Educational Psych topics to help you prepare for your "resident expert" presentation.

1. Educational
Psychology
Information to help you create your lesson plan

2. Educational Psychology strives to
answer the following questions:
1. How do students learn information best?
(and what instructional methods match how
students learn?)
2. How do the minds of students develop
during school-age years?
3. What motivates students to learn?
4. What is “intelligence,” and how do we
measure it?

3. Two Topics
…to reflect on when making your “resident expert” presentation:
Memory
(How do students remember information?)
Learning Styles
(How do students with different kinds of intelligence learn?)

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

5. Short-Term Memories
Long-Term Memories
Information
Sensory Memories
Forgotten after
1 second.
Forgotten after
25 seconds.
Potentially permanent
storage, although hard to
retrieve.

6. Short-Term Memory
Memory that holds information for about 15-25
seconds.
We can store about 7
“chunks” of
information in short
term memory at any
given time. (A “chunk” is
a meaningful piece of
information, like a letter,
number, word, simple
image, etc.)

7. Read this list of words once, and try to
recall them.
Car Fight Shoe Hat
Throw Bright Desk Ring
Cloth Smell Goat Dog
Year West Coin Note

8. Time’s up!

9. Rehearsal
Information is able to remain longer in short-term
memory if rehearsal is practiced. Rehearsal is the
repetition or organization of information that
has entered the short-term memory.
Rehearsal allows us to
transfer information
from short-term
memories into long-
term memories!

10. Rehearsal
The type of rehearsal that is carried out greatly
impacts the mind’s ability to transfer information
from short-term to long-term memory…
Repetition
Repeating things over and over again keeps them
stored in short-term memory.
Organization
(Elaborative Rehearsal)
When information is organized in some fashion:
for example, when you link it to another memory.

11. Long-Term Memory
Memory that stores information on a relatively
permanent basis, although it may be difficult to retrieve.
The reason we are able to
store long-term information is
because our brains create
semantic networks:
clusters of interconnected
information.The more
connections our brain makes
between a piece of
information and other pieces
of information, the more likely
we are to remember it.

12. Memory Consolidation
The process of gradually converting short-term
memories into long-term memories.
1. The more connections we
make within the brain, the
stronger our stored
memories become.
2. The more often we recall
information (think about it)
the stronger our memories
become.
Pathways of neurons in the
brain fire when you think about
something.The more often you
think about it, the smoother
and faster those patterns of
neurons will fire in your brain.

13. Elaborative Rehearsal
Organizing information allows it to pass from short-
term memory into long-term memory.
Example Technique:
Connect new information to
information that is already
stored in your memory.
Your goal:
Envision a location that you
know very well. Imagine that
the items I show you are
located in specific areas within
that location.

14. Memorize the 12 items shown here.

15. Time’s up!

16. Level of Processing Theory
This theory states that the more you processes
information, the better you will ultimately
remember it.
“Processing” information means using it in
different ways, which allows your brain to form
new connections.

17. Level of Processing Theory
Tasks like finding facts in a book, memorizing facts,
and memorizing definitions hardly require the
lowest level of information processing in your
brain. You are less likely to remember this
information on the future.

18. Tasks like discussing, summarizing, explaining, and
making your own predictions/guesses require
more information processing.You are more likely
to remember the information in the future if you
do these things.

19. Tasks where you use information in new ways (like solving a new
type of equation, proposing solutions to problems, using information
in real-world scenarios) involve lots of information processing.
You are much more likely to remember the information.

20. These three task types require lots of information
processing. Usually they involve writing a paper,
making a speech, doing/making an experiment, or
creating a project. Research shows that doing
these tasks helps students deeply understand
information and remember it for a longer time.

21. More likely
to retain
information
Less likely
to retain
information

22. Intelligence
How doYOU define intelligence? With the person
sitting next to you, discuss what it means to be
“intelligent” for one minute.

23. Trukese tribe members in the South Pacific Ocean can
precisely navigate from island to island without a compass
or any other sailing tools. Is this intelligence?

24. Amy is charming and people are always happy to be with her.
She is good at understanding other people, talking to other
people, and making new friends. Is this intelligence?

25. Members of the Detroit Pistons react quickly to events
taking place around them.They coordinate their movements
well, and have muscle memory for certain physical skills.
Is this intelligence?

26. It is clear that
“intelligence” is a difficult
concept to define.Today,
we recognize that having
intelligence does not
simply mean that you
know lots of things.
Intelligence:
The capacity to understand the world, think
rationally, and use resources effectively when
faced with challenges.

27. Intelligence Theories
In 1983, Howard Gardener proposed his Theory of
Multiple Intelligences to explain the aptitudes
humans have for things other than logic and problem-
solving.
Humans show
intelligence in
many ways, and
the way we test for
intelligence needs
to consider this.

28. Multiple Intelligences Theory
Gardener’s
theory states that
there are at least
eight different
kinds of
intelligence that
are distinct from
one another.
We each possess
ALL of these, but
in different
amounts.

29. Multiple Intelligences Theory
Gardener’s
theory states that
there are at least
eight different
kinds of
intelligence that
are distinct from
one another.
We each possess
ALL of these, but
in different
amounts.

30. Logical/Mathematical Intelligence
Skills involving
problem solving and
logical or scientific
thinking. Logical
reasoning is closely
linked to “fluid
intelligence.” People
with this intelligence
may be good at math
problems, critical
thinking, and reasoning.

31. Linguistic Intelligence
Skills involving the
production and use of
language. People with
this intelligence are
good at reading
comprehension,
writing, and
memorizing written
words.They may be
good at speaking and
organizing information.

32. Musical Intelligence
Skills involving music.
People with this
intelligence have
sensitivity to sounds,
tone, pitch, melody,
harmony, meter, and
rhythm. They may be
good at playing,
singing, or
composing music.

33. Visual-Spatial Intelligence
Skills involving
space and spacial
configurations.
People with this
intelligence are
good at envisioning
things in their heads.
They may be good
at art, design,
architecture, or
navigation.

34. Bodily-Kinesthetic Intelligence
Skills involving
control and use of
the body. People
with this intelligence
may be coordinated,
or good at activities
like sports, dance,
acting, surgery, or
creating something
by hand.

35. Naturalist Intelligence
Skills involving
nurturing, or the ability
to identify and classify
patterns in nature.
People with this
intelligence might
classifying natural forms
(such as animals, plants,
rocks, or geographical
features).They may be
good farmers, botanists,
chefs, hunters, etc.

36. Interpersonal Intelligence
Skills involving
interactions with
others and sensitivity
to others. People
with this intelligence
can easily understand
how others are feeling
and relate to them.
They communicate
effectively and
empathetically
with others.

37. Intrapersonal Intelligence
Skills involving
knowledge of oneself
and one’s own feelings
and emotions. People
with this intelligence
know their strengths
and weaknesses, what
they want in life, and
what makes them
unique.They may be
reflective and
introspective.
“Your
understanding of
your inner self
holds the
meaning of your
life.”
- TOLSTOY

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

39. Criticism:
Historically, people have placed higher value on
some of these intelligence types than others. (Can
you guess which ones?) Because certain types of
intelligence are more valued, schools focus on
these to the detriment of others.
Because standardized tests are a necessity,
(universities need a way to compare students who
attended vastly different high schools), schools
place too much focus on types of intelligence that
can be assessed by a standardized test.