1. Ibn Zohr university Educational Psychology Module
FLSH Prof. Yusuf Tamer
TEFL & ICT master program
SUMMARIES OF THE COURSES
REGARDING EDUCATIONAL PSYCHOLOGY
MODULE
• Behaviorism
• Social learning theory
• (cognitive)Information processing theory
• Cognitive development theory ( Piaget)
• Social constructivism (Vygotsky)
• The Freud and new Freudians theories
• The Moral development theory
• Humanism
This work is prepared by the following students:
Nadia Bat,
Brahim Mezgar,
Mustapha Aboulahassan,
Mohamed Ait madani Yusef,
Ikram Ait dra,
Mustapha Omarakly,
Naima Sellam,
Amal Hafidi
and Brahim Elomari

2. Skinner: Reinforcement theory Bundura : social learning theory: Learn from
observing others in society.
Basic principles: Basic principles:
- views learning as being determined by the learning - Learn from observing others.(modeling)
environment. - he talks about Vicaruios learning/ vicarious
- the process of learning based on the following reinforcement and punishment: The learner
mechanism: watches the consequences of behaviors engaged
Stimulus Response Reinforcement in by observing others. This influences his/her
- A particular behavior is the result of forming habits by behavior in the future.
reinforcing the seq consequence of a response - people’s feelings,emotions and thoughts affects
generated from a stimulus their behaviors. think,believe,and feel affects how
- The learning process is a kind of habit formation. they behave.
Implications: - Reinforcement plays a role in learning but is not
1-Identify the BEHAVIORAL objective: the teacher entirely responsible for learning.
must set the behavioral goals that students can perform. - The environment can affects your behavior but
2-The teacher has to choose and immediately provide the you can affect the environment as well.
appropriate form of reinforcement. -Congnitive processes play a crucial role in
3-Change what you are doing if it does not work: if the learning.
reinforcement does not work find another one(the Bundura’s assumptions:
teacher is a scientist) - Teachers use vicarious learning for
4- All learning is the responsibility of the teacher. reinforcing students’ behaviors.
5-Concentrate on what you want, not what you don’t - He talks also about the importance of
want: don’t waste time punishing undesired behaviors, modeling: the learner learn through observing
reinforce desired behaviors.
and imitating others.
6- Skinner talked about the individualized education. :
Individual reinforcement for each student. - Views the learner as being active.
7-The purpose of schools is to shape (change) behaviors. - People change through reinforcement and
Achievement is defined as the desired behavior. punishment but there is also vicarious
The problems of the theory: reinforcement and punishment.
-It focuses only on the observable (overt) behavior. - People are motivated by reinforcement and
-It ignores the role of the mind in the learning process. punishment (external) but our internal
- Skinner does not account for person values, emotions thoughts and feelings affect our behaviors as
and Personality makes a difference. well.
- The term reinforcement is circular and gives us no - Thinking and emotions are very important in
information as to how to get a behavior to change. Use students’ learning.
sth that has a high probability to occur: use sth a pupil The problems of the theory:
likes to as a reward as a reward for doing sth he does not - You can never know how the observer is
like to do.
reacting to what s/he sees: what is
- Skineer views the learner as being passive: the
learner’s behavior is shaped by the environment except reinforcement for the person with whom you
the one who is shaping the teacher. directly acting may be a punishment for the
observer.
- When naturally occurred behaviors are
reinforced, they tend to be extinguished if
reinforcement is withdrawn.
References:
- Educational psychology “theory & practice”. ROBERT E. SLAVIN. Eight edition

3. (cognitive) Information processing theory
What is it?
Information processing is an approach to the goal of understanding human thinking in relation to
how they process the same kind of information as computers. The essence of the approach is to see
cognition as being in essence computational in nature, with mind being the software and the brain being
the hardware.
According to thefreedictionary.com, the definition of information processing is, "the sciences concerned
with gathering, manipulating, storing, retrieving, and classifying recorded information". It suggests that for
information to be firmly implanted in memory, it must pass through three stages of mental processing; sensory
memory, short-term memory, and long-term memory.
IMPLICATIONS FOR INSTRUCTION
The understanding of how the mind processes and stores information is invaluable to educators as they plan
for instruction. If there is little to no understanding of the information processing skills of the students with
whom one is working, it would be almost impossible to design instruction that contributes to high levels of
learning and achievement.
USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOM
Principle Example
Use cues to signal when you are ready to begin.
1. Gain the students' attention.
Move around the room and use voice inflections.
Review previous day's lesson.
2. Bring to mind relevant prior learning.
Have a discussion about previously covered content.
Provide handouts.
3. Point out important information. Write on the board or use transparencies.
Show a logical sequence to concepts and skills.
4. Present information in an organized manner.
Go from simple to complex when presenting new material.
Present information in categories.
5. Show student how to categorize (chunk) related
Teach inductive reasoning.
information.
Connect new information to something already known.
6. Provide opportunities for students to elaborate on new
information.
Look for similarities and differences among concepts.
Make up silly sentences with first letter of each word in the list.
7. Show students how to use coding when memorizing
Use mental imagery techniques such as the key word method.

4. State important principles several times in different ways during
the presentation of information (STM).
8. Provide for repetition of learning. Have items on each days's lesson from preivous less (LTM).
S chedule periodic reviews of previously learned concepts and skills
(LTM).
Use daily drills for arithmetic facts.
9. Provide opportunities for overlearning of fundamental
Play form of trivial pursuit with content related to class.
concepts and skills.
Source: http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
CONCLUSION
In summary, there are many different theories of information processing that focus on different aspects of
perceiving, remembering, and reasoning. One of the most important agreements is that elaboration is a key to
permanently storing information in a way that facilitates its quick retrieval when it is needed.
REFERENCES
http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
http://en.wikipedia.org/wiki/Information_processing
Piaget's Stage Theory of Development
Piaget, a psychologist who was interested in cognitive development and after observation of many
children, posited that children progress through 4 stages and that they all do so in the same order. These
four stages are described below.

5. • Assimilation: The process of taking in new information into our previously existing schemas is
e
known as assimilation. This process is subjective because we tend to modify experience or
information to fit it with our pre-existing beliefs.
existing
• Accommodation: It involves altering or changing existing schemas or ideas as a result of new
altering
information or new experience. New schemas may be also be developed during this process.
• Equilibration: Piaget believed that all children try to strike a balance between assimilation and
accommodation, which is achieved through a mechanism called equilibration. As children
odation,
progress through the stages of cognitive development, it’s important to maintain a balance
between applying previous knowledge –assimilation- and changing behaviour to account for new
knowledge –accommodation-.
• Equilibration helps us to explain how children are able to move from one stage of thought into
the next.
• Cognitive development is a complex process comprising three main concepts: Assimilation,
accommodation and equilibration. All three are associated with the formation and modification
bration.
of schemata in order to attain a balanced sense of understanding of the external world.
Processes Example
Schemata Angie who has never seen anything fly but birds thinks that all flying objects are birds.
Assimilation
Seeing an airplane flying prompts the child to call it a bird.
ee
Start
Child experiences conflict upon realizing that the new bird has no feathers. Concludes it is not a bird and
Accommodation asks for the proper term or invents a name. Equilibrium restored.
fo
Organization Forms hierarchical scheme consisting of a super ordinate class (flying objects) and two subordinate classes
me
(birds and airplanes).
Finish
Activities for the Stages of Cognitive Development
Sensorimotor Period: Activities for Infants and Toddlers
-Provide a rich stimulating environment
-Allow the child to play with toys that squeak when squeezed. (ex: rubber duck) At first when the child squeezes the toy, they will be
Allow
surprised by the sound and why it happened. However, after some time the child will realize that by squeezing the toy they ar the one
are
causing the noise. This gives and example of cause
cause-an-effect relationships: if I squeeze the duck, it will squeak.
effect

6. -Another example of a toy is a rattle; when the baby shakes a rattle it makes noise.
-Playing peek-a-boo is another good example of a fun activity for children around this age.
Preoperational Period: Activities for Toddlers and Early Childhood
- Sometimes children in this age group enjoy playing house. This is also a good activity because they are playing different roles that they
have observed in their own lives.
-Hands on activities should also be facilitated at this time.
-Encourage children to play with toys that change shape (ex: playdoh, sand, clay, water) because this will help them move towards the
concept of conservation.
Children need physical, hands on practice with facts and skills needed for development.
-Use cut-out letters to build words.
-Avoid lessons that are very different from the child's world. And steer away from using workbooks or paper and pencil activities very often.
Concrete Operations: Activities for Middle Childhood
Give children the chance to manipulate objects and test out ideas
-Do simple experiments, with participation of the students
Avoid dealing with more than three of four variables at a time
-Reading selections should have a limited number of characters
-Experiments should have a limited number of steps
Students should have practice classifying objects and ideas on complex levels
-Have students group sentences on a piece of paper
-Use analogies to show the relationship of new material to already acquired knowledge.
Formal Operations: Activities for Adolescents
-Students could work in pairs, one is the listener, while the other is the problems solver. The problem solver works the problem out loud,
while the listener checks to see that all steps are followed and seem logical.
-Teachers could put a few essay questions on a test, which allows students the opportunity to give more than one final answer.
Teachers should try to teach broad concepts, rather than just facts.
-Use materials and ideas relevant to the students
-For example: If you were teaching material about the Civil War, the class could join in a discussion about other issues which have divided
our country
-Use lyrics from a popular song to teach poetry
Other implications of Piaget's theory in the classroom:
There needs to be a match between the demands of a learning task and the current cognitive capacity (ability) of the learners.
We must not assume that all learners in a given class will be at the same stage of cognitive development.
Focus on what children at each stage can do and avoid what they cannot meaningfully understand.
Learning through activity and direct experience is essential. Provide plenty of materials and opportunities for learners to learn on
their own.
put learners into suitable situations where they are actively engaged in tasks which moderately challenge their current way of
understanding the world.
Since learners’ schemas are expanded and built on with time, point out to learners how new ideas and concepts relate to old ones,
and allow learners a better understanding of already acquired concepts. Memorization of information for its own sake should be
avoided.
Begin lessons with concrete objects or ideas and gradually shift explanations to a more abstract and general level (especially with
younger learners).

7. Criticisms of Piaget's theory
o Researchers have found that young children are capable and can succeed on simpler forms of tasks requiring the same skills.
o Second, Piaget's theory predicts that thinking within a particular stage would be similar across tasks. For example, all
preschool children should perform at the preoperational level in all cognitive tasks.
o children often learn more advanced concepts with brief instruction. All of this research has led up to the belief that children
may be more competent that Piaget gives them credit form, especially in their practical knowledge.
o Overlooking Cultural Effects: Some believe that Piaget overlooked the effects of student's cultural and social groups. It seems as
though the stages of development constructed by Piaget are representative of Western society and culture. In his work, scientific
thinking and formal operations are presumed worthy levels to be reached by children. However, in other cultures there may be a
much higher regard for the basic level of concrete operations (Edwards, Hopgood, Rosenberg, & Rush, 2000).
o Unscientific Methods: According to Edwards et al. (2000) Piaget's work is characterized by: lack of controls, small samples, and
absence of statistical analysis in his research. Much of this form of criticism has originated from Empiricism and Logical
Positivism, which was extremely popular at the time. However, Piaget was a structuralist and his scientific orientation was very
different from tradition research being done at this time in America.
Piaget attempted to identify universal features of cognitive development by observing children in specific situations. He believed
that small samples of children and the methods he used were adequate as long as he was able to identify the structres common to all
individuals. However, it is reasonable to question the reliability of Piaget's work.
References
o Psychology for Language Teachers: Marion Williams And Robert L.Burden- Combridge Language Teaching Library
o (2009). Piaget's stages of cognitive development. Retrieved April 30, 2009, from About.com: Psychology Web site:
http://psychology.about.com/library/quiz/bl_piaget_quiz.htm
Edwards, L., Hopgood, J., Rosenberg, K., & Rush, K. (2000). Mental Development and Education. Retrieved April 25, 2009, from Flinders
University Web site: http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/begin.htm
Huitt, W. & Hummel, J. (1998). Cognitive development. Retrieved April 25, 2009 from the World Wide Web:
http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Lefrancois, G.R. (2006). Theories of Human Learning. Belmont, CA: Thomson Higher Education.
Plucker, J. (2007). Human Intelligence . Retrieved May 1, 2009, from Indiana University Web site: http://www.indiana.edu/~intell/piaget.shtml
Slavin, R.E. (2005). Educational psychology: theory and practice. Needham Heights, MA: Allyn and Bacon.
Smith, L. (2000). A brief biography of jean piaget. Retrieved April 25, 2009, from Jean Piaget Society Web site:
http://www.piaget.org/aboutPiaget.html
Wadsworth, B.J. (1996). Piaget's theory of cognitive and affective development: White Plains, NY: Longman.
Wood, K.C. (2008). Piaget's Stages. Retrieved April 25, 2009, from Department of Educational Psychology and Instrutional Technology,
University of Georgia Web site: http://projects.coe.uga.edu/eplt /index.php?title=Piaget%27s_Stages#Educational_Implicati
Exercises
Summary of key learning points in this section:
In the last section we have looked at the following aspects of Piaget’s theory of cognitive
development:
• The processes we use to organize and adapt to our world
• The stages of cognitive development
• The educational implications this theory has for teaching practice
• Some limitations of Piaget’s theory
Group Activity :
1. Write e-mail to your group and explain one way in which Piaget has most influenced your
practice as a teacher, or where you can see elements of Piaget's theory in your teaching (without
previously knowing about Piaget). Describe ways in which teachers who are not influenced by this
factor could enhance their teaching by including this practice. Discuss this with your group.

8. 2. Record your reflective thoughts in your e-diary.
Essay:
In an essay of no fewer than 800 words:
Explain how your knowledge of cognitive development has influenced your teaching with ICT.
Focus on:
• how the learner may experience your lessons differently;
• what your and the learners' roles should be;
• what the role of ICT in these lessons will be.
Submit this essay as a file attachment in e-mail and send it the group
CONSTRUCTIVISM
Learners construct knowledge in their own minds
And that the T can facilitate this process by making
The knowledge presented more meaningful.
Social constructivism
Emphasizes the social context of learning
And that knowledge is mutually built.
A shift from individual to collaboration
Vygotsky’s theory
The implication in education
• Assess Ss ZPD : to determine when to start instruction
• Exploit your Ss ZPD in teaching : Teaching should aim that Ss reach the upper
limit of the ZPD.
• Ts monitor Ss’ persepectives, thinking, and feelings
• T needs to differenciate instruction as Ss’ ZPD differ from one another

9. • T should create many opportunities for Ss to learn by co-constructing knozledge along with the T and with
peers.
• Children can also benefit from assidtance of more –skilled children.
• Culture can determine what skills are important ^such as computer skills, communication skills, teamwork
skills^
• don’t do for students what they can do for themselves . But do monitor their efforts and give them needed
support and assistance.
REFERENCE : Educationl psychology by Santrock
COMPARISON OF VYGOTSKY’S AND PIAGET’S
THEORIES
PIAGET VYGOTSY
-Cognitive constructivist - Social constructivist
-emphasized that Ts should provide - Emphasized that Ts should
support for Ss to develop under- create opportunities for Ss
standing. to learn.
-knowledge is individually constructed -Knlge is mutually constructed
-Individual -Collaboration
-Language has a minimal role -Language has a major role
key concepts : key concepts :
- Schema - ZPD
knlge helps in understanding the world What I can do Independently and can do with others
- Assimilation - Scaffolding
taking new information into our existing schema Adjust the amount of guidance to fit S’ performance
- Accomodation - Tutoring
Alerting or changing the existing schemas or ideas Takes place between an adult and a child
- Equilibiration - Cooperative learning
Explain how children move from one stage of thought Ss work in small groups to help each other learn
to another.
- Conservation - Cognitive apprenticeship
The awareness that a quantity remains the same despite An expert stretches and supports a novice’s

10. the chage in its appearance. understanding and use of culture’s skills.
- Centration - Situated cognition
Focusing attention upon one feature of a situation The idea that thinking is situated or located in social
and ignoring others. and physical contexts, not within an individual’s
mind.
REFERENCE :
Limitations to Vygotsky’s theory
Humans may be more biologically predisposed to learn
Consists mostly of general ideas
He did not detail cognitive processes underlying developmental changes
He developed few applications of his theories for teaching
Constructivism requires time for people to become accustomed to it. They must
formulate their own assessment strategies for understanding concepts.
It also removes grading in the traditional way and instead places more value on students
evaluating their own progress.
The biggest disadvantage is its lack of structure. Some students require highly
structured environments in order to be able to excel.
The Freud and new Freudians theories

11. Levels of mental
development
The conscious; Is viewed as The pre/subconscious; The middle The unconscious;
the smallest portion of the mind. portion of the mind beneath the
conscious layer. represents things we are
Represents our present unaware of, but which still
awareness, including our Represents things we are not affect our functioning. The
thoughts, feelings, and presently aware of but can become unconscious mind includes both
perceptions aware of with little effort; forces that originate there (our
basic instincts and drives) as
well as unacceptable thoughts
and memories that may have
been pushed back because of
their threatening nature.
Unconscious processes and internal forces influence all of our behaviors, thoughts, and emotions.
The ways in which the internal forces interact with one another gives rise to behavior, thoughts, and emotions
When the forces are in conflict, abnormal behavior arises.
Psychoanalytic theory has a deterministic assumption, all behaviors, thoughts and emotions are determined by
past experiences, particularly those during early childhood.

12. Structural Model of
Personality
The id is the innate system that is the ego, a part of the psyche the superego develops out of
located in the unconscious mind that seeks to fulfill wishes the ego. The superego
and operates from the pleasure in more appropriate and represents the ethical and
principle, which seeks immediate socially acceptable ways. moral attitudes of a child’s
gratification of sen-sual needs The ego is the center of parents and society more
and drives. Freud viewed infants As
consciousness and follows broadly. It is purported to
as operating on nearly purely the childre the reality principle, which develop out of the
id. For example, an infant who is n is the drive to satisfy needs internalization of the moral
hungry will seek his or her develop within the limits of and ethical standards of
, they
mother to breastfed or scream society’s rules, rather than society, and as such, it holds
begin Lat
and cry if the mother is not to
the pleasure principle. The the rules and regulations to be
er
available. recogni ego attempts to regulate followed. We internalize these
ze that conflict between the in moral standards because
When direct action cannot be they instinctual drives of the id following them feels good and
taken, fantasies or memories are cannot
and the demands of the chil reduces anxiety. The superego
created to meet the id’s needs. In have dho
immedi
external world and, in doing is often the source of feelings
the case of the infant, the infant so, seeks maximal od of guilt and instructs humans
ate
may imagine the sight of his or wish gratification of instincts on all of the things they
her mother’s breast. This process while maintaining
is referred to as primary process relationships with the
thinking, or wish fulfillment outside world.
Freud believed that there are two basic forces that motivate human behavior: the sexual drive (referred to as the
libido) and the aggressive drive. The energy created from these drives continually seeks to be released but can be
channeled by psychological sys-tems. The psychological systems that help regulate the drives are the id, the ego,
and the superego
The three components—the id, ego, and superego— are frequently in conflict, with competing wishes and demands
on the person. The interactions among them typically occur in the unconscious part of the mind, where we are
completely unaware. Wishes, desires, needs, and memories occasionally work their way into the preconscious from
the unconscious mind, but rarely do they enter the conscious mind. Our unconscious and preconscious work to
protect our conscious from the wishes, needs, and memories that represent our basic instincts and drives because
these are often unacceptable to the individual person or society at large.
Psychosexual Stages of Personality Development
Psychoanalytic theory contends that a child’s early childhood relationships, particularly those with his or her
caregivers, are important influences of personality development. Freud claimed that as children develop, they go
through a universal series of psychosexual stages. Each stage of development has psychological conflicts to be
addressed by the id, ego, and superego, and each stage focuses on a different sexually excitable zone of the body. The
psychological issues and conflict within each stage must be successfully negotiated for the child to become a
psychologically healthy adult.
The way a child learns to fulfill the sexual desires associated with each stage becomes an important component of
his or her personality, and the caregiver’s responses to the child’s attempts to satisfy basic needs and wishes can

13. greatly influence whether a given stage is negotiated successfully. If a child does not successfully adjust, then fixation
occurs, wherein the child can become trapped at an earlier stage.
The first stage is the oral stage, which occurs during infancy to approximately 18 months of age. In this stage libidinal
impulses are satisfied through stimulation of the mouth area, usually through feeding or sucking. If the caregiver is not
adequately available, the child can develop a deep sense of mistrust and fear of abandonment. Fixation at this stage
results in excessive dependence on others and habits related to the mouth, such as smoking and excessive eating and
drinking.
Next is the anal stage, which lasts from age 18 months to approximately 3 years. The focus of gratifi-cation in this
stage is the anus, with children expressing great interest in passing and retaining feces. If parents are too harsh or
critical with toilet training, the child may become fixated at this stage and have traits such as being stubborn (having a
strong will, too determinds), overcontrolling, stingy (chi7i7), and too focused on orderliness (well-arregement).
Following the anal stage is the phallic or Oedipal stage, which occurs from age 3 to 6 years. In this stage, the focus
of pleasure is the genitals. The phallic stage is where the most important sexual conflicts occur: the Oedipus complex
for boys and the Electra complex for girls. Boys must work through the Oedi-pus complex, wherein they are purported
to fall in love with their mothers and fear their fathers will retaliate by castrating them. The fear of castration is quite
strong for boys and is the source of motivation for resolving this conflict. Resolution of this results in a strong
superego and identification with their father’s values. The Electra complex is the equivalent for girls. Girls’ movement
through this stage involves the experience of falling in love with their fathers and fearing retaliation by their mothers.
However, Freud argued that there is no castration anxiety for girls because they were already castrated. As a result,
girls do not have as strong of a motivation for developing their superegos and thus are argued to not be as moral. Freud
argued they are instead motivated more by emotions than morals and by penis envy. According to Freud, unsuccessful
resolution of the phallic stage results in not adopting appropriate gender roles or a heterosexual orientation and
excessive seductiveness in relationships.
Next is the latency stage, which covers middle childhood, from age 6 to 12. During this stage, libidi-nal drives are
more at rest and there is a tendency to avoid the opposite sex. The focus is now more on developing skills and interests.
Last, is the genital stage, which begins around age 12 at puberty. If chil-dren have successfully resolved their previous
stages, their sexual interests turn to heterosexual relation-ships. During this stage they pursue and develop romantic
relationships and learn to negotiate romantic and sexual encounters with the opposite sex.
Criticism
criticism to his theory is the strong focus on sexuality as the driving force behind development and behavior.
Freud developed his theory during the Victorian era with its strong suppression of sexuality, and so it is not a coincidence
that his work is so strongly influenced by the context in which he worked. Given the changes in society, however, the
theory may not be as applicable.
Another criticism centers on notions of determinism. Many people object to the idea that all behavior is predetermined by
past behavior, as it does not allow for simple mistakes, is too rigid in assuming people will always act based on what they
learned early in childhood, and does not allow for the possibility of change.
Finally, a crucial problem with the theory is the difficulty in scientifically testing its fundamental assumptions.
REFERENCE; encyclopidia of educationa psychology
Sigmund Freud failed to include evidence of the impact of the environment on the individual throughout his
theory.
The theory is lacking in empirical data and too focused on pathology.
This theory lacks consideration of culture and its influence on personality.
These limitations have led to the resolution that much of modern research does not support many of its notions.

14. Horney disputed this theory, calling it both inaccurate and demeaning to women. Instead, Horney proposed that
men experience feelings of inferiority because they cannot give birth to children
REFERENCE, wikipidia
Implications of Carl Jung s theory of personality
Perceiving Learning Style
Learn ers tend to focus more on indulging their curiosity rather than making decisions. They prefer to
keep their options open. If you tend to start many projects at once (often without finishing any of them),
avoid strict schedules, and jump in to projects first without planning, you might be a perceiving learner
Judging Learning Style
learners prefer order and structure, which is why they tend to plan out activities and schedules very
carefully. If you are highly organized, detail-oriented, and have strong opinions, you might be a judging
learner.
Feeling Learning Style
Individuals with this learning style are interested in personal relationships, feelings, and social harmony.
If you base decisions on emotions and dislike conflict, you might have a feeling learning style.
Thinking Learning Style
Thinking learners utilize rationality and logic when dealing with problems and decisions. These learners
often base decisions on personal ideas of right, wrong, fairness, and justice.
Intuitive Learning Style
, intuitive learners enjoy considering ideas, possibilities, and potential outcomes. These learners like
abstract thinking, daydreaming, and imagining the future.
Sensing Learning Style
preferring to rely on information gained through experience. While people with a sensing learning style
enjoy order and routine, they also tend to be very quick to adapt to changing environments and situations
Introverted Learning Style
Learners prefer individual work and abstract ideas.
Introverted learners enjoy generating energy and ideas from internal sources, such as brainstorming,
personal reflection, and theoretical exploration.
Extraverted Learning Style
Learning activities that benefit extraverted learners include teaching others how to solve a problem,
collaborative/group work, and problem-based learning. If you enjoy teaching others, participating in a
group and learning by experience, you are probably an extraverted learner.
ADLER

15. Key points about adler
Four main points which pushed ADLER to establish his own theory of individual psychology AND this
is also a kind of comparison between Adler and Freud:
First, Freud reduced all motivation to sex and aggression, whereas Adler saw people as being
motivated mostly by social influences and by their striving for superiority or success.
Second, Freud assumed that people have little or no choice in shaping their personality, whereas
Adler believed that people are largely responsible for who they are.
Third, Freud’s assumption that present behavior is caused by past experiences was directly
opposed to Adler’s notion that present behavior is shaped by people’s view of the future.
Fourth, in contrast to Freud, who placed very heavy emphasis on unconscious components of
behavior, Adler believed that psychologically healthy people are usually aware of what they are
doing and why they are doing it.
Theory of Moral Development
A theory depends on cognitive development in studying children’s learning
how to differentiate right from wrong and make decisions.
Piaget
According to Piaget, children’s moral development goes through two main stages:
Heteronomous morality: the stage at which children think that rules are
unchangeable and that breaking them leads automatically to punishment.
Autonomous morality: the stage at which children understand that people
make rules and that punishment is not automatic.
Kohlberg
Kohlberg believed much of Piaget's theory but thought it should be extended into
adolescence and adulthood. He generated 3 main levels for human’s development:

16. Pre-Conventional Moral Development: I will do what I am supposed to do
In order to avoid punishment
Conventional Moral Development: I will do what I am supposed to do as
things work out better when everyone follows the rules.
Post-Conventional Moral Development: I will do (or won’t do) what I am
supposed to do because I think (or don’t think) it is the right thing to do.
Moral Development in the Classroom
• Decisions based on trust could be based on how “morally developed” a student
is. (Classroom management)
• Using this theory to improve students and progress them morally could be
useful.
• The theory tracks an individual's level of moral reasoning by assigning him to
one of six stages, where the first stage is a basic submission to authority and
the last is universal ethics for all.
• By creating classroom policy, students can advance from stage one submission
to stage three where they are accountable within the small classroom
community.
• Make time for role play, whether it be related to the curriculum or used as a
problem solving tool.
• The classroom is an ideal laboratory in which students can test hypothetical
situations and potential consequences. Teachers must recognize the cognitive

17. abilities of those in their class and maximize these abilities through problem-
solving activities.
Criticisms of the moral development theory
• Kohlberg’s work involves only boys
• Kohlberg’s theory is heavily dependent on an individual’s response to an
artificial dilemma. This brings question to the validity of the results obtained
through this research.
• Young children can often reason about moral situations in more sophisticated
ways than a stage theory: Children as young as 3 or 4 years old use intentions
to judge the behavior of others.
• Many individuals at different stages behave in the same way, and individuals at
the same stage often behave in different ways
References:
- Educational Psychology, theory and practice. Robert E. Slavin Johns ( Hopkins University)
- Encyclopedia of Educational Psychology.
-

18. Humanism
-
- Humanistic approach introduced by the ideas of Scholars like
Erickson, Roger, and Maslow began to permeate the field of
second language teaching and learning towards the end of 1970.
According to Lei (2007) humanistic approach emphasizes the
importance of the inner world of the learner and places the
individual’s thought, emotions and feelings at the forefront of all
human development.
- The receiver in education is considered first a human being, and
then considered a learner.
-
- Humanistic education is after all committed to a social and
intellectual climate defending students against intellectual
oppression, physical punishment, and dishonor.
- Humanistic education is therefore interested in educating the
whole person-the intellectual and also the emotional dimensions.
It is most directly related to what is referred to as the ‘third
force’.
- Lei (2007) maintains that the humanistic educations is
characterized by learner-centeredness in which the aim is not
merely developing the cognitive and linguistic capabilities of the
learners but also paying attention to the learners' emotions and
feelings.
-

19. APPLICATIONS LIMITATIONS
-The teacher should encourage the power of -The humanist educator is focused on how the
critical thinking in students.( active learners) student develops instead of what the student
learns.
-Respect should be paid to students as
independent thinkers who are proficient at Other limitations
particular mental processes, such as analyzing,
inferring, synthesizing and evaluating.
-Earl Stevick (1980) remarks: “in a language Experience Needed: Finding teachers
course, success depends less on materials, suitable for the humanist classroom proves to
techniques and linguistic analyses, and more on be a challenge.
what goes on inside and between the people in the
Learning Styles: These learning styles and
classroom”.
their evaluations tend to be very unorganized
-Allow student to use a learning style that suits
and unwieldy.
them.
Group Emphasis: While the humanist
-the teacher should have sincere emotion and approach in the classroom puts emphasis on
express brief, understanding and unconditional the individual, students spend much of the
care for the students. time in class working in groups.
-The teacher’s task is not to teach the students Lack of Competitiveness: The idea of
how to learn, but to offer learning methods, and competition is de-emphasized.
the students learn by themselves. The teacher
should not live as “teacher” but a “facilitator”. -They emphasize the Student’s Potential
Unilaterally, Ignoring the Effect of
Environment and Education.
-The relationship between the teacher and the
student is no longer that of the “kettle and cup”. -They emphasize the Center Position of
Students Excessively, Influencing the
-The teacher should encourage students to Sufficiency of Education and Teaching.
develop freely so that they can try uncertain and
unknown fields. (Unconditional positive regard). -Extending the Students’ Interests and Hobby
Excessively, Underestimating the Power of
Society and Education.
Factors to develop the relationship between the
teacher and students -Underestimating the Effect of Teacher.
Genuineness Acceptance
Both of them should The teacher and That humanism psychology emphasizes the
express their emotion students should emotional communication between teachers
directly without any accept each other’s and students is reasonable, but letting the
cheat and false. emotion and concept. teacher humor the concept of students is
unacceptable.

20. -The teacher can accept the students’ fear and -They put extreme emphasis on Ss’ emotions
hesitation when they meet new problems, and and forget the main focus of learning which is
should accept their satisfaction when they cognitive development.
achieve their aim.
- The humanist teacher is mostly concerned
Student-Centered Teaching with the students' self-esteem and self-
The teacher’s task is not to teach the students concept, and places less emphasis on the
how to learn, but to offer learning methods, and material taught.
the students learn by themselves.
Basic tips to follow students-centered teaching
(1) Let the students decide the content and -Humanism ignores the unconscious mind.
the motivation of learning by themselves.
If the students don’t have the motivation to learn,
they will learn nothing.
(2) Let the students evaluate themselves
Using self-evaluation can make the students
know how he learned and whether they have
achieved their aims, and how to make progress.
(3) The students master their own learning
approach
The students should not only master the general
learning approach, but also a special learning
approach for a certain subject.
References:
- Application of Humanism Theory in the Teaching Approach: Department of Foreign Language
Teaching, Inner Mongolia University for the Nationalities, China.
- Humanistic Education: Concerns, Implications and Applications by Mohammad Khatib, Allameh
Tabatabaie University, Iran
- http://www.simplypsychology.org/humanistic.html#sthash.NzQMrWbo.dpuf
-http://www.ehow.com/list_7691322_disadvantages-humanist-approach-
classroom.html#ixzz2MEpshqLO