Theorist table

EDUCATIONAL PSYCHOLOGY THEORISTS

Part I: You will be required to research and complete the following Educational Psychology Theorists Table (pg. 2). You may find information in

your book or use other academic sources to complete the table. You must provide references (so a reference page is required) and provide accurate

citations using APA 7th edition. You will type directly in the table for this part using Times New Roman 12in font. DO NOT BOLD THE TEXT. It

is important that you write your responses using correct grammar and punctuation. You may use short phrases and short sentences in the table,

remember being accurate and thorough is more important than length.

Part II: You will need to add all references that you paraphrased from or cited directly on the final page of this document. It must be in alphabetical

order. See the APA 7th edition folder. I added my citation for the sample I completed, you will need to either delete these entries or insert them

within your entries, so the list is still in alphabetical order.

SEE MY ENTRY

AND COMMENTS IN TRACK CHANGES

AND

MY REFERENCE PAGE AND THE GRADING RUBRIC AT THE END!!

EDUCATIONAL PSYCHOLOGY THEORISTS TABLE

THEORISTS THEORY (NAME) THEORY DESCRIPTION

MAJOR KEY COMPONENTS

(EXPLAINED AND/OR

DEFINED)

EXAMPLE OF THEORY IN CLASSROOM

PRACTICE (INCLUDE POSSIBLE

STUDENT ACTIONS AND TEACHER

ACTIONS

KNOWLES

Andragogy or Adult

Learning Theory

Andragogy has become

known as synonymous

with adult education.

According to Malcolm

Knowles this theory “is the

art and science of adult

learning” (Kearsley, 2010,

p. 40).

This theory is based on the

idea that adult learning

should focus more on the

applicability and process

of the content being

taught. Problem-based

leaning is at the core of

this learning theory (“The

adult learning theory”,

2014).

Knowles theory is based

on five main assumptions

and four principles.

Assumptions (“The adult

learning theory”, 2014).

1. Self-concept-

based on the idea

that as we get older

our self-concept of

ourselves moves

from being

dependent to being

a self-directed

human being.

2. Adult learner

experience is the

second assumption

based on the idea

that as adults

experience life they

accumulate

knowledge that can

be used as a

resource for

learning.

3. Readiness to learn:

this assumption is

based on the belief

Teacher Action:

One example of a teacher who

incorporates three principles of the

Andragogy theory, “Involved adult

learners”; “Adult Learners’

Experience” and “Relevance & Impact

to learners’ could be as follows:

An education teacher is teaching high

school teachers that have been teaching

for 10 to 20 years a course on

Elementary Mathematics Methods.

Although, the professor has some

specific topics that must be taught

based on the Georgia Professional

Standards Commission (GA-PSC). She

plans the first day of the course to be a

collaboration day in which she will ask

her students which topics and

information they want to know more

about that will help them with their

current jobs.

Student Action:

One example of a student who

demonstrates two of the assumptions

of the Andragogy theory, could look

like the following:

Jack is an adult learner in Dr. Thomas’s

Commented [A1]: This is an in-text citation from a database, see

my reference page. If you summarize, paraphrase or take a direct

quote from some source YOU MUST include a citation near the information that you cited.

Commented [A2]: This is a summary from an infographic. See my reference page.

Commented [A3]: Since I am summarizing all the assumptions

from this same source I put this citation here or at the end of the

assumptions. I chose here.

that as adults

mature, they are

more eager to learn

tasks as they relate

to the purpose and

social roles.

4. The fourth

assumption is

“Orientation to

learning.” This is

based on the idea

that as a person

gets older, they

want to learn about

content that is

applicable and

useful. This is the

idea that adults

want to learn

problem or project

centered learning.

5. The final

assumption is

called Motivation

to Learn. It is

based on the idea

that as we get older

the motivation to

learn is intrinsic.

Principles

1. Involved Adult

Learners – this is

the idea that adults

want to be an

Educational Psychology class. The

first week of class, he emailed her and

stated that he is excited to learn about

different learning theories this semester

and that he has already read the first

two chapters of the text (“motivation”

and “readiness to learn”). He stated

that different learning theories will help

him with his current position as a high

school teacher. He said he wants to

learn different strategies to teach his

students in a way that is engaging, yet

rigorous.

important part of

the content they

learn about and

how they will be

assessed.

2. Adult Learners’

Experience- this

principle is based

on the idea that

learning activities

should be centered

around the adult

life experiences

they bring to the

classroom, whether

good or “bad”.

3. Relevance &

Impact to learners’

lives- this principle

is based on the idea

that adults want to

learn information

that will help them

with their current

situations, whether

it is their personal

lives or jobs.

4. The final principle

is Problem-

Centered- this

principle is based

on the idea that

adult learning

should be problem-

centered and again

applicable and

useful, not just

about content that

is not useful to

their lived

experiences.

(“The adult learning

theory”, 2014).

PIAGET

VYGOTSKY

BRONFENBRENNER

SKINNER

PAVLOV

MASLOW

ERICKSON

KOHLBERG

This table was adapted from:

Reference

Eggen, Paul and Donald Kauchak (2016). Educational Psychology: Windows on Classrooms (10th Edition). Prentice Hall, ISBN-10: 0135016681.

Commented [A4]: Since I summarized 1 - 4, I chose to place it

at the end here.

References

E-Learning Infographics. (2014, April). The adult learning theory – Andragogy of

Malcolm Knowles [Infographic]. https://elearninginfographics.com/adult-learning-theory-

andragogy-infographic/

Kearsley, G. (2010). Andragogy (M.Knowles). The theory into practice database.

http://tip.psychology.org

SCROLL DOWN TO SEE HOW YOU WILL BE

GRADED

THE GRADING RUBRIC AT THE END!!

Commented [A5]: Notice that this is bold and centered. The

indention of the second line of entries, and it should be double-

spaced.

See what is capitalized and not in my references.

See the APA module, also here is a sample paper with annotated

notes. There is another one in the APA module too.

https://apastyle.apa.org/style-grammar-guidelines/paper-

format/student-annotated.pdf

Categories Highly Distinguished 100%

Proficient 85%

Developing 70%

Beginning (50 pts and below)

Template and Reference page Requirements (10%)

Candidate provides reference page; includes reference for each citation used with 0 to 2 APA citation issues including formatting incorrectly.

and

Template is not modified, nor orientation changed, nor font; saved as a Microsoft Word Document (doc. Or docx.) with their name in the saved title: For example: Sharren_Thomas_Ed.Psy.Rep ort

Candidate provides reference page, includes references for most entries or there are 2 to 3 APA citation issues including formatting incorrectly.

and

Template is not modified nor orientation, nor font changed; saved as a Microsoft Word Document (doc. Or docx.) with their name in the saved title: For example: Sharren_Thomas_Ed .Psy.Report

Candidate provides reference page, missing significant reference for entries, or those included were not cited (summary/paraphrase or direct quote) and/or several formatting issues.

or Template is modified in some way; or did not save as a Microsoft Word Document (doc. Or docx.) with their name in the saved title: For example: Sharren_Thomas_Ed.Psy.Re port

Does not include a reference page. or Template was not saved as a Microsoft word doc. Or docx or no name was included in saved title. or Significantly changes the formatting of the template. For example: Sharren_Thomas_Ed.Psy.Report

Theory Description 25%

Candidate provides a detailed and thorough description for each of the eight entries and includes citations appropriately used for all 8 theorists and used a natural flow to support the stance being made. 0 to 2 citation errors

Candidate provides a proficient description for (at least 7 or more) entries and includes appropriately used citations for 7 to 8 theorists and used in a natural flow to support the stance.

or 3 citations errors

Candidate provides and adequate description for 6 entries and/or missing most citations and/or not appropriately used to support descriptions.

and/or

more than 3 citations

Candidate does not include clear and accurate descriptions for the 5 or less entries or entries do not include citations to support descriptions.

and/or

more than 3 citations

Major Key Components (explained/defined) 25%

Candidate provides a detailed and thorough description and defines the key components of the theory for all 8 entries with appropriate citations and with little to no citation errors.

Candidate provides a proficient description and defines most of the key components of the theory for 7 to 8 entries and supports with appropriate citation with a couple of citation errors.

Candidate provides an adequate description for 6 entries and/or missing most citations and/or citations not appropriately used to support definitions and explanations of the key components and/or there are many citation errors.

Candidate does not include clear and accurate descriptions of the major key components and/or does not explain or define these components for 5 or less of the entries or does not include citations for this area.

Example of Theory in Classroom Practice (Student and Teacher actions) 25%

Candidate provides a detailed and thorough example of the theory in classroom practices relative to student and teacher behaviors for all 8 entries with appropriate citations and with little to no citation errors.

Candidate provides a proficient description of examples of the theory in classroom practices relative to student and teacher behaviors for 7 to 8 entries and supports with appropriate citation with a couple of citation errors.

Candidate provides an adequate description for 6 entries and/or citations not appropriately used to support how the theory is seen in classroom practices for both student and/or teacher behaviors. and/or there are many citation errors.

Candidate does not include clear and accurate descriptions of the theory in classroom practices through both student and teacher behaviors for 5 or less of the entries and there are significant citation issues or does not include citations for this area. Many details are summarized, paraphrased, or directly quoted with no in-text citations.

Quality of Writing 15%

(Organization)

Sequencing (Organization)

Grammar, spelling, punctuation etc.

Little to no grammatical, spelling or punctuation errors. Extremely easy to read.

A few grammatical, spelling or punctuation errors. Relatively easy to read.

Many grammatical spelling, or punctuation errors. Challenging to read. Not well organized.

Significant grammatical, spelling, or punctuation errors. Very difficult to read. Disorganized.