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Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence." Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills. Furthermore, the teacher's role changes from giving information to facilitating students' learning. Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. Cooperative learning has also been linked to increased levels of student satisfaction.
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique. Micro-teaching was invented in the mid-1960s at Stanford University by Dwight W. Allen, and has subsequently been used to develop educators in all forms of education.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal, how the goal will be reached and a way of measuring how well the goal was reached.
Student voice is "any expression of any learner regarding anything related to education" and describes "the distinct perspectives and actions of young people throughout schools focused on education. Tech educator Dennis Harper writes, "Student voice is giving students the ability to influence learning to include policies, programs, contexts and principles."
The zone of proximal development, often abbreviated as ZPD, is best understood as the zone of the closest, most immediate psychological development of the children that includes a wide range of their emotional, cognitive, and volitional psychological processes. In contemporary educational research and practice, though, it is often interpreted as the distance between what a learner can do without help, and what they can do with support from a knowledgeable adult. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. Vygotsky argued that a child gets involved in a dialogue with the "knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help. Following Vygotsky, some educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning such as skills and strategies.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
Adapted physical education is the art and science of developing, implementing, and monitoring a carefully designed physical education. Instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness. Principles and Methods of Adapted Physical Education and Recreation.Adapted physical education generally refers to school-based programs for students ages 3–21.
Personalized learning, individualized instruction, personal learning environment and direct instruction all refer to efforts to tailor education to meet the different needs of students.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text. Reciprocal teaching is a reading technique which is thought to promote students' reading comprehension. A reciprocal approach provides students with four specific reading strategies that are actively and consciously used to support comprehension: Questioning, Clarifying, Summarizing, and Predicting. Palincsar (1986) believes the purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text.
Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher. -Annemarie Sullivan Palincsar
A school website is any website built, designed, and maintained by or for a school. Many school websites share certain characteristics, and some educators have developed guidelines to help schools create the best and most useful websites they can.
Student-directed teaching is a teaching technology that aims to give the student greater control, ownership, and accountability over his or her own education. Developed to counter institutionalized, mass, schooling, student-directed teaching allows students to make their own choices while they learn in order to make education much more meaningful, relevant, and effective.
The Command teaching style is the closest approximation to the traditional system of education under the progressive teaching technology, Student-Directed Teaching. As part of the five distinct teaching styles developed by Don Green, Command is the most readily understood by many students, as it is most similar to what they are used to from the public system. As Green describes it,
The Command teaching style is for those students whose learning characteristics require formal instruction and a specific assignment for the practice to be appropriate for the student to master the objective. These students need to be directed as to what they will do during the class time allocated to the specific subject being studied.
The Task teaching style is an option available to students under Student-Directed Teaching, a progressive teaching technology that aims to give the student a greater sense of ownership in his or her own education.
Peer feedback is a practice where feedback is given by one student to another. Peer feedback provides students opportunities to learn from each other. After students finish a writing assignment but before the assignment is handed in to the instructor for a grade, the students have to work together to check each other's work and give comments to the peer partner. Comments from peers are called as peer feedback. Peer feedback can be in the form of corrections, opinions, suggestions, or ideas to each other. Ideally, peer feedback is a two-way process in which one cooperates with the other.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curricula. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles. It is a classroom that includes all students and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs.
Assessment is a systemic process in higher education that uses empirical data on student learning to refine programs and improve student learning. As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve these outcomes, implementing a systematic way of gathering, analyzing and interpreting evidence to determine how well student learning matches expectations, and using the collected information to inform improvement in student learning. Assessment functions as part of a continuous process whereby the parts of the cycle are revised and monitored. The term “assessment” is defined broadly in that any outcome or goal in any activity or discipline can be a part of this process.
Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution. Educational management is related to Henri Fayol's 14 Principles of Management.. Educational Management is a goal oriented activity. It involves group efforts and an organized work and performance towards the attainment of certain pre - determined goals in an educational institution. With active coordinated effort we can achieve the goals of the organization, by efficiently utilizing the material and human resources in the educational environment https://www.slideshare.net/secret/1YGeGzRQT3qf4f.
References
- ↑ Green, Don. "Peer Partner, Pupil/Teacher Contract and Self-Directed Teaching Styles," in Teaching in Style. Sundre, AB: Green's Educational Consulting Services, 1998. Pp 27-35.
- ↑ Green, Don. "Peer Partner, Pupil/Teacher Contract and Self-Directed Teaching Styles," in Teaching in Style. Sundre, AB: Green's Educational Consulting Services, 1998. Pp 27-35.