Psychology of Instruction

1. Psychology of Instruction Dr. K. A. Korb University of Jos

2. Outline • Characteristics of Expert Teachers • Meaningful Learning • Student-Centered teaching • Beneficial Teaching Practices • Fostering students’ interest • Teaching self-regulation skills • Meaningful Questioning • Feedback Dr. K. A. Korb University of Jos

3. Characteristics of Expert Teachers • Have a deep and through understanding of the course content • Understands why students make mistakes • Demonstrates enthusiasm for the topic to be taught • Shows warmth and understanding toward students • Is dedicated to student learning by supervising students’ learning and being available to answer questions • Students are engaged 97% of the time when working with the teacher but only 57% of the time when working by themselves (Frick,1990) • Engaged time: Time spent involves in a specific learning task Dr. K. A. Korb University of Jos

4. Characteristics of Expert Teachers • Sets appropriate goals objects for students’ learning. • Evaluates teaching performance after each class and makes plan for improvement. • What did I do well in this class? • How can I improve my teaching in the next lessons so the students learn better? • NOTE: Do NOT critique something that is beyond your direct control. • What do the students not understand? • Do I need to re-teach this in the next lessons? • How can I more effectively teach this next time? • Continues professional development Dr. K. A. Korb University of Jos

5. WAEC~z Dr. K. A. Korb University of Jos

6. Meaningful vs. Rote Learning Meaningful Learning • Concept is fully understood by student • Student can relate new information to what is already known Rote Learning • Verbatim memorization of new information • No connection between previous and new knowledge. Dr. K. A. Korb University of Jos

7. Outcomes of Meaningful vs. Rote Learning Meaningful • Understanding ofnew information • Understanding of relationships between new information and prior knowledge • Ability to apply the new information to real-life situations Rote • Memorizing new information • Isolated understanding of concept • Ability only to repeat the new information in the exact same context Dr. K. A. Korb University of Jos

8. Teaching for Meaningful vs. Rote Learning Meaningful Rote Present definitions, formulas, and information without explaining relationship with students’ experiences Random presentation of new knowledge into memory No effort to integrate new knowledge with existing prior knowledge • Relate information to common experiences • Organized incorporation of new knowledge with existing knowledge • Deliberate effort to link new knowledge with prior knowledge Dr. K. A. Korb University of Jos

9. Summary: Meaningful vs. Rote • Very few things need to be learned by rote (Woolfolk, 2007) • Point of Meaningful Learning: Make materials meaningful to learners • To achieve Meaningful Learning: Organize instruction to make meaningful connections to what learners already know. Dr. K. A. Korb University of Jos

10. Meaningful Learning • Use analogies • Compare an unknown topic to something common that students know well • Tell stories to demonstrate concepts • Ask students for their relevant experiences • Ask students questions beyond what you have directly taught to test their understanding Dr. K. A. Korb University of Jos

11. Students-Centered Teaching Dr. K. A. Korb University of Jos

12. Teacher Centered Teaching • Advantages • Students are given a lot new information in a short period of time • Effective for large numbers of students • Teachers has control over the flow of the class • Disadvantages • Difficult to promote critical thinking • Encourage passive learning • Not the best way for most students to learn Dr. K. A. Korb University of Jos

13. Student Centered Teaching • Advantages • Students are actively engaged in the learning process • Provides real-life applications • Fosters critical thinking • Disadvantages • Difficult to implement with many students • Takes more time for learning to occur • Not effective for all domains Dr. K. A. Korb University of Jos

14. Self Regulation • Self Regulated Learners: • Set goals for their learning • Implement appropriate strategies to meet thir goals • Monitor their progression toward their goals Dr. K. A. Korb University of Jos

15. Fostering Student’s Interest • Students’ interest in class is correlated with: • Attention in class • Understanding course content • Academic performance • Students’ interest is increased when: • Students have good background knowledge • Students are involved in the lesson • Teachers use personalized and concrete examples that apply the content to students’ experiences Dr. K. A. Korb University of Jos

16. Strategies for Increasing Interest • Begin the lesson with an attention-getting introduction that is directly related to the lesson • Demonstration • Discrepant event • Charts • Real-life problem • Ask a through-provoking question Dr. K. A. Korb University of Jos

17. Strategies for Increasing Interest • Increase students’ involvement in the lesson • Ask thought-provoking questions • Use hands-on activities • Provide feedback • Tell interesting, personalized stories that illustrate key points Dr. K. A. Korb University of Jos

18. Teaching Study Strategies • Develop and activate prerequisite skills • Teach the strategy • Explain the benefits of the strategy • Explain the steps of the strategy • Model the strategy • Help the students memorize the strategy • Provide scaffolding as students use the strategy • Reminders, Feedback, Remodeling • Provide independent practice in the strategy Dr. K. A. Korb University of Jos

19. Self Regulation • Self Regulated Learning: Learning that is guided by metacognition, strategic action, and motivation to learn • Self Regulated Learners: • Know their academic strengths and weaknesses • Use effective study strategies • Set goals for their learning and monitor progression toward their goals Dr. K. A. Korb University of Jos

20. Self Regulation Dr. K. A. Korb University of Jos

21. Self Regulation • Self Regulation is developed by: • Teaching students to set learning goals • Teach study strategies • Direct instruction of study strategies • Model positive learning • Coaching of when to apply particular study strategies • Provide opportunities for students to monitor their progress Dr. K. A. Korb University of Jos

22. Teaching Self Regulation Strategies • Study strategies focus and enhance effort • Steps in teaching a study strategy • Introduce the strategy, including the rationale • Model the strategy • Think aloud while solving a task • Give the students practice in using the strategy • Provide scaffolding so students can properly apply the strategy • Point out future opportunities to apply the strategy Dr. K. A. Korb University of Jos

23. Study Strategies: PREP for Class • PREP: A metacognitive strategy to increase class participation (Ellis, 1989) • Prepare materials • Notebook, pencil, textbook • Review what is known • Review notes from previous class • Mark questions from the previous lessons that they do not understand • Establish a positive mindset • Focus attention on the lesson • Minimize distractions • Pinpoint goals • Decide what is to be achieved in this lesson Dr. K. A. Korb University of Jos

24. Study Strategies: Reviewing Notes • RCRC: Improve memory and comprehension of content (Archer & Gleason,1989) • Read: the material twice • Cover: the material with your hand • Recite: Summarize what your have read • Check: lift your hand to check • If you forget something important, begin again • Resources for other study strategies: • www.unl.edu/csi/study/shtml Dr. K. A. Korb University of Jos

25. Questioning • “Effective questioning techniques may be among the most powerful tools that teachers employ during lessons” (Woolfolk, 2007, p. 493) • Purpose of Questions • Helps students rehearse information to put in long-term memory • Help the teacher to assess students’ understanding • Identify gaps in knowledge to spark curiosity • Serve as a cue to remind novices of knowledge already learned Dr. K. A. Korb University of Jos

26. Types of Questions • Convergent Questions: Require one right answer • Best for young and low-ability students • Divergent Questions: Many possible answers • Best for average and high-ability students Dr. K. A. Korb University of Jos

27. Types of Questions • Rhetorical question requires no meaningful responses from students • Yes/no question • Short-answer question where the answer was previously provided in class • Though-provoking question that requires students to think beyond information presented in class Dr. K. A. Korb University of Jos

28. Asking Good Questions • Use sufficient wait-time after asking the question • Students give longer and more thoughtful answers when teachers wait at least 5 seconds before calling on a students respond • Avoid repeatedly calling on the same students • Ask guiding questions if students have difficulty responding • Provide meaningful feedback after the response • Do not criticize a student for an incorrect answer Dr. K. A. Korb University of Jos

29. Responding to Answers • Teacher-Centered Responding • Reject student’s response • Confirm student’s response • Clarify or interprets student’s response • Students-Centered Responding • Ask student to clarify or elaborate • Uses student’s response or idea Dr. K. A. Korb University of Jos

30. Feedback • Feedback: Information about the accuracy of answers in class, as well as CA and exams performance • Grade are not sufficient feedback for student to learn • Benefits of feedback • Provides information to student about the validity of their schemas • Motives students by demonstrating increasing competence • Satisfies students’ need to know • Provides information about student’s progress to meet their goals Dr. K. A. Korb University of Jos

31. Effective Feedback • Provided shortly after the response • Correct answer • Rationales for both the incorrect and correct responses • Specific information about how to correct inaccurate responses • Positive emotional tone Dr. K. A. Korb University of Jos

32. Revision • Describe characteristics of expert teachers. • What specific practices can you engage in so your students engage in meaningful learning? • Compare and contrast student-centered teaching with teacher-centered interest. • What are specific practices you can engage in to foster your students’ interest? • How can teaching self-regulation skills? • Describe meaningful questions to ask in the classroom. • What is good feedback and why is it important? Dr. K. A. Korb University of Jos