Educational Psychology

(special one-day topic)

Educational Psychology strives to answer the following questions:

1. How do students learn information best? (and what instructional methods match how students learn?)

2. How do the minds of students develop during school-age years?

3. What motivates students to learn?4. What is “intelligence,” and how do we

measure it?

Two Topics …to reflect on when making your “resident expert” presentation:

Memory(How do students remember information?)

Learning Styles(How do students with different kinds of intelligence learn?)

Memory:The process by which we encode, store, and retrieve information.

Short-Term Memories

Long-Term Memories

Information

Sensory Memories Forgotten after 1 second.

Forgotten after 25 seconds.

Potentially permanent storage, although hard to

retrieve.

Sensory MemoryThe initial, momentary storage of information, lasting only an instant. The fleeting impressions of all sensory

input we experience: every sight, sound, smell, etc.

Short-Term MemoryMemory that holds information for about 15-25

seconds. Sensory memories might convert into short-term memories if we assign meaning to them.

We can store about 7 “chunks” of information in short term memory at any given time. (A

“chunk” is a meaningful piece of information, like a

letter, number, word, simple image, etc.)

RehearsalInformation is able to remain longer in short-term memory if rehearsal is practiced. Rehearsal is the

repetition or organization of information that has entered the short-term memory.

Rehearsal allows us to transfer information

from short-term memories into long-

term memories!

RehearsalThe type of rehearsal that is carried out greatly impacts the mind’s ability to transfer information

from short-term to long-term memory…

Repetition Repeating things over and over again keeps them stored in short-term memory.

Organization(Elaborative Rehearsal)

When information is organized in some fashion: for example, when you link it to another memory.

Long-Term MemoryMemory that stores information on a relatively

permanent basis, although it may be difficult to retrieve.

The reason we are able to store long-term information is

because our brains create semantic networks: clusters

of interconnected information. The more connections our

brain makes between a piece of information and other pieces of information, the

more likely we are to remember it.

Memory Consolidation The process of gradually converting short-term

memories into long-term memories.

1. The more connections we make within the brain, the stronger our stored memories become.

2. The more often we recall information (think about it) the stronger our memories become.

Pathways of neurons in the brain fire when you think about something. The more often you think about it, the smoother and faster those patterns of

neurons will fire in your brain.

Elaborative RehearsalOrganizing information allows it to pass from short-

term memory into long-term memory.

Example Technique: Connect new information to information that is already stored in your memory.

Your goal: Envision a location that you know very well. Imagine that

the items I show you are located in specific areas within

that location.

Level of Processing TheoryThis theory states that the more you processes information,

the better you will ultimately remember it. When you analyze new information in terms of its meaning, your mind will form more connections and associations. (This is why route memorization is a good way to cram for an exam the day before it takes place, but a terrible way to remember

information for long periods of time).

More likely to retain

information

Less likely to retain

information

“Bloom’s Taxonomy”

IntelligenceHow do YOU define intelligence? With the person

sitting next to you, discuss what it means to be “intelligent” for one minute.

Trukese tribe members in the South Pacific Ocean can precisely navigate from island to island without a compass

or any other sailing tools. Is this intelligence?

Amy is charming and people are always happy to be with her. She is good at understanding other people, talking to other

people, and making new friends. Is this intelligence?

Members of the Detroit Pistons react quickly to events taking place around them. They coordinate their movements

well, and have muscle memory for certain physical skills. Is this intelligence?

It is clear that “intelligence” is a difficult concept to define. Today, we recognize that having

intelligence does not simply mean that you know lots of things.

Intelligence:The capacity to understand the world, think rationally, and use resources effectively when

faced with challenges.

Intelligence TheoriesIn 1983, Howard Gardener proposed his Theory of

Multiple Intelligences to explain the aptitudes humans have for things other than logic and problem-solving.

Humans show intelligence in

many ways, and the way we test for intelligence needs to consider this.

Multiple Intelligences Theory

Gardener’s theory states that there are at least

eight different kinds of

intelligence that are distinct from

one another.

We each possess ALL of these, but

in different amounts.

Multiple Intelligences Theory

Gardener’s theory states that there are at least

eight different kinds of

intelligence that are distinct from

one another.

We each possess ALL of these, but

in different amounts.

Logical/Mathematical Intelligence

Skills involving problem solving and logical or scientific

thinking. Logical reasoning is closely

linked to “fluid intelligence.” People with this intelligence may be good at math

problems, critical thinking, and reasoning.

Linguistic Intelligence

Skills involving the production and use of language. People with this intelligence are

good at reading comprehension,

writing, and memorizing written words. They may be good at speaking and

organizing information.

Musical Intelligence

Skills involving music. People with this intelligence have

sensitivity to sounds, tone, pitch, melody, harmony, meter, and rhythm. They may be

good at playing, singing, or

composing music.

Visual-Spatial Intelligence

Skills involving space and spacial configurations.

People with this intelligence are

good at envisioning things in their heads. They may be good

at art, design, architecture, or

navigation.

Bodily-Kinesthetic Intelligence

Skills involving control and use of the body. People

with this intelligence may be coordinated, or good at activities like sports, dance, acting, surgery, or

creating something by hand.

Naturalist Intelligence

Skills involving nurturing, or the ability to identify and classify

patterns in nature. People with this

intelligence might classifying natural forms (such as animals, plants, rocks, or geographical features). They may be

good farmers, botanists, chefs, hunters, etc.

Interpersonal Intelligence

Skills involving interactions with

others and sensitivity to others. People

with this intelligence can easily understand how others are feeling

and relate to them. They communicate

effectively and empathetically with others.

Intrapersonal Intelligence

Skills involving knowledge of oneself and one’s own feelings and emotions. People with this intelligence know their strengths and weaknesses, what they want in life, and

what makes them unique. They may be

reflective and introspective.

“Your understanding of

your inner self holds the meaning

of your life.”- TOLSTOY

The theory of MI translates into a focus on different student learning styles.

Howard Gardener Video

Criticism:

Historically, people have placed higher value on some of these intelligence types than others. (Can you guess which ones?) Because certain types of intelligence are more valued, schools focus on

these to the detriment of others.

Because standardized tests are a necessity, (universities need a way to compare students who

attended vastly different high schools), schools place too much focus on types of intelligence that

can be assessed by a standardized test.