All the stuffings

Question 1

What is Educational Psychology?

Answer 1

the study of how humans learn and retain knowledge, primarily in educational settings

Question 2

Role of Educational psychology

Answer 2

provides teachers with research-based principles to guide their teaching

Question 3

What makes a good teacher?

Answer 3

Knowing the subject matter
mastering teaching skills
intentionality mentor
ability to use 21st-century skills in technology and thoughts
knowledge of the common core-standards on what the world expects the children to be able to learn at their current stage

Question 4

Schema

Answer 4

the pattern of thought or behavior that organizes information

Question 5

Piaget on Accommodation

Answer 5

When you have new experiences you’ll change your schemas to accommodate the new information. This is a part of the adaption process

Question 6

Equilibrium VS. Disequilibrium

Answer 6

Equilibrium: Keeping everything in equal status. It’s an ongoing process that refines and transforms mental structures, constituting the basis of cognitive development.
Disequilibrium: Something that challenges or conflicts with your change of thought. A mismatch between one’s thinking and one’s environment.

Question 7

Solitary play

Answer 7

When a child plays alone

Question 8

Cooperative play

Answer 8

children working together

Question 9

parallel play

Answer 9

playing side-by-side on their own

Question 10

Associative play

Answer 10

interacting with the other children-sharing, turn-taking.

Question 11

Heteronomous Morality

Answer 11

morality imposed by society’s rules, especially found in children because they have less experience.

Question 12

In which terms do sociologists define social status?

Answer 12

In terms of one’s income, occupation, education, and prestige in society.

Question 13

Concrete operational stage

Answer 13

when a child begins to develop their own educational model, but don’t yet think as adults.

Question 14

Inferred reality

Answer 14

The ability to see things in the context of other meanings

Question 15

What are reinforcers in a classroom (3)?

Answer 15

• making sure certain behavior is rewarded or punished
• tell students what behaviors you want
• reinforce appropriate behavior as soon as possible after it occurs

Question 16

direct instruction

Answer 16

telling over the information directly.

Question 17

Episodic memory

Answer 17

a mental movie of personal experiences

Question 18

Semantic memory

Answer 18

Contains facts and generalized information in the form of schemata, not based on any particular aspect. You just know.

Question 19

Procedural

Answer 19

Refers to knowing the skills to do something

Question 20

Inert knowledge

Answer 20

ingrained within a person, don’t need to teach

Question 21

Rote Learning

Answer 21

knowing by memorization

Question 22

Meaningful learning

Answer 22

knowing the deeper reason behind and relates to the info that he already has, more likely to retain.

Question 23

The sequence of four activities in direct instruction flows along a logical path:

Answer 23

1. arousing student’s interest
2. presenting new information
4. Making sure students know the learning thru an assessment

Question 24

Conduct learning probes

Answer 24

the various ways that teachers can ask for brief responses to the content of the lesson, such as a quiz or looking at the student’s reaction.

Question 25

Cooperative learning

Answer 25

Having students become part of the learning for them to work together.

Question 26

Robert Slavin's QAIT model

Answer 26

- quality of instruction, giving over in a way that will make sense to the student - Appropriate levels of instruction, not too difficult or too easy - Incentive for the listener to learn - Time, enough to learn the material being taught.

Question 27

Reinforcers

Answer 27

any consequence that strengthens a behavior either positive or negative that will be effective for a particular person.

Question 28

Meichenbaum's model of self-regulated learning

Answer 28

``` students can be taught to monitor and regulate their own behavior, often known as cognitive behavior modification. What is my problem what is my plan am I listening to my plan how did I do? ```

Question 29

strategies to manage routine misbehavior

Answer 29

``` presenting interesting lessons efficient use of class time careful structuring of instructional activities ```

Question 30

How is a student's misbehavior maintained?

Answer 30

by some reinforcer of either peer pressure, attention, boredom, wanting to waste time.

Question 31

Social integration of students with disabilities

Answer 31

peer tutoring | role of the teacher is critical to set an example for the rest of the students and have them follow suit.

Question 32

Formative evaluation

Answer 32

In order to see how the students are processing along and what's needed for them to succeed in understanding what's being taught.

Question 33

Summative Assessment

Answer 33

what's the sum total result of what the student has understood, usually involves some form of an assessment.

Question 34

Problem-solving evaluation elements

Answer 34

problem organizing procedures to solve the problem solution Logic specific to the detail or application of the given info

Question 35

Concurrent evidence of validity

Answer 35

the measure of how well a particular test correlates with a previously validated measure to know how reliable the test is.

Question 36

How much reliability does a quiz have?

Answer 36

students don't always put in their full effort so not as reliable. Also, a quiz has fewer questions so each one has more value

Question 37

Which areas are impacted by the research of Educational psychology?

Answer 37

educational policies professional development programs teaching materials

Question 38

Piaget's assimilation

Answer 38

the cognitive process of how we take in new information.

Question 39

Kohlberg's stages of moral reasoning

Answer 39

Preconventional (3-7)-don't understand the meaning of rules conventional (8-13)-obeying rules based on what society expects Postconvetional (adulthood)-doing what's right for acceptance in society

Question 40

Levels of processing theory

Answer 40

suggests that learners will remember only what they process by manipulating and analyzing it.

Question 41

Duel code theory

Answer 41

suggests the importance of using both visual and verbal coding to learn bits of info.

Question 42

Constructivist methods in the content areas

Answer 42

the idea that in order to understand the material, students should feel that it's meaningful

Question 43

Flipped classroom model

Answer 43

students do work before class on their own and in the classroom, they understand the why.

Question 44

The Premack principle

Answer 44

a way to increase less-enjoyed activities is to link them to more-enjoyed ones.

Question 45

Intellectual Disability

Answer 45

characterized by significant limitations in intellectual functioning.

Question 46

Adoptive behavior

Answer 46

focuses skills that they do have and make the best of it

Question 47

Backward-planning strategy

Answer 47

when designing a course, teachers will create an exam first to know which material to focus on.

Question 48

impact of expectations of teachers on students

Answer 48

low expectations can become a self-fulfilling prophecy, may cause students not to work so well.

Question 49

Zone of Proximal Development

Answer 49

method of instruction that a child is able to perform tasks with assistance from a knowledgeable person

Question 50

Mediation

Answer 50

The process of older children and adults helping learners by explaining, modeling, or breaking down complex skills, knowledge, and concepts.

Question 51

Scaffolding

Answer 51

building on a solid foundation. the assistance provided by more competent peers or adults

Question 52

Cooperative learning

Answer 52

children or adults can help one another learn

Question 53

Risks for school dropouts

Answer 53

impacting success with either academic failure or poor attendance low-level occupations, unemployment, or poverty

Question 54

Why is cyberbullying worse?

Answer 54

Because one child can insult another while being anonymous.