TeachingLearning Model

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Educational Psychology
Part III
Draw and discuss the significant aspects of the
model of the teaching/learning process presented
in class (or discussed in one of the required
readings), giving specific examples of the types
of variables considered in educational
psychology. Describe relationships among
variables you discuss.
Developed by W. Huitt, 1999
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Categories of Variables
Factors outside of the classroom that provide the
environment for the teaching and learning process
Context
Qualities/characteristics of teachers and
students that they bring with them to the
classroom experience
Input
Teacher and student behaviors in the classroom as
well as some other variables such as classroom
climate and teacher/ student relationships
Classroom Processes
Output
Measures of student learning taken apart from the
normal instructional process
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Model of the Teaching/Learning Process
The final category is context. This category
includes all of those variables outside of the
classroom that have an impact on teacher and
student characteristics, classroom processes, and
output.
These variables describe the environment within
which teaching and learning takes place.
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Model of the Teaching/Learning Process
The most immediate subcategories of context
variables include school characteristics and
school processes.
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Model of the Teaching/Learning Process
School characteristics includes variables such as

• organizational structure and

• school size.

School processes include factors related to
activities such as

• leadership,

• supervisory practices, and

• school climate.

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Model of the Teaching/Learning Process
There are a wide variety of other context
variables that influence the teaching/learning
process. Some of the subcategories of these
variables include

• Home,

• Religious Institutions,

• Peer Groups,

• Community,

• Society,

• Culture, and

• International Conditions.

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Model of the Teaching/Learning Process
Variables related to the home environment seem
especially important and include such variables
as

• the education levels of parents,

• family income/socioeconomic status (SES),

• other parental characteristics (such as age or
  marital status), and

• a group of miscellaneous variables which
  includes the amount of technology in the home,
  the number of books and magazines in the home,
  and so forth.

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Model of the Teaching/Learning Process
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Model of the Teaching/Learning Process
This may be because the mother is the first
educator of the child and the level of language
usage she uses with the child is an important
predictor of the child's language usage and
school achievement.

• Campbell, F., others.(1991). Parental beliefs
  and values related to family risk, educational
  intervention, and child academic competence.
  Early Childhood Research Quarterly, 6(2),
  167-182.
• Voelkl, K. (1993). Achievement and expectations
  among African-American students. Journal of
  Research and Development in Education, 27(1),
  42-55.
• Zill, N. (1992). Trends in family life and
  children's school performance. Washington, DC
  Child Trends, Inc. (ERIC Reproduction No.
  ED378257).

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Model of the Teaching/Learning Process
This may be because technology is such an
important factor in today's society and the more
familiar the child is with technology, the more
likely the child will feel comfortable in the
modern classroom.
It might also have something to do with the
cognitive stimulation that results from
interacting with technology.
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Model of the Teaching/Learning Process
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Model of the Teaching/Learning Process
As shown in the following graph, the number of
people employed in the service and information
sectors today is over 75 or approximately the
same percentage as that accounted for by
agriculture and industry in the 1870s.
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Model of the Teaching/Learning Process
This model has been developed from the
perspective of systems theory. It will be one of
the main organizing features of this course.
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Model of the Teaching/Learning Process
In summary, some of the major organizing
principles for the development of this model are
So many variables have been identified as
important to the teaching/learning process that a
model is necessary to organize and simplify what
we know
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Model of the Teaching/Learning Process
In summary, some of the major organizing
principles for the development of this model are
The identification of important outcome variables
is critical in that all other variables are
designed to predict them
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Model of the Teaching/Learning Process
In summary, some of the major organizing
principles for the development of this model are
No single category of variables accounts for all
of the variance in desired student outcomes and
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Model of the Teaching/Learning Process
In summary, some of the major organizing
principles for the development of this model are
Identification of a small number of variables in
each category can be used to predict student
achievement.
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Model of the Teaching/Learning Process
For example, the following important variables
have been identified as examples of best
predictors in the category
Mothers educational level
Context
Technology in the home
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Model of the Teaching/Learning Process
For example, the following important variables
have been identified as examples of best
predictors in the category
Teacher efficacy
Input
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Model of the Teaching/Learning Process
For example, the following important variables
have been identified as examples of best
predictors in the category
Teachers use of positive reinforcement
Classroom Processes
Teachers use of corrective feedback
Academic Learning Time
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Model of the Teaching/Learning Process
However, remember that these important variables
have been identified because they predict student
achievement on standardized tests of basic skills.
If another desired outcome is selected these may
not be the most important.