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Educational
PSYCHOLOGY
Second
Australian
edition
O’DONNELL | DOBOZY | BARTLETT | NAGEL | SPOONER-LANE
YOUSSEF-SHALALA | REEVE | SMITH
Reflection for action 147 Lesson 1: Mirror image 179
Lesson 2: Our lives, our friends: finger puppet production 180
Taking it to the classroom How do you build
Lesson 3: In my neighbourhood 181
relationships? 148
Culture, diversity and special needs 149
Trust: the beginning of positive psychosocial 5 Individual differences and
development 149 special needs 185
Students’ attachment styles with teachers 150 The gifted underachiever 186
Attachment for learners with special needs 151
Reflection for action 186
Psychosocial development 152
Erikson’s framework 152 Chapter overview 187
Variability in the classroom 187
Taking it to the classroom Guidelines for supporting
Intelligence 188
Kindergarten and preprimary school children’s
initiative 154
The history of intelligence 188
Controversies in intelligence 190
Current thinking on issues of intelligence 190
primary school children’s competence 155
Reflection for action194
How is intelligence measured? 194
adolescents’ identity 157
Extremes of intelligence 197
Uncommon sense As children move from childhood to Giftedness 198
adolescence, peer relationships are the most important — Intellectual impairment 199
or are they? 158 Talent 199
Moral development 158 Deliberate practice and the monotonic benefits
Stages of moral development 158 assumption 200
The ethic of care 161 Effort becomes talent 201
Reflection for action 162 Reflection for action202
Character and conscience: doing the right Early talent and developed talent 202
thing for the right reason 162
Uncommon sense Talent is innate — or is it? 204
Aggression and social competence 164
Aggression 164 Differences in ability and teaching 205
Instrumental and hostile aggression 164 Between-class ability grouping 205
Uncommon sense Aggression in pink! 166 Reflection for action 206
Video games and aggression 167 Within-class ability grouping 206
Social competence 168 Learners with special needs 206
Taking it to the classroom Promoting social competence The law and special education 207
in boys and girls 168 Identifying children with special needs 210
Inclusion 211
169
Reflection for action
Learning difficulties 212
Self-concept 170
Who am I? 170 Taking it to the classroom Strategies for the
Enhancing the self-concept 172 inclusive classroom 1 212

Summary 174 Autism and related disorders 213
Key terms 175 Taking it to the classroom Strategies for the inclusive
Exercises 176 classroom 2 214
Reflection for action 177 Physical and sensory challenges 215
Further practice: your turn 178 Attention deficit hyperactivity disorder 216
Lesson plans 179 Reflection for action 218
vi contents
Taking it to the classroom Do you know Ben? 218 Behavioural learning theory and diverse
English as a second language 220 learners 252
Uncommon sense Do East Asian schools have the best
Behavioural learning theory and special needs
school systems and should we be learning from them? 222 students 253
Increasing desirable behaviours 254
Differences in socioeconomic status and their
Decreasing undesirable behaviours 257
role in learning 222
Taking it to the classroom Preventing behavioural
Taking it to the classroom Socioeconomic status and
escalations 259
school success 223
Summary 224 261
Key terms 226 Why do students misbehave? 261
Exercises 226 Uncommon sense One behaviour management strategy is
Reflection for action 227 as effective as another — or is it? 262
Further practice: your turn 228 Promoting self-management 263
Lesson plans 229 The fundamental task of classroom
Lesson 1: Picture scavenger hunt 229 management 265
Lesson 2: Using a general problem-solving strategy to help Taking it to the classroom Three suggestions
solve mathematical problems 230 for creating opportunities for students to learn and
grow 265
6 Behavioural learning theory 233 Contracts and contingencies 266
Behaviour management plan 234 Influences of behavioural learning
theory on contemporary teaching
practice 268
Chapter overview 235
Mastery learning 268
Behavioural, cognitive and social constructivist
Technology 269
theories of learning 235
Potential limitations of behavioural learning
Contrasting three theories of learning 235
theory 269
Kinds of learning that can be explained by
Summary 270
behavioural learning theory 237
Key terms 271
Reflection for action237 Exercises 271
Principles of behavioural learning theory 238 Reflection for action 272
Types of behavioural learning theories 238
Operant learning theory 239 Further practice: your turn 273
Consequences 240 Lesson plans 273
Reinforcement 241 Lesson 1: Critical thinking 273
Taking it to the classroom Ways to promote good Lesson 2: Fit forever 274
behaviour 245
Punishment 246 7 Engaging learning in classrooms 277
Taking it to the classroom Responding to undesirable An engaging learning community 278
behaviour 250 Reflection for action279
Reflection for action250 Chapter overview 279
Situational influences 250 Designing the physical environment 280
Taking it to the classroom Applying behavioural The influence of the environment on
learning principles 251 behaviour 281
Managing behaviour 252 Reflection for action 282
Contents vii
Designing early childhood and primary school Lesson plans 323
classrooms 282 Lesson 1: Sensation 323
Designing middle and upper secondary school Lesson 2: Immigrant journeys 324
classrooms 284
Addressing student diversity and
8 Cognitive and social cognitive
special needs through the physical
environment 286 learning 327
Designing the social environment: norms Twenty-first century work is cognitively demanding 328
and rules 287 Reflection for action 328
Taking it to the classroom Serendipitous moments to Chapter overview 329
engage 290 Cognitive theories of learning 329
The tension between freedom and The information-processing model 329
structure 291 Perception 330
Getting started 292 Recognising objects 331
Reflection for action296 Attention 333
Establishing procedures for routines 296 Reflection for action 335
Misbehaviour: informal correctives and imposing Memory systems 335
penalties 297 Sensory memory 335
Taking it to the classroom Subjective views on Short-term memory 335
behaviour 301 A model of working memory 337
Conclusions about establishing norms and
Taking it to the classroom Increasing working memory
rules 302
with phonics games and rhymes 338
Uncommon sense Rewards and punishment are different
means to an end — or are they? 303 Reflection for action 339
A student-centred approach 303 Memory difficulties of students with
Teaching methods and classroom special needs 340
management 304 Taking it to the classroom Supporting working memory
Independent work or seatwork 304 in the classroom 341
Small-group work 306 Long-term memory 341
Reflection for action 307 Encoding, retrieval and forgetting 346
Whole-class teaching 307 Types of knowledge 346
Strategies for dealing with behaviour Organisation, practice and elaboration 346
problems 313 Mnemonic strategies 347
Chronic problems 313 Imagery and visual learning strategies 349
Acute problems 313 Taking it to the classroom Learning with technology —
Taking it to the classroom Tips for creating a
enhanced visual images 349
peaceful classroom 314
Retrieval and forgetting 352
Personal problems 315 Categorisation 353
Particular problems 316 Concept attainment tasks 354
Summary 319 Teaching concepts 354
Key terms 320 Diversity, culture and experience in developing
Exercises 321 concepts and categories 355
Reflection for action 322 Social learning theory 356
Further practice: your turn 322 Modelling 358
viii Contents
Taking it to the classroom Visible learning: the Scaffolding for students with special needs 390
difference between a mind map and a concept map 359 Scaffolding for students from diverse language
Uncommon sense Social learning always has positive
backgrounds 391
outcomes — or does it? 360
Learning and teaching influenced by
social-constructivist and sociocultural
Conditions necessary for observational
theory 392
learning 361
Cognitive apprenticeships 392
Taking it to the classroom Social learning theory and
Reciprocal teaching 392
everyday life 362
Problem-based learning 393
Modelling and the influence of multimedia 362 Classroom communities 396
Taking it to the classroom Principles of multimedia Summary 396
learning 364 Key terms 397
Summary 365 Exercises 398
Key terms 367 Reflection for action 398
Exercises 367 Further practice: your turn 398
Reflection for action 368 Lesson plans 399
Further practice: your turn 369 Lesson 1: Sculpture garden using Froebel’s gift 399
Lesson plans 369 Lesson 2: Epidemic 400
Lesson 1: Asian holiday 370
Lesson 2: Marble games over time and space 371 10 Learning from peers 403
Working in groups 404
9 Complex cognition and social Chapter overview 405
constructivism 373 Perspectives on peer-assisted learning 405
Engulfing silence grips the class 374 Theoretical orientations towards learning with
and from peers 405
A social-motivation theory 406
Taking it to the classroom Implementing STAD 408
Complex cognition 375
Metacognition 375 The social-cohesion perspective 408
Self-explanation 375 Are these approaches effective? 410
Cognitive-elaboration perspectives 411
Taking it to the classroom Guiding questions for
promoting metacognitive thinking 376 Reflection for action 412
Reasoning and argumentation 377 Taking it to the classroom Ways to promote peer
Problem solving 378 learning using a cognitive-elaboration approach 412
Reflection for action 380 Cognitive-development perspectives 413
Transfer 380 Peer tutoring 416
Social constructivism 381 Evidence for the effectiveness of tutoring 417
Uncommon sense Private talk in class should be
Processes involved in tutoring 418
Tutoring diverse learners 420
discouraged — or should it? 382
Tutoring students with special needs 422
Reflection for action385 Tutoring for higher order outcomes 423
The role of experience 385 Taking it to the classroom Implementing effective peer
Scaffolding 386 tutoring in six steps 424
Reflection for action389 Learning in heterogeneous groups 425
Scaffolding with technology 389 Examples of cooperative techniques 425
Contents ix
Taking it to the classroom Promoting safe and Hidden costs of rewards 456
risk-free position taking: moving from discussion to Using extrinsic motivators effectively 457
debate 427 Taking it to the classroom Communicating extrinsic
Collaboration and technology 428 rewards in controlling versus informational ways 458
WebQuests 428 Motivating students with intellectual
Online mentoring 429 impairment 459
Influences on effectiveness in heterogeneous Types of extrinsic motivation 460
groups 429 Psychological needs 461
Gender and cooperative groups 429 Autonomy 461
431
Reflection for action Uncommon sense Giving students choices increases
Special needs and cooperative learning 431 their autonomy and intrinsic motivation — or
Taking it to the classroom Do you know Jordan? Getting does it? 462
the help he needs 432 Reflection for action 463
Status characteristics 433 Taking it to the classroom How autonomy supportive
Learning with and from peers: practices for teachers motivate students 463
learning 434
Competence 464
The importance of discourse quality 434
Taking it to the classroom Raising the bar 468
The role of the teacher 435
Taking it to the classroom Management issues to
Relatedness 468
consider 438
The engagement model 469
Motivating students during uninteresting
Classroom tasks 438
lessons 470
Uncommon sense Arguing among group members is
Uncommon sense Boys lack motivation for reading — or
bad — or is it? 439
do they? 471
Summary 440
Curiosity, interest and positive affect 472
Key terms 441
Sparking curiosity 473
Exercises 441
Building interest 474
Reflection for action 442 Inducing positive affect 475
Further practice: your turn 443 Using technology to promote engagement 476
Lesson plans 444 Motivational deficits and
Lesson 1: When smart toilets attack! 444 self-handicapping 476
Lesson 2: Paper aeroplanes 445 Engagement-draining motivational
deficits 478
11 Motivation and engagement 447 Pedagogical strategies to ease motivational
deficits 479
What are your motives? 448
Taking it to the classroom Facilitating active and
Reflection for action 449 independent learning 480
Chapter overview 449 Summary 481
Engagement 449 Key terms 482
What engagement looks like 449 Exercises 482
Why engagement is important 450
Motivation 451
Two approaches to promoting motivation and Further practice: your turn 484
engagement 452 Lesson plans 485
Engaging diverse learners 454 Lesson 1: Inventing a new ice-cream flavour 485
Intrinsic and extrinsic motivation 455 Lesson 2: Classroom court: the rule of law 486
x Contents
Taking it to the classroom Teacher discourse to promote
12 Motivation to learn 489
learning goals 516
Motivation at work 490
491
Year-level effects on student motivation 517
Self-regulation 518
Constructive thinking and motivation 491
Self-regulatory processes: forethought through
Uncommon sense Boosting self-esteem is the best way to
reflection 518
motivate students — or is it? 492
Promoting self-regulation 519
A social-cognitive approach to constructive Coregulation 520
thinking 493 Self-regulation for students in different year
Self-efficacy 493 levels and for learners with special needs 520
Why self-efficacy is important 493 Summary 522
Sources of self-efficacy 495 Key terms 523
Mastery-modelling programs 496 Exercises 523
Taking it to the classroom How to implement a
mastery-modelling program 496
Further practice: your turn 526
Lesson plans 526
Educational technology, socioeconomic status
Lesson 1: Apples, bananas and Fibonacci 526
and self-efficacy 497
Lesson 2: Which Australian historical landmark is
Uncommon sense Assigning e-homework is motivational ‘the best’? 528
and makes out-of-class learning more fun and interactive —
or does it? 498
13 Classroom assessment 531
Self-efficacy in students with special needs 498
Taking it to the classroom Do you know Talia? Reversing
Learning oriented assessment and forward-looking
feedback 532
students’ anxieties 499
Mastery beliefs 499 533
Reactions to failure 500 Chapter overview 533
Taking it to the classroom The virtues of failure 501 Assessment for learning: roles, goals and
Learned helplessness 501 audiences 533
Attributions 503 Student, parent/guardian and teacher concerns
Preventing helplessness, fostering mastery 504 in assessment 534
Reflection for action 505 Other audiences and areas of concern 535
Hope 506 Diversity among students and their parents 537
Goals 507 Formative and summative assessment 537
Difficult, specific goals increase Principles of assessment and grading 538
performance 507 Reflection for action 538
Implementation intentions 509 Communication 539
Feedback 509 Fairness 539
A caution before assigning students a goal to Validity 539
pursue 510 Growth 541
Goal-setting programs 510
Taking it to the classroom Steps in a goal-setting
542
program 510 Options for assessment 542

Possible selves 511 Recognition format 542
Achievement goals 512 Reflection for action 544
Contents xi
Taking it to the classroom Do you know Wah? Multiple
14 Standardised and standards-based
choice or multiple guess? 545
Generative format 546
assessments 583
Alternative or production format 548 Up to standard? 584
Taking it to the classroom Developing alternative Reflection for action 584
assessments 551 Chapter overview 585
Uncommon sense Portfolios are big and bulky — or The nature and development of standardised
are they? 553 assessments 585
A brief history of standardised assessments 585
Taking it to the classroom Six steps to
School testing programs 586
e-portfolio-based learning 554
Standards-based assessment 587
Informal assessments 555
University admissions testing 588
Developing and using assessments 556
Intelligence testing 588
Determining what to assess 556
Rubrics 557 Reflection for action 589
Determining the best assessment format 558 Uncommon sense Intelligent people are always rational —
Reflection for action559 or are they? 589
Assessing students with special needs 560 Categories of assessments 590
Administering, scoring and communicating Uncommon sense Aptitude tests predict future
assessment results 561
performance — or do they? 591
Taking it to the classroom Marking students’ papers:
Technical issues in assessment 592
being objective, specific and growth-oriented 563
Statistics used in assessment 592
Uncommon sense Mistakes are bad — or are they? 564 Uncommon sense We are all rich! — or are we? 592
Interpreting classroom assessments 564 Scales 596
Comparing performance with expectations 564
Uncommon sense Taylor should be in Year 7 – or
Taking it to the classroom Using a stem-and-leaf
should she? 599
diagram 565
Taking it to the classroom Summary of commonly
Reflecting on assessments to improve them 566
used scores 599
Students’ role in assessment 567
Developing a marking/grading system 568 Norms and equating 600
Options for marking/grading systems 568 Setting passing and other proficiency scores 601
Record keeping for grading 570 Taking it to the classroom Setting standards on
Communicating with parents 571 classroom assessments 604
Parent–teacher meetings 572 Validity and reliability 605
Maintaining communication 573 Reflection for action607
Taking it to the classroom What makes a good
Interpreting standardised assessments 608
parent–teacher meeting? 574
Finding the student in the data 608
Summary 574 Demystifying the assessment report 608
Key terms 576 Combining standardised results with other
Exercises 576 information 610
Reflection for action 577 Taking it to the classroom Do you know Mark?
Further practice: your turn 578 Test-crasher 611
Lesson plans 578 Bringing the student to the classroom 612
Lesson 1: Characteristics of animals 578 Thinking about the classroom, school and
Lesson 2: World Food Day 579 district levels 613
xii Contents
Reflection for action 613 Reflection for action 620
Looking at scores for learners of English as a Further practice: your turn 621
second language 613 Lesson plans 621
Looking at scores for students with special Lesson 1: What we all know about weather 621
needs 614 Lesson 2: Film reels 623
Controversies in assessment 615
Bias in testing 615 Glossary 625
NAPLAN and the My School website 616 References 635
High-stakes testing and its implications 616 Name index 685
Summary 617 Subject index 699
Key terms 618
Exercises 619
Contents xiii
About the adapting authors
Eva Dobozy
Dr Eva Dobozy is a Senior Lecturer in the School of Education at Curtin University
in Perth. With more than 20 years experience in education, first as an early
childhood/primary teacher and then as a university lecturer and researcher, Eva
is producing high-quality educational research and designing, supervising and
teaching various educational psychology courses. Her interests and research work
are concerned with the issue of effective pedagogical modelling in face-to-face,
blended and online learning environments through the design of learning-centric
and highly interactive curricula. She is working as part of a learning design group
on the design and implementation of transdisciplinary pedagogical templates.
Her research spans the intersection between learning theory, learning design,
technology-enhanced learning and teacher professional development. Eva has
a substantial research and publishing record and has received numerous invi-
tations to present her work as a keynote speaker at international conferences. In
addition, she has been the managing or guest editor for a number of educational
periodicals and is currently an elected member and vice-president of the Western
Australian Institute for Educational Research, and the Australian representative
and executive member at the International Council for Educational Media, which
has its head office in Vienna, Austria. Eva also serves as an elected member on
the Curtin University Teaching and Learning Committee.
Brendan Bartlett
Professor Brendan Bartlett is Chair Professor of Education at the Australian
Catholic University and Program Director at the Learning Sciences Institute
Australia. He is a Gellibrand Scholar, UNICEF Fellow, King Mongkut Medallist,
award holder of the Rotary International Certificate for Significant Achievement
in Education and on the Australian Learning and Teaching Council for services to
education. Brendan’s most recent ARC Linkage research has reported on success in
retrieval of youth whose early attempts to transition from school to work, training
or higher education had failed. Currently, he is supported by an ARC Discovery
Grant (with Clarence Ng and Claire Wyatt-Smith) in studying avoidance issues in
children’s literacy development and leads a team reporting on Queensland’s alter-
native education programs. For years he has sought to develop, through research,
his understanding of language and thought and of how people identify the ‘big’
ideas in texts they encounter or create — and how they communicate, remember
and make sense of such ideas. There have been significant developments in edu-
cation and industry in what Brendan has found thus far, with a metalinguistic
skill he has named and theorised as ‘top-level structuring’.
Michael Nagel
Dr Michael C Nagel is an Associate Professor in human development and
learning within the School of Education at the University of the Sunshine Coast.
A prolific author, he has written a number of journal articles and books related
to theories of learning and neurological development in children, and is a
contributor to a number of textbooks used in undergraduate and postgraduate edu-
cation courses throughout Australia. Nominated as Australian Lecturer of the Year
each year since 2010, Michael is also a member of the prestigious International
xiv About the adapting authors

Neuropsychological Society and the Queensland Director of the Australian
Council on Children and the Media, and is a feature writer for the Child series
of magazines, which offers parenting advice to more than one million Australian
readers. When he is not busy professionally, he spends his time learning the
important lessons of adolescence and life from his own children, Madeline and
Harrison.
Rebecca Spooner-Lane
Dr Rebecca Spooner-Lane is a qualified psychologist and is employed as a Lec-
turer in educational psychology and educational counselling in the Faculty of
Education at the Queensland University of Technology. Rebecca coordinates
courses at both an undergraduate and Master’s level, including QUT’s Stepping
Out Conference — a fourth-year capstone unit that prepares pre-service teachers
for a successful transition into teaching. Her research interests centre on sup-
porting the development of quality teachers including mentoring, values-based
education and intercultural competence.
Amina Youssef-Shalala
Dr Amina Youssef-Shalala is a Lecturer at the Faculty of Education and Arts at
the Australian Catholic University in Strathfield, Sydney. She is a secondary
school teacher in human society and its environment, economics and business
studies. Awarded the University Medal in Education for her research in general
problem solving at the University of New South Wales, Amina has a keen interest
in investigating the use of problem-solving strategies within the secondary school
classroom across different learning areas. Her research has found that when
novice learners are presented with an unfamiliar problem, using a general problem-
solving strategy such as means-ends analysis can be effective. As an early career
researcher, Amina has published in the Journal of Experimental Psychology: Applied
and Applied Cognitive Psychology. Academics in the field of cognitive science
regard her research to be cutting edge, which has the potential to have a large
impact on teaching and learning.
About the adapting authors xv

Classroom applications at a glance
Early childhood Chapter 1 Introducing educational psychology and reflective practice
3–8
example
Uncommon sense — Homework helps to build important life skills
Primary school Chapter 2 Teachers and teaching

9–12 Reflection for action — Learning is different in the twenty-first century
example
Figure 2.6 — Example timetables for early childhood, middle childhood and
Secondary school adolescence
13+ Figure 2.7 — Example of a lesson plan
example
Taking it to the classroom — Homework strategies for students with special needs
Taking it to the classroom — Do you know Mel and Emma? Making the most of a
museum visit
Exercise 1 — Pedagogical content knowledge
Exercise 3 — Learning about the working of the brain
Exercise 4 — Developing lesson plans
Exercise 5 — Teacher beliefs and learners with special needs
Lesson plan 1 — Father’s Day gift
Lesson plan 2 — A meal of endurance
Chapter 3 Neurological, physical, cognitive and language development
Table 3.2 — Comparison of seven mental operations during the preoperational
and concrete-operational stages
Taking it to the classroom — Ways to enrich concrete operations
Taking it to the classroom — Ways to enrich formal operations
Teacher/student scaffolding discussion
Taking it to the classroom — Maximising literacy
Exercise 1 — Using toys and games as learning activities
Exercise 2 — Asking hypotheticals
Exercise 4 — Understanding contexts for learning
Exercise 5 — Contrasting electronic and printed books
Reflection for action (Further practice)
Lesson plan 1 — Comparing leaves
Lesson plan 2 — Identifying rights of children
Chapter 4 Social development

Reflection for action — Building a sense of community
Figure 4.1 — Questionnaire items for preprimary teachers to ask about their
close vs conflictual relationships with children
Developing initiative
Figure 4.5 — The role of teachers in supporting Kindergarten and preprimary school
children’s initiative
Taking it to the classroom — Guidelines for supporting Kindergarten and preprimary
school children’s initiative
Developing competence
Figure 4.6 — The role of teachers in supporting primary school students’
competence
xvi Classroom applications at a glance

Taking it to the classroom — Guidelines for supporting primary school children’s
competence
Developing identity
Figure 4.7 — The role of teachers in supporting adolescents’ identity
Taking it to the classroom — Guidelines for supporting adolescents’ identity
Figure 4.9 — Stages of moral development for males, ages 10–20
Table 4.2 — Twelve domains of the differentiated self-concept
Lesson plan 1 — Mirror image
Lesson plan 2 — Our lives, our friends: finger puppet production
Lesson plan 3 — In my neighbourhood
Chapter 5 Individual differences and special needs

Reflection for action — The gifted underachiever
Figure 5.9 — Example of an IEP
Taking it to the classroom — Do you know Ben?
Taking it to the classroom — Socioeconomic status and school success
Exercise 1 — Observation of ‘abilities’ in the classroom
Exercise 3 — A lesson plan for deliberate practice
Lesson plan 1 — Picture scavenger hunt
Lesson plan 2 — Using a general problem-solving strategy to help solve
mathematical problems
Chapter 6 Behavioural learning theory
Reflection for action — Behaviour management plan
Selecting reinforcers
Response cost
Figure 6.8 — Example of an individual contract
Lesson plan 1 — Critical thinking
Lesson plan 2 — Fit forever
Chapter 7 Engaging learning in classrooms

Designing early childhood and primary school classrooms
Figure 7.1 — Map of a Year 3 classroom
Designing middle and upper secondary school classrooms
Rules for early childhood and primary school classrooms
Figure 7.3 — Set of Kindergarten rules
Figure 7.4 — Set of upper primary school rules with negative consequences
Rules for middle and high school classrooms
Classroom applications at a glance xvii

Early childhood Figure 7.5 — Set of rules and negative consequences at the middle school or lower
3–8
example high school level
Figure 7.6 — Set of rules and negative consequences at the high school level
Primary school Reflection for action (Further practice)
9–12
example
Lesson plan 1 — Sensation
Secondary school Lesson plan 2 — Immigrant journeys

13+
example Chapter 8 Cognitive and social cognitive learning
Reflection for action — Twenty-first century work is cognitively demanding
Taking it to the classroom — Increasing working memory with phonics games
and rhymes
Taking it to the classroom — Learning with technology — enhanced visual images
Uncommon sense — Social learning always has positive outcomes — or does it?
Exercise 5 — Problems with memory
Exercise 6 — The growing scientific understanding of the importance of investing in
early childhood education
Exercise 7 — Learning by observation
Lesson plan 1 — Asian holiday
Lesson plan 2 — Marble games over time and space
Chapter 9 Complex cognition and social constructivism

Reflection for action — Engulfing silence grips the class
Lesson plan 1 — Sculpture garden using Froebel’s gifts
Lesson plan 2 — Epidemic
Chapter 10 Learning from peers

Figure 10.2 — Analysis of a Learning Together example
Taking it to the classrom — Do you know Jordan? Getting the help he needs
Uncommon sense — Arguing among group members is bad — or is it?
Lesson plan 1 — When smart toilets attack!
Lesson plan 2 — Paper aeroplanes
Chapter 11 Motivation and engagement

Reflection for action — What are your motives?
Taking it to the classroom — Raising the bar
Figure 11.10 — Self-worth models of children and adolescents
Exercise 3 — Providing rationales
Lesson plan 1 — Inventing a new ice-cream flavour
Lesson plan 2 — Classroom court: the rule of law
xviii Classroom applications at a glance

Chapter 12 Motivation to learn
Figure 12.8 — A high school teacher’s feedback on a student’s essay
Lesson plan 1 — Apples, bananas and Fibonacci
Lesson plan 2 — Which Australian historical landmark is ‘the best’?
Chapter 13 Classroom assessment
Taking it to the classroom — Do you know Wah? Multiple choice or multiple guess?
Figure 13.2 — Thinking ‘inside the room’: a geometry and planning task
Figure 13.3 — A performance assessment for social studies
Figure 13.4 — A performance assessment for writing and/or science
Marking/grading options at the primary level
Figure 13.9 — Primary school report card
Marking/grading options at the upper primary and middle school levels
Figure 13.10 — High school report card
Lesson plan 1 — Characteristics of animals
Lesson plan 2 — World Food Day
Chapter 14 Standardised and standards-based assessments
Uncommon sense — Taylor should be in Year 7 — or should she?
Figure 14.8 — A Year 9 student’s NAPLAN report
Lesson plan 1 — What we all know about weather
Lesson plan 2 — Film reels
Classroom applications at a glance xix

How to use this book
Learning outcomes
Summary
Each chapter begins by
Understand the
highlighting the learning maturation and
key stages of phy
sica
their consequence l development and
and teaching env s for students
outcomes that students Physical developm
ironments.
ent is a broad conc
in learning
should be able to complete brain and the nerv

opment and matu
ous system. An unde
ration for infants,
ept, encompassing
rstanding of key
changes in stature,
stages of physical
the
devel-
after studying the chapter’s the learning and children and adole
teaching process. scents should unde
Changes in child rpin
ren’s physical appe
arance
topic. These learning motor skills are conti
mindful that there
nually developing
can be a great diver
during childhood
, and teachers need
dren. In adolescen sity in these skills to be
outcomes are revisited in CH AP TE R 3 ce, puberty is a key
critical time of scho
oling. Teachers (and
component of deve
among individual
lopment that occu
chil-
ive and
complex physical parents) need to rs at a
the end-of-chapter summary.
ysical, cognit
changes and the poten be aware of adole
tial for associated scents’
Understand aspe self-consciousness.
ro lo gi ca l, ph cts
of neurological
Neu
links with all othe development and
lopment
r domains of deve its
educational env lopment, includin
language deve
ironments infl g how
uence brain deve
The brain is the organ lopment.
of learning. Via a
brain has the capa concept known as
city for structural plasticity, the hum
to stimulating envi change as a resul an
ronments (i.e. educ t of experience. Expo
rons and gives the ation) develops conn sure
tcomes brain information ections between
Learning ou of stimulation in
the brain causes neur
to store and use in
solving problems
neu-
able to: ons to degenerate . A lack
you should be their
this chapter, maturation and Discuss cognitive and die out.
After studying elopment and development
physical dev ironments and outline Piag
key stages of teaching env According to Piage et’s theory.
• understand stud ents in learning and s with all other ings; they discover
t, through exploratio
n, students inter
for its link
consequences elopment and influence brai
n the world around act with their surro
rological dev environments — behavioural, symb them and develop und-
aspects of neu educational olic and operation three types of sche
• understand t including how ture for cognitive s. Four sequentia mas
developmen development. Duri l stages provide the
domains of their sensorimotor ng the sensorimo struc-
t theo ry activities into beha tor stage, infants internalis
developmen outline Piaget’s stage, language deve vioural schemas. e
elopment and ry During the preoperat
cognitive dev Vygotsky’s theo lops rapidly but thou ional
• discuss t and outline egocentric. During ght is prelogical,
developmen the concrete-oper perception-bound
sociocognitive ations such as cons ational stage, child and
• discuss e dev elop s. ervation to reaso ren can use men
tal oper-
how languag formal-operational n about the objec
• und erst and stage, adolescents ts before them. Duri
hypotheses and solve use mental operation ng the
abstract problems s to consider unse
inferential — that ; reasoning is syste en
is, adult-like and matic, deductive
sophisticated. and
Discuss sociocog
nitive developm
Vygotsky’s theo ent and outline
ry.
sations with comp

etent members of
acquire the skills their culture. Thro -
and knowledge they ugh social guidance,
important in their need to solve the they
culture. Cognitive problems that are
new skills and know development is the most
ledge, and it occu gradual acquisitio
cooperative dialo rs in the context of n of
gue with peers, adult guided participation
s and cultural tools and
Underst .
and how languag
e deve lops.
Children show a
remarkable natural
sumably because ability to understan
they have an inna d and use language,
ability to understan te language acqu pre-
d syntax extends isition device. This
also to second langu not only to the child natural
ages and bilinguali ’s primary language
provide high-quali sm. The role of a but
ty language input teacher is primarily
Many students enter to facilitate stude to
classrooms with nts’ phonological
tural background a different langu awareness.
from those of their age and a different
134 EDUCATIONAL PSYCH teachers and peers cul-
OLOGY . Research on bilin
gual
LearNING IS DIFFe c03NeurologicalPhysica

lCognitiveAndLanguageD
reNt IN the tWeN evelopment.indd

134
CeNtUrY tY-FIrSt 12/02/15 2:31 AM
Learning theorists
have
investigated diffe
rent learning
settings and situa
tions, using a
variety of research
approaches
to better understa
nd what
happens in mod
ern classrooms.
These learning
settings include
preschool, scho
ol, experimental
laboratory and
home and
workplace setti
ngs, as well as
the community.
To create and
maintain highly
effective learning
environments,
educators must
develop a solid
Reflection for action common learning
understanding
of
theories, and
develop a repertoir
The opening of each chapter and learning strat
e of teaching
egies to
effectively supp
highlights a typical learning ort children and
adolescents in thei
r learning and
development.
and teaching scenario that Mia who is liste Ms Harmon look
is particularly relevant to Ms Harmon is
ning intently, star
pleased to see Mia
ing at her laptop
screen and taki
s at her daughter
ng notes.
deeply engaged,
the theme of the chapter. material. She is
and she is certain
proud of her daug
hter. She knows
studying her onli
that Mia is a con
ne learning
that Mia will be
At key points throughout says, ‘Teaching
in the twenty-fi
an excellent earl
rst century is so
y childhood teac
scientious student
her. Ms Harmon
the chapter, readers are the new technolo
curriculum, othe
gy, the multicu
ltural classroom,
different! How
the new and con
will you cope with
r teachers and, stantly changing
prompted to revisit the and invested in
education?’ Mia
of cour se, parents, who are
looks up at her
so much more
informed
Mum, I will be mum and smiles.
opening example in order to that! Not only do
fine. Look, I am
listening to my
I not need to atte
first lecture vodc
‘Don’t worry
ast. How cool is
reflect upon and apply key lecturer, stop the
recording when
nd an 8.00 am lecture, but
I want to take note
I can listen to the
talking to me. This s and it feels like
concepts. At the end of each I am in control
is called creating
of my learning
a “personalised
learning environm
she is only
and it feels good ent” or PLE.
chapter, a more structured just learn the subj
technology to help
ect matter or con
. I want to mak
tent, but that I
e sure that I don
’t
also learn how
and fully realised analysis don’t have to wait
me create exciting
for me to show
lear ning spaces. Can you
to use modern
imagine, Mum,
them how to do kids
of the opening scenario is they can play it
teaching in the
when they are
ready to learn.
stuf f, I can record a vodc
Now let me get
ast and
twenty-first cent back to learning
presented, encouraging high the room. ury.’ Ms Harmon
smiles at her daug
about
hter as she leav
es
order thinking via a holistic
3–8
3– 8 Reflection for
application of key chapter As you study to
action
concepts to the situation. your learning?

become a teacher,
How will you be
how will you ensu
able to create a
re that you are
in control of
Which pedagogi ‘personalised lear
cal strategies that ning environm
be able to translate are modelled to ent’?
into your own teac you during you
your early childho hing? How coul r studies will you
od classroom? d you use short
34 eDUC atIONaL pSYC
vodcasts in
hOLOGY
xx How to use this book c02TeachersAndTe

aching.indd 34
19/04/15 1:59 PM
Museums in Australia are many and varied. A trip to a museum should be
planned carefully. It is advisable to work with the museum staff to maximise the
experience. Carr (2003) offers some useful guidelines for visiting museums with
schoolchildren, as follows.
• Children in museums should have sustained encounters with process, ambi-
guity, collaboration and mystery, that is, encounters leading to grounded
knowledge of how thinking happens.
• Children in museums should have opportunities to interpret open questions
about the meanings of evidence. They need to understand that no interpretive
vision of the world is perfect, no value is absolute and no view is necessarily
more accurate than others.
• Every child requires time alone to choose and linger, in private. To deny this is
to deny the essential nature of the institution.
• Children in museums should have opportunities to construct knowledge, rather
than receive it, recognising that the most powerful truths are not those given
to us or even those we have discovered whole but those we have crafted for
Integrated early childhood,
ourseEarly
lves outchildhood
of diverse elements over time. Primary school Secondary school
3–8 9–12 seum, both in and behind its
en should come to understand that the muexample
• Childrexample
13+ primary, middle and
example
public domains, is a system and a structure of knowledge, and that it can be secondary schooling
a lifelong resource for the crafting of personal truths. (Carr, 2003, pp. 145–46) applications
What kinds of experiences can occur in museums that will solidify, expand and Key content and examples in
even contest what is being learned in the class?
the text that are specific to
the different age groups (and
Taking it to the classroom
therefore to different levels
of schooling) are denoted by
Do you know Mel and Emma ? Making the most of a highly visible icons for ease
museum visit of reference.
Mel and Emma’s history class will be going on an excursion to the Australian
National Maritime Museum on Darling Harbour to coincide with the replica of
Captain Cook’s Endeavour ship docking there. Mel and Emma show much promise
in their understanding of Australian history. Their teacher, Ms Rainier, wants them
to have as rich an experience as possible, but she is concerned that without direct
3– 8 9–12 Taking it to th
e classroom
Raising the bar
Cherbourg State
School,
about 260 kilom
etres
north‐west of Bri
sbane, is
a small
CHAPTER 2 Teachers pri
and teaching
mary sch77 ool.
The district was
established
in 1901 as an Ab
original
Reserve. When
Indigenous
c02TeachersAndTeaching.indd 77
Principal Chris 11/02/15 5:37 PM
Sarra
arrived at the sch
ool in
1998, he declared
at his
Taking it to the classroom
a black man, an Guidelines for how to apply
d the most
important thing
learn from me
you will the chapter’s theoretical
successful’ (Whit is that you
and build high
ing, 2010, p. 20)
. Such a statemen can be Aborigin
al and be
principles into everyday
expectations am t can help to est
Over the coming ong a communit
y.
ablish relatedness classroom practice appear
weeks, Sarra qu
arrival, few exp
ectations had bee
ickly came to the
conclusion that, throughout each chapter.
that through me n put on studen prior to his
implementing sch
asures such as int ts. He quickly set
roducing bells to about changing They provide a useful
ool tidy zones. get students to
if students weren And much to the
surprise of studen
class on time an
d
reference point for
’t regularly sho
homes and asked
why.
wing up for sch
ool, Sarra person
ts and parents, pre-service teachers’ more
During Sarra’s all y we nt to their
following statist
six‐year tenure
as the Principa
immediate ‘prac’ teaching
ics were recorded l of Cherbourg
• The school’s (W hiting, 2010, p. Sta te Sch ool, the experiences, as well as for
attendance climb 20):
• Year 7 literac
y levels rose fro
ed from an averag
e of 63 per cent their future teaching career.
achieving the sta m rock‐bottom to 94 per cent.
te average. in the state to 81
• Year 2 literac per cent of studen
y levels improved ts
‘They were raven by 62 per cent in
ous for some exp two years.
Importantly, sin ectations to be
ce his departure put on them’, Sar
, the motivation ra explained.
al culture that Sar
he had left the ra set at the
school, the 2009
achieved substa NAPLAN result
ntially higher res s showed that Ch
nationally. ults in literacy erbourg State Sch
and numeracy ool
than similar sch
ools
relatedness The
Relatedness
psychological
Relatedness is the
need to establish
emotional bonds
close need to establish
close emotional How to use this book xxi
and bonds with other
attachments with involved people, and
other people. in warm relation
Powelson, 1 ships (Baumeister
& Leary
of the Au
stralian
spoken at populatio
home. Ita n, a lan
lian, Gree guage ot
k, Canton her than
Bilingua ese and English
lism Arabic ar dom
e the mos inates what is
Bilinguali t common
sm is th .
students e regula
who spea r use of
1992). A k two (o tw o (or mor
key reas r more) la e) la nguages,
second la on non– nguages an d bilingual
ng English-sp in their
in educat uage is that Engl eaking
children
everyday
liv
s are the
bilingualis
ion is w ish is th and adol es (Grosjean, m The us
hinders hether le e langua or more e
a child’s arning tw ge of scho escents languages
The prac profi o language ol in g. A pres need in
tical ques ciency in either sing ques a
life.
s (rather
English tion is w language than just tion
in the hether stu (see the one, En
Evidence home would be dents w
ho spea
‘Uncomm
on sense’
glish)
shows th best serv k a lang
generally
results in
at learni
ng two la
ed by an
English-o uage othe box).
and the excellent nguages nly class r than
Uncommon sense native la proficienc at the sa room.
3–8 9–12 is a bene ngua y me time
fit of lear ge (Cummins, 19 in both the class durin
monolin ning two 79; Lanz room lang g childhood
Uncommon sense Homework helps to build important life skills intellige
guals on
nce (Dia
tests of la
language
nguage
s, because
a, 1992;
Re
bilingual
ich , 1986).
uage (Eng
In fact, th
lish)
z, 1983,
This feature questions common Many parents often rate the effectiveness of schools by the amount of homework
prescribed to students (Hattie, 2009; Nagel 2013). Underlying this assumption is
such as
thes 1985;
time to ac e suggest that stu Proctor, August,
fluency,
concept
s genera
formatio
lly outp
n and no
ere
erform
a belief that doing homework somehow builds important life skills, such as time quire a se de Carlo, &
conclusions that are frequently management, or that homework is character building and develops aspects of cond lang nts benefit from
uage is be
fore pube
bilingual
Snow, 20
educatio
nverbal
06). Find
ings
independent and/or lifelong learning. Interestingly, homework is also portrayed as Uncom
drawn by many people (including a necessary element of overall academic achievement. Indeed there seems to have
been a resurgence of interest in homework and homework research since the 1980s
mon se
nse
rty, not n
after (Bia and that the
lystok, 20
01).
pre-service teachers), but that Children
fro
should use m non–English sp
LeTendre, 2005). To that end, homework has arguably become one of education’s
are not necessarily supported by most unquestioned components and is often considered an essential element for
eaking ba
should th only English in th
any successful measure of scholastic endeavour. However, the research paints a very
research. These counter-intuitive

different picture.
ey? e cl a ssro ckgrounds
academic achievement, by doing a meta‐analysis of hundreds of homework studies,
om — or
examples attempt to make they found that homework could marginally improve results for standardised
Some pe
pre-service teachers aware of to assigning homework to primary students (Cooper, Robinson, & Patall 2006). op
second la le may believe
nguage
pl
that learn
on child in
ren. If th aces a mental bu g a
the potential for misconceptions between the amount of homework done and scores on standardised maths and
science tests, but also found no substantive difference in grades between students who
then ch is
ildren ne is so, the thinki
ed to be
rden
ng goes,
burden
that can occur in attempting complete homework and those who do not (Maltese, Tai, & Fan, 2012). While both of
those studies were conducted in the United States, international studies across the of the ho
and educ
st
ated in
relieved
only the
from th
is
Does rese country, for ex lang
Organisation for Economic Co‐operation and Development (OECD) countries largely ample, En uage
to predict and explain student academic achievement (Hattie, 2009).
ar
language ch support this
s compe thinking
glish.
Is bilingu te with ? Do
behaviour. They facilitate higher research
alism a
-ba
mental
on
burd
e anothe
r?
seems to sed answer to th en? The
order thinking and analysis of caveat is noteworthy. As noted
language
be no. Us
in
at school g a person’s na
ese ques
tions
any mea does no tive
issues. earlier, homework is often portrayed
as character building under the English
ningful
. This is
t
way with interfere in
the learn
because
guise of developing important life
learning
are not
stored in different ing of
skills, such as time management and the first brain. Ra different language
when a la ther, lea parts of s
other presupposed organisational bilingual nguage uses (F uses the
same
rning a
second
the
of the br person us ranc
es one la is, 1999; McLau cognitive system language
aptitudes. Importantly, there isn’t
ain at th
any research evidence to support regardles e same ng ua ge gh lin , 1987). W th at
s of the tim , the othe
such ‘common sense’ assertions language e and that audi r e al
(Buell, 2003; Hattie, 2009; Nagel
in one la
nguage they belo tory inpu is active in lang so know that
phenom is ng to (M t activat uage regi
enon? Re highly related to arian & es corres
ponding
ons
Meisel, search on proficie Spivey, 20 words
2008; Pu nc 03
What can one conclude from this? While correlational data is exceedingly
universa rdie & Ol language and its y in a second. ). Hence,
proficie
lity abou ive developm Is this a ncy
also seem t the sto r, 1999; Wong Fi en t (O’Mal un ive rsal
homework and school success, the practice of homework is still deeply ingrained in s to impr rage of la llmore, ley &
1991) do
many educational contexts. Perhaps the reasons for doing so lie beyond educational positive ng
ly influen ove various aspe uage. Research es sugges Chamot, 1990;
advancement and are more indicative of sociocultural beliefs about school, 2012; Ka cing atte cts of co also sugg t there is
ushanska nt gn itive an es ts that be a
factors as ya & Mar ion and vocabu d ing bilin
schoolwork and the preparation for life beyond school. Beliefs about homework,
so ian, 2009 lary acqu sensory proces gual
among other common sense beliefs, should always be held under a critical lens. case that ciated with bilin ; Kovacs isi sing wh
As noted earlier, educational psychology can play a role in such endeavours by schools gualism & Mehler tion (Bartolotti ile also
year lev also prov at the ne , 2009). & Maria
providing objective, data‐based evidence from research to enhance your critical els of pr ide oppo xu s of la Gi ve n the posit n,
imary sc rtunitie
thinking skills and ultimately ensuring anything you do to, and with your students, hool. s to learn nguage learnin ive
a second g, it
is based on the best available evidence. language may be the
througho
action research ut all
A research method carried
out by teachers in their own doing.
Act ion research and wha
classrooms t stud
to inform ents should be
and Chap ter
the Neuclas sroom sroom. An 3 Neurolog
The three research methods presentewha d thtuteacs farhers makesho soundo
it uld
in c03
d as though ogica
rolo
nlylPheive
ysicalCd them selves in the clas ical, physi
cal, cognit
they perc ognitive And ive and lan
educational psychologists conduct research. also diffe red in ishow of teaching and gua
Lan classroom
geDevelop
They Research, however, a part of every
practice. ment.indd
133d that they
guage de
velopment
teacher’s day‐to‐day experience. In fact, the motto underlying action research is practices indicate 133
observed teaching have about them
selves
ent- cen tred , but analyses of beli efs teac hers
Glossary stud centred. The
, very teac her-
were, in fact CHAPTER 1 be accu rate . 27 ntia l to edu ca-
not The extent esse
accommodation A modification principles to understand and change
behaviour 246 and
ents may
their studbehavioural engagement
to which a student displaysnging the beli
efs of teachers as , has a
see cha ticum experience
process in which low-level schemas 19/04/15
on-task rs
Teacher educato , particularly prac
are transformed into higher level argumentation The process of taking attention, strong effort and 2:27 PM
m exp erie nce
schemas. 100, 398 a position, providing reasons
al reform. activity. Classroo
enduring persistence on a learning
accommodations Modifications made tion
for the position and presenting 433
hers
teac11:52 AM,
Gearhart
c01IntroducingEducationalPsychologyAndReflectivePractice.indd
in an assessment for students with 27counterarguments. 360 behavioural outcomes
statements Statements of goals for a study of prim
ary school12/02/15
special needs. 537
achievement goal What the student is
assessment The process of coming to
understand what students know and resilearning chathat
stantandtoteaching nge . In
are highly
clearly
trying to accomplish when facing a can do. 513 set forth what students will be able
oing Richardson’s
standard of excellence. 494 assigning competence The teacher to do as a result of the learning and
rding writing. Ech
ents’ abilities rega (2008) and Torff
studMental Thomas & Lawson
achievement targets Specific and acknowledges the contribution of teaching activity. 49
detailed statements of what teachers
beli
a student to the completion of about
efs theirschemas
behavioural ton,
la
dephysical Har pe, Dal
want to accomplish in a particular a task. 417
6) view
(199process Radloff,
representations
s, actions. of
to learning and
lesson or set of lessons. 51 assimilation An incorporation in 100
achievement targets Well-specified which an outside event is brought into between‐class ability
ve app roac hes
statements of what teachers want to a person’s way of thinking. 100, 398 grouping A procedure in which note that innovati
erth are eles s tothey
accomplish in a particular lesson or assistive technology Any piece of
beliefs, but nev children assigned different
set of lessons. 533 equipment that can improve the classes based on measured
thin king , prob lem solving and
action research A research method functionality of a child with special ability. 200
opportu
letreatment of a nitie
s for critical
carried out by teachers in their own
classrooms to inform and refine their
needs. 372
experiences, particular
attachment A close emotional and amp
bias Systematic unfair
group of individuals.
personal theories of teaching and relationship between two persons that
ion,
191, 519
municatbilingualism hold promise.
classroom practice. 27 com
is characterised by mutual affection The use of two or more
acute problems Problems that occur only and the desire to maintain proximity languages in everyday life. 129
infrequently but are severe. 300 with the other. 146 block scheduling An approach to
adaptation Adjusting to the demands of attention Focus that is selective and scheduling of class time that allows
plan
hers organise and
the environment. 100 limited. 319 for larger blocks of time (e.g. two
advance organiser A broad introductory attention deficit hyperactivity disorder
efs affect how teac
hours, or a whole morning or an
rent teaching beli
How might diffe
statement of the information that will (ADHD) A condition in which children afternoon) to be scheduled for specific
be presented in a lesson. 61 or adults consistently display learning areas or interdisciplinary
affective assessment An assessment problems with basic information learning projects. 54
related to feelings, motivation, processing, such as inattention, bottom‐up processing A process in
Key terms attitudes and the like. 566

affordance A property of a tool or
hyperactivity and impulsivity. 210
attribution An explanation of why an
which an object is analysed and
deconstructed into its components
knowledge
artifact that allows a person to outcome occurred. 485 and then reassembled into a
Each chapter’s key terms are ge, pedagogical

act in particular ways that would attunement Sensing and reading recognisable pattern, also known as
Content knowled ntent knowledge

not be possible without using another’s state of being and feature analysis. 317
the tool. 367 adjusting a person’s own behaviour calibration An ongoing corrective process
bolded and defined in the body aggression Any intentional behaviour accordingly. 143
al co
in which the person adjusts his or
and pedagogic
designed to harm another authentic assessment An assessment her sense of confidence with a task
person or group physically or that is tightly related to the teaching to reflect most accurately the quality
l,
ndary school leve
text and the margin of each
psychologically. 161 that the students have received of his or her recent performances at
the seco
algorithm A systematic and exhaustive or to tasks that are relevant in that task. 481
cal not only at s, physics,
ject matter is criti lish, mathematic
Knowledge of sub
strategy for solving problems. 362 real life. 527 central tendency An indicator of the
teaching of Eng primary school
relevant page. A page reference specialise in the
alternative assessment A generic term automaticity The ability to perform a centre of a set of scores on some
referring to assessments that are
where teachers
task without having to think much variable. 567
area , but also at the
cs or some othe
r lear ning integrated
ning areas and
different from traditional approaches, about it. 186, 320 channelling Providing constraints during
history, economi a variety of lear

for each is also included in
such as multiple choice and autonomy The psychological need the task so that the learner has
e of
constructed response. 527 to experience self-direction in the
t teachers teach
an increased likelihood of acting
e long debated
the relative valu content knowledg
e Knowledge
analogues problem A problem-solving
level, where mos
initiation and regulation of one’s effectively. 369
Sch olars hav ical knowledge
& Luke, 2008). ter) and pedagog about how to teac
h.
the end-of-chapter summary
strategy that starts with a simpler behaviour. 445 chronic problems Problems that persist
problem and then uses the same subjects (Deng
autonomy‐supportive environment An
about subject mat
over time, even though they may not
wle dge Shu lma n (1986,
ge (kno ton, 2001 ). Lee ledge
content knowled
method to solve the problem interpersonal relationship or class- be severe. 300
(Newton & New the concept pedagogical know
material. For ease of reference, ut how to teach)
at hand. 362 room climate that nurtures and chunking The grouping of bits of data
(knowledge abo ate by introducing Knowledge abou

t the subject
ution to this deb
antecedent An event or circumstance satisfies the student’s need for into larger, meaningful units. 322
e a useful contrib
that happens before a behaviour autonomy. 446 classical conditioning The association
ht.
1987, 1991) mad ng to Shulman: matter being taug
key terms for all chapters are
occurs. 242, 278 autonomy‐supportive motivating of automatic responses with new
wled ge. Acc ordi
aphasia Language impairment in which style A teacher’s enduring tendency to ent kno
stimuli. 230
the person has difficulty understanding of pedagogical cont
engage students in learning activities classified A term used to refer to special
er- pedagogical cont
ent
an und ledge about
and pedagogy into
explained and page referenced
or producing speech. 126 by promoting their intrinsic motivation education students who have been
ding of content knowledge Know

nized, represented,
applied behaviour analysis The and identified regulation during the identified as having a particular
represents the blen ct matter
or issues are orga how to make subje
use of behavioural learning lesson. 447 impairment. 537
for teaching. It topics, problems, and presented for students
in the end-of-book glossary. standing of how part icula
Glossary
r 625
the diverse inte
rests and abili ties of lear ners, understandable to
(e.g. by usin g meta phors or
and adapted to anging or
lman, 1987, p. 4) by changing, rearr
instruction. (Shu
of content
is not the sum
content knowledge anding of the
nexus
that pedagogical but an underst
(2006) point out kno wle dge into a set of
pedagogical content knowle
dge
knowledge and The act of translating iate d through a
vari able s. tent is med
between the erstand that con ents (adapted
help students und wing seven elem
activities that will base of the follo
onal knowledge
teacher’s professi p. 10).
200 6, .
from Fisher et al., of subject matter) ting content
dge (knowledge s of represen
1. Content knowle dge (the way
content knowle
2. Pedagogical , novel
appropriately for
learners). the learning area
um (history of
current curricul
3. Knowledge of mat eria ls). ers and teaching
39
s and CHAPTER 2 Teach
initiatives, resource
11/02/15 5:36 PM
xxii How to use this book c02TeachersAndTe

aching.indd 39
9–12 13+ 2. Asking hypotheticals
Concrete-operational thinkers rely on reality thinking, whereas formal-operational
thinkers rely on possibility thinking. Interview several children and adolescents by
asking the following questions.
• What might Australia be like if it its land mass connected with Africa?
• What would it be like if you were able to breath underwater?
• What would it be like if you lived on Mars?
Listen to the extent to which their thinking, reasoning and problem solving
new possibilities to think about.
3. Using curiosity-inducing strategies as motivational strategies

Look over the three curiosity-inducing strategies introduced in table 3.3: guessing
End-of-chapter exercises and lesson
and feedback, suspense and controversy. As you present information to another
person, explicitly use one of these strategies to spark that person’s curiosity about
plans
the information you are providing. As you use the strategy, monitor the other
person’s sense of curiosity and willingness to obtain more information.
Each chapter concludes with exercises
4. Understanding contexts for learning
and lesson plans. The exercises
3–8 9–12
Visit a primary school or an early learning centre and note the layout of the encourage the application of key
learning spaces. Given the importance of stimulation in neural development and
language to cognitive development can you identify areas that students might concepts from the chapter. The lesson
context, are some spaces used more readily by the children? If so, why might that
plans provided are excerpts from more
be? Are there areas that are being avoided?
complete plans. They are included in
3–8 9–12
5. Contrasting electronic and printed books
this format to give pre-service teachers
Visit a toy store, a bookstore or a library to locate an e-book (a computer-based ver-
sion of a printed book that has multimedia features, such as hypertext and drop- the opportunity to examine a lesson
down menus) or a talking book (a colourful electronic storybook with multimedia
features, such as sound effects and animation). Find a book for which you can from the perspective of the chapter
page. Ask yourself what the advantages and disadvantages of the electronic and topic. At the end of each lesson plan,
printed versions are for young readers. Ask yourself what the advantages and dis-
advantages of the two versions are for students with reading impairments. reflective ‘Ask yourself!’ questions
are provided for critical analysis and
9–12 13+
The event
readers are encouraged to reflect upon
A teacher wants to help her students learn a new and/or suggest improvements to the
concept, such as the concept of fractions. Prior
to the lesson, the concept is foreign or only
vaguely familiar to the majority of her students.
lesson plan.
What would be an effective teaching approach to help students understand the new
concept and growlf! more sophisticated and capable in their thinking?
ive of children with
Ask yourse modifying this lesso
n to be inclus
speci al requirements for
1 Are there any
Imagine that you are the teacher wanting to help primary school students learn the
safetyaconce rns? n without a
concept any potential
of fractions. Would disequilibrium-inducing, like to be a perso approach
exploration-based
be
2 Are there en what it might
work best?
can The n be used
children
this lesso could pick childr
to show up the fraction inserts, manipulate them in their
3 How
(e.g. sight)? en help construct
particular sense How could the childr
on in the future?
lesson be expanded
4 How could this
ience?
136 EDUCATIONAL PSYCHOLOGY the learning exper
rant journeys
Lesson 2: Immig
c03NeurologicalPhysicalCognitiveAndLanguageDevelopment.indd 136 12/02/15 2:31 AM
9–12
Year levels 9–12

ry)
History (World Histo
Learning areas
Estimated 90 minutes
completion time s came to
ry, many immigrant
in the twentieth centu grants had various experiences
After various wars immi
Over view over the world. The historical context
Australia from all the perso nal circumstances and 13+
Lesson
t on
that were dependen 2: Which
ee from recent is ‘the Austral
Sri Lanka as a refug best’?
adolescent who left ian hist
of an ethnic-Tamil orical la
ndmark
able to: and the immigrant Year levels
Students will be historical context 7–12
Learning onship between
outcomes • examine the relati Learning
areas
as
experience gratio n from other countries such n that have Estimated
Histor y, Ge
ography,
immi Lebanon and Suda completio
• identify historical
English
ia, Jordan, Kurdistan, n Approxima
Afghanistan, Alban ions
time tely 80–12
0 minute
tradit
Muslim religious s to Australia. s
ience of immigrant Topics
• consider the exper Historica
l landmark
Summary s
• World map s for all students This activit
Materials with internet acces y
Australia’ involves studen
• Laptop computers s ts
merits and historical landmark in research about
Learning then ma s, some of
1. outcomes ke a persua requiring them
Procedure 30 minutes to The studen sive presen to evalua
Australia. p computers for • develo ts will be able to:
tation to te their
time to use the lapto the class.
2. Allow students s in Sri Lanka. p
• develo research skills
t historical event
research the recen p an
alia from Sri Lanka. locations understanding of
3. grated to Austr historica
someone who immi • practis l landmark
biography about ld include: e
• develo historical awarenes s and the
their biography shou ir
4. Tell students that
p persua
Materials sive argum s
• Websi entation.
• tes, books,
a
immigrant alia from Sri Lank featuring pamphlets
travelled to Austr grant’s decision his tor and
• how the immigrant family members viewed the immi • Art ma ica
terial, bru l Australian landm
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• how the immigrant electrica
l wire to
shes, wa
ter paint, arks ials
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to leave Sri g Sri Lanka landmark 3D model er, glue, wood and
motivation for leavin • Comp of the cho
• the immigrant’s to Australia ute
felt about moving
sen histor
alia • Poster r with internet acc ical
• how the immigrant upon arriving in Austr board for ess
immigrant received grant arrived Procedure visual ima
• the reception the Austr alia when the immi s 1. Op
en the cla
ge(s) of
the histor
on in
• what was going en Austr alia and Sri Lank
a today ss discus
sion with
ical landm
ark
betwe .
• the similarities and Sri Lanka today the questio
between Australia n: Can our
• the differences s with the class. marked as school
share their biographie y to ask the authors additional being of
5. Pairs will then rtunit ‘historica
then have the oppo l’ value?
6. The class will Australian Everyone
s between all landmark would agr
ss the simila rities and difference provocativ .
e questio Continue the dis
ee
then discu
7. The class can historica n:
l Australian Should prisons
cussion
by asking
to discus landmark be ano
s s? Why? included in a list ther
Australia the merits of the Why not? of
as a histor old Frema Get studen
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up
Prison and with an explorationark. This discussio in Western
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excursion its historical value of the histor y of
2. Studen (http://w by the wa the Frema
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ts wo ntleprison. of a virtual histor
important rk in pairs to gat com.au). y
Australian her a list
territories historica of no les
3. The stu will need to be l landm s than 15
PSYCH OLOGY den represent arks, and all sta
324 EDUCATIONAL favourites t pair decides on ed. tes and
and the
03/03/15 12:39
PM was chosen prepares a spe top three histor
ech outlini ical landm
closely by for their number ng wh y ark
their num 1 historica the
develop
a 3D mo ber 2 and 3 cho l landmark top stop
del of the ice , follow
324 chosen lan s. The student pai ed
InClassrooms.indd landmark dmark and r will
c07EngagingLearning . is encour
4. Guide aged
studen
questions. ts in their resear
– What is ch and spe
the ech by pro
viding foc
researchi histor y of the lan us
– Why is ng? d or object tha
it t you are
– What doea historical landm
ark?
– How cou s it represent or
ld you des honour?
there? cribe it to
– When someone
did who has
– Why sho it become a his never bee
uld people torical lan n
– Why is visit the dmark?
this lan
best in the landmark so spe dmark?
Australia? cial that
528 EDUCATION
it should
be voted
AL PSYCH the
OLOGY
c12Motivati
onToLearn.
indd 528
03/03/15
2:46 PM
How to use this book xxiii

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Enhancing the self-concept 172 inclusive classroom 1 212

program 510 Options for assessment 542

xiv About the adapting authors

About the adapting authors xv

Primary school Chapter 2 Teachers and teaching

Chapter 4 Social development

xvi Classroom applications at a glance

Chapter 5 Individual differences and special needs

Chapter 7 Engaging learning in classrooms

Classroom applications at a glance xvii

Secondary school Lesson plan 2 — Immigrant journeys

Chapter 9 Complex cognition and social constructivism

Chapter 10 Learning from peers

Chapter 11 Motivation and engagement

xviii Classroom applications at a glance

Classroom applications at a glance xix

should be able to complete brain and the nerv

sations with comp

LearNING IS DIFFe c03NeurologicalPhysica

reNt IN the tWeN evelopment.indd

CeNtUrY tY-FIrSt 12/02/15 2:31 AM

concepts to the situation. your learning?

xx How to use this book c02TeachersAndTe

research. These counter-intuitive

Key terms attitudes and the like. 566

Each chapter’s key terms are ge, pedagogical

Content knowled ntent knowledge

history, economi a variety of lear

(knowledge abo ate by introducing Knowledge abou

ding of content knowledge Know

xxii How to use this book c02TeachersAndTe

new possibilities to think about.

3. Using curiosity-inducing strategies as motivational strategies

Year levels 9–12

How to use this book xxiii

Updated editions will replace the previous one—the old editions

Creating the works from print editions not protected by U.S.

START: FULL LICENSE

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Primary school Chapter 2 Teachers and teaching

Chapter 4 Social development

Chapter 5 Individual differences and special needs

Chapter 9 Complex cognition and social constructivism

Chapter 10 Learning from peers

Chapter 11 Motivation and engagement