Chapter 1-5 Flashcards
(17 cards)
Cognitive Learning
Knowing, process of acquiring knowledge, more common in lower ages
- lowest: specific unit of information (dates, definitions)
- middle: methods of inquiry (testing hypothesis, comprehending theories)
- high: interpret, analyze, synthesize ( use lower information with new information)
Psychomotor/Behavioral
Doing, control of physical behavior, less valued as students age
- lowest: basic control of physical behaviors (grabbing rattle)
- middle: physical skill precision (writing, running)
- high: physical skill as second nature
Affective
Liking
- student’s attitudes, beliefs & values related to acquired knowledge and behaviors
- often viewed as least important & dismissed by college faculty
- affective directly affects cognitive because affects motivation
ABCD Instructional Objectives
Audience: Who? The learners
Behavioral: What? What do you expect them to do (identify, list, walk)
Condition: How? What circumstances will learning occur? (given a sentence written in past tense, given examples of, given a balance beam raised to 2 feet)
Degree of mastery: How much? How much will be accomplished, what level? (with no errors, in 20 words or less, steadily without falling off)
Listening
- Sensing & Attending: many distractions
(sensory: hungry, sleepy. psychological: upset, mad, day dreaming)
- attention diminishes over time
- before class orient students, give schedule
- during: ask for summaries & watch nonverbals
- after: give summary - Interpreting: unique perspectives & shared experiences “jist for sarah dif. than jist for cody”
- organize into schema: mental filing cabinets for info to be filed so it can be retrieved - Remembering:
- timing: primacy & recency (remember 1st and last)
- memory: short & long term- put in schema to file in long term memory
- meta-cognition: thinking about thinking (what kind of learner am I, I need to read the textbook and go to class to hear it as well)
- multiple intelligence: students learn in different ways (linguistic, logical-mathematical, interpersonal, intrapersonal)
- put in schema to file in long term memory
- Responding
Communication Apprehension
Fear/anxiety associated with real or anticipated communication with another person
-20% of population
Shyness
Actual frequency of a persons talking
-actual behavior associated with avoiding communication
Self Perceived Communication Competence
How someone thinks about their competence, not what their competence actually is
-related to self esteem
Willingness to Communicate
Individual’s preference to initiate or avoid communication
- genetics play a role
- varies in strength based on context (dyadic, small group, large group, public)
Ways to prevent/reduce student communication apprehension problems in the classroom
- Reducing Oral Communication Demands: avoid testing through talk, grading on participation, randomly calling on students
- Make communication rewarding: praise students when they participate, avoid saying an answer is wrong, don’t punish for talking
- Reduce ambiguity & evaluation: make assignments clear & unambiguous as you can
Students motives for communicating with a teacher
Relational: find commonalities Informational: when is \_\_ due Sychophancy: sucking up Excuse making Participation
Reasons students avoid communication with teachers
- Student: afraid b/c higher power, afraid of asking dumb questions, doesn’t want to be seen as teachers pet, if don’t like teacher won’t participate
- Teacher: lack of sensitivity/caring, lack of feedback
- Environmental: time (classes back to back), convenient office hours
How to create a positive learning environment
Must deveop understanding of yourself, who you are in relation to others, how positions can change, hows positions have influence on my value system
Diversity
Cultural difference related to social, cognitive, & physical factors shared by a group
Culture
social, cognitive, and physical factors that are shared by an identified group
Attitudes
Conscious/unconscious learned pre-dispositions
-ism’s come out of these: girls receive lower quanity & quality of classroom attention, black girls receive least attention of all
Solving diversity puzzle
- Engage in self-analysis to increase your awareness of our own personal orientation system (attitudes, values, beliefs needs are result of unique experiences
- Identify your preferred teaching style (realize that expectations may not be comfortable for students of diverse cultures)
- encourage students to appreciate cultural diversity: provide opportunities for students of diverse backgronds to work together
