Name: Bui Bich Ngoc Psychology for Language Teachers

Luong Hue Phuong

Nguyen Phuong Trinh

Approaches to Educational Psychology

Psychological Behaviorism Cognitive Psychology Humanism Sociocultural Theory/

perspectives Information (Individual) Social Constructivism
on Processing Constructivism (Social
Interactionism)
Behaviorism states that Constructivism states The humanistic - Knowledge is
the mind does not help that people produce approach emphasizes actively constructed
a person to acquire knowledge and form the study of the whole by learners in
knowledge, but instead meaning based upon person, and that response to
it is the psychology of - Knowledge is their experiences. behavior is related to the interactions with
the environment in processed in steps or individual’s inner environmental
which a person lives. stages. feelings and self- stimuli. - Language
Knowledge
- There are limits on concept and culture play
how much knowledge essential roles both
can be processed at each in human
stage. intellectual
- The human development and in
information processing how humans
system is interactive. perceive the world.
Learning Learning is manifested Learning occurs when Learning occurs as - Learning involves - Learning is a
 by a change in behavior information is stored in learners are actively feelings. collaborative process.
long-term memory. involved in a process of - Learning has been the - There are 2
Information initially meaning and knowledge growing recognition of developmental levels:
enters the information construction as opposed how vital each +
processing system to passively receiving individual’s search for
through a sensory information. personal meaning
register after it is becomes in the learning
attended to. It then is process.
perceived by being - Learning does not end
compared with when a young person
information in long-term leaves school.
memory and enters
short-term memory.
This information can
stay activated, be
transferred to long-term
memory, or be lost.
Teaching is the Teaching is based on Constructivist teaching Teaching does not
arrangement of computer model: input, does not imply open- involve merely
contingencies of processing, and output. ended discovery transmitting pieces of
reinforcement under learning or minimally knowledge but involves
Teaching which students learn. guided teaching. the whole person, the
Constructivist teaching, emotions and feelings as
when done well, can be well.
understood as optimally
guided instruction.
 - Classical - Sensory memory: - Assimilation: causes - The Self and - Zone of Proximal
conditioning: a information is gathered an individual to Congruence: the Development (ZPD):
learning process in via the senses through a incorporate new ultimate aim of human difference between
which an association is process called experiences into the old beings was to achieve a what a child can do
formed between a transduction. These experiences. This causes state of congruence. independently and what
naturally occurring memories, usually the individual to develop This is when the actual the child needs help
stimulus and a unconscious, last for a new outlooks, rethink self is the same as the from a more
previously neutral very short amount of what were once ideal self. knowledgeable person
stimulus. The neutral time, ranging up to three misunderstandings, and - Holism: The person in to do.
stimulus becomes a seconds. Sensory evaluate what is humanism is studied as - Scaffolding
conditioned stimulus information catches our important, ultimately a whole. Complex tasks are
that is capable of attention, and thus altering their - Maslow’s Hierarchy broken down into
invoking a conditioned progresses into working perceptions. of Needs: It starts off smaller tasks for the
Key concepts
response. memory, only if it is - Accommodation: with the need for child to achieve. The
-Operant seen as relevant, or is reframes the world and physical things, such as adult works along side
conditioning: a familiar. new experiences into the air, food and water. The the child offering
learning process that - Working memory/ mental capacity. pyramid moves on to the support. The support is
involves either Short-term memory: Individuals conceive a need for safety, love and gradually reduced as
reinforcing or Sensory memories particular fashion in belonging, self-esteem learning takes place
punishing a behavior. transferred into working which the world and then knowledge. It and the child can work
Reinforcement makes it memory will last for 15- operates. When things ends with the pursuit of independently.
more likely that the 20 seconds, with a do not operate within aesthetics and then self- - Cooperative
behavior will occur capacity for 5-9 pieces that context, they must actualization. This is learning: Students
again in the future, or chunks of accommodate and where a person achieves work in small
where punishment information. reframe the expectations his entire potential. This groups to help each
makes it less likely that Information is with the outcomes. is a point not many other
 the behavior will be maintained in working people ever reach. - Tutoring: includes
repeated. memory through - Free will: Humans classroom aides,
-Stimulus: a maintenance or have the ability to volunteers and
measurable change in elaborative rehearsal. choose how to live their mentors.
the environment – any - Long term memory: lives free of any external - Cognitive
object, fact, event or has unlimited space. The forces making them apprenticeship:
situation that may have crucial factor of long chose. expert stretches and
an impact on behavior term memory is how supports the
- Response: a well organized the novices’
measurable change in information is. understanding and
behavior – any reaction - Encoding: the process use of cultural
to a stimulus either by which information is skills.
environmental or formed into memory.
mental. - Rehearsal: the
conscious repetition of
information over time to
increase the length of
time that information
stays in memory.
- The main source of - Ask questions - Adopt a support role - Encourage a - Provide assistance
knowledge - Allow students time to and let the learner own knowledge of self, with assimilation of
- Provide stimulus think critically their discoveries creativity and self- new and old
Role of
material and prompts - Encourage students to - Present tasks with real- evaluation. knowledge
teacher
for the correct response not give up - growth world application so that - Create a sense of - Provide students
- Provide positive mindset students can belonging with opportunities
reinforcement - Provide leadership contextualize their - Make the subject to test the adequacy
 without taking full knowledge easily relevant to the learners of their current
control - Provide scaffolds to - Involve the whole understandings
- Listen carefully to bridge the gap between person - Support
ensure that students are what learners know and - Develop personal collaboration in
on the right path what they are being identity constructing
- Keep learners active in presented with - Minimize criticism knowledge, not
their own learning competition
- Provide them clues, - Providing
but never give the scaffolding at the
answer right time and the
right level
- Present authentic
tasks to
contextualize
learning through
real-world, case-
based learning
environments
- Students work for - Be independent - Learn to combine new - Understand reasons for - Actively participate
rewards learners and thinkers information with their their own behavior in their own
- Their behavior is - Be aware of how to current knowledge. - Believe the classroom education
Role of diverse based on the use cognitive tactics and - Reflect on their own environment supports - Accommodate and
students environmental strategies correctly experiences and their efforts to learn assimilate new
surroundings establish how they have - Openly discuss their information with
=> students respond been affected by them. opinions, feelings and their current
differently - Learners should value problems with learning understanding
 - Students respond to the trial and error - Reflect on their
stimuli approach by questioning experiences
ideas and evaluating
concepts through real-
world activities.
- Students must be in
control of what and how
they learn.
- Peers can help each - Communicate their - Engage and interact - Must not bully or - Work cooperatively,
other remember, opinions in a way that with peers disparage their share knowledge and
especially when they respects others - Be cooperative classmates perspectives.
work in groups. - Share their knowledge - Be cooperative when - reinforce their own
- They can teach other, and perspectives to working in pairs or knowledge and assist
thus helping others groups their peers.
themselves learn by - Assist their peers and - Support their friends
Role of peers reinforcing through reinforcing their own
teaching. knowledge
- As they work together
they create memory
tricks and tips to
remember the skill,
which again reinforces
their newfound skill.
Role of The language used The target language is Language is essential to
language should be neither too learnt when it is needed. learning. It is the main
 abstract for those who means by which adults
are not yet conceptually communicate and
capable of functioning at transmit information to
this level, nor too simple children.
in that the conceptual Children internalize
level is below the level language as thought
of the learner’s and ‘inner speech’.
competence.
- Its use of rigorous, - This theory addresses - Develops student’s - It emphasizes the role - Promote using
experimental methods how as children grow, thinking skills of the individual curricula customized to
of research enhances their brains likewise - Encourage - It believes in free will, the students' prior
the credibility of mature, leading to alternative methods increasing individual knowledge and hands-
science as a scientific advances in their ability of assessment. responsibility for on problem solving.
discipline. to process and respond - Engage the students' behavior - Educators focus on
- Behaviorism to the information they initiative and - A holistic, positive making connections
introduced the idea of received through their personal investment view of human nature. between facts and
Contribution/ reinforcement as a key senses. through journals, Uniqueness is fostering new
Strength(s) tool for educators. The research reports, emphasized and understanding in
most obvious form of physical models, and assumes that each students. Teaching
reinforcement in artistic person has worth and a strategies are tailored to
education is that of representations. purpose in life. the students’ responses,
grades. Reinforcement - Helps students and open ended
is a consequence that transfer skills to the questions
strengthens a certain real world. - There would be less
behavior. - Promotes intrinsic focus on grades and
- Behaviorism stated motivation to learn. standardized tests.
 that rapid feedback is Assessment becomes
an essential part of part of the learning
learning. process and students
play a role in their own
progress.
- Behavioral theories - Lacks ecological - With an average - Learning style issues. - It eliminates
do not account for free validity: This means that number of students in Each student has unique standardized testing
will and internal the memory of students one classroom, teachers learning styles => hard and grades. This
influences such as might in a classroom are unable to customize to employ for every eliminates grade-
moods, thoughts, and environment where they the curriculum to each students centered goals and
feelings. may feel under more student, as their prior - Subjective; the rewards as well as the
- Behaviorism doesn’t pressure to perform well knowledge will vary. importance of individual comparisons of
take into account is worse than that at - Discard standardized experience makes it students.
important internal home. - It is difficult to curriculum in favor or a difficult to objectively - It can actually lead
processes that take measure internal more personalized study and measure students to be confused
Limitation(s)/
place in the mind. processes such as course of study based on humanistic phenomena. and frustrated because
Weakness(es)
- There are many attention and perception. what the student already they may not have the
instances of learning - Instead of measuring knows. This could lead ability to form
that occurs without the these process' directly, some students to fall relationships and
use of reinforcements cognitive psychologists behind of others. abstracts between the
or punishments. use tests that measure knowledge they already
- People and animals behaviors, or external have and the
are able to adapt their features that they knowledge they are
behavior when new believe are related to the learning for
information is internal process'. themselves.
introduced, even if a
 previous behavior
pattern has been
established through
reinforcement.
- They fail to explain
how humans learn, the
process through which
the learning takes
place.
- For a behaviorist what
occurs between the
stimulus and the
response (the black
box) is of little
importance.
- Directed instruction (a - Reduce working - Create learning - Every learning - Reciprocal teaching
teacher provides the memory loads by environment which experience should be Where a teacher and 2
knowledge to the reduce the amount of promote students’ seen within the context to 4 students form a
collaborative group and
students either directly material, discovery, of helping learners to
Teaching take turns leading
or through the set-up of - Be prepared to assimilation/ develop a sense of dialogues on a topic.
Implications
“contingencies”) repeat accommodation. personal identity and Within the dialogues,
and group members apply
- The use of exams to - Use cues to signal - Student-centered relating that to realistic
Methodologies four cognitive
measure observable when you are ready - Instructions should future goals. strategies:
behavior of learning to begin like voice be given around the - Learners should be 1. Questioning
- The use of rewards projection to complex problems helped and encouraged 2. Summarizing
3. Clarifying
and punishments in our indicate you are rather than the to make choices for 4. Predicting
 school systems beginning a lesson. problem with clear themselves in what and - Situated learning:
Knowledge must be
- Provide handouts or and correct answer. how they learn.
situated in a relevant or
write on the board. - Teachers should "authentic" context.
+ A meaningful context
- Give opportunities empathize with their
+ Through active
to students to learners by getting to learning
elaborate on new know them as
information. individuals and seeking
to understand the ways
in which they make
sense of the world.
- Students learn best in a
non-threatening
environment.
- Edwin Guthrie - Robert Gagne - John Dewey - Carl Rogers - Jerome Bruner
- Ivan Pavlov - Robert William - Jean Piaget - Abraham Maslow - Lev Vygotsky
Key - B.F. Skinner Atkinson - Lev Vygotsky - Malcolm Knowles
Psychologists - E.L. Thorndike - Jerome Bruner
- John Watson