© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod CHAPTER ONE Introduction to Educational Psychology

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod Admit Activity Write your name, number, date Case study: Starting High School 1.Read (review) the case study 2.Answer the two questions 3.Be sure to use at least 3 terms from Ch. 1 vocabulary

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod STARTING HIGH SCHOOL Research : (Roderick & Camburn, 1999) → tracked student progress from elementary/ middle school to high school → many students showed sharp decline in academic achievement in ninth grade (first year in high school)

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod CASE STUDY: ANNA 1. Why did Anna’s academic performance drop in high school? 2. What important academic skills did Anna not have? 3. What could Anna’s teachers have done to help her achieve in high school?

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod POSSIBLE REASONS FOR ANNA’S ACADEMIC DECLINE Subject matter/tasks more difficult Large classes Little time for individual assistance Social interactions more important than academics Lack of organizational skills

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod ENSURE STUDENT SUCCESS → Instill student interest → Teach for understanding → Apply subject matter to real-life situations → Teach organizational and study skills → Monitor student progress → Provide ongoing feedback

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod OVERVIEW OF ESSENTIALS Ch. 1: Introduction Ch. 2: Nature of learning, thinking, memory Ch. 3: Factors that foster learning & development Ch. 4: Cognitive processes involved in thinking and learning Ch. 5: Cognitive development Ch. 6: Motivation and affect Ch. 7: Personal and social development Ch. 8: Instructional strategies Ch. 9: Classroom management strategies Ch. 10: Assessment strategies

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod BASIC ASSUMPTIONS OF EDUCATIONAL PSYCHOLOGY

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod ASSUMPTION #1 In-Depth Knowledge of Students Drives Teacher Decision Making Planning Instruction Creation of effective classroom environments Assessment

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod ASSUMPTION #2 Effective Classroom Practices are Determined Through Systematic Research Common sense and logic do not always provide accurate information about how people learn and develop. Psychological and educational research findings are objective sources of information about teaching and learning.

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod ASSUMPTION #3 Different Kinds of Research Studies Lead to Different Kinds of Conclusions Descriptive Study: describes a situation Correlational Study: explores relationships Experimental Study: manipulates variables → treatment groups → control group

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod ASSUMPTION #4 Drawing Conclusions about Cause-and-Effect Relationships Requires that All Other Possible Explanations for an Outcome be Eliminated Random assignment Correlation does not indicate causation

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod ASSUMPTION #5 Theories Can Help Synthesize, Explain, and Apply Research Findings → Theories integrate and explain research findings. → Theories are continually expanded and modified as more data becomes available. → Different theories focus on different aspects of human functioning. → Theories help explain and predict human behavior.

© 2009 Pearson Education, Inc. All rights reserved Essentials of Educational Psychology, Second Edition Jeanne Ellis Ormrod STRATEGIES FOR EFFECTIVE LEARNING AND STUDYING 1.Relate what you read to things you already know. 2.Tie abstract concepts and principles to concrete examples. 3.Elaborate on what you read, going beyond it and adding to it. 4.Periodically check yourself to make sure you remember and understand what you’ve read.