year after year, regardless of their effectiveness.

11. Testing detracts from learning, because students who are tested

frequently develop negative attitudes and usually learn less than those who are tested less often.

False: Frequent, thorough assessment is one of the mostpowerful and positive influences on learning.



Type of Knowledge Example

Knowledge of content Understanding the content you want to teach

A geography teacher understands the concepts longitude and latitude.

Pedagogical contentknowledge Understanding how to represent content so it is comprehensible to learners

The geography teacher drawslines on a beach ball to represent longitude and latitude. She then relates the beach ball to the globe.

PowerPoint 1.4 Knowledge Needed for Expert Teaching (slide 1 of 2)



Type of Knowledge Example

General Pedagogicalknowledge Understanding general principles of instruction and classroom management

The geography teacher’s classroom is orderly and she uses questioning to guide the students to an understanding of longitude and latitude

Knowledge of learners andlearning Understanding how learning occurs and understanding the factors that influence learning

The geography teacher uses thebeach ball combined with questioning,because she understands that concrete examples are necessary forlearning, and she understands thatstudents learn more when they’reactively involved in learningactivities.

PowerPoint 1.4 Knowledge Needed for Expert Teaching (slide 2 of 2)



PowerPoint 1.5 Developmental Differences in Students

Developmental Differences in Students

Look at the cartoon on page 12 of your text. This example illustrates the thinking of small children.

How would a middle school student explain the source of all the water?

Offer at least two examples of differences in the thinking, emotional reactions, and behaviors of first graders, eighth graders, and juniors in high school.



PowerPoint 1.6 Types of Research (slide 1 of 2)

Descriptive ResearchThe annual Phi Delta Kappan/Gallup Poll of the Public’s Attitude Toward the Public Schools is an example of descriptive research. It examines the public’s attitudes to a variety of issues in education, such as financing and high-stakes testing.

Correlational ResearchA negative correlation exists, for example, between achievement and the time teachers spend in noninstructional activities, such as taking roll, passing out papers, and explaining procedures.



PowerPoint 1.6 Types of Research (slide 2 of 2)

Experimental ResearchTeachers were randomly assigned to two groups, for example. The first group was trained to provide students with prompts and cues when students failed to answer a question; the second group taught as they normally did. Students taught by the trained teachers scored significantly higher on an achievement test than did students taught by the second group of teachers.

Qualitative ResearchA researcher, for example, used in-depth interviews to try to determine if the emotional climate of a school changed as a result of implementing a school-wide classroom management policy. Action ResearchA teacher conducts an experiment to determine if frequent homework increases achievement compared to infrequent homework.



PowerPoint 1.7 Evaluating Research Studies ( slide 1 of 2)

All Types of Research• How many studies report similar results?• How many studies report conflicting results?

Descriptive Research • Are the subjects and instruments well described?• Do the researchers predict future behavior based on

the results?(Descriptive studies don’t imply relationships.)



PowerPoint 1.7 Evaluating Research Studies (slide 2 of 2)

Correlational Research• Do the researchers imply that one variable causes a

change in a second variable? (Correlational studies don’t imply causal relationships.)

Experimental Research• Are the control and experimental groups comparable?• Are extraneous variables well controlled?• How large is the sample size?• Is the manipulation of the independent variable clearly

described?



The Relationship Between Theory and Research

1. What are the primary purposes of theories?

2. Is the following statement true or false?

“Frequent assessment of student learning, such as quizzes and tests, decrease motivation and learning.”

2. Why do you believe the way you do?

3. How do we explain the child’s reaction in the cartoon on page 12 of your text?

PowerPoint 1.8 The Relationship Between Theory and Research



1. If Misha’s experience fits patterns identified by research, he is likely to be unsuccessful. His double major doesn’t ensure that he has the pedagogical content knowledge to be an effective teacher, and his lack of knowledge of learners and learning is likely to detract from his effectiveness. His thinking illustrates the misconception that majoring in a subject provides all the knowledge needed to teach the subject.

2. Knowing that concrete examples are necessary to understand abstract ideas and being able to prepare the concrete examples illustrates pedagogical content knowledge.

PowerPoint 1.9 Feedback for Classroom Exercises (slide 1 of 3)



3. Knowledge of content is required to understand the process of photosynthesis, and pedagogical content knowledge is required to represent the process so that students don’t confuse it with the intake of food—as occurs with animals. General pedagogical knowledge is needed to have the questioning skills, for example, to guide learners’ understanding, and knowledge of learners and learning is required to understand why learners are likely to have the misconception in the first place and what can be done to help eliminate it.

PowerPoint 1.9 Feedback for Classroom Exercises (slide 2 of 3)



4. The two concepts best illustrated by the comment are principle and theory. (A theory is a set of related principles that is used to explain observations.)

We explain the person’s efforts based on the theory that people have a need for order, predictability, and understanding. This is the basic premise on which cognitive theories of motivation are based. The principles are, “People have an innate desire to understand how the world works,” and “When people don’t understand how the world works, they struggle until they do.”

5. The two concepts are research and theory. Research and theory make up the knowledge base teachers use for making decisions. (Since theories are based on principles, they are also important.)

PowerPoint 1.9 Classroom Exercises and Feedback (slide 3 of 3)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved CHAPTER 1:

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