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  /Title (educational-psychology.pdf)
  /Creator (Cheatography)
  /Author (psychedup)
  /Subject (Educational psychology Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Educational psychology Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{psychedup} via \textcolor{DarkBackground}{\uline{cheatography.com/178770/cs/40108/}}}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}psychedup \\
  \uline{cheatography.com/psychedup} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 17th October, 2023.\\
   Updated 17th December, 2023.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\begin{multicols*}{2}

\begin{tabularx}{8.4cm}{x{2.8 cm} x{5.2 cm} }
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Definitions}}  \tn
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Educational psychology & "study of learning in all its aspects" (Caroll,1965) \{\{nl\}\} "study of education" (Peel, 1956)\{\{nl\}\} specializes in understanding teaching and learning in educational settings \{\{nl\}\} knowledge of learners, their abilities, devel stages and envi influence \tn 
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\begin{tabularx}{8.4cm}{x{2.72 cm} x{5.28 cm} }
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Historic background}}  \tn
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Roots & west greek philosophers \{\{nl\}\} democritus - 1st to emphasize influence of home on devel personality of child \tn 
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4th century BC & plato \& aristotle - system of edu to psych principles (diff types for diff ppl)\{\{nl\}\} aristotle - presented psych views more comprehensively - believed in faculty theory of mind (mind is made of diff faculties like reasoning, imagination etc) and emphasized intellectual process \{\{nl\}\} scholars modified from aristotle's doctrines \tn 
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Doctrine of faculties & mind is considered as 3 independent sets of power/capacities - \{\{nl\}\} 1) reasoning, understanding \{\{nl\}\} 2) feelings, desires, emotions, appetites \{\{nl\}\} 3) will \{\{nl\}\} \tn 
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John Locke & empirist (tabula rasa: blank slate - learning only from nurture) - learning abt external world through senses (argued that faculties are mot from soul) \tn 
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Historic background (cont)}}  \tn
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Pestalozzi & believed in and used the faculty theory \{\{nl\}\} 1st to psychologize edu (edu is process of drawing out the indiv) - evoloved learning and teaching programmes \tn 
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Herbart and Froebel & german prpfessors, rejected faculty theory \{\{nl\}\} herbert - imp of interest \& assimilation of ideas\{\{nl\}\} froebel - 1st to establish kindergarten, emphasized imp of early experiences in learning \tn 
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18th century & William James - book: principles of psychology (1890)\{\{nl\}\} J.M.Cattell - indiv differences, mental testing \{\{nl\}\} Alfred Binet - 1st inteligence scale \tn 
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\begin{tabularx}{8.4cm}{x{2.72 cm} x{5.28 cm} }
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Scope of edu psych}}  \tn
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\mymulticolumn{2}{x{8.4cm}}{Lindgren (1976) - 3 elements/focus areas in edu -} \tn 
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1. learner & most imp bcz w/o learner, there is no learning, variables - indiv differences, devel char, mental health, intelligence, personality, psych issues \tn 
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2. learning process & what ppl do (direct - writing, answering, computing etc, indirect obs - perceiving, thinking, remembering) - includes psych of learning, factors affecting it, diagnosis for learning difficulties \tn 
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3. learning situation & teacher, classroom setting (ventilation, light, noise, seat arrangement), attitude of teacher, class morale, emo climate of school \tn 
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Strategies to reduce bullying}}  \tn
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\mymulticolumn{2}{x{8.4cm}}{Olweus (1993), bullying is an aggressive, intentional act carried out by an individual or a group repeatedly over time, and involves the imbalance of power, with the bully wielding the power. The behaviour could be emotional or physical.} \tn 
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factors for not reporting & : teachers' lack of interest, willingness and skill in managing bullying behaviour, as well as the ethos and culture the school upholds \tn 
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victims & stop talking about school, regularly arrive late, miss classes or make excuses to miss school \tn 
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Conflict resolution, peer mediation strategies and group therapy focused on increasing self-esteem have proved ineffective with bullies & bullying results from a power imbalance, rather than from deficits in social skills \tn 
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\mymulticolumn{2}{x{8.4cm}}{{\bf{Strategies/interventions}}-} \tn 
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school level & punishment\{\{nl\}\} role play - to teach victims how to handle bullying situations \{\{nl\}\} teach victims to identify verbal attacks \tn 
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Strategies to reduce bullying (cont)}}  \tn
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classroom level & school code of conduct - modelling of desirable behavior \{\{nl\}\} reinforce classroom rules + structure \tn 
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individual level & discussions with bullies, victims and parents \{\{nl\}\} improve teacher knowledge about classroom-based bullying prevention activities \{\{nl\}\} playground supervision \tn 
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\mymulticolumn{2}{x{8.4cm}}{reporting bullying - to school management, parents, CRs \{\{nl\}\} info disseminations (abt dangers + consequences of bullying behav - to both bully \& victim \{\{nl\}\} focus group discussions (B,V) \{\{nl\}\} keep them busy with CCA's \{\{nl\}\} increase security \& frisking (for guns, knifes) \{\{nl\}\} separate students} \tn 
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Proponents of edu psych}}  \tn
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William James & to teach children effectively: observation in classrooms \textgreater{}\textgreater{} lab psych exps.\{\{nl\}\} his reccomendation: know child's level of knowledge + start lessons at a point just above child's knowledge to expand understanding\{\{nl\}\} assessment, analysis, interpretation \tn 
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John Dewey & established 1st major edu psych lab in US, Chicago, 1894.\{\{nl\}\}  his contribution:\{\{nl\}\}  1) children - active, learn best by doing \textgreater{}\textgreater{} passive, sit quietly in seats \{\{nl\}\}  2) edu should focus on whole child + emphasize adaptation to envi (child should learn to think, reason, adapt, be reflective problem solvers)\{\{nl\}\}  3) democratic edu - competent edu for all (irres of gender, SES etc) \tn 
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E. L. Thorndike & assessment, measurement and scientific ideas of teaching, learning \{\{nl\}\} hone child's reasoning skills \{\{nl\}\} edu psych must have scientific basis and focus strongly on measurement (tests, exams) \tn 
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Principles of development: It is a}}  \tn
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\mymulticolumn{2}{x{8.4cm}}{product of interaction} \tn 
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follows an orderly sequence & either cephalocaudal (top to bottom) or proximal (horizontal) \tn 
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\mymulticolumn{2}{x{8.4cm}}{continous process} \tn 
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\mymulticolumn{2}{x{8.4cm}}{goes from bilateral (learning to use parts of body) to unilateral (collective indiv)} \tn 
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\mymulticolumn{2}{x{8.4cm}}{different aspects of indiv are interrelated} \tn 
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\mymulticolumn{2}{x{8.4cm}}{individualised process} \tn 
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\mymulticolumn{2}{x{8.4cm}}{proceeds from general to specific} \tn 
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\mymulticolumn{2}{x{8.4cm}}{rate of devel differs wrt gender} \tn 
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Effective teaching}}  \tn
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\mymulticolumn{2}{x{8.4cm}}{teachers must have:\{\{nl\}\} (1) {\bf{professional knowledge and skills}} \{\{nl\}\} {\emph{Subject-Matter Competence}} -  thoughtful, flexible, conceptual understanding of subject matter (knowledge about organizing ideas, connections among ideas, ways of thinking and arguing, patterns of change \& beliefs about a discipline, ability to carry ideas from one discipline to another)\{\{nl\}\} {\emph{Instructional Strategies}} - \{\{nl\}\} a) constructivist approach - learner-centered - actively constructing their knowledge and understanding with guidance from the teacher\{\{nl\}\} b) direct instruction approach - structured, teacher-centered - teacher control \& direction, maximise student learning time\{\{nl\}\} (2) {\bf{commitment, motivation (help students self motivat \& take accountability + high expectations for their achievement), and caring}}\{\{nl\}\} In commitment, skills- thinking (open-minded, curious, accurate interpretation), goal setting \& instructional planning (high goals + specific criteria for success + organize lessons), classroom management (hangle misbehavior + establish rules + monitor activites + organize groups), communication skills (verbal + tuning in to students' nonverbal communication, and constructively resolving conflicts + interaction with parents), assessment knowledge (choose type) and technological skills (imrpove, support learning), developmental appropriate teaching practices\{\{nl\}\} {\emph{{[}D-TACTIC = D-developmental appropriate teaching practices, T-thinking, A-assessment development, C-comm, T-techological, I-instructional planning and goal setting, C-classroom managemment{]}}}} \tn 
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\begin{tabularx}{8.4cm}{x{3.36 cm} x{4.64 cm} }
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Exceptional children}}  \tn
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\mymulticolumn{2}{x{8.4cm}}{exceptional child - deviates from average/normal child (physical, intellect, emotional, social) that they cannot be benefitted from regular classroom programme and needs special treatment in school - W M Cruichshank} \tn 
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\mymulticolumn{2}{x{8.4cm}}{{\bf{Types:}}} \tn 
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1. intellectually exceptional & gifted, slow, educable mentally retarded, severelly mentally retarded \tn 
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2. physical & impaired - vision, hearing, speech, brain injured, crippled \tn 
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3. emotional & delinquents \tn 
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\mymulticolumn{2}{x{8.4cm}}{4. multihandicapped} \tn 
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need for special edu & 1. they dont benefit from regular classes \{\{nl\}\} 2. for making mental and physical handicapped properly trained - assests of society \{\{nl\}\} 3. insight to problems of exceptional children + solve them\{\{nl\}\} \tn 
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how to identify gifted child & IQ 110-140+, high social potentiality (all rounders), 2-4\% of population in IQ \{\{nl\}\} by doctors (behav char -early lang \& walking, pinching at food, peer at strangers), group IQ or achievement tests, school marks, teachers obs \tn 
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\mymulticolumn{2}{x{8.4cm}}{\bf\textcolor{white}{Exceptional children (cont)}}  \tn
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physical char of gifted child & fall ill less, overall faster (proximo, cephalo) devel \tn 
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mental char of gifted child & 360 superiority, better reasoning, generalization, comphrension, seeing bigger pic, interest in abstract subs, more socialable, emotional, independence, maturity, well-adjusted \tn 
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% That's all folks
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