Psychology & philosophy of education
description
Transcript of Psychology & philosophy of education
![Page 1: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/1.jpg)
JUST ONE STEP AHEAD.
![Page 2: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/2.jpg)
![Page 3: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/3.jpg)
PSYCHOLOGY & PHILOSOPHY OF EDUCATION
![Page 4: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/4.jpg)
PHILOSOPHY Philos-Loved or dear or friend. Sophos- Sage or wise person. Philosopher is lover of wisdom.
![Page 5: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/5.jpg)
TEACHING PHILOSOPHY OR EDUCATIONAL PHILOSOPHY IS A BASIS FOR EVERYTHING WE DO AS A TEACHER.
Purpose of education Definition of learning How learning should occur Relationship between teacher and
student What knowledge is important? What is taught? How and why you assess? Classroom management
![Page 6: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/6.jpg)
PSYCHOLOGY
Psyche(Soul)
Logos(To study)
Psychology
![Page 7: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/7.jpg)
PSYCHOLOGY
“Psychology is a science which aims to give us better understanding and control of behaviour of organisms as a whole.”
Now Psychology is defined as “the scientific study of observable behaviour.”
![Page 8: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/8.jpg)
EDUCATION. Educe – to draw forth, bring out qualities
that are there. Education- process of bringing forth
qualities. Use knowledge to bring forth qualities.
![Page 9: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/9.jpg)
EDUCATIONAL PSYCHOLOGY.
“Education is the process of development which consists of the passage of human being from infancy to maturity, the process whereby he adapts himself gradually in various ways to his physical, social and spiritual environment.”
T Raymont.
![Page 10: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/10.jpg)
EDUCATIONAL PSYCHOLOGY1. The study of how people learn.2. Topics: memory, thinking, human
development, learning behaviours, motivation, individual differences, intelligence, creativity, teaching strategies and assessment.
![Page 11: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/11.jpg)
Research- basis of educational psychology.
![Page 12: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/12.jpg)
THEORIES IN EDUCATION1. Theories – organise empirical facts2. Educational decisions/practices-
theoretical context (based on theory)3. Different theories explain data differently4. Theories are created by research- based
evidence
Theories are based on different perspectives. These perspectives form the educational philosophy of a teacher.
![Page 13: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/13.jpg)
EDUCATIONAL PSYCHOLOGY-VARIETY OF THEORIES How humans develop (emotionally,
physically, socially, intellectually etc.) How they learn How they should be taught
![Page 14: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/14.jpg)
LEARNING THEORIES Behavioural Learning Theory. Cognitive Learning Theory. Constructivist Learning Theory. Social Learning Theory. Humanistic Learning Theory.
![Page 15: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/15.jpg)
TEACHING STRATEGIES.
Lectures Case Study Discussion Active Learning
![Page 16: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/16.jpg)
TEACHING STRATEGIES.
Integrated Technology
Cooperative Learning
Distant Learning
![Page 17: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/17.jpg)
LECTURE METHOD.Fit the lecture to the audience
Focus your topic - remember you cannot cover everything in one lecturePrepare an outline that includes 5-9 major points you want to cover in one lecture
Select appropriate examples or illustrations
Organize your points for clarity
Present more than one side of an issue and be sensitive to other perspectives
Repeat points when necessary
Be aware of your audience - notice their feedbackBe enthusiastic - you don’t have to be an entertainer but you should be excited by your topic.
![Page 18: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/18.jpg)
CASE METHOD. Providing an opportunity for students to apply what
they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have transformed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity of finding solutions to critical social problems.
![Page 19: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/19.jpg)
DISCUSSION Discussion. There are a variety of ways
to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s).
Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s).
![Page 20: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/20.jpg)
ACTIVE LEARNING Active learning is defined as learning
environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning”
. Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives.
![Page 21: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/21.jpg)
COOPERATIVE LEARNING. Cooperative Learning. Cooperative
Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. This stresses the importance of faculty and student involvement in the learning process.
![Page 22: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/22.jpg)
INTEGRATED TECHNOLOGY. Integrating Technology. Today, educators realize
that computer literacy is an important part of a student's education.
Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students.
Many faculty have found electronic mail to be a useful way to promote student/student or faculty/student communication between class meetings.
Others use on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts.
![Page 23: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/23.jpg)
DISTANCE LEARNING. Distance Learning. Distance learning
is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education
as a teaching pedagogy, however, is an important topic of discussion on college campuses today.
![Page 24: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/24.jpg)
HEART OF A TEACHER.
flickspire - Heart of a Teacher.flv
![Page 25: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/25.jpg)
THE END=)
![Page 26: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/26.jpg)
Initially we thought of psychology as a study of soul and then rejected this idea on the grounds that, how can we study Soul.
Secondly we came to define psychology as a study of mind and then realised that how can we study mind and the definition becomes very confusing so rejected that definition too.
Thirdly we came to believe in psychology as the study of consciousness but then that also eludes the aspect of unconscious actions and sub conscious actions.
Finally Psychology came to defined as………
![Page 27: Psychology & philosophy of education](https://reader033.fdocuments.net/reader033/viewer/2022061206/5481b65db47959190d8b45c1/html5/thumbnails/27.jpg)
BEHAVIOUR Any manifestation of life is activity and
behaviour is the collective name of these activities.
The behaviour includes all conscious, subconscious and unconscious activities of the human mind, hence covers not only the overt but also the covert behaviour including all inner experiences and mental processes.