week 1 - effective teaching

Historical Background

• William James: Observation-based approach.

• John Dewey:

  • Child as an an active learner (learn best by doing).

  • Education should focus on the whole child and emphasize adaptation to the environment.

  • All children deserve competent education.

• E.L. Thorndike:

  • Importance of assessment and measurement.

  • Scientific underpinnings of learning.

  • Schools must hone children's reasoning skills.

• B.F. Skinner:

  • Behavioral approach: mental processes not observable.

  • Programmed learning.

• Cognitive Revolution:

  • Memory, thinking, reasoning, etc.

  • Benjamin Bloom

    • Bloom

    • Taxonomy (cognitive processes).

Key Idea:

Educational psychology provides scientific, structured, and developmental insights for effective teaching.

2. Effective Teaching

Characteristics

1. Professional Knowledge & Skills

   • Subject-matter competence

   • Instructional strategies

   • Thinking skills

   • Goal setting & instructional planning

   • Teaching practices

   • Classroom management

   • Assessment knowledge & skills

   • Technological skills

2. Commitment, Motivation, & Caring

   • Confidence in self-efficacy

   • Refusal to let negative emotions diminish motivation

   • Positive attitude, sense of humor, enthusiasm

   • Caring for students

“One size fits all” vs. “Made to measure”

• Teaching is complex

  • no universal formula. Effective teaching requires adaptation to individual variation.

3. Core Components of Effective Teaching

3.1 Subject-Matter Competence

• Teachers need thoughtful, flexible, conceptual understanding.

• Interdisciplinary teaching

  • more engaging.

3.2 Instructional Strategies

• Direct Instruction: Structured, teacher-centered.

• Constructivist Approach: Learner-centered, discovery-based.

• Most effective teachers combine both.

3.3 Thinking Skills

• Critical thinking: Reflective, productive, evidence-based.

• Involves open-mindedness + careful interpretation.

• Challenge: Avoiding misinterpretation.

3.4 Goal Setting & Instructional Planning

• Make learning challenging yet interesting.

• Set high goals and plan to reach them.

• Organize lessons to maximize learning.

3.5 Developmentally Appropriate Practices

• Teaching must align with developmental levels.

• Example: Hands-on activities for young learners.

3.6 Classroom Management

• Create an environment where learning can occur.

• Includes discipline, structure, and engagement strategies.

3.7 Motivational Skills

• Foster self-motivation and responsibility in students.

• Set high expectations with support from teachers & parents.

• Encourage lifelong learning.

3.8 Communication Skills

• Talk with (not to) students.

• Use assertive, respectful communication.

• Minimize criticism.

3.9 Individual Variations

• Students differ in intelligence, styles, temperament, abilities.

• Includes gifted, ASD/ADHD, and other special needs students.

• Strategies must accommodate diverse learners.

3.10 Cultural Diversity

• Teachers act as mediators between school culture and student

  • culture.

• Encourage positive interactions among diverse students.

3.11 Assessment Knowledge & Skills

• Different assessment types (tests, projects, portfolios).

• Decision depends on learning goals.

3.12 Technological Skills

• Technology supports but does not guarantee learning.

• Teachers must address misuse (e.g., cheating prevention).

4. Research in Educational Psychology

Why Research Matters

• Experience provides insights but may be subjective.

• Research ensures objectivity and systematic analysis.

Methods

1. Descriptive Research

   • Observing & recording behavior.

   • Methods:

     • naturalistic/participant observation, interviews, questionnaires, standardized tests, case studies, ethnographic studies, focus groups, journals.

2. Correlational Research

   • Identifies relationships (not causation).

3. Experimental Research

   • Independent vs. dependent variable.

   • Experimental group vs. control group.

   • Random assignment.

4. Other Types

   • Program evaluation research.

   • Action research.

   • Teacher-as-researcher.

5. Key Reflection Questions (from class discussion prompts)

• Why must teachers master subject matter?

• When is constructivist approach better than direct instruction?

• How to develop critical thinking in students?

• What makes goal setting effective?

• How to adapt classroom practices for developmental levels?

• How to motivate students at different ages?

• How to communicate assertively with children?

• How to support students with ADHD/ASD in regular classrooms?

• How to teach children from low SES backgrounds?

• What engaging assessment can be used in educational psychology class?

• How to prevent cheating with technology?