Essentials of educational psychology: big ideas to guide effective teaching
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| Main Authors: | , |
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| Format: | Book |
| Language: | English |
| Published: |
NY, NY
Pearson
[2018]
|
| Edition: | Fifth edition |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | xxiv, 433, A-2, B-7, G-7, R-50, N-13, S-8 Seiten 28 cm |
| ISBN: | 9780134894980 0134894987 |
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| 245 | 1 | 0 | |a Essentials of educational psychology |b big ideas to guide effective teaching |c Jeanne Ellis Ormrod, University of Northern Colorado, Emerita, Brett D. Jones, Virginia Tech |
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| 505 | 8 | |a Introduction to educational psychology -- Learning, cognition, and memory -- Complex cognitive processes -- Learning in context -- Morivation and affect -- Cognitive development -- Personal, social, and moral development -- Instructional strategies -- Strategies for creating effective classroom and school environments -- Assessment strategies | |
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Record in the Search Index
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| adam_text | Contents
1 Introduction to Educational
Psychology 2
Case Study: The No D Policy 3
1.1 Using Research Findings to Make Instructional
Decisions 4
The effectiveness of various classroom practices can best
be determined through systematic research. 4
Educational psychologists focus on the scientific study
of psychological principles that are relevant to
education. 6
Research can provide quantitative information, qualitative
information, or both. 7
Different kinds of research lead to different kinds of
conclusions. 8
Drawing conclusions about cause-and-effect relationships
requires that all other possible explanations for an
outcome be eliminated, i 1
Principles and theories can help synthesize, explain, and
apply research findings. 11
1.2 Developing as a Teacher 12
Keep up to date on research findings and innovative
evidence-based practices in education. 13
Learn as much as you can about the subject matter you
teach, about teaching strategies, and about learners
and their development. 13
Learn as much as you can about the culture(s) of the
community in which you are working. 13
Continually reflect on and critically examine
your assumptions, inferences, and teaching
practices. 13
Communicate and collaborate with colleagues. 14
Believe that you can make a difference in students
lives. 14
Integrate action research into your ongoing classroom
practices. 14
1.3 Strategies for Learning and Studying Effectively 15
Before you study, prepare for your study session. 16
During your study session, use effective study
strategies. 16
After your study session, review what you
studied. 17
Summary 18
Practice For Your Licensure Exam 18
2 Learning, Cognition, and
Memory 20
Case Study: Making Mountains 21
2.1 Thinking and Learning in the Brain 22
The various parts of the brain work closely with one
another. 22
Most learning probably involves changes in neurons,
astrocytes, and their interconnections. 22
The brain functions in close collaboration with—rather than
in relative isolation from—the rest of the body. 23
Knowing how the brain functions and develops tells us only
so much about learning and instruction. 23
2.2 Learning as Active Construction 24
By the time they reach school age, young learners are
actively involved in much of their own learning. 24
Cognitive processes influence what is learned. 26
Learners must be selective about what they focus on
and learn. 26
Learners actively create—rather than passively absorb—
much of what they know and believe about the
world. 27
Learners use what they already know and believe to help
them make sense of new experiences. 28
2.3 How Human Memory Operates 29
Sensory input stays in a raw form only briefly. 30
Attention is essential for most learning and memory. 30
Working memory—where the action is in thinking
and learning—has a short duration and limited
capacity. 31
Long-term memory has a long duration and virtually
limitless capacity. 32
Information in long-term memory is interconnected and
organized to some extent. 33
Some long-term memory storage processes are more
effective than others. 35
Practice makes knowledge more automatic and
durable. 38
With age and experience, children acquire more effective
learning strategies. 39
Prior knowledge and beliefs affect new learning, usually for
the better but sometimes for the worse. 39
Learners differ in the factors that influence their ability to
learn and remember. 42
xvi Contents
2.4 Why Learners May or May Not Remember What They
Have Learned 44
How easily something is recalled depends on how it was
initially learned. 44
Remembering depends on the context. 45
How easily something is recalled and used depends
on how often it has been recalled and used in the
past. 45
Recall often involves construction or reconstruction. 46
Long-term memory isn t necessarily forever. 47
2.5 Promoting Effective Cognitive Processes 47
Supporting Optimal Brain Functioning 48
Provide ongoing intellectual stimulation, but don t
overdo it. 48
Encourage physical exercise. 48
Encourage students to get plenty of sleep. 48
Remembering the Limitations of Attention and Working
Memory 48
Grab and hold students attention. 49
Keep the limited capacity of working memory
in mind. 49
Encouraging Effective Long-Term Memory
Storage Processes 50
Relate new ideas to students prior knowledge and
experiences. 50
Take advantage of students diverse background
knowledge in designing instruction. 50
Provide experiences on which students can build. 51
Help students organize ideas by making connections
among them. 51
Facilitate visual imagery. 52
Present questions and tasks that encourage
elaboration. 52
Suggest mnemonics for hard-to-remember facts. 52
Give students time to think. 52
Facilitating Retrieval 54
Provide many opportunities to practice important
knowledge and skills. 55
Give hints that help students recall or reconstruct what
they ve learned. 55
Monitoring Students Progress 56
Regularly assess students understandings. 56
Identify and address students misconceptions. 57
Focus assessments on meaningful learning rather
than rote learning. 57
Be on the lookout for students who have unusual
difficulty with certain cognitive processes. 57
Summary 60
Practice For Your Licensure Exam 61
3 Complex Cognitive
Processes 62
Case Study: Taking Over 63
3.1 Self-Regulation and Metacognition 64
Effective Self-Regulated Learning 64
Self-regulating learners establish goals for their
performance and plan their actions accordingly. 65
Self-regulating learners control and monitor their processes
and progress during a learning task. 65
Self-regulating learners seek assistance and support when
they need it. 66
Self-regulating learners monitor and try to control their
motivation and emotions. 66
Self-regulating learners evaluate the final outcomes of
their efforts. 66
Self-regulating learners seif-impose consequences for
their performance. 66
Most learners become increasingly self-regulating over the
course of childhood and adolescence, partly as a result
of maturation in key areas of the brain. 67
The Roles of Metacognition 69
Some effective study strategies are easily seen in learners
behaviors. 70
Study strategies are effective only to the extent that they
involve productive cognitive processes. 71
Metacognitive knowledge and skills gradually improve
with age. 12
Learners beliefs about the nature of knowledge and
learning influence their approaches to learning
tasks. 74
3.2 Transfer 75
Meaningful learning and conceptual understanding
increase the probability of transfer. 76
Both positive and negative transfer are more common
when a new situation appears to be similar to a
previous one. 76
Knowledge and skills can be transferred to very different
situations. 77
Learning strategies, general beliefs, and attitudes can also
transfer to new situations. 78
Transfer increases when the learning environment
encourages it. 78
3.3 Problem Solving and Creativity 79
The depth of learners knowledge influences their ability to
solve problems and think creatively. 80
Both convergent and divergent thinking are constrained by
working memory capacity. 81
How learners represent a problem or situation Influences
their strategies and eventual success. 81
Contents xvii
Problem solving and creativity often involve heuristics that
facilitate but don t guarantee successful outcomes. 82
Effective problem solving and creativity require self-
regulation and metacognition. 83
3.4 Critical Thinking 84
Critical thinking requires sophisticated epistemic
beliefs. 85
Critical thinking is a disposition as much as a cognitive
process. 86
3.5 Promoting Self-Regulation Skills and Metacognitive
Development 87
Guide and support self-regulated learning and
behavior. 88
Encourage metacognitive self-reflection. 90
Explicitly teach effective learning strategies. 90
Communicate that acquiring knowledge is a dynamic,
ongoing process—that one never completely knows
something. 92
3.6 Creating a Classroom Environment That Nurtures
Complex Processes 93
Create an atmosphere in which transfer, creative problem
solving, and critical thinking are both expected and
valued. 93
Teach complex thinking skills within the context of specific
topics and content domains. 94
Pursue topics in depth rather than superficially. 94
Provide numerous and varied opportunities to apply
classroom subject matter to new situations and
authentic problems. 94
Use technology to simulate real-world-like tasks and
problems. 96
Present questions and tasks that require students to think
flexibly about classroom topics. 96
Encourage critical evaluation of information and ideas
presented in printed materials and online. 97
Support complex cognitive processes through group
discussions and projects. 98
Incorporate complex cognitive processes into assessment
activities. 99
Summary 100
Practice For Your Licensure Exam 101
4 Learning in Context 102
Case Study: Why Jack Wasn t in School 103
4.1 Immediate Stimuli as Context 104
Some stimuli tend to elicit certain kinds of responses. 104
Learners are more likely to acquire behaviors that lead to
desired consequences. 105
Learners are also likely to acquire behaviors that help them
avoid or escape unpleasant circumstances. 107
Learners tend to steer clear of behaviors that lead to
unpleasant consequences. 109
Learners acquire many behaviors by observing other
people s actions. 109
Learners learn what behaviors are acceptable and effective
by observing what happens to people whom they
perceive to be similar to themselves. 112
By seeing what happens to themselves and others, learners
form expectations about the probable outcomes of
various actions. 112
Acquired knowledge and skills are often tied to a limited
set of activities and environments. 113
Learners often think and perform more effectively when
they can offload some of the cognitive burden onto
something or someone else. 114
4.2 Social Interaction as Context 114
Learners sometimes co-construct new understandings with
more experienced individuals. 115
Learners also co-construct knowledge and understandings
with peers who have ability levels similar to or greater
than their own. 115
Other people sometimes provide the support learners
need to take on challenging new tasks. 117
4.3 Culture, Society, Technology, and Academic Domains
as Contexts 118
Culture as Context 119
Any cultural group encourages and models certain
behaviors and actively discourages certain other
behaviors. 119
Every culture passes along many cognitive tools that
enhance learners thinking capabilities. 120
Every culture instills certain worldviews that color people s
interpretations of events. 120
Every culture has certain ways of doing things, and these,
too, are passed from generation to generation. 122
Inconsistencies between home and school cultures can
interfere with school learning and performance. 123
Society as Context 124
Any large society has multiple layers that all affect
children s learning and development either directly or
indirectly. 125
Different members of a society have different specialties,
and they call on one another s areas of expertise as
needed. 126
In most situations, some society members have greater
access to the society s resources than other members
do. 126
Technology and Media as Contexts 128
Mobile devices allow learners to connect to a wide variety
of people and resources. 128
Some media create virtual contexts that simulate real-
world-like environments and events. 128
xviii Contents
Academic Content Domains as Contexts 129
Each academic discipline provides many cognitive tools
that enhance thinking and problem solving. 129
Different content domains require somewhat different
cognitive processes and, as a result, somewhat
different ways of learning. 130
4.4 How Learners Modify Their Environments 131
Learners alter their current environment through both their
behaviors and such internal variables as beliefs, mental
processes, feelings, and personality traits. 131
Learners actively seek out environments that are a good fit
with their existing characteristics and behaviors. 133
4.5 Providing Supportive Contexts for Learning 134
Encouraging Productive Behaviors 134
Create conditions that elicit desired responses. 134
Make sure that productive behaviors are reinforced and
that unproductive behaviors are not reinforced. 134
Make response-reinforcement contingencies clear. 135
As an alternative to punishment, reinforce productive
behaviors that are incompatible with unproductive
ones. 136
Model desired behaviors. 136
Provide a variety of role models. 137
Shape complex behaviors gradually over time. 138
Have students practice new behaviors and skills in a variety
of contexts—ideally including real-world settings
outside of school. 139
Providing Physical, Social, and Technological Support for
Effective Cognitive Processes 138
Provide physical and cognitive tools that can help students
work and think more effectively. 139
Equip students with the literacy skills they need to
effectively use and learn from various technologies
and media. 140
Encourage student dialogue and collaboration. 142
Use computer technology to support both within-class and
across-c/ass communication. 143
Create a community of learners. 143
4.6 Taking Students Broader Cultural and Socioeconomic
Contexts into Account 145
Learn as much as you can about students cultural
backgrounds, and come to grips with your own
cultural lens. 145
Remember that membership in a particular cultural or
ethnic group is not an either-or situation but, instead, a
more-or-tess phenomenon. 145
Incorporate the perspectives and traditions of many
cultures into the curriculum. 145
Be sensitive to cultural differences in behaviors and
beliefs, and when appropriate, adapt instructional
methods to students preferred ways of learning and
behaving. 146
Be sensitive to the culture shock that recent immigrants
might be experiencing. 147
Work hard to break down rigid stereotypes of particular
cultural and ethnic groups. 147
Identify and, if possible, provide missing resources and
experiences important for successful learning. 148
Summary 150
Practice For Your Licensure Exam 151
5 Motivation and Affect 152
Case Study: Passing Algebra 153
5.1 The Nature of Motivation 154
5.2 Basic Human Needs 159
Learners have a basic need for arousal. 159
Learners want to believe they are competent and have
self-worth. 160
Learners want to determine the course of their lives to
some degree. 160
Learners want to feel connected to other people. 161
Learners experience greater enjoyment and interest in
school activities when their basic psychological needs
are met. 161
5.3 Cognitive Factors in Motivation 163
Learners find some topics inherently Interesting. 163
To engage voluntarily in activities, learners want their
chances of success to be reasonably good. 165
When learners think their chances of success are slim,
they may behave in ways that make success even less
likely. 166
Learners are more likely to devote time to activities that
have value for them. 167
Learners typically form goals related to their academic
achievement; the specific nature of these goals
influences learners cognitive processes and
behaviors. 169
Learners must juggle their achievement goals with their
many other goals. 171
Learners identify what are, in their minds, the likely causes
of their successes and failures. 172
Learners attributions for past successes and failures affect
their future performance. 174
Learners attributions are affected by their teachers
attributions and resulting expectations for students
performance. 176
With age, learners increasingly attribute their successes
and failures to ability rather than to effort. 177
Over time, learners acquire a general attributional
style. 177
Culture influences the cognitive factors underlying
motivation. 179
Contents xix
5.4 Affect and Its Effects on Motivation and Learning 181
Affect and motivation are interrelated. 181
Affect is closely tied to learning and cognition. 181
Productive affect can trigger effective learning
strategies. 183
Affect can also trigger certain behaviors. 183
Some anxiety is helpful, but a lot is often a
hindrance. 183
Different cultures nurture different emotional
responses. 184
5.5 Promoting Motivation and Productive Affect 187
Strategies That Empower Students 188
Give students control over some aspects of classroom
life. 188
Evaluate students performance in a noncontrolling
manner. 189
Use extrinsic reinforcers when necessary, but do so
in ways that preserve students sense of
autonomy. 189
Ask students to set some personal goals for learning and
performance. 190
Strategies That Demonstrate the Usefulness of Activities 191
Explicitly relate class activities to students existing values
and goals. 191
Create conditions that foster internalization of values
essential for students long-term academic and
professional success. 191
Strategies That Foster Success 191
Protect and enhance students self-efficacy and overall
sense of competence and self-worth. 191
Present challenges that students can realistically
accomplish. 192
Form and communicate optimistic expectations and
attributions. 193
Minimize competition. 194
Focus students attention more on mastery goals than on
performance goals. 195
Strategies That Stimulate Interest 196
Conduct interest-arousing lessons and activities. 196
Relate activities to students individual interests. 197
Strategies That Show and Promote Caring 198
Show students that you like them and are concerned
about their well-being. 198
Provide regular opportunities for students to interact
productively with one another. 198
Strategies That Generate Productive Affect for Learning 198
Get students emotionally involved in the subject
matter. 198
Foster emotion regulation. 199
Keep anxiety at a low to moderate level. 200
As students make the transition to middle school or high
school, make an extra effort to minimize their anxiety
and address their need for relatedness. 200
Summary 202
Practice For Your Licensure Exam 203
6 Cognitive Development 204
Case Study: Hidden Treasure 205
6.1 General Principles of Development 206
The sequence of development is somewhat
predictable. 206
Children develop at different rates. 206
Development is often marked by spurts and
plateaus. 208
Development involves both quantitative and qualitative
changes. 208
Heredity and environment interact in their effects on
development. 209
Children s own behaviors also influence their
development. 209
6.2 Developmental Processes 210
The brain continues to develop throughout childhood,
adolescence, and adulthood. 210
Children have a natural tendency to organize their
experiences. 212
Children are naturally inclined to make sense of and adapt
to their environment. 212
Development builds on prior acquisitions. 213
Observations of the physical environment—and,
ideally, frequent interactions with it—promote
development. 213
Language development facilitates cognitive
development. 213
Interactions with other people promote
development 214
Formal schooling promotes development. 214
Inconsistencies between existing understandings and new
events promote development. 215
Challenging tasks promote development. 216
6.3 Trends in Cognitive Development 217
Children s growing working memory capacity enables them
to handle Increasingly complex cognitive tasks. 217
Children s growing knowledge base enhances their ability
to learn new things. 217
Children s knowledge, beliefs, and thinking processes
become increasingly integrated. 217
Thinking becomes increasingly logical during the
elementary school years. 218
Thinking becomes Increasingly abstract in the middle
school and secondary school years. 219
XX
Contents
Several logical thinking processes important for
mathematical and scientific reasoning improve
considerably during adolescence. 220
Children can think more logically and abstractly about tasks
and topics they know well. 221
True expertise comes only after many years of study and
practice. 223
6.4 Intelligence 224
Intelligence can be measured only imprecisely at best. 225
To some degree, intelligence reflects the general speed,
efficiency, and control of cognitive processing. 226
Intelligence also involves numerous specific processes and
abilities. 226
Learners may be more intelligent in some domains than in
others. 221
Intelligence is a product of both inherited characteristics
and environmental influences. 228
Intelligence may take different forms at different age
levels. 229
Learners may have specific cognitive styles and dispositions
that predispose them to think and act in more or less
intelligent ways. 229
Learners act more intelligently when they have physical or
social support for their efforts. 232
6.5 Addressing Students Developmental Needs 233
Accommodating Developmental Differences and Diversity 233
Explore students reasoning with problem-solving
tasks and probing questions. 233
Interpret intelligence test results cautiously. 235
Look for signs of exceptional abilities and talents. 235
Consult with specialists if children show significant delays in
development. 236
Fostering Cognitive Development in All Students 238
Encourage play activities. 238
Share the wisdom of previous generations. 239
Rely heavily on concrete objects and activities, especially in
the early elementary grades. 239
Present abstract ideas more frequently in the middle school
and high school grades, but tie them to concrete
objects and events. 240
Initially introduce sophisticated reasoning processes
within the context of familiar situations and group
work. 240
Scaffold students early efforts at challenging tasks and
assignments. 243
Involve students in age-appropriate ways in adult
activities. 244
Be optimistic that with appropriate guidance and support,
all students can perform more intelligently. 245
Summary 247
Practice For Your Licensure Exam 248
7 Personal, Social, and Moral
Development 250
Case Study: The School Play 251
7.1 Personality and Sense of Self 252
Heredity and environment interact to shape
personality. 252
Despite some relatively stable personality traits, children
often behave somewhat differently in different
contexts. 253
Behaviors related to self-control are at least partly the
result of brain development. 254
As children grow older, they construct increasingly
multifaceted understandings of who they are as
people. 254
With age, self-perceptions become more realistic, abstract,
and stable. 255
As children reach puberty, they understand that they are
unique individuals, but they may overestimate their
uniqueness. 256
Self-perceptions influence children s behaviors, and vice
versa. 257
Other people s behaviors affect children s sense of self. 257
Group memberships also affect children s sense of self. 258
Gender plays a significant role in most children s sense of
self. 258
Despite the influence of others, growing children
define and socialize themselves to a considerable
degree. 260
7.2 Peer Relationships 261
Peer relationships promote personal, social, and academic
development in ways that adult-child relationships
often cannot. 261
Peers help define appropriate ways of behaving. 262
On average, boys and girls interact with peers in distinctly
different ways. 262
Social groups become increasingly important in
adolescence. 263
Romantic relationships in adolescence can provide
valuable practice for the intimate relationships of
adulthood. 264
Truly popular children have good social skills. 265
In recent decades, digital technologies have provided new
mechanisms for interacting with peers. 266
Social Cognition 266
As children get older, they become increasingly aware of
other people s thoughts and feelings. 267
Children s cognitive processes in social situations influence
their behaviors toward others. 268
Aggressive behavior is often the result of
counterproductive cognitive processes. 268
Contents xxi
7.3 Moral and Prosocial Development 270
Children begin applying internal standards for behavior at
a very early age. 271
Children increasingly distinguish between moral and
conventional transgressions. 271
Children s capacity to respond emotionally to other
people s misfortunes and distress increases throughout
the school years. 271
With age, reasoning about moral issues becomes
increasingly abstract and flexible. 273
Challenges to current moral perspectives can promote
advancement toward more sophisticated
reasoning. 275
Cognition, affect, and motivation all influence moral and
prosocial behavior. 275
Moral values become an important part of some young
people s sense of self. 277
7.4 Promoting Personal, Social, and Moral Development 278
Fostering Personal Development 278
Accommodate students diverse temperaments. 278
Help students get a handle on who they are and who they
want to become. 278
Create a warm, supportive environment with clear
standards for behavior and explanations of why some
behaviors are unacceptable. 280
Channel adolescents risk-taking tendencies into safe
activities. 280
Encouraging Effective Social Cognition and Interpersonal Skills 281
Foster perspective taking and empathy. 281
Talk with students about what it really means to be
popular. 282
Provide frequent opportunities for social interaction and
cooperation. 283
Explicitly teach social skills to students who have trouble
interacting effectively with others. 283
Explain what bullying is and why it cannot be
tolerated. 284
Be alert for incidents of bullying and other forms of
aggression, and take appropriate actions with both the
victims and the perpetrators. 285
Explicitly discourage inappropriate communications and
postings via cell phones and the Internet. 286
Promote understanding, communication, and interaction
among diverse groups. 286
Promoting Moral Reasoning and Prosocial Behavior 287
Expose students to numerous models of moral and
prosocial behavior. 287
Engage students in discussions of social and moral
issues. 287
Discourage all forms of cheating. 288
Get students actively involved in community service. 289
7.5 Supporting Students Who Face Exceptional Personal or
Social Challenges 290
Be on the lookout for exceptional challenges that students
may have previously faced or are currently facing at
home. 290
Identify additional supportive strategies and services for
students who are homeless. 291
Also be on the lookout for students who appear to be
social outcasts. 292
Provide extra support and guidance for students who
have disabilities that affect their personal or social
functioning. 292
Know the warning signs of severe depression and possible
suicide. 293
Intervene early and often with students who are at risk for
dropping out of school. 294
Summary 296
Practice For Your Licensure Exam 297
8 Instructional Strategies 300
Case Study: Westward Expansion 301
8.1 Planning Instruction 302
Begin by identifying what students should ultimately know
and be able to do. 302
Align long-term instructional goals with appropriate
standards for various content domains. 303
Include goals and objectives at varying levels of complexity
and sophistication. 305
Ask students to identify some of their own goals for
instruction. 306
Break complex tasks and topics into smaller pieces, identify
a logical sequence for the pieces, and decide how
best to teach each one. 306
Consider how you might best get and keep students
actively engaged in instructional activities. 308
Develop step-by-step lesson plans. 309
Create a class website to share goals and facilitate
communication throughout the school year. 310
8.2 Conducting Teacher-Directed Instruction 311
Begin with what students already know and believe. 311
Encourage and support effective cognitive
processes. 311
Intermingle explanations with examples and opportunities
for practice. 312
Take advantage of well-designed instructional software and
Internet websites. 313
Ask a lot of questions. 315
Extend the school day with age-appropriate homework
assignments. 316
Shoot for mastery of basic knowledge and skills. 318
xxil Contents
8.3 Conducting Learner-Directed Instruction 320
Have students discuss issues that lend themselves
to multiple perspectives, explanations, or
approaches. 320
Create a classroom atmosphere conducive to open debate
and the constructive evaluation of ideas. 321
Conduct activities in which students must depend on one
another for their learning. 322
Have students conduct their own research about certain
topics. 323
Have students teach one another. 325
Use computer technology to enhance communication and
collaboration. 327
As sign authentic real-world tasks and simulations, perhaps
as group activities. 327
When real-world tasks and simulations are impractical
or impossible, consider using computer-based
simulations and games. 328
Provide sufficient scaffolding to ensure successful
accomplishment of assigned tasks. 329
8.4 General Instructional Strategies 330
Take group differences into account. 331
Consider how you might productively modify or
supplement instructional strategies for the benefit of
English language learners in your classroom. 333
Also take developmental levels, individual differences,
and special educational needs into account. 333
Combine several instructional approaches into a single
lesson. 335
Summary 337
Practice for Your Licensure Exam 338
9 Strategies for Creating
Effective Classroom and
School Environments 340
Case Study: A Contagious Situation 341
9.1 Creating an Environment Conducive to Learning 342
Arrange the classroom to maximize attention and minimize
disruptions. 342
Communicate caring and respect for every student. 343
Work hard to improve relationships that have gotten off to
a bad start. 344
Create a sense of community and belongingness. 345
Create a goal-oriented and businesslike (but
nonthreatening) atmosphere. 345
Establish reasonable rules and procedures. 346
Enforce rules consistently and equitably. 348
Keep students productively engaged in worthwhile
tasks. 348
Plan for transitions. 349
Take individual and developmental differences into
account. 350
Continually monitor what students are doing. 350
9.2 Expanding the Sense of Community Beyond the
Classroom 353
Collaborate with colleagues to create an overall sense of
school community. 353
Work cooperatively with other agencies that play key roles
in students lives. 354
Communicate regularly with parents and other primary
caregivers. 354
Invite families to participate in the academic and social life
of the school. 356
Make an extra effort with seemingly reluctant
parents. 356
9.3 Reducing Unproductive Behaviors 357
Consider whether instructional strategies or classroom
assignments might be partly to blame for off-task
behaviors. 358
Consider whether cultural background might influence
students classroom behaviors. 359
Ignore misbehaviors that are temporary, minor, and unlikely
to be repeated or copied. 360
Give signals and reminders about what is and is not
appropriate. 360
Get students perspectives about their behaviors. 361
Teach self-regulation techniques. 363
When administering punishment, use only those
consequences that have been shown to be effective in
reducing problem behaviors. 364
Confer with parents. 367
To address a chronic problem, plan and carry out a
systematic intervention. 368
Determine whether certain undesirable behaviors might
serve particular purposes for students. 371
9.4 Addressing Aggression and Violence at School 374
Make the creation of a nonviolent school environment a
long-term effort. 375
Intervene early for students at risk. 376
Provide intensive intervention for students in trouble. 376
Take additional measures to address gang violence. 377
Summary 379
Practice For Your Licensure Exam 380
10 Assessment Strategies 382
Case Study: B in History 383
10.1 Using Assessments for Various Purposes 384
Guiding Instructional Decision Making 385
Diagnosing Learning and Performance Problems 385
Contents xxiii
Determining What Students Have Ultimately Learned from
Instruction 386
Evaluating the Quality of Instruction 386
Promoting Learning 386
Assessments can motivate students to study and learn. 386
Assessments can influence students cognitive processes as
they study. 387
Assessment activities can be learning experiences in and of
themselves. 387
Assessments can provide feedback about learning
progress. 387
Assessments can encourage intrinsic motivation and
self-regulation if students play an active role in the
assessment process. 388
1C.2 Enhancing Learning Through Classroom Assessment
Practices 388
Through both words and deeds, communicate that
promoting learning and mastery—not passing
judgment—is the ultimate goal. 388
Make assessment criteria explicit early in the instructional
process. 389
Ask students to evaluate their own performance. 390
Assess students ability to learn new things given varying
levels of guidance and support. 391
Take advantage of technology-based formative assessment
tools. 391
10.3 Important Qualities of Good Assessment 392
A good assessment is reliable. 393
A good assessment is standardized for most students. 394
A good assessment has validity for its purpose. 395
A good assessment is practical. 399
10.4 informally and Formally Assessing Students Progress and
A rhievements 400
Conducting Informal Assessments 400
Observe both verbal and nonverbal behaviors. 400
Ask yourself whether your existing beliefs and expectations
might be biasing your judgments. 401
Keep a written record of your observations. 401
Don’t take any single observation too seriously; instead,
look for patterns over time. 402
Designing and Giving Formal Assessments 402
Get as much information as possible within reasonable
time limits. 402
When practical, use authentic tasks. 403
Use paper-pencil assessment tasks when they are
consistent with instructional goals. 404
Use performance assessments when necessary to ensure
validity. 405
Define tasks clearly, and give students some structure to
guide their responses. 407
Carefully scrutinize items and tasks for characteristics that
might put some groups at an unfair disadvantage. 409
When giving tests, encourage students to do their best,
but don’t arouse a lot of anxiety. 410
Establish conditions for the assessment that enable
students to maximize their performance. 411
Take reasonable steps to discourage cheating. 412
Evaluating Students Performance on Formal Assessments 413
After students have completed an assessment, review
evaluation criteria to be sure they can adequately
guide scoring. 413
Be as objective as possible. 413
Make note of any significant aspects of a student s
performance that predetermined scoring criteria don t
address. 414
When determining overall scores, don t compare students
to one another unless there Is a compelling reason to
do so. 414
Accompany any test scores with specific, constructive
feedback. 415
Make allowances for risk taking and the occasional bad
day. 415
Respect students right to privacy. 416
10.5 Summarizing Students Achievement with Grades and
Portfolios 417
Base final grades largely on final achievement levels and
hard data. 418
Use many assessments to determine final grades, but don t
count everything. 418
Share grading criteria with students, and keep students
continually apprised of their progress. 418
Keep parents in the loop. 419
Accompany grades with descriptions of what the grades
reflect. 420
Also accompany grades with qualitative information about
students performance. 420
Use portfolios to show complex skills or improvements over
time. 421
10.6 Assessing Students Achievement and Abilities with
Standardized Tests 424
High-Stakes Tests and Accountability 426
Using Standardized Achievement Tests Judiciously 427
When you have a choice in the test you use, choose
one that has high validity for your curriculum and
students. 427
Teach to the test if—but only if—it reflects important
instructional goals. 427
When preparing students for an upcoming standardized
test, tell them what the test will be like and teach them
good test-taking skills. 428
xxiv Preface
When administering the test, follow the directions closely
and report any unusual circumstances. 428
Make appropriate accommodations for English language
learners. 428
When interpreting test results, take students ages and
developmental levels into account. 429
If tests are being used to measure teacher or school
effectiveness, advocate for a focus on students
improvement over time rather than on age-group
averages. 429
Never use a single test score to make important decisions
about students. 430
Summary 431
Practice For Your Licensure Exam 432
Appendix A: Describing Associations with Correlation
Coefficients A-1
Appendix B: Understanding and Interpreting Standardized
Test Results B-1
Glossary G-1
References R-1
Name Index N-1
Subject Index S-1
|
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| author | Ormrod, Jeanne Ellis Jones, Brett D. |
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| contents | Introduction to educational psychology -- Learning, cognition, and memory -- Complex cognitive processes -- Learning in context -- Morivation and affect -- Cognitive development -- Personal, social, and moral development -- Instructional strategies -- Strategies for creating effective classroom and school environments -- Assessment strategies |
| ctrlnum | (OCoLC)1080942046 (DE-599)BVBBV045094976 |
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| id | DE-604.BV045094976 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T08:08:29Z |
| institution | BVB |
| isbn | 9780134894980 0134894987 |
| language | English |
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| spelling | Ormrod, Jeanne Ellis Verfasser (DE-588)1045327042 aut Essentials of educational psychology big ideas to guide effective teaching Jeanne Ellis Ormrod, University of Northern Colorado, Emerita, Brett D. Jones, Virginia Tech Fifth edition NY, NY Pearson [2018] xxiv, 433, A-2, B-7, G-7, R-50, N-13, S-8 Seiten 28 cm txt rdacontent n rdamedia nc rdacarrier Introduction to educational psychology -- Learning, cognition, and memory -- Complex cognitive processes -- Learning in context -- Morivation and affect -- Cognitive development -- Personal, social, and moral development -- Instructional strategies -- Strategies for creating effective classroom and school environments -- Assessment strategies Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Schulpsychologie (DE-588)4077212-3 gnd rswk-swf Educational psychology / Textbooks Educational psychology Textbooks (DE-588)4151278-9 Einführung gnd-content Pädagogische Psychologie (DE-588)4044321-8 s Schulpsychologie (DE-588)4077212-3 s DE-604 Jones, Brett D. (DE-588)1029165521 aut Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030485664&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Ormrod, Jeanne Ellis Jones, Brett D. Essentials of educational psychology big ideas to guide effective teaching Introduction to educational psychology -- Learning, cognition, and memory -- Complex cognitive processes -- Learning in context -- Morivation and affect -- Cognitive development -- Personal, social, and moral development -- Instructional strategies -- Strategies for creating effective classroom and school environments -- Assessment strategies Pädagogische Psychologie (DE-588)4044321-8 gnd Schulpsychologie (DE-588)4077212-3 gnd |
| subject_GND | (DE-588)4044321-8 (DE-588)4077212-3 (DE-588)4151278-9 |
| title | Essentials of educational psychology big ideas to guide effective teaching |
| title_auth | Essentials of educational psychology big ideas to guide effective teaching |
| title_exact_search | Essentials of educational psychology big ideas to guide effective teaching |
| title_full | Essentials of educational psychology big ideas to guide effective teaching Jeanne Ellis Ormrod, University of Northern Colorado, Emerita, Brett D. Jones, Virginia Tech |
| title_fullStr | Essentials of educational psychology big ideas to guide effective teaching Jeanne Ellis Ormrod, University of Northern Colorado, Emerita, Brett D. Jones, Virginia Tech |
| title_full_unstemmed | Essentials of educational psychology big ideas to guide effective teaching Jeanne Ellis Ormrod, University of Northern Colorado, Emerita, Brett D. Jones, Virginia Tech |
| title_short | Essentials of educational psychology |
| title_sort | essentials of educational psychology big ideas to guide effective teaching |
| title_sub | big ideas to guide effective teaching |
| topic | Pädagogische Psychologie (DE-588)4044321-8 gnd Schulpsychologie (DE-588)4077212-3 gnd |
| topic_facet | Pädagogische Psychologie Schulpsychologie Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030485664&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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