1. Explain the essential difference between effective and ineffective teachers.
Many a time the answers have tried to be sort to provide what elements and factors surmount to
students development and learning. Varying from providing different organizational structures in
curriculum and instructional way of approach, but none of them provided the outcomes as
expected. According to Hill, Deborah, et al. (2012), the solution only lies with the human
resource within the institution that is the teachers. They further indicates that the quality of
learning and studying always determined by the quality of teachers in terms of effectiveness.
The term effective can defined as the ability of a person in a certain field to produce more output
and in an effective way, more than what was expected. Therefore an effective teachers produces
and helps students in their learning over and above of the ability and their background by
providing and presenting the information to the students in a finely tuned and unique way. As a
result, what sets effective teachers notch higher of ineffective teachers is that they possess skills
and knowledge to provide effective learning to the students. As per studies provided to determine
and support the above, it has found that students learning under effective teachers scores higher
marks than the one under ineffective teachers. An effective teachers provides over and above
learning to the students than would be expected from the students provided their abilities and
background.
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2. Provide an example of expert teaching on student learning.
In order to provide an effective and proper teaching there must an understanding of what to
teach. Thus, knowledge of the content is most important possession for expert teachers. An
expert referred to a person who has an upper hand in skills and knowledge in a given field.
Therefore, expert teaching is providing the best learning and understanding to the students above
the expected results
3. Give an examples of the different kinds of professional knowledge that expert teachers
possess.
To effectively make economic students to understand about how economy works and operates
one has to understand the fundamental areas like micro and macroeconomics and how they are
related and influences each other. Therefore knowledge of the content is a crucial element in
professional knowledge where for the purpose of effectively and professionally teaching, one
should have to understand what to teach in form of content. Although understanding and having
knowledge about the content in order to teach is a vital element, it can never be complete without
having an understanding of how to output the topics in a form, where it will simplify and make
the content easier for the student to grasp and be able to decipher the information and the
content.
Depending on the field covering, topics can be represented and taught in various ways including;
demonstrations, case study, metaphors, simulations, or even in form of models. General
pedagogical knowledge as per Loughran, John, et al. (2008), refers to instructional strategies and
classrooms management that apply to all fields and subjects. Rather than the knowledge of the
content and pedagogical content knowledge where they only covers specific domains. The last
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element of professional knowledge that expert teacher possesses is that of knowledge of learners
and learning. As stated by Loughran, John, et al. it is the most important knowledge a teacher
can possess.
4. A life science teacher holds up a sheet of bubble wrap and then places a second sheet of
bubble wrap on top of the first to help her students visualize the way that cells are
organized into tissue. What kind of knowledge does the teacher’s demonstration best
indicate? Explain.
First, the teacher understands and has knowledge of the content where he is able to understand
the content he is supposed to teach to the students. Above all, he demonstrates that he possesses
the knowledge of pedagogical content knowledge. As illustrated by Evers, Williamson, et al.
(2013), having knowledge of how to teach topics in ways that make them quicker to understand
by learners, as well as an understanding of what makes a specific subject easy or flexible to the
learner. Therefore, the teacher applied demonstration kind of knowledge to make it simpler and
easier for students’ grasp of the topic and increases the chances of their understanding.
5. Compare three types of student learning and development that occur in schools.
As one wade through the teaching career, has to teach the students much more than the specific
subjects and topics. Teaching them how to solve day-to-day obstacles, help them to learn and
develop moral, social, respect to their peers and unbiased to any ethnical differences. Therefore,
this will help to embrace learning and development to them. The other type of learning and
development that occurs in schools is that of self-regulation. The aim of teaching not only to
acquire skills and knowledge but also creates a responsible student who can take charge of their
lives studies and be able to visualize what there should be or look like.
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Technology as perceived by many as has come to transform our lives. In this era, has totally
become part of our lives as from computers, internets, phones and many other form of
technology has become part and parcel in our day to day activities. Therefore, introducing
student and engaging them in technological advances will keep them at par and make their future
life tally with the technology.
6. Explain and give an example of self-regulation.
Self-regulation as can be defined as the ability to set goals, monitor self-behavior, actions, and
emotions to ensure that they are in line with the set goals. For instance, one can decide to churn
some weight in a specified period. In order to achieve has to exercise and keep in diet; it
demonstrates self-regulation. Self-regulation can well be explained and expounded in a model as
follows.
The first step in self-regulation model is the goal selection. Before one can regulate a behavior
must have first select; decides the end results or what they intend to achieve, Gollwitzer, Peter, et
al. (2006). After adopting a goal, the second step is to prepare to attain the goal. In this stage
involves gathering information, come up with a picture and scenario, regarding results and
thereafter engage in behavioral practice or rehearsal. The third step in the self-regulation process
is cybernetic cycle of behavior. This is where the person use information acquired from the
previous steps, to regulate their actions.
7. Explain the relationship between the types of learning and development and educational
psychology.
Nowadays education system is highly complicated. Apparently, no single learning approach or
style that works for everyone. Due to this psychology part in education, based on identifying and
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learning ways on how people absorb and keep the acquired information. Educational
psychologists use theories of human development to understand individual learning styles and
rely the instructional process. While interacting with teachers and students in schools settings is
an important part of their work.
Learning is a lifelong success. People do not only learn at school but they also learn in the places
of work homes, social amenities, and even doing daily tasks and chores. Psychologists use,
identifies and learn how people learn in a variety of settings to identify ways and strategies to
make learning more of a success (Driscoll, Mercy, et al. 2005).
8. A number of differences will exist between a “good” school and a school that is less good.
However, one difference will be more important than any other. What is this difference?
A key differences which arises from a school being termed as good and another one termed as
less good Involves a good school executing tight quality controls, instigation of a self-
confidence, self-critical ones where learning is interactive and long lasting. The so-called good
schools practices five key themes, they automatically result the positive outcome. These theme
includes; creativity in teaching and embracing of consistency, inspirational leadership,
engagement of students and eventually relations with outside world. They put in place high
expectations on all students. This achieved through having a wide range of curricula, which
accommodates, engage and support students in their personalized and aptitude. Emphasize on
quality of teaching in classes. They achieve this, as they know the strength and weakness of
every teaching staff.
9. By definition, what is a case study? How are case studies useful in educational
psychology?
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Case study refers to constructed ways of teaching in form of stories of teaching and learning to
the students in classes. They are effective in illustrating complex topics that are hard to represent
with simple examples. They represent and prepare the teacher for the events that will occur in his
teaching to the students in the classroom. The far much important in teaching, is that they help to
retain more information and much more transfers these ideas to their unique teaching situations.
They create high inclusivity as they regard for the educational development, personal
actualization, and well-being of concerned learners. They prove that socio-economic injustices
need not be obstacles to achievement.
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References
Driscoll, Marcy Perkins, and Marcy P. Driscoll. "Psychology of learning for instruction." (2005).
Evers, Williamson F., and Herbert J. Walberg. Testing student learning, evaluating teaching
effectiveness. Vol. 521. Hoover Institution Press, 2013.
Gollwitzer, Peter M., and Paschal Sheeran. "Implementation intentions and goal achievement: A
meta‐analysis of effects and processes." Advances in experimental social psychology 38
(2006): 69-119.
Hill, Heather C., Deborah Loewenberg Ball, and Stephen G. Schilling. "Unpacking pedagogical
content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of
students." Journal for research in mathematics education (2008): 372-400.
Loughran, John, Pamela Mulhall, and Amanda Berry. "Exploring pedagogical content
knowledge in science teacher education." International Journal of Science
Education 30.10 (2008): 1301-1320.