Educational Psychology - a tool for effective teaching (Resume)

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Name  : Binna Fahriani Manda
NIM    : 2040011353
PBI     : 3

EDUCATIONAL PSYCHOLOGY : A TOOL FOR EFFECTIVE TEACHING

A.    EXPLORING EDUCATIONAL PSYCHOLOGY
Psychology is the scientific study of behavior and mental processes. Educational psychology is one of branch of psychology in educational settings that specializes in understanding teaching and learning.
1.      Historical Background
Three pioneers—William James, John Dewey, and E. L. Thorndike—stand out in the early history of educational psychology.
-          William James, He argued that laboratory psychology experiments can’t tell us how to effectively teach children. He also emphasized the importance of observing teaching and learning in classrooms. One of his recommendations was to start lessons at a point just beyond the child’s level of knowledge and understanding to stretch the child’s mind.
-          John Dewey, have three arguments about educational psychology that child as an active learner, we should focus on the whole child and emphasize on the child’s adaptation to the environment, and the democratic ideal that all children deserve a competent education.
-          E.L  Thorndike, especially promoted the idea that educational psychology must have a scientific base and have to focus on measurement.

2.      Teaching : Art and Science
Teachers have to have both science and the art of skillful to be a success teacher. As a science, educational psychology’s is to provide you with research knowledge that you can use effectively in teaching situations and with supporting research skills that will enhance your understanding to the students learning. But, teaching also need art. In addition, you can learn from research in the class, and it will make you give important judgments according to your skills and experiences.



B.     EFFECTIVE TEACHING
The teachers must know the variety of perspectives and strategies to teach students with their individual variations.
1.      Professional Knowledge and Skills
An effective teacher should know the following keys, they are :
-          Subject – matter competence, having a deep understanding of the subject matter is an important aspect of being a competent teacher.
-          Instructional strategies, two major approaches characterize how teachers teach: constructivist and direct instruction. The constructivist approach is a learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher. The direct instruction approach is a structured, teacher-centered approach characterized by teacher direction and control, high teacher expectations for students’ progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative effect to a minimum.
-          Thinking skills, Effective teachers have good thinking skills, especially critical thinking, which involves thinking reflectively and productively and evaluating the evidence.
-          Goal setting and instructional planning, the teacher should set high goals for their teaching and organize plans for reaching the goals.
-          Developmentally appropriate teaching practices, Competent teachers have a good understanding of children’s development and know how to create instruction materials appropriate for their developmental levels.
-          Classroom management skills, an important aspect of being an effective teacher is keeping the class as a whole working together and oriented toward classroom tasks.
-          Motivational skills, Effective teachers have good strategies for helping students become self-motivated and take responsibility for their learning.
-          Communication skills, Also indispensable to teaching are skills in speaking, listening, overcoming barriers to verbal communication, tuning in to students’ nonverbal communication, and constructively resolving conflicts.
-          Paying more than lip service to individual variations, effective teacher should take individual variations into account when teaching.
-          Working effectively with student from culturally diverse background, effective teachers must be knowledgeable about people from different cultural backgrounds and sensitive to their needs.
-          Assessment knowledge and skills, Competent teachers also have to have good assessment knowledge and skills. There are many aspects to effectively using assessment in the classroom.
-          Technological skills, teachers skilled in using technology for learning is very important. They are knowledgeable about various assistive devices to support the learning of the students.

2.      Commitment, Motivation, and Caring
Being an effective teacher requires commitment, motivation, and caring, qualities that include having a good attitude. The better teacher you become, the more rewarding your work will be. You will get more respect and success in the eyes of your students and the better you will feel about your commitment to teaching.

C.    RESEARCH IN EDUCATIONAL PSYCHOLOGY
1.      Why Research Is Important
Providing you with valid information about the best ways to teach children, research also can make you a better teacher (McMillan & Schumacher, 2010). We get a great deal of knowledge from personal experience. We generalize from what we observe and frequently turn memorable encounters into lifetime “truths.”

2.      Research Methods
Three basic methods used to gather information in educational psychology are descriptive, correlational, and experimental.
-          Descriptive Research, Descriptive research has the purpose of observing and recording behavior. Descriptive methods include observation, interviews and questionnaires, standardized tests, case studies, ethnographic studies, focus groups, and personal journals and diaries.
-          Correlational Research, the goal is to describe the strength of the relation between two or more events or characteristics.
-          Experimental Research, that allows the determination of the causes of behavior; involves conducting an experiment, which is a carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied is manipulated and all others are held constant.
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3.      Program Evaluation Research, Action Research, and The Teacher–as-Researcher
In discussing research methods so far, we have referred mainly to methods used to improve our knowledge and understanding of general educational practices.
-          Program evaluation research is designed to make decisions about the
effectiveness of a particular program.
-          Action research is used to solve a specific classroom or school problem, improve teaching and other educational strategies, or make a decision at a specific level.
-          teacher-as-researcher Also called teacher researcher, this concept involves classroom teachers conducting their own studies to improve their teaching practice.

4.      Quantitative and Qualitative Research
An increasingly common way of categorizing these methods: quantitative research and qualitative research.
-          Quantitative research Employs numerical calculations in an effort to discover information about a particular topic.
-          Qualitative research Involves obtaining information using descriptive measures such as interviews, case studies, personal journals and diaries, and focus groups but not statistically analyzing the information.
-          Mixed methods research Involves research that blends different research designs and/or methods.
                                 
           





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