Educational Psychology

Part I
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
 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.
Model of the Teaching/Learning Process

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.

All those factors outside of the

Context classroom that provide the
environment for the teaching and
learning process
Model of the Teaching/Learning Process

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.

Those qualities or characteristics

of teachers and students that they
Input
bring with them to the classroom
experience
Model of the Teaching/Learning Process

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.

Teacher and student behaviors

Classroom in the classroom as well as
Processes some other variables such as
classroom climate and teacher/
student relationships
Model of the Teaching/Learning Process

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.

Measures of student learning

Output taken apart from the normal
instructional process
 Model of the Teaching/Learning Process

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.
Most of the time in the U.S. when we ask
"How well or how much has the student learned?”
we mean
"How well has the student done on a standardized
measure of student achievement in the basic skills
of Reading, Language Arts, and Mathematics?"
 Model of the Teaching/Learning Process

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),
then we may find that other context, input,
or classroom process variables are better
predictors of student learning.
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.
Model of the Teaching/Learning Process

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

The category of Teacher Behavior consists of all

the actions a teacher would make in the classroom
and includes three additional subcategories:
all of those activities a teacher
Planning might do to get ready to interact
with students in the classroom

Management controlling student behavior

Instruction guiding student learning

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

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

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

Academic Learning Time is composed of three

separate variables:

the percentage of the

content covered on the test
Content Overlap
actually covered by
students in the classroom
Model of the Teaching/Learning Process

Academic Learning Time is composed of three

separate variables:

amount of time students

Engaged Time are actively involved in
the learning process
Model of the Teaching/Learning Process

Academic Learning Time is composed of three

separate variables:

extent to which students

Success accurately complete the
assignments they have been
given
Model of the Teaching/Learning Process

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

There are a variety of other classroom factors

which have been related to student
achievement such as
• classroom atmosphere and morale
and
• the opportunity for students to engage in
leadership roles.
 Model of the Teaching/Learning Process
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.*
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).

* Rosenshine, B. (1995). Advances in research on instruction. The Journal of

Educational Research, 88(5), 262-268.
 Model of the Teaching/Learning Process
Academic Learning Time, then, is the most direct
link to measures of student achievement.