Chapter 8 – Educational Psychology

Theories that state that learners must individually discover and transform complex information, checking new information against old rules and revision rules when they no longer work. Theorists include: Piaget, Vygotsky, and Bandura.

The process by which a learner gradually acquires expertise in interaction with an expert, either an adult or an older or more advanced peer.

A constructivist approach to teaching in which students are encouraged to discover principles for themselves. It encourages independent learning, inspires active engagement, and develops problem-solving and critical-thinking skills.

Students who have knowledge of effective learning strategies and how and when to use them. The student takes control of his own learning and behavior and doesn't have to be externally motivated.

Assisted learning; an approach in which the teacher guides instruction by means of scaffolding to help students master and internalize the skills that permit higher cognitive functioning.

A small-group teaching method based on principles of question generation; through instruction and modeling, teachers foster metacognitive skills primarily to improve the reading performance of students who have poor comprehension.

Instructional approaches in which students work in small mixed-ability groups. It emphasizes the social aspect of learning.

STUDENT TEAMS-ACHIEVEMENT DIVISIONS A cooperative learning method for mixed-ability groupings involving team recognition and group responsibility for individual learning.

COOPERATIVE INTEGRATED READING & COMPOSITION A comprehensive program for teaching reading and writing in the upper elementary grades; students work in four-member cooperative learning teams.

A cooperative learning model in which students are assigned to six-member teams to work on academic material that has been broken down into sections for each member.

A cooperative learning model in which students in four- or five-member heterogeneous groups work together on assignments.

A cooperative learning model in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects, and then make presentations to the whole class on their findings.

A study method in which students work in pairs and take turns orally summarizing sections of material to be learned.

The application of knowledge and skills to achieve certain goals.

A problem-solving technique that encourages identifying the goal (ends) to be attained, the current situation, and what needs to be done (means) to reduce the difference between the two conditions.

A thinking-skills program in which students work through a series of paper-and-pencil exercises designed to develop various intellectual abilities.

The ability to make rational decisions about what to do or what to believe.

Problem solving process: I = IDENTIFYING problems and opportunities D = DEFINING goals and representing the problem E = EXPLORING possible strategies A = ANTICIPATE the outcomes and ACT L = LOOKING back & LEARNING

Teacher's role in discovery learning that provides appropriate clues that help organize student understanding and bring students closer to understanding.

An operant conditioning principle in which desired student outcomes are shaped by rewarding successive approximations of the desired outcome. This is an alternative approach to comprehending the teacher's role in discovery learning.