- Read TEP Student Guide/unit outline - Read info on ilearn - Duchnese et al. textbook (5th edition)

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1 EDUC105 Lectures 1 & 2 The Psychological Context 29/2/2016 Assessment Online task (APA referencing + general) 5% - 15/3 Major essay (1500 words) 35% - 27/4 Multiple choice online test (35 questions) 10% - 27/5 Exam - Piaget & Vygotsky (2 hours - 5 short answer, 3 long answer.50% - June Unit Summary Academic literacy Child development Adolescence Cognitive development Personal and social perspectives Intelligence and problem solving Learner differences Behaviourism, humanism, discovery learning, direct instruction Social psychological perspectives of gender Social psychological perspectives of aggression/bullying Classroom applications Homework - Read TEP Student Guide/unit outline - Read info on ilearn - Duchnese et al. textbook (5th edition) 1/3/2016 Educational Psychology Applies methods and theories Distinct branch Own theories, research methods, problems, techniques Application of scientific method to the study of behaviour of teachers and students in instructional settings Research in education = thought, time, expense scopus.com - summaries of theories and research Autism - percentage growing out of it (behavioural interventions) and brain development (learning) Self perception issues - differences with male and female Be critical of research results! Theories not fact - how was it conducted and how many participants? Qualitative - interview/video, observational notes Quantitative - test/survey (numerical analysis) Meta analysis Journals - ERIC, Psych info, SCOPUS Types of Research Participant observation Correlation studies - negative (-1.00) to positive (+1.00) Experimental studies - experimentation on subjects, hypothesis (prediction), cause and effect Longitudinal studies Cross sectional studies Classroom ethnography 1

2 Case studies Random allocation (lessens individual differences e.g. visual/auditory learner) Theories - fallible, fluid, cause arguments, no one theory has the answers 7/3/2016 Child Development Over Time Development - orderly longer term changes Physical (body/body image), emotional (understanding/expression of feelings), social, cognitive One affects the other Attachment theory Physical Growth - Size (body) - Weight - Height - Brain Maturation - Spontaneously - Genetically programmed - Unaffected by environment Nature VS nurture General principles of development - Occurs at different rates (continuous/uneven) - Orderly (sounds, words, sentences/crawl, walk) - Gradual (fine motor skills) Developing brain - Knowledge of brain advances = computer technology advances - Biological primary info (genetically programmed) - Biological secondary info (reading, writing, directly instructed) - Recognition is instant Brain Facts Most protected organ Last 2 million years doubled in size Birth - quarter of full size, body 5% of full size, by 7 years old almost full size 12 watts of power 2 year old - most useable brain cells 10 or 12 - hard to learn basics Born with female brain - changes with testosterone Cerebral cortex - last developed, most important, affected by environment 8/3/2016 Adolescence Who am I? What is (my view of) my identity? Who has influences my perception of it? Identity Status Achievement Foreclosure (certainty, rigid, intolerant) Diffusion (withdrawal, no hope for future, unsure) Moratorium (no firm choice, choices still made about identity, delayed) 2

3 Self Concept Cognitive structure/schema Uniformly higher - younger children Differentiated in adolescents related to individual academic performance in subject areas Not a single dimension, multi-dimensional Self perceptions (formed with others) General SC - Non academic - physical ability, physical appearance, peer and parental relationships - Academic - reading, general school, maths Self Esteem Emotional dimension (affect) Evaluation of self high/low - I feel bad because I scored poorly on the test Self esteem = personal value judgement influenced by others opinion Value placed upon activity/area Self Efficacy Beliefs about personal ability to achieve a task or goal - has performance outcome All of this relates to self worth! 14/3/2016 Adolescence Alternative view of self concept: 1. The ideal person they would like to be 2. The person they are obliged to be dependant on personal and social norms 3. What they believe other significant people (parents/teachers) consider is their actual self 4. What they believe other significant people consider they should ideally be like 5. What they believe other significant people consider they ought to be like, given realistic expectations School motivations and adolescents Primary to secondary transition Motivation critical Decline - contextual/environmental Instructional practices and educational policies inappropriate? (not maintaining motivation) Secondary emphasis on competition less on interest? Harder to motivate high school rather than primary - primary kids give everything a go and think they can do everything Not a lot of testing in primary school, more comparative tests, assignments and homework in secondary Ability is static and unchanging - think no matter how much effort they put in, nothing will change Primary willing to try everything, secondary more aware of what people think of them Primary more likely to take academic risks - secondary more afraid of failing Can t offer personal service to each individual student Hierarchy of power - focus on teacher control and discipline = low motivation Friends made in primary disrupted - different classes Stage Environment Fit 74% of suspensions - years 7 to 10 Stages of early adolescent development Primary emphasises fun - motivate Academic environment not motivating = more non academic involvement 3

4 Teenagers can view attitudes of teachers and sense differential treatment Bullying teachers in high school instead of primary school (smaller) - subtle, spiteful, feeling burnt out, poorly trained, envious of smarter students The Peer Group Becomes more important Peer modelling Changes in society How influential? Role of parents/teachers Quality of friendships Rules (only boys or only if you re on the footy team) - become less rigid as you get older Rejecting friends results in loneliness which can affect academic achievement 15/3/2016 Piaget Wrote first half of last century Studied how children incorrectly solve problems - distinct differences (5, 8, 13) Research - Observational and case studies - Small sample (own three children - well educated, upper class) - Published exclusively in French 5, 8, 13 - profound differences Thinking process Developmental psychology Explains progressive process of cognitive development Theory is strong Self control increases, impulsiveness decreases 3 factors influence development: - Maturation - Activity - Social transmission (learning from others) - Studied how these affect - Thinking processes change and evolve from birth onwards Organisation - Schemes (schemas) - Building blocks of thinking Adaption - Assimilation (bear = big dog) - Accommodation (bear = bear) - Equilibration - organising - Disequilibration - apply scheme to event or situation and doesn t work - Constructivism Schemes/schemas change - always changing, lots of information Piaget s stage theory (invariant) - can t skip stages Discontinually - different abilities Sensorimotor Using hands and hearing sounds Object permanence - object out of view = it s not there! (peekaboo) Goal directed action Imitation 4

5 Preoperational Semiotic function - work with symbols Reversible thinking = 3 and 3-2 = 1 Built up bank of memories from home from previous stage Logical - prelogical Centration - not able to see more than one object Egocentric Concrete Operations Understand conversation Classification Seriation (7 > 4 but < 10) 5