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From Flashcardlet > EDUC 220 > Flashcards

EDUC 220 Flashcards

0
Q

Define theory:

A

-it is a collection of statements that organize, summarize and explain a phenomena of interest

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1
Q

Define educational psychology:

A

-it is the study of human behaviour and experiences in educational settings

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2
Q

Define proposition:

A
  • A statement that affirms or denies something such that the statement can be evaluated as being either true or false
  • two types:
    1. Observational (empirical)
    2. Logical (does not require research in order to determine whether it is true or false)
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3
Q

Define what a “law” is:

A

-highly accurate generalizable statements

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4
Q

Define what a “belief” is:

A

Is our attempts to explain things without research

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5
Q

Describe what a “closed system” is:

A

Is a context in which there is no exchange in matter or energy or information

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6
Q

Define what a model of psychology is:

A
  • is a low-level theory that describes or represents the way things are related
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7
Q

What are 3 common models of human psychology?

A
  1. Mechanistic
  2. Organismic
  3. Discursive
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8
Q

Describe the mechanistic model:

A
  • model for human psychology
  • refers how the brain is like a computer
  • than humans function as a result of a machine structure
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9
Q

Describe the organismic model:

A

-human psychology model
- focuses on humans growth
-believe humans unfold naturally as they should
-

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10
Q

Describe the discursive model:

A
  • human psychology model

- and that everything happens as a result and within a form conversation

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11
Q

What are the 3 models for the Role of the teacher?

A
  1. Executive
  2. Therapist
  3. Liberationist
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12
Q

Describe the executive model:

A

-focused on preparing, arranging and delivering lessons

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13
Q

Define the therapist model:

A
  • teacher model

- empathetic facilitator of student growth and self development

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14
Q

Describe the liberationist model:

A
  • teacher model

- focus is to free students minds, empowering them to become autonomous leaders

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15
Q

What are some general principles of development?

A
  1. People develop at different rates
  2. Development is orderly
  3. Development takes place gradually
  4. Development occurs at different times in different parts of an organism
  5. Correlation, not compensation is the rule
  6. There are sex differences
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16
Q

Who was Jean Piaget?

A
  • believed categories were not innate and came from the interaction between people and their environments
  • believed everyone is born with two basic tendencies: organization and adaptation
  • he wondered what the nature of thought was behind each child’s error rather than the fact the child got it wrong
  • believed that the main goal of education should be to form not furnish the minds of students
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17
Q

What are the limitations to Piaget’s theories?

A
  1. Inconsistencies with stages and children’s thinking
  2. Underestimates children’s abilities
  3. Doesn’t consider cognitive development and culture
  4. Does not explain the young children who are extremely advanced
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18
Q

Who was Lev Vygotsky and what was his thinking?

A

-believed that our language structured our thinking
-believed that cooperative relationships and the tools we use to interact with form the basis of psychology
-he believed that we experienced a situation and then internalized it
-believed cognitive development occurs by appropriation
-believed elementary functions are transformed into higher mental functions through appropriation and internalization
-believed human activities took place in cultural settings and cannot be understood apart from these settings
-

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19
Q

Describe what an elementary function is vs. A higher mental function : + who this idea was connected to:

A

Elementary function: is natural and unlearn capacities
Vs.
Higher mental functions: connected to representing more sophisticate abilities for thinking

-connected to Vygotsky

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20
Q

What were Vygotsky’s predictions about egocentric speech?

A
  1. Children should expect their egocentricity talk to be understood by those around them
  2. Children should engage in such talk when they are in a cooperative, social activity, but not by themselves
  3. Children’s speech should neither be inaudible nor whispered
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21
Q

How does Vygotsky use the term “pivot”?

A

-used to describe the transition between a child talking the meaning of a concrete object and putting it into. Another object as it “pivots” the meaning of such object
Ex] a broom becoming a horse for pretend play

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22
Q

What is the zone of proximal development and who is this term connected to?

A
  • is a sphere or zone of current capabilities
  • it is the distance between actual development level and the level of potential development
  • connected to Vygotsky
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23
Q

Define neurogenesis:

A
  • the production of new neurons which continues into adulthood
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24
Q

Myelination

A
  • process by which neural fibres are coated with a fatty sheath
  • makes message transfer more efficient and quicker
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25
Q

What is the cerebral cortex responsible for?

A

-complex problem solving and language development

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26
Q

Plasticity

A

The brain’s tendency to remain somewhat adaptable or flexible

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27
Q

What are the 4 thing Piaget said interact to influence changes in thinking?

A
  1. Biological maturation
  2. Activity
  3. Social experiences
  4. Equilibration
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28
Q

What is a “scheme”?

A

-is a mental system or categories of perception and experience

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29
Q

Assimilation:

A

Is fitting new information into existing schemes

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30
Q

Accommodation:

A

-is altering existing schemes or creating new ones in response to new information

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31
Q

Equilibration: + when does Piaget state someone experiences disequilibrium ?

A
  • Is the search for mental balance between cognitive schemes and information from the environment
  • Piaget states that disequilibrium is experienced when a person realizes their current ways of thinking aren’t working
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32
Q

What are Piaget’s 4 stages of cognitive development?

A
  1. Sensorimotor
  2. Pre operational
  3. Concrete operational
  4. Formal operational
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33
Q

Define egocentric:

A

-is assuming that others experience the world in the same was as you do

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34
Q

What is a “cultural tool”?

A
  • the real tools such as computers and scales as well as symbol systems such as numbers,language and graphs that allow people in a societ to communicate, think and solve problems
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35
Q

What is a collective monologue vs. Private speech and what terms are connected to who?

A

Collective monologue

  • came from Piaget’s thinking
  • it is all the children’s “egocentric” talk at once

VS.

Private Speech

  • children’s self-talk which guides their thinking and action
  • Vygotsky’s thinking
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36
Q

Scaffolding:

A

-support for learning and problem solving

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37
Q

What is differentiated instruction?

A

-is teaching that takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also the students

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38
Q

Describe the term “self-concept”

A

-is individuals knowledge and beliefs about themselves-their ideas, feelings, attitudes, and expectations

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39
Q

Describe the “big-fish-little-pond” effect

A
  • is when ones self concept will be higher if for example a student who excels at math at a normal school and is sent to a private school where now his excelling is the norm
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40
Q

Describe the term “self-esteem”

A

-is the value each of us places on our own characteristics, abilities and behaviours

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41
Q

Define the term “theory of mind” at at what age it begins to develop in infants

A
  • age 2/3
  • is an understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions
  • children need a theory of mind in order to make sense of other children’s behaviour
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42
Q

What was Kohlberg’s theory of moral development

A
  • based off parts of Piaget’s ideas
  • 3 layers
  • he was more interested in how people reason what is right vs. Wrong not focusing on the actual answer
  • constructed moral dilemmas
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43
Q

What are the 3 stages of moral development Kohlberg created:

A
  1. Pre conventional: decisions made due to their results
  2. Conventional: expectations of society and law are taken into account
  3. Post conventional : judgements are based on abstract personal beliefs
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44
Q

What is the criticism for Kohlberg’s theory On moral development?

A
  • in reality these stages do not seem to be separate
  • in everyday moral choices need more than reasoning
  • overlook personal choice
  • mix moral judgments with decisions about social conventions
  • inconsistent
  • cultural differences and based of cultural bias of western males
  • no evidence of stage 6
  • had constrained answers for his situational dilemmas
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45
Q

Instrumental aggression

A
  • strong cations aimed at claiming an object, place, or priviledge
  • not intended to harm but may lead to harm
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46
Q

Hostile aggression

A
  • bold, direct action that is intended to hurt someone else

- is an unprovoked attack

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47
Q

overt aggression vs. Relational aggression?

A

Overt: A form of hostile aggression that involves a physical attack

VS.

Relational: a form of hostile aggression that involves verbal attacks and other actions meant to harm social relationships

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48
Q

What is the term “self-as-subject” mean?

A

-is people’s awareness that they exist as an individual distinct from the object surrounding them as well as from other individuals

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49
Q

What does the term “self-as-object” mean?

A
  • these are attributes and characteristics we ascribe to ourselves
  • what one knows oneself to be like
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50
Q

Children are unable to separate wants and desires before what age?

A

4

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51
Q

What does “mens rea” mean?

A

Guilty mind

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52
Q

What does “actus rea” mean?

A

Guilty act

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53
Q

What was Aristotle’s beliefs in regards to moral development ?

A
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54
Q

What is Edaimonia? Who used this term within moral development?

A
  • Aristotle
  • means a flourishing state of the soul
  • Aristotle used this to describe happiness from becoming a virtuous person of society
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55
Q

What was Kant’s Categorial Imperative?

A
  • belief that human beings were rationale beings who are capable of reasoning
  • aka the “golden rule”: do to others of what you want done to you
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56
Q

Describe Gilligan’s theory of moral development:

A
  • studied abortion and women between the ages of 18-23
  • concluded that women’s moral development is concern with caring in relationships whereas men are more independent and need for justice
  • she believed neither one is better ^ but that both are needed
  • believed in responsibility and care for all
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57
Q

What is the 6 stage of Kohlbergs the of moral development withing the Post conventional stage?

A

-Universal ethical Principles orientation: meaning there are universal principles of human dignity and social justice that individuals should uphold, no matter what the law or other people say

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58
Q

Define contiguity:

A
  • association of two events because of repeated pairing

- plays a major role in classical conditioning

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59
Q

What is an antecedent?

A

-events that precede an action

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60
Q

What is a contingency contract?

A
  • a contract between the teacher and a student specifying what the student must do to earn a particular reward or privledge
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61
Q

Define enactive learning: + how is it different than operant conditioning

A
  • learning by doing and experiencing the consequences of your actions
  • differs from operant conditioning as within operant conditioning they believe the consequences will either strengthen or weaken the behaviour whereas in enactive it is seen as providing information
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62
Q

What is craniometery?

A
  • measurement of skulls
  • refined by Paul Broca
  • Broca’s area is named after him
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63
Q

What are the criticisms of racial explanations of intelligence:

A
  • more variation within groups then between them

- created a confusion between heritability and inevitability

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64
Q

How many children in Canada suffer from poverty?

A

1/10

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65
Q

What percent of aboriginal children live in poverty?

A

40%

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66
Q

What percent of the Canadian population uses the food bank and what percent of that is due to children?

A

-5% of Canada’s population with 1/2 being children

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67
Q

When were the origins of intelligence testing?

A

Late 1800s

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68
Q

What is the deviation IQ?

A

-score based on statistical comparisons of individuals’ performance with the average preformance of others in that age group

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69
Q

Describe Gardner’s theory of intelligence:

A
  • believed in multiple intelligences

- believed there was no (g)-> aka general intelligence with (s) seperate abilities

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70
Q

What was Sternberg’s theory of intelligence?

A
  • 3 forms:
    1. Analytic Intelligence
    2. Creative Intelligence
    3. Practical intelligence
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71
Q

Describe Sternberg’s analytic intelligence:

A
  • is the ability to think abstractly and process information effectively
  • helps the ability to plan, strategic and monitor how well one is doing on a task
  • helps with knowledge-acquisition components: the ability to take in new information and create relations
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72
Q

Describe Sternberg’s Creative intelligence:

A
  • ability to formulate new ideas and so combine seemingly unrelated facts and information
  • helps with insight and the ability to deal with novel situations
  • helps with automaticity: which is the ability to become efficient and automatic in thinking and problem solving
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73
Q

What does the term “fluency” mean?

A

-is the total number of uses generated

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74
Q

What is field dependence vs. Field independence??

A

Field Dependence:
-learning style in which patterns are perceived as whole

VS.

Field Independence:
-learning style in which separate parts of a pattern are perceived and analyzed

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75
Q

What percent of Canadian children are thought to be gifted?

A

3-5%

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76
Q

What are some reasons to why gifted children are overlooked?

A
  • definitions are limited
  • confusion about identifying gifted learners as wells about the options available for them
  • placing too much emphasis on biased ensures of ability and achievement
  • insufficient programs for gifted learners
  • hostility of school personnel
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77
Q

What does the term “telescoping” mean?

A

-moving students through conventional curriculum more rapidly

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78
Q

Define learning:

A
  • process through which experience causes a relatively permanent change in knowledge or behaviour
  • learning is said to not occur if the change is caused by maturation, fatigue, illness, intoxication or drugs
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79
Q

What is state-dependent learning?

A
  • when memory for previous events or previously acquired information is enhanced if one returns to the psychological state or setting in which the earning occurred
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80
Q

Who was Ivan Pavlov?

A
  • used classical conditioning with dogs and salivation
  • this test originated with him studying the digestive system
  • wanted to show that learning was observable and controllable
  • he rejected the mind as a mysterious identity
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81
Q

Who was John Watson?

A
  • wanted to learn methods of how to control behaviour
  • “baby Albert” experiments
  • believed that spanking and punishments were not good ways of getting the desired behaviour
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82
Q

Who was Edward Thorndike?

A
  • believed in scientific experimentation
  • believed you need to study subjects within a controlled environment not just naturalistic observation
  • believed in consequences of behaviour
  • studied cats in a box
  • cat received food as soon as it figured how to get out of the box this increasing desired actions over time
  • created 6 laws for learning
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83
Q

What were Throndike’s 6 laws for learning?

A
  1. Law of effects: when the result of a behaviour is good the is stamped in but when the result of a behaviour is bad it is “stamped out”
  2. Law of multiple responses: trial and error
  3. Law of readiness: learning happens when the learner is ready
  4. Law of set: learners possess attitudes that will effect their learning
  5. Law of prepotency: people tend to respond to the most striking elements of a stimulus
  6. Law of response by analogy: responses that occur due to similarities between two situations
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84
Q

In 1928 what age did they still believe your learning stopped at?

A

16

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85
Q

Who is B.F. Skinner?

A
  • developed the skinners box
  • developed program instruction: teaching through components with reinforcement at each stage
  • against the split of mind and body
  • believed thinking is a ind of behaviour not a mental entity
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86
Q

What was the importance of the skinners box?

A

-it introduced measure ability as you can count the number of times the rat pushes the lever

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87
Q

Define operant conditioning:

A
  • is learning to which voluntary behaviour is strengthened or weakened by consequences or antecedents
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88
Q

What is an example of a primary Reinforcement?

A
  • food
  • water
  • sex
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89
Q

What is an example of generalized reinforcers?

A

-money

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90
Q

What is the difference between reinforcement and punishment?

A

Reinforcement is trying to strengthen a behaviour whereas punishment is trying to decrease a behaviour

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91
Q

Define positive reinforcement:

A

Is adding a stimulus to increase a desired behaviour

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92
Q

Define negative reinforcement:

A

Is taking away a stimulus in order to increase a desired behaviour

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93
Q

Define presentation punishment:

A

Adding a stimulus to decrease a behaviour

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94
Q

Removal punishment :

A

Removing a stimulus in order to decrease a behaviour

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95
Q

What is the applied behavioural analysis ?

A

is when A leads to B to C
A= antecedent events
B= behaviours
C= consequences

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96
Q

What is the criticism of operant conditioning?

A
  • inability to control all relevant behaviour
  • ignores the potential real causes
  • problem of acquisition
  • and should we reward students?
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97
Q

What is Premack’s principle?

A
  • using favoured activities to reinforce participation in less desired activities
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98
Q

Describe the Triachic reciprocal causality

A

-an explanation of behaviour that emphasizes the mutual effects of the individual and the environment on each other

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99
Q

What is the cognitive view on learning?

A
  • a general approach that views learning as an active mental process of acquiring, remembering, and using knowledge
  • believe that knowledge and strategies are learned and then change in knowledge and strategies make changes in behaviour possible
  • believe learning is extending and transforming the understanding we already have
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100
Q

Define automaticity:

A

-the result of learning to preform a behaviour or thinking process so throughly that the performance is automatic

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101
Q

What is meta cognition?

A

-knowledge about our own thinking process

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102
Q

Who was Albert Bandura?

A
  • thought skinner was wrong for only focusing on operant behaviour
  • he believed that there was an entire other type of learning such as the consequences of imitation
  • Bobo Doll experiments
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103
Q

What does the American psychological association say occurs within the exposure to tv violence?

A
  1. Children may become less sensitive to the pain and suffering of others
  2. Children may become more fearful of the world around them
  3. Children may become more likely to behave in aggressive or harmful ways together
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104
Q

What are the 4 phases to Bandura’s model of observational learning?

A
  1. Attention
  2. Retention: remembering and rehearsing
  3. Production : performing behaviour
  4. Motivation
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105
Q

What are some effects of imitation?

A
  1. The modelling effect
  2. The inhibitory effect
  3. Disinhibition effect
  4. The eliciting effect
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106
Q

Describe the modelling effect:

A

-acquiring a new behaviour as a result of observing a model

-

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107
Q

Describe the inhibitory effect:

A

-the suppression of deviant behaviour as a result of seeing a model punished

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108
Q

Describe the disinhibition effect:

A

-engaging in the deviant behaviour as a result of seeing a model rewarded

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109
Q

Describe the eliciting effect:

A

-responses that are related to the models responses but do not necessarily match precisely those of the model

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110
Q

How are behaviourism and cognitivism the same?

A

-look at individuals as pretty much the same except cognitivism places more emphasis on individuality

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111
Q

What is the central executive?

A

Responsible for monitoring and directing attention and other mental resources

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112
Q

What is a Phonological loop?

A

A system which allows you to take in 1.5 seconds work information and looping it

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113
Q

What is a Visuospatial Sketchpad?

A

-holding system for visual and spatial information

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114
Q

What does “chunking” mean?

A

Grouping together related items of information so that more information can be remembered

115
Q

What is working memory the hook for?

A

-long term memory

116
Q

What two types on long term memory are there?

A
  1. Explicit

2. Implicit

117
Q

What is explicit memory?

A

-long term memories that involve deliberate or conscious recall

118
Q

What is implicit memory?

A
  • knowledge we don’t remember recalling

- influences our behaviour without our knowledge

119
Q

What is semantic memory?

A

Memory for meaning

120
Q

What is propositional network?

A

-set of interconnected concepts and relationships in which long-term knowledge is held

121
Q

What is a Schemas?

A

-basic structures or organizing information and concepts

122
Q

What is story grammar?

A

-typical structure or organization or a category of stories

123
Q

Episodic memory:

A

-long term memory for information tied to particular time and place, especially memory of the events in a person’s life

124
Q

What does the term “script” mean?

A
  • schema or expected plan for the sequence of steps in a common event such as buying groceries
125
Q

What does the term decay mean?

A

-material not brought to mind frequently enough fades

126
Q

Massed practice

A

Aka cramming

127
Q

Interference :

A

Loss of information because something learned either before or after the target information inhibits its recall

  • two types:
    1. Proactive
    2. Retroactive
128
Q

Define proactive inhibition

A

-previous learning interfering with current recall

129
Q

Define retroactive inhibition

A

-subsequent learning interferes with recall of previous learning

130
Q

What are 3 meta cognitive skills?

A
  1. Planning
  2. Monitoring
  3. Evaluation
131
Q

What are the 3 stages of development?

A
  1. Cognitive stage: conscious thought is required to preform each step of the task
  2. Associative stage: steps of the procedure are combined into larger units
  3. Autonomous stage: procedure is fine-tuned and can be preformed automatically as a whole
132
Q

Describe trivial constructivism:

A

-knowledge is a reconstruction of structures that really exist in the external world

133
Q

Define objectivism

A

-knowledge and truth exist outside the mind of the individual and are therefore “objective”

134
Q

Describe radical constructivism :

A
  • Knower does not nesseccarily construct knowledge of truth or of a “real” world
  • All claims to knowledge are equally valid
  • No way of knowing what the reality might be
135
Q

What are constructivism implications on teachers?

A
  • Teacher is considered one of many resources that students may learn from not primary source of information
  • Students are engaged in experiences that challenge their previous conceptions and existing knolewledge
  • Questions. And discussion are encouraged
  • Students opinions and questions drive the direction of lessons
  • The process of knowing is not separated from the process of inquiry
  • Students are given opportunities to share their opinions ‘
136
Q

Describe situated learning:

A
  • learning is inherently social and embedded in a particular setting
  • Is a extended form of Vygotsky (HE WAS NOT A SOCIAL CONSTRUCTIONSIT)
  • Much of what is learned is tied to the context of which it was learned in
  • Learning should take place in communities of practice
137
Q

Define social constructivism :

A

The ways in which we create concepts and practices to help us negotiate social reality and how these concepts then become part of scoial reality

138
Q

Learning is a function of what 3 components?

A
  1. The activity
  2. The practical context
  3. The culture
139
Q

Define the community of practice:

A

ways of knowing, acting, and interacting that are sustained by a community of practioners

140
Q

How is the community of practice defined By certain functions?

A
  1. What they are about
  2. How they function
  3. What capabilities they have produced
141
Q

Define Legitimate peripheral participation:

A

The gradual process if development in which learners progress toward increasing competence. Learners nitially enter into a community of practice at its peripher, and through gradually increasing participation and learning, eventually become full-fledged community membership

142
Q

What is a concept?

A
  • general category of ideas, people, events, actions whose members share certain properties or features
143
Q

Defining attributes:

A
  • distinctive features shared by members of a category
144
Q

Fuzzy boundaries

A
  • ex] trying to define attributes for what a “game” is, or what “love” is
145
Q

Graded membership:

A
  • the extent to which something belongs to a category
146
Q

Prototype means?

A
  • the best representative of a category
147
Q

What is an exemplar?

A
  • specific example of the concept

- a memory of a particular thing that exemplifies the concept

148
Q

Describe the exemplar theory and how it differs from the prototype theory:

A
  • does not construct prototypical models, but you come across something and then draw from your memories in order to compare attributes
149
Q

What are 4 important components in teaching concepts?

A
  1. Examples and no examples (positive and negative instances)
  2. Relevant and irrelevant attributes
  3. Name of the concept
  4. Definition
150
Q

What are the 2 things that create a good Definition of a concept?

A
  1. Reference to a more general category

2. A statement of the concepts defining attributes

151
Q

Domain of experience principle:

A
  • things that belong to a domain or from an experience are categorized together
152
Q

Myth and Belief principle:

A
  • things that are linked by myth or belief are categorized together
153
Q

Functional Fixedness:

A
  • inability to use objects or tools in new ways
154
Q

What are stand alone programs?

A
  • teaching strategies that are independent of a particular content domain
  • strategies that are independent to any subject or content matter
  • has broad applicability across a wide range of subject matter
155
Q

What are embedded programs?

A
  • teach strategies within context of a particular subject matter
156
Q

What does SQ3R stand for?

A
  1. Survey: read through the chapter introduction and objectives
  2. Question: formulate the questions you want answered by the end of the chapter
  3. Read
  4. Recite
  5. Review
157
Q

Describe Matter Lipman’s philosophy for children:

A
  • students read stories about fictional children who discovers how to reason more effectively and how to apply their reasoning to actual life situations
  • goal is to improve children’s reasoning abilities by having them think about thinking
158
Q

Describe Robert Murphy’s strategies program for effective learn/ thinking (SPELT)

A
  • goal is to develop autonomy and independence in learners
  • has three phases
    1. Direct instruction
    2. Socratic questioning
    3. Students are encouraged to generate their own strategies
159
Q

Define critical thinking:

A
  • evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution
160
Q

What are 3 points to summarize Burner’s Theory of Learning and Thinking?

A
  1. Categorization simplifies the environment, allowing us to recognize objects and ideas, eliminates the need to relearn constantly, gives direction and purpose to our behaviour, and permits us to relate classes of objects and events
  2. Thinking and learning involve learning rules for classifying things as equivalent
  3. Categories may be related to each other to form larger classes of increasing inclusiveness in what are called coding systems
161
Q

Define inductive reasoning:

A

Formulating general principles based on knowledge of examples

162
Q

What are the 3 categories of learning?

A
  1. Concept: a category of phenomena or events
  2. Rule: information of two or more concepts
  3. Problem solving: selecting, combining or generating rules
163
Q

Describe Burner’s “Learning Paradox”

A
  • students learn through their active involvement with things and concepts
  • academic learning requires understanding the structure of the subject being studied
  • any child can be introduced to any subject at any age in an intellectually honest manner
  • a spiral curriculum should be implemented that develops and redevelops topics at different grades
  • teachers should foster an “experimental” attitude in students
164
Q

Describe the enactive developmental stage:

A
  • child represents and understands the world through actions
165
Q

Describe the iconic developmental stage:

A
  • child represents and understands the world through images
166
Q

Describe the symbolic stage of development:

A
  • child is able to use abstract ideas, symbols, language, and logic to understand and represent the world
167
Q

What is a guided discovery?

A

-an adaptation of discovery learning, in which the teacher provides some direction (scaffolding)

168
Q

Describe what ‘Inquiry Learning” is:

A
  • formulating hypotheses to explain the event or solve the problem
  • collect data to test hypothesis
  • draw conclusions
  • reflect on the original problem/ question and the thinking skills and processes needed to solve it
169
Q

What does David Ausubel believe is the most important single factor influencing learning?

A
  • what the learner already knows
170
Q

Define expository teaching:

A
  • exposing or making expositions about subject matter and subject matter structure
  • involves presenting to the learner what is to be learned in more or less final form
171
Q

Define meaningful reception learning + its 3 components:

A
  • occurs when information coming from the teacher is actively anchored in the learner’s existing knowledge and concepts
  • teaching consists of transmitting well-established facts, concepts, and information which come from an academic discipline
  1. Identify or activate relevant prior knowledge
  2. Any contradictions between new and old information must be reconciled by the learner
  3. The learner has to put new information not his or her own terms of experience– it must be personalized
172
Q

Subsumption:

A
  • cognitive addition of a subsumer

- leads to a hierarchical arrangement of knowledge

173
Q

Derivative subsumption:

A

Learning something that van be derived from what you already know

174
Q

Correlative subsumption:

A
  • your knowledge base changes in order to learn the new information
175
Q

What type of subsumption is remembering something?

A

Dissociative

- separating the new learning from prior knowledge

176
Q

Does forgetting involve dissociative or obliterating subsumption?

A

No neither is necessary as this occurs when the information is highly similar to that which is contained in the existing knowledge structure and it can no longer be differentiated from existing knowledge

177
Q

Define deductive reasoning:

A
  • drawing conclusions by applying rules or principles

- logical long moving from a general rule or principle to a specific solution

178
Q

Define a expository organizer:

A
  • present a description of relevant information or concepts
179
Q

Define a comparative organizer:

A
  • present comparative information that shows similarities and differences with previously presented information
180
Q

Define LINCS vocabulary strategy:

A
  • a strategy that uses stories and imagery to help students learn hot to identify, organize, define, ad remember words and their meanings
181
Q

What does heuristic mean?

A
  • a general strategy used in attempting to solve a problem
182
Q

What is divergent thinking?

A
  • coming up with many possible solutions
183
Q

What is convergent thinking?

A

Narrowing possibilities to a single answer

184
Q

Describe constructivism:

A
  • view that emphasizes the active role of the learner in building an understanding and making sense of the information
185
Q

Describe first wave constructivism:

A
  • a focus on the individual and psychological sources of knowing
  • Ex] Piaget’s theory
186
Q

Describe radical constructivism:

A
  • knowledge assumed to be in the individual construction

- it cannot be judges as right or wrong

187
Q

Define appropriating:

A
  • being able to internalize or take for yourself knowledge and skills developed in interaction with others or with cultural tools
188
Q

Describe second wave constructivism :

A
  • a focus on the social and cultural sources of knowing

- Ex] Vygotsky’s theory

189
Q

Community of practice:

A
  • social situation or context in which ideas are judged useful or true
190
Q

Situated learning

A
  • the idea that skills and knowledge are tied to the situation in which they were learned and that they are difficult to apply to new settings
191
Q

What is an intersubjective attitude?

A
  • a commitment to build shared meaning with others by finding common ground and exchanging interpretations
192
Q

Describe Burner’s Spiral Curriculum:

A
  • introduces the fundamental structure of all subjects early in the school years, the revisits the subjects in more and more complex forms over time
193
Q

Describe what a “jigsaw classroom” means:

A
  • is a learning process in which each student is part of a group and each group member is given a part of the material to learn by whole group
  • students then become experts on their section and teach it to the rest of their group
194
Q

What is the definition of an “expert” teacher?

A
  • experience, effective teachers who have developed solutions for classroom problems
  • their knowledge of teaching process and content is extensive and well organized
195
Q

What is pedagogical content knowledge?

A
  • teachers knowledge that combines mastery of academic content with knowing how to teach the content and how to match the instruction to student differences
196
Q

What is a taxonomy?

A
  • a classification system
197
Q

What is differentiate instruction?

A
  • teaching that takes into account students abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also students needs
198
Q

Social learning theory:

A
  • theory that emphasizes learning through the observation of others
199
Q

Social cognitive theory:

A
  • theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory
200
Q

Describe the Triachic reciprocal casualty:

A
  • an explanation of behaviour that emphasizes the mutual effects of the individual and the environment on each other
201
Q

What are 4 things Bandura notes as elements of observational learning?

A
  1. Attention
  2. Retention
  3. Production
  4. Motivation and Reinforcment
202
Q

Vicarious reinforcement :

A
  • increasing the chances that we will repeat a behaviour by observing another person being reinforced for such behaviour
203
Q

What are 5 possible outcomes from observational learning?

A
  1. directing attention
  2. Fine-tuning. Already-learned behaviours
  3. Strengthening o weakening inhibitions
  4. Teaching new behvaiours
  5. Arousing emotions
204
Q

What is human agency?

A
  • the capacity to coordinate learning skills, motivation, and emotions to reach your goals
205
Q

What are mastery experiences?

A
  • our own direct experiences

- most powerful source of efficacy information

206
Q

What are vicarious experiences?

A
  • accomplishments that are modelled by someone else
207
Q

Intrinsic Motivation

A
  • motivation associated with activities that are their own reward
208
Q

Extrinsic motivation

A
  • motivation created by external factors such as rewards and punishments
209
Q

Locus of causality:

A
  • the location, internal or external, of the cause of behaviour
210
Q

Describe Maslow’s Hierarchy of needs:

A
  • seven levels ranging from basic psychological requirements to the need for self-actualization
211
Q

Define self-actualization:

A
  • fulfilling one’s potential
212
Q

Define deficiency needs:

A
  • Maslow’s four lower-level needs, which have to be satisfied first
213
Q

Describe being needs:

A
  • Maslow’s top three higher level needs

- can also be called growth needs

214
Q

What are the 4 deficiency needs?

A
  1. Needs for survival
  2. Needs for safety
  3. Followed by belonging
  4. Self- Esteem
215
Q

What are Maslow’s 3 being needs?

A
  1. Intellectual achievement
  2. Aesthetic appreciation
  3. Self actualization
216
Q

Define a mastery goal:

A
  • a personal intention to improve abilities and learn, not mattering how performance suffers
217
Q

Define what a performance goal is:

A
  • a personal intention to seem competent or perform will in the eyes of others
218
Q

What is learned helplessness?

A
  • is the expectation due to previous experiences that all of one’s efforts will lead to failure
219
Q

What are the 3 kinds of classroom structures?

A
  1. Competitive
  2. Individualistic
  3. Cooperative
220
Q

Define the competitive classroom structure:

A
  • rewarding individuals on the basis of comparisons with others
    ( I succeed by your failure)
221
Q

Define the individualistic classroom structure:

A
  • the rewards individuals recieve are not contingent on the performances of others
    ( I succeed independently of whether you succeed or fail)
222
Q

Define the cooperative classroom structure:

A
  • groups of individuals are rewarded in proportion to other in their group
    (I succeed only if you succeed )
223
Q

What is the “hidden curriculum”?

A
  • different values/ attitudes that underline each form of classroom structure
224
Q

Define the scripted cooperation– MURDER:

A 
M- mood: check understanding of material
U- understanding
R- recall
D- detect
E- elaborate
R- review
225
Q

What are the 4 cognitive strategies taught to students?

A
  1. Self questioning
  2. Summarizing content
  3. Clarifying word meanings and confusing text
  4. Predicting what’s coming next
226
Q

What are some of the criticism applied to the cooperative classroom structure theory ?

A
  • who learned/ did what
  • socialization may take position of learning
  • Misconceptions
  • expensive/ preparation
227
Q

What percent of U.S. Children are considered to have a learning disability?

A

6-10%

228
Q

What is the real definition of a disabled child according the video watched in lecture?

A

-definition of exclusion

229
Q

What is the biggest misconception surround disabled children and school?

A
  • misconception believing that school is the problem
230
Q

What is the difference between disabled children and non- disabled children when answering a question?

A
  • Disabled children have to process the question and then. Process the answer whereas non-disabled children just process the answer
231
Q

Define disnomia:

A
  • a word finding problem
232
Q

Describe the instinct theory:

A
  • we act in the ways we do because of instinctual patterns of behaviour
233
Q

Define imprinting:

A
  • instinctive behaviours that are not present at birth but which emerge after exposure to a suitable stimulus during a critical period
  • humans have sensitive periods of about 6 months before attachment is made
234
Q

Describe psychological hedonism:

A

We act to avoid pain and gain pleasure

235
Q

What is Eros?

A
  • a positive force that brings about behaviours like caring and love
236
Q

What is Thanatos:

A
  • negative force that motivates use towards our final destiny of dears, and is expressed through hate and aggression
237
Q

Describe object relations theory:

A
  • infants experience in relationship with the caregiver is the primary determinant of personality formation
  • primary drives are not sexual and aggression seeking but rather relationships
238
Q

Describe the need- drive theory:

A
  • states of need create a state of unpleasantness that deviates a drive to reduce that need
  • Freud believed the drive to be food
  • But Harlow experiment says the opposite and rather the comfort of the warm monkey is preferred
239
Q

Describe the two sections of Yerkes- Dodson’s Law:

A
  1. For every activity there is an optimal level of arousal

2. Individuals act to maintain this optimal level

240
Q

Describe White’s theory on competence motivation:

A
  1. People need to feel competent
  2. Therefore, people need to develop a drive for mastery
  3. Pride and feelings of efficacy results from competence
241
Q

What is self efficacy?

A

-beliefs in one’s capabilities to organize and execute the courses of action required to manage prospective situations

242
Q

Describe the attribution theory:

A
  • maintains the expected performance depending upon te perceptions that the individual scolds for the causes of their success or failure
243
Q

Entity theory:

A
  • ability is fixed and unmodifiable
244
Q

Incremental theory:

A
  • ability is modifiable and can be changed
245
Q

Describe what Kounin described as “withitness”

A
  • awareness of everything occurRing in the classroom
246
Q

What is an “I” message?

A
  • clear statement with no accusatory points of how something is affecting you
247
Q

What is an IRP?

A
  • integrated resource package

- contains information prescribed for learning outcomes

248
Q

What are Mager’s 3 behavioural objectives?

A
  1. Precise description of behaviour
  2. The conditions under which the student is to perform the behaviour
  3. Criteria used to evaluate students performance which describes the minimum performance that is acceptable
249
Q

What are the 6 components to the cognitive domain?

A
  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluations
250
Q

What are the 5 components to the affective domain?

A
  1. Receiving: becoming aware of something in the environment
  2. Responding
  3. Valuing: committing to the experience
  4. Organizing
  5. Value characterizing
251
Q

What are the 6 components to the psychomotor domain?

A
  1. Reflex movement
  2. Basic fundamentals : movements with a particular purpose
  3. Perpetual abilities: senses guide their efforts
  4. Physical abilities
  5. Skilled movements
  6. No discussive: communication emotions through Body actions
252
Q

Define what a lesson plan is:

A
  • a detailed outline of the objectives, content, procedures and evaluation of a single instructional period
253
Q

Define what a unit plan is:

A
  • detailed outline for a series of interrelated lesson plans on a topic of study
254
Q

Describe Bloom’s Mastery Learning:

A
  • an instructional approach in which content that is to be learned is analyzed into a sequence of smaller tasks and objectives, and progress requires that each learner masters each successive objective or task
255
Q

What did John Carol believe in regard to blooms mastery learning theory?

A
  • he agreed and believed if you gave students more time you could have an addition of 60% now more students master the material
256
Q

What was the different between Bloom and Carol?

A 
Carroll= equality of opportunity 
Bloom= equality of attainment
257
Q

What is a summarize evaluation?

A
  • occur at the end of an instructional sequence and designed to provide a final assessment or grade for learning intended to result from that sequence
258
Q

What is a formative evaluation?

A
  • occurs before and during instruction

- designed to assist the learner to identify his or her strengths and weaknesses

259
Q

What does grade retention mean?

A
  • means repeating a failed grade
260
Q

What are 3 things humanism emphasizes?

A
  1. Human uniqueness and autonomy
  2. Human worth and individual dignity
  3. Each individual’s right to determine and pursue his/her own personality
261
Q

What re 3 beliefs Carl Rogers held about human beings?

A
  1. Humans are basically good
  2. Have the capacity for free will
  3. Means to identify and solve his or her own problems
262
Q

What is organismic valuing processes?

A
  • where we value things that are good for us and devalue tha which is not good for us
263
Q

Describe “conditions of worth”:

A
  • values/rules that are imposed by others
264
Q

Describe the “phenomenal field”:

A
  • the perceptual field that constitutes an individual’s private world
265
Q

What is “GUE” and who believed in this?

A
  • Carl Rogers
    G= genuineness, being authentic with people
    U= unconditional positive regard, warm/ accepting attitude towards others
    E= empathy
266
Q

What are the 6 basic premises in humanistic education?

A
  1. Trust students to make their own choices
  2. Empathize with students
  3. Recognize the importance of personal values, and facilitate the development of positive personal values
  4. Focus on students feelings and thoughts
  5. Respond to students in a positive fashion
  6. Be sincere, reveal something about yourself to your students, and feel positive about your impact
267
Q

What are Rogers 5 theory’s of teaching?

A
  1. GUE
  2. Student-cantered
  3. Experiential
  4. Attitudes
  5. Affect
268
Q

What is the teach managing in Kindergarting to early elementary?

A
  • teaching the rules
269
Q

What is the teacher managing in middle elementary ?

A
  • maintenance of rules and behaviour,

- understanding of rules and cooperation

270
Q

What is the teacher managing in early high school?

A
  • classroom management relating to socialization and peers
271
Q

What is a teacher managing in senior year of high school?

A
  • ensuring students are looking after their own needs

- teachers struggle is attempting to engage students

272
Q

Desist:

A

Telling students to stop misbehaving

273
Q

Concurrent praise:

A

Using misbehaviour as a cue to praise appropriate behaviour

274
Q

What are the 5 things Canter and Canter believe necessary for assertiveness?

A
  1. Recognizing and eliminating road blocks
  2. Practicing the use of an assertive response
  3. Learn to set the limits
  4. Following through on consequences
  5. Positive assertions
275
Q

What are the 4 types of road blocks?

A
  1. “I don’t. Have the right to place my Ned’s above those of others”
  2. “I don’t have the right to feel angry or express my anger”
  3. ” I don’t have the right to make requests of others”
  4. “I don’t have the right to do anything that might hurt another feelings
276
Q

Describe Coercive power:

A
  • the perception that an individual has control over administering punishment
277
Q

Describe reward power:

A
  • the belief that an individual is in control of dispensing rewards
278
Q

Describe legitimate power:

A
  • the belief that certain individuals in society have the right to prescribe the behaviours of others
279
Q

Describe referent power:

A
  • a result of the respect or admiration people hold for the attribute and actions of an individual
280
Q

Describe expert power:

A
  • an individual is perceived to have particular knowledge and expertise that is valued or desired
281
Q

What are 8 ways to enhance referent power?

A
  1. Use self-disclosure
  2. Build associations with students
  3. Distribute your attention fairly
  4. Be accepting, but not patronizing
  5. Discipline with dignity
  6. Monitor biases and expectations
  7. Learn and use communication skills
  8. Be a good role model
282
Q

What are 5 ways to enhance expert power?

A
  1. Prepare
  2. Practice what you preach
  3. Foster students’ intellectual independence
  4. Acknowledge you own accomplishments
  5. Acknowledge students’ expertise and incorporate it in classroom activities
283
Q

What does Prof Sugarman believe is the purpose of education?

A
  • concentration on how people might best live
  • should not just prepare people for how to earn a living but also how to live a certain type of life, human and informed that is sensitive to not only your own needs but also others
284
Q

Why did society create schools?

A
  • wanted their children to have more opportunities than what families could provide
285
Q

What makes a “good” teacher in Prof SUgarmans view?

A
  • a good teacher is or tries to be what he or she wishes his or her students to be
286
Q

Facts about Liberal education:

A
  • originated in the 18th century
  • aim is to produce free thinking human beings, question authority,and consider/ purpose alternatives
  • ## purpose is to educate the educators

From Flashcardlet (20 decks)

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