311 quiz 1 flashcards
(95 cards)
1
Q
What are the “d” zones? (Hattie 2009)
A
- below 0: straight bad - reverse effects actually do harm
- 0-0.15: what students could achieve without schooling - effects from development and maturation
- 0.15-0.4: typical effects of teachers on students that can be accomplished in a year of teaching
- 0.4 and above: zone of desired effects
2
Q
purpose of the course?
A
dedicated to effective classroom management practices informed by principles of educational psychology, sociology, and brain based research. and modeling best practices
3
Q
human development is…
A
- cognitive/thinking
- social
- personal (personality)
- physical
(maturing takes place over time, not same for everyone)
4
Q
three questions across all theories?
A
- nature or nurture?
- continuity vs discontinuity?
- timing
5
Q
continuity?
A
smooth and upwards
6
Q
discontinuity?
A
when you move along, something happens, and then you change
7
Q
three principles of development?
A
- occurs at different rates
- is relatively orderly (progress - up) (learn and unlearn)
- happens gradually
8
Q
Four influences of development:
A
- biological maturation
- activity
- social transmission (talking and learn from each other)
- equilibration (when challenged, there is disequilibrium)
9
Q
what is a gloquex
A
type of diffuser thing, emits electromagnetic waves, helps change moods
10
Q
what is a scheme?
A
mental system or category of perception and experience.
- basic building blocks of thinking, as more organized thinking takes place, a new scheme develops.
11
Q
we are born with two basic tendencies (or invariant functions)..
A
organization and adaptation
12
Q
4 qualities of organization
A
combining, arranging, recombining, and rearranging
13
Q
2 ways of adaptation:
A
assimilation, and accommodation
14
Q
what do we do when you assimilate?
A
fitting new information into existing schemes (gather what I know and conclude something)
15
Q
what do we do when we accomodate?
A
altering existing schemes or creating new ones in response to new information
16
Q
difference between assimilation and accommodation?
A
- assimilation occurs when they incorporate
new objects into the scheme - accommodation occurs when a new object does not
fit into the existing scheme
17
Q
Equilibrium / Disequilibrium
A
searching for balance between cognitive schemes and the world we live in
- scheme works: = equilibrium
- scheme doesn’t work = disequilibrium
18
Q
what to do when experiencing cognitive disequilibrium?
A
use assimilation and accommodation
19
Q
invariant functions define
A
our “basic instincts” or inherent tendencies. Organization and Adaptation.
20
Q
organization define
A
combining, arranging, recombining, and rearranging behaviour and thoughts into coherent systems. It is our tendency to organize our thinking into schemes
21
Q
scheme define:
A
an organized system of action or thought that allows us to think about the objects and events in our world. (sucking scheme -
22
Q
schema define:
A
a basic structure for organizing information: a concept (brining new info, you can add to it)
23
Q
adaptation define:
A
adjusting to environment through assimilation and accommodation
24
Q
equilibration define:
A
searching for balance between cognitive schemes and information from the world we live in. As we seek this balance, we organize and adapt.
25
accommodation define:
when the existing schemes do not fit, we change our schemes to make new information fit.
26
assimilation define
when we use existing to make sense of events in our world. It involves trying to understand something new by fitting it into what we already know
27
concept map
concept maps are useful because students make up a definition of words and whatnot and cater it to their own understanding/learning
28
scheme theory
short "a" sound
- scheme works for bat, fat, etc
- scheme doesn't for gate date, etc
we then assimilate and then accommodate (to create a new scheme)
29
Piaget's 4 stages of cognitive development
1. sensorimotor
2. preoperational
3. concrete operational
4. formal operational
30
sensorimotor stage general info and age
0-2yrs, where thinking involves the 5 senses
31
sensorimotor stage, more in depth
develop our 5 senses, simple reflexes, how we build habits (object permanence- understanding things still exist after they are hidden or gone. only 1 POV in the world
32
preoperational stage general info and age
2-7yrs, when beginning to use symbols (ie words) to represent objects
33
preoperational stage, more in depth
learn to speak and understand words, and symbols, and drawing family, playing pretend. age 4: we ask lots of questions - intuitive age. we think others see the world like we do
34
concrete operational stage general info and age
7-12 yrs, when beginning to think logically about concrete, hand-on, problems
35
concrete operational stage, more in depth
discover logic, sorting objects in order, inductive reasoning, if we see someone pour glass (tall glass big glass idea). reversing operations (5+3=8 and understand that 8-3=5)
36
formal operational stage general info and age
12-adult: when able to think hypothetically and deductively. solves abstract problems
37
formal operational stage more in depth
teenagers - think about abstract concepts, why ppl behave the way do and maybe becoming compassionate - philosophize, egocentric
38
sensorimotor science
- object permanence
| - logical goal directed actions emerge
39
preoperational science
- thinking begins to become separate from action
- semiotic function: use symbols to represent objects (language, gestures, pictures)
- egocentrism: assuming others see the world the same way as you
- collective monologue: tendency to speak without interaction or communication
- difficultly with reversible thinking and conversation
40
concrete operational science
- conservation - the number or amount of something stays the same as long as nothing is added or taken away. Some characteristics of an object remain the same despite changes in appearance
- decentering: focus on more than one aspect at a time
- compensation: changes in one dimension can be offset by changes in another dimension
- classification: grouping objects into categories
- reversibility: to think through a series of steps and then mentally reverse the steps to the starting point
- seriation: arranging the objects in sequential order by one aspect such as size, weight, or volume
41
formal operational science
- abstract thinking
- hypothetico-deductive reasoning: a problem solving strategy in which one begins by identifying all the factors that might affect the problem and then deduces and systematically evaluates specific solutions.
42
implications of Piaget's theory for teachers
1. gives understanding of how students think: "match" teaching approach to each cognitive stage
2. since learners construct knowledge, teachers can build on what is learned
3. students learn through PLAY (important)
4. disequilibrium motivates learning
43
limitations of Piaget's theory for teachers
- the trouble with stages: some young ones can do things older kids can do (overlap)
- understanding children's abilities
- cognitive development and culture
44
sociocultural theory
- human activities take place in social settings and cannot be understood apart from these settings
- social interactions create our cognitive structures and thinking processes
45
diff between Piaget and Vygotsky
piaget: not natural for all children
vygotsky: learning proceeds cog dev. - we know kids can learn from peers and adults
46
indigenous vs west
important to know that western cultures encourage competition vs indigenous focuses on encouraging family
47
three main influences of cog dev (vygotsky)
- social sources of individual thought
- cultural tools
- role of language
48
sources of individual thought
- knowledge is co-constructed through shared activities
| - the co-constructed idea are then internalized
49
cultural tools
- material (physical)
| - psychological (language and symbols)
50
role of language
- language is central to sociological theory because it is the primary means of information transmission between expert and learner
- private speech guides development / a form of self-regulation
51
development is shaped?
shaped by a cooperative dialogue between children and more knowledgeable members of society. we develop on an interpsychological level first and an intrapsychological level next
52
Vygotsky states?
"every function in the child's cultural development appears twice; first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (interpsychological).
53
cooperative dialogue and steps in self-regulation... language is used
1. by others to shape and regulate our behaviour
2. by us to shape and regulate the behaviour of others
3. private speech to regulate our own behaviour
4. silent inner speech to regulate our own behaviour
54
vygotsky: cultural tools in depth
- the real tools and symbols are passed from adult to child through formal and informal interactions
- real tool: pens, paper, ruler, etc
- private speech (self talk) eventually becomes inner speech (hot stove example)
55
psychological / symbolic tools
- language numbers, maths systems
| - "psychological tools mediate all higher order mental processes such as reasoning and problem solving:
56
zone of proximal development
the phase at which a child can master a task if given appropriate help and support
57
role of capable mentors
- prompt
- cue
- structure
- break into parts
- provide examples
- scaffold
58
prompt
activate's students' minds to help them go searching for info (in their tool kit) to help them apply their learning (IMPORTANT NOT TO SKIP)
- ex: what do readers do? what information do you have? what strategy is most efficient?
59
cues
supports provided to students that point them in a successful direction without giving an answer narrowing the search by providing a directional guide
- ex: look at your notes. review page 47? what does this prefix mean?
60
scaffolding
supports learning and problem solving that allows a student to grow in independence
- ex: providing visual models, showing examples, providing analogies/metaphors
61
putting it all together step by step (vygotsky)
1. more capable members of society co-construct knowledge with less capable members
2. co-construction is a social process in which we interact and negotiate to create meaning or solve a problem
3. we use cooperative dialogue to co-construct knowledge
4. children develop on a interpsychological (social) level first and an intrapsychological (personal) level next
5. zone of proximal development is where kids need to be in order to master a task with help and support
6. we use cultural tools to assist in the co-construction of knowledge
62
6 implications of vygotsky theory for teachers
1. adults should listen and guide learning
2. adults can assist students by scaffolding learning. give them story starters, outlines, and break learning into small units
3. adults can assist students by prompting, reminding, and encouraging
4. give students "tools" such as organizational strategies, dictionaries, word processors, the internet
5. encourage dialogue in the class
6. allow private speech for young children
63
limitations to vygotsky's theory
- consists mostly of general ideas. vygotsky developed few applications of his theories for teaching
- vygotsky did not detail cognitive processes underlying developmental changes
- humans may be more biologically predisposed to learn
64
bronfenbrenner crazy quote
every child needs a champion
65
bronfenbrenner crazy quote context
the total setting or situation that surrounds and interacts with a person or event. It includes internal and external circumstances and situations that interact with the individual's thoughts, feeling, and actions to shape development and learning.
66
bronfenbrenner bioecological model
the nested social and cultural context that shape our development
- bio: life, ourselves, maturation (our biological maturation)
- ecology: environment - interdependent ppl and groups interact (and theur influence on they way ppl are brought up)
67
interacting and reciprocal social contexts (bronfenbrenner) - there is a chart that can help with this
- microsystem (very small)
- mesosystem (middle)
- exosystem (outside or external)
- macrosystem (inclusive or overall)
68
microsystem
immediate relationships: self, family, friends, teachers
69
mesosystem
Reciprocal relationships in the microsystem such as interacting with friends.
How the different parts of a child's microsystem work together for the sake of the child.
- slightly beyond micro, a set of microsystems
70
exosystem
Influential social settings even though child is not a member. Examples:
Media, Community, Employers, Health Providers
- external stress where parent is vessel (parent stressed, takes out on child)
71
macrosystem
Larger Society: Culture, Laws, Values, traditions
72
parenting styles
- authoritarian
- authoritative
- permissive
- rejecting/neglecting
73
authoritarian
- low warmth, high control (top left)
| - because I said so!
74
authoritative
- high warmth, high control
| - I am disappointed in you, but here are ways you can do better next time
75
permissive
- high warmth, low control
| - I trust you, it is your decision (friend more than parent)
76
rejecting/neglecting
- low control, low control
| - I am busy, what do you want? detached from child's life
77
peer cultures define
groups of adolescents with their own rules and norms, particularly around dress, appearance, music, language, social values, and behaviours
78
two categories of peer cultures
cliques: small tight knit
crowds: large demographic such as a skater boi
79
two types of peer aggression
- instrumental: to gain an object or privilege
| - hostile: to harm, both overt (physical) relational (verbal, written)
80
bullying define
Bullying is when a dominant individual exhibits behaviour that is intended to cause distress or harm to a
less dominant individual. It can be relational, emotional, or physical.
To be bullying it must involve:
• being repeated over time
• a power imbalance
• intent to do harm emotionally or physically
• more than normal relational conflict
81
chronic victims (bullying) define
tend to have low self esteem, are anxious, are lonely, are insecure, are
unhappy. They don’t retaliate when attacked and blame themselves. Highly emotional and hot
tempered kids also fit into this category.
82
dealing with aggression and encouraging cooperation
if they come from bad things, provide inverse in good
83
two types of caring
academic caring and personal caring
84
academic caring
High but reasonable expectations. Scaffold to help succeed. Hold kids accountable.
85
personal caring
Patient. Warm. Respectful. Willing to listen. Humorous. Interested in personal problems.
86
Erikson psychological theory
• Our identity is developed in our relationships with others and our culture.
• Personality develops as we progress through 8 developmental stages.
• We face a developmental crisis at each stage.
• Each stage is concerned with becoming competent in an area of life. If the stage is
handled well, the person will feel a sense of mastery. If the stage is managed poorly, the
person will emerge with a sense of inadequacy.
• The stages are interdependent so the impact of how one stage is developed can positively
or negatively impact other stages.
87
erikson 8 stages (we only need to know 5)
- trust mistrust
- autonomy vs shame and doubt
- initiative vs guilt
- industry vs inferiority
- identity vs role confusion
88
trust vs mistrust
- birth to 18 months
89
autonomy vs shame
- 18 months to 3 yrs
90
initiative vs guilt age and implication for teachers
- 3-6yrs
• Allow limited ____ that are likely to result in success
• Encourage make‐believe with a wide variety of roles
• Be tolerant of mistakes
91
industry vs inferiority age and implication for teachers
- 6-12yrs
• Help students set and achieve realistic goals
• Allow for and support opportunities to be independent
• Provide support for those who are discouraged
92
identity vs role confusion age and implication for teachers
- 12-18yrs
• Supply a variety of positive role models
• Help students find resources to solve personal problems
• Be tolerant of fads if they don’t offend others or interfere with teaching
• Give students realistic feedback about themselves
93
self concept define
* A cognitive structure… a person’s ideas and beliefs about oneself
* how we explain ourselves to ourselves
* Evolves through constant self‐evaluation in many settings
* we don’t have positive or negative self concepts – instead we have accurate or inaccurate self‐concepts.
94
self esteem define
* An affective value judgment of oneself
* the value each of us places on our own characteristics, abilities, and behaviour
* determined by feeling successful in what we value
* a positive self esteem is feeling good about yourself.
95
encouraging self esteem in the classroom (implications for teachers) (9 - v hard)
1. Value and accept all pupils for their attempts as well as their accomplishments
2. Create a climate that is physically and psychologically safe for students
3. Beware of your own personal biases and expectations
4. Make sure that your procedures for teaching and grouping students are really necessary and not just
convenient
5. Make standards of evaluation clear and help students to self‐evaluate
6. Model appropriate methods of self criticism, perseverance, and self‐reward
7. Avoid comparison and competition and focus on improvement
8. Accept a student when you must reject a behaviour. Help students achieve success in operating in the world
and show them you value them
9. Encourage kids to take responsibility for their choices
10. Help students to help one another
11. Help students set clear goals and objectives and help them determine how to achieve them
12. Highlight the value of different ethnic groups
