Psychology for teaching

In this utterly engaging and comprehensive text, Guy Lefranois explains, applies, illustrates and investigates psychological principles and classroom practices in a manner that is at once concise and informative as well as encouraging and entertaining. His approach is motivational, based on his belief that the best teaching decisions are based on sound psychological principles applied with enthusiasm and imagination and tempered with a love of children and of teaching. Covering the bases of human development as it relates to learning, teaching, and thinking, Lefranois draws on the most recent and pertinent research to present a well-rounded, thorough, and relevant discussion of psychological principles.

Part 1 The Beginning
1 Psychology for Teaching	p. 2
Psychology for Teaching	p. 4
Teaching and Your Beliefs	p. 5
Psychology	p. 7
Models of Learners and Teachers	p. 12
A Model of Teaching	p. 15
Psychology Applied to Teaching	p. 17
Teaching as Decision Making	p. 19
Teaching as Problem Solving	p. 19
Teaching to Empower Students	p. 20
Teaching as a Reflective Activity	p. 21
Teaching as a Craft	p. 22
Teaching as a Career	p. 25
Cultural and Global Diversity	p. 28
Main Points	p. 30
Applied Questions	p. 32
Internet Activity	p. 32
Study Terms	p. 32
Suggested Readings	p. 33
Part 2 Development and Teaching
2 An Overview of Development	p. 36
Concepts in Human Development	p. 38
Principles of Human Development	p. 40
Moral Development	p. 52
Language Development	p. 57
Main Points	p. 62
Applied Questions	p. 64
Internet Activity	p. 64
Study Terms	p. 64
Suggested Readings	p. 65
3 Cognitive and Social Development	p. 66
Gender Roles	p. 68
Personality Development: Erik Erikson	p. 74
Cognitive Development	p. 78
Piaget's Most Basic Ideas	p. 79
Construction of the Intellect: Piaget's Theory	p. 83
Educational Implications of Piaget's Theory	p. 99
Vygotsky's Cultural/Cognitive Theory	p. 103
Educational Implications of Vygotsky's Theory	p. 106
Main Points	p. 108
Applied Questions	p. 110
Internet Activity	p. 110
Study Terms	p. 110
Suggested Readings	p. 111
Part 3 Learning and Teaching
4 Behaviorism and Social Learning Theory	p. 114
Learning	p. 116
Three Approaches to Human Learning	p. 119
Pavlov's Classical Conditioning	p. 120
Watson's Environmentalism	p. 122
Thorndike's Connectionism	p. 124
Skinner's Operant Conditioning	p. 130
A Summary of Behavioristic Contributions to Instruction	p. 145
Beyond Freedom: A Philosophical Discussion	p. 148
Bandura's Social Cognitive Theory	p. 149
Instructional Implications of Social Cognitive Theory	p. 158
Main Points	p. 159
Applied Questions	p. 161
Internet Activity	p. 161
Study Terms	p. 161
Suggested Readings	p. 162
5 Thinking and Remembering	p. 164
Cognitivism	p. 166
The Modal Model of Memory	p. 169
Processes in Long-Term Memory	p. 177
Educational Applications: Teaching for Retrieval	p. 179
Metacognition	p. 186
Main Points	p. 196
Applied Questions	p. 197
Internet Activity	p. 197
Study Terms	p. 198
Suggested Readings	p. 198
6 Cognitive Approaches to Teaching	p. 200
Direct Instruction and Constructivism	p. 203
Bruner's Theory: Discovery Learning	p. 208
Ausubel's Theory: Reception Learning	p. 213
Discovery or Reception?	p. 219
Some Cognitive Instructional Models and Emphases	p. 223
Another Look at Constructivism	p. 229
Main Points	p. 231
Applied Questions	p. 234
Internet Activity	p. 234
Study Terms	p. 234
Suggested Readings	p. 235
7 Humanistic Approaches to Teaching	p. 236
Humanistic Psychology	p. 238
Rogerian Humanistic Theory	p. 240
Humanism in the Classroom	p. 246
Specific Humanistic Programs in the Classroom	p. 251
Some Reactions to Humanistic Education	p. 265
Constructivism, Humanism, and the Best Teaching Practices	p. 267
Main Points	p. 268
Applied Questions	p. 269
Internet Activity	p. 269
Study Terms	p. 270
Suggested Readings	p. 270
Part 4 Diversity and Teaching
8 Intelligence and Creativity	p. 274
Some Views and Theories of Intelligence	p. 276
Measuring Intelligence	p. 285
Some Influences on Intelligence	p. 296
Creativity	p. 300
Connections Between Creativity and Intelligence	p. 305
Main Points	p. 310
Applied Questions	p. 311
Internet Activity	p. 311
Study Terms	p. 312
Suggested Readings	p. 312
9 Learners with Special Needs	p. 314
The Talented and the Gifted	p. 317
Teaching Those with Disabilities	p. 331
Definition and Identification of Exceptionality	p. 338
Main Points	p. 352
Applied Questions	p. 354
Internet Activity	p. 354
Study Terms	p. 354
Suggested Readings	p. 355
10 Multicultural Education: Adapting Instruction for Learners	p. 356
Multiculturalism	p. 358
Adapting Instruction for Diverse Learners	p. 367
Tracking	p. 368
The Learning Styles Approach	p. 371
Programmed Instruction	p. 373
Computers in Education	p. 377
Other Individualized Instructional Programs	p. 389
Attribute -- Treatment Interaction	p. 393
Main Points	p. 395
Applied Questions	p. 397
Internet Activity	p. 397
Study Terms	p. 397
Suggested Readings	p. 398
Part 5 More Effective Instruction
11 Motivation and Teaching	p. 402
Motives: Explanations for Behavior	p. 405
Historical Views of Human Motivation	p. 406
Magnitude of Motivation: Arousal Theory	p. 409
A Behavioristic View of Motivation	p. 414
A Humanistic View of Motivation	p. 418
Cognitive Views of Motivation	p. 422
Classroom Applications of Cognitive Views	p. 431
Main Points	p. 436
Applied Questions	p. 437
Internet Activity	p. 437
Study Terms	p. 438
Suggested Readings	p. 438
12 Classroom Management	p. 440
Classroom Management and Discipline	p. 442
Humanistic Models of Classroom Management	p. 448
Democratic Models of Classroom Management	p. 454
Behavioristic Models of Classroom Management	p. 462
Some Practices for Your Classroom Management Plan	p. 475
Main Points	p. 480
Applied Questions	p. 482
Internet Activity	p. 482
Study Terms	p. 482
Suggested Readings	p. 483
13 Instructional Objectives and School Assessments	p. 484
Measurement and Evaluation in Schools	p. 486
Instructional Goals and Assessment	p. 490
Blueprints for Teacher-Made Tests	p. 499
Characteristics of a Good Measuring Instrument	p. 501
Standardized Tests	p. 505
Teacher-Made Tests	p. 510
Criterion-Referenced Testing	p. 515
Performance-Based Assessments	p. 518
Some Legal Issues in Educational Assessment	p. 524
Concluding Thoughts on Educational Assessment	p. 526
Main Points	p. 527
Applied Questions	p. 529
Internet Activity	p. 529
Study Terms	p. 530
Suggested Readings	p. 530
Epilogue and a Growing Footnote	p. 532
Glossary	p. 535
Bibliography	p. 561
Index	p. 590

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