1. Educational Psychology Draw and discuss the significant aspects of the model of the teaching/learning process presented in class (or discussed in one of the required readings), giving specific examples of the types of variables considered in educational psychology. Describe relationships among variables you discuss. Developed by: W. Huitt, 1999 Part I

2. Model of the Teaching/Learning Process Educational Psychology is essentially the scientific discipline that attempts to answer the question “Why do some students learn more than others?” Take a moment to brainstorm on reasons you think some students in some classrooms might learn more than students in the same or other classrooms. That is, what are the reasons, both within and across classrooms and schools, that you believe research has shown will influence what and how much students learn.

3. There are so many possible answers to this question that researchers have tried to group similar answers together. The following is one example of a classification system. Model of the Teaching/Learning Process Context All those factors outside of the classroom that provide the environment for the teaching and learning process

4. There are so many possible answers to this question that researchers have tried to group similar answers together. The following is one example of a classification system. Model of the Teaching/Learning Process Input Those qualities or characteristics of teachers and students that they bring with them to the classroom experience

5. There are so many possible answers to this question that researchers have tried to group similar answers together. The following is one example of a classification system. Classroom Processes Teacher and student behaviors in the classroom as well as some other variables such as classroom climate and teacher/ student relationships Model of the Teaching/Learning Process

6. There are so many possible answers to this question that researchers have tried to group similar answers together. The following is one example of a classification system. Output Measures of student learning taken apart from the normal instructional process Model of the Teaching/Learning Process

7. Output is the most important category because the variables in the rest of the categories are used to predict or relate to the variables measured in this one. "How well has the student done on a standardized measure of student achievement in the basic skills of Reading, Language Arts, and Mathematics?" Most of the time in the U.S. when we ask "How well or how much has the student learned?” we mean Model of the Teaching/Learning Process

8. then we may find that other context, input, or classroom process variables are better predictors of student learning. However, if we change what we mean by learning (e.g., character development or social skills) or if we change the particular measure of learning (e.g., use the writing section of the Scholastic Achievement Test instead of the Iowa Test of Basic Skills), Model of the Teaching/Learning Process

9. As we shall see, there are a variety of outcomes that are important in today's world (such as cognitive development and character) that are not presently discussed when we talk about student learning.

10. The second most important category, at least from the perspective of the educational institution and educational psychology, is the Classroom Processes category. This includes all the variables that would occur in the classroom. There are three subcategories: Teacher Behavior Student Behavior Other/Miscellaneous Model of the Teaching/Learning Process

11. The category of Teacher Behavior consists of all the actions a teacher would make in the classroom and includes three additional subcategories: Planning Management Instruction all of those activities a teacher might do to get ready to interact with students in the classroom controlling student behavior guiding student learning Model of the Teaching/Learning Process

12. Research has shown that only a small number of individual teacher behavior variables actually predict student achievement.* * Walberg, H. (1986). Synthesis of research on teaching. In M. Wittrock (Ed.)., Handbook of research on teaching (pp. 214-229). New York: Macmillan. Use of positive reinforcement Cues and corrective feedback Cooperative learning activities Higher-order questioning Use of advance organizers 1.17 Sds. 0.97 0.76 0.34 0.23 Model of the Teaching/Learning Process

13. The category of Student Behavior includes all of the actions a student would make in the classroom and includes one very important variable (at least in relationship to predicting student achievement on standardized tests) and that is Academic Learning Time. Model of the Teaching/Learning Process

14. Academic Learning Time is defined as "the amount of time students are successfully covering content that will be tested”* * Squires, D., Huitt, W., & Segars, J. (1983). Effective classrooms and schools: A research-based perspective. Washington, D.C.: Association for Supervision and Curriculum Development. Model of the Teaching/Learning Process

15. Academic Learning Time is composed of three separate variables: Content Overlap the percentage of the content covered on the test actually covered by students in the classroom Model of the Teaching/Learning Process

16. Academic Learning Time is composed of three separate variables: Engaged Time amount of time students are actively involved in the learning process Model of the Teaching/Learning Process

17. Academic Learning Time is composed of three separate variables: Success extent to which students accurately complete the assignments they have been given Model of the Teaching/Learning Process

18. A high level of Academic Learning Time means that 1) students are covering important (tested/evaluated) content; 2) students are "on-task" most of the class period; and 3) students are successful on most the assignments they complete. Model of the Teaching/Learning Process

19. There are a variety of other classroom factors which have been related to student achievement such as classroom atmosphere and morale the opportunity for students to engage in leadership roles. Model of the Teaching/Learning Process and

20. One of the most important concepts that has been developed in educational psychology during the past 30 years is that classroom process variables are the most direct link to student achievement.* * Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational Research, 88(5), 262-268. More specifically, the teacher's classroom behavior (included in the categories of planning, management and instruction) has a direct influence on student classroom behavior (most importantly, Academic Learning Time). Model of the Teaching/Learning Process

22. Academic Learning Time, then, is the most direct link to measures of student achievement. Model of the Teaching/Learning Process