Improving Classroom Effectiveness: Strong Psychology for Strong Methods

by Harold Jones

Overview

Effective teaching methods need to be supported by psychology solidly based in cognitive concepts. The theory to guide instruction is cognitive psychology. The concepts in this book lead the teacher to develop a theory of instruction as opposed to operating on intuition. The theory based on psychological concepts allows the teacher develop applications which fit their style. Evidenced based concepts are presented in this book oriented to what teachers do to plan and deliver instruction. To support those ideas the book provides a strong application of intrinsic motivation.

Product Details

ISBN-13:	9781607096016
Publisher:	R&L Education
Publication date:	12/21/2012
Edition description:	New Edition
Pages:	210
Product dimensions:	5.80(w) x 8.90(h) x 0.70(d)

About the Author

Harold Jones has been an elementary teacher, middle school math and science teacher and a high school math teacher. After a career in K-12 teaching he became a teacher educator at the university level. He has experience in rural schools as well as urban schools. A year of work with the Santee Sioux provided him a first hand experience with native Americans. During his college level work he became very interested in translating cognitive psychology as a basis for teaching methods which is the impetus for this book.

Table of Contents

CHAPTER 1

ACTIVATING MOTIVATION

CHAPTER 2

TASKS AND INDIVIDUAL DIFFERENCES

CHAPTER 3

PREPARING TO GET ATTENTION

CHAPTER 4

INTRODUCING CONCEPTS THROUGH A WHOLISTIC APPROACH

CHAPTER 5

DEVELOPING CONCEPTS BY ELABORATION

CHAPTER 6

ELABORATING CONCEPTS FOR LASTING MEMORIES

CHAPTER 7

MOTIVATIONAL AND EMOTIONAL ASPECTS OF ELABORATING CONCEPTS

CHAPTER 8

FACILITATING TRANSFER OF KNOWLEDGE

CHAPTER 9

ASPECTS OF THINKING PROCESSES

CHAPTER 10

APPLYING RESEARCH TO DEVELOP METHODS

Editorial Reviews

Minds on Psychology for Teaching Methods, by Harold Jones, Ph.D. offers the pre-service teacher, and parents, a well-organized supplement to a typical educational psychology course.
The book takes a cognitive processing model approach to learning rather than a behaviorist model of learning. The chapter outline of questions, answers in terms of concept development and application, points to remember and things to avoid serves as a sound scaffold to build upon. This text can serve as a valuable addition to the pre-service teacher’s and parent’s toolkit. It can also serve as a valuable refresher to in-service teachers. I recommend this book for teachers and parents.

Porter E. Coggins III