Knowledge of facts, defintions, and stateable information.

Example: Memorize capitals of states 

Knowledge of and ability to create

-Classifications

-Categories/Schema

Declarative-->Conceptual

Example: Understanding a concept and being able to transer it, learning a language and then being able to write a sentance in that language 

Knowledge of Prodedures (steps/processes) and how to do something

-Often requires problem solving

Declarative-->conceptual-->procedural

-Algorithm

Example: How to tie your shoes, long division 

General method for solving problems, learning, or remembering

Example: Teach studying, notetaking, time management strategies 

Thoughts about learning characteristics, how learning works, or the nature of a subject area

-Includes self efficacy beliefs 

1. Declarative

2.Conceptual

3.Procedural

4.Strategic

5.Beliefs 

1.Content

2. Pedagogical content

3.General pedagogical

4.Knowledge of learners and learning 

Knowledge of the domain

-Cant teach what you dont know 

Example: Chem major-->science teacher

Knowledge of how to teach domain specific content

Example: English teacher might not know about statistics but they know how to teach vowels in great ways

1. Demonstrations

2.Case studies

3. metaphors

4. Simulations

5. Models 

General pedagogical knowledge

Knowledge of instructionall/instructional principles and strategies

-Cuts across all domains

Examples: Knowing to call on all students in any subject area 

Knowledge of how learners recieve, interpret, contruct, manage, store, retrieve information

-How learning varies across learners and the role of prior knowledge

*this is the heart of educational psych 

A framework that organizes information about a phenomen often relating to two variables

Theory-->Hypothesis-->Data-->New Theory 

1.Experimental

2. Correlational

3. Descriptive

4.Action 

1. Laboratory: Artificial, controls all factors

2.Randomized: Classroom

3.Single Case experiments: Student/Group/Unit....cant generalize 

-Manipulation of variables

-Researcher controlled

-Control of other factors that might make a difference

-RANDOM assignment

Example: 20 Preschoolers with drawing where 10 are told they did good and ten were not 

Study of relationships between two or more variables and how they interact

Postitive: as one goes up the other does too

Example: math and reading

Negative: As one goes up the other goes down

Example:Absent and good grades

*NOT CAUSUAL 

Descriptive/qualitative; describes something of interest

-Aquired from interviews, surveys, questionnares, and observations 

Teachers do research while they are teaching and data is used to inform practice

Example:Tests at beginning and end of a unit 

Experimental (randomized)

Strategy, declarative, conceptual and procedural 

1. model is used to plan effective instruction

2. Use the model to evaluate the effectiveness of a learning experience that has already occured

3. ANY learning or instructional activity can be dissected using the model

Characteristics of the learner-->Learner activities--> Nature of the criteria-->Nature of the materials 

-Who learners are (Interests, gender, prior knowledge, language, skills)

-What do the learners bring to the learning situation

-Instruction must match characteristics 

-What activities will learners engage in during learning? (notetaking, discussions, building)

-What are the procedures?

-What is the learner doing?

-Activities should be appropriate given learner characteristics 

-What materials are learners using to complete the activities?

-Flashy is now always better

-Should be commensurate with outer components of the model 

- What is the method of evaluation?

- how will we know learning has occured?

-Each learning experience should have some means of measuring affectiveness

-Variety is optional

-Should match objectives, activities, methods, materials