cThomas Flashcards
(145 cards)
1
Q
decentration (Piaget) -
A
ability to think of more than one quality at a time
2
Q
Social Development Theory -
A
Vygotsky
3
Q
Educational Psychology -
A
a branch of psychology that is concerned with understanding and improving how students acquire a variety of capabilities through formal instruction in classroom settings.
uses theory and research to understand the factors that affect teaching and learning
4
Q
How Will Learning about Educational Psychology Help You be a Better Teacher? -
A
teaching is a complex enterprise, research can inform teachers, and professional coursework contributes to competence
5
Q
5 characteristics of scientific observation -
A
sampling, control, objectivity, publication, and replication
6
Q
Teaching as an art involves… -
A
beliefs, emotions, values, and flexibility
7
Q
Teaching as a science means… -
A
Research provides a scientific basis for “artistic” teaching
8
Q
Teaching as an Artistic Scholar -
A
combines science and art theories
9
Q
4 steps of Teaching as Inquiry -
A
1: ask useful questions
2: gathering data
3: reflecting on (analyzing) what you have learned
4: taking action
10
Q
Characteristics of being a flexible teacher (Wasserman) -
A
- ability to improvise and modify
- know when to take advantage of an unexpected event
- communication emotions and interests in a variety of ways (classroom management)
- willingness and resourcefulness to work around impediments not of your own doing (interruptions, poor-quality textbooks, inadequate facilities, etc.)
11
Q
- Identify and explain Erikson’s psychosocial stages, with specific attention on those stages that occur from preK to the end of high school. -
A
Trust Versus Mistrust (Birth to One Year)
Autonomy Versus Shame and Doubt (Two to Three Years; Preschool)
Initiative Versus Guilt (Four to Five Years; Preschool to Kindergarten)
Industry Versus Inferiority (Six to Eleven Years; Elementary to Middle School)
Identity Versus Role Confusion (Twelve to Eighteen Years; Middle Through High School)
Intimacy Versus Isolation (Young Adulthood)
Generativity Versus Stagnation (Middle Age)
Integrity Versus Despair (Old Age)
12
Q
- Identify at least 3 strategies to help students develop a sense of industry (you may also refer to chapter 13, and don’t forget to read the “Suggestions for Teaching!”). -
A
Set them up to be successful!
- base grades on realistic and attainable standards that are worked out ahead of time and communicated to the students
- providing clear expectations as to what students should be able to do after a unit of instruction
- designing lessons that are logical and meaningful
- using teaching methods that support effective learning processes
13
Q
identity diffusion (Marcia)
A
crisis: not yet commitment: weak
Not self-directed; disorganized, impulsive, low self-esteem, alienated from parents; avoids getting involved in schoolwork and interpersonal relationships.
14
Q
foreclosure (Marcia)
A
crisis: not yet Commitment: strong
Close-minded, authoritarian, low in anxiety; has difficulty solving problems under stress; feels superior to peers; more dependent on parents and other authority figures for guidance and approval than in other statuses.
15
Q
Moratorium (Marcia)
A
crisis: partially experienced commitment: weak
Anxious, dissatisfied with school; changes major often, daydreams, engages in intense but short-lived relationships; may temporarily reject parental and societal values.
16
Q
identity achievement (Marcia)
A
crisis: fully experienced commitment: strong
Introspective; more planful, rational, and logical in decision making than in other identity statuses; high self-esteem; works effectively under stress; likely to form close interpersonal relationships. Usually the last identity status to emerge. Occurs over many years (10 or more) and only a small percentage of individuals will make it here.
17
Q
- Identify the role of social interaction and instruction in cognitive development. Compare and contrast Piaget’s and Vygotsky’s beliefs concerning these roles. -
A
Piaget: children are more likely to discuss, analyze, and debate with other children than adults. Needing to understand another’s point of view helps create new, more complex mental schemes.
Vygotsky:
18
Q
- Give two examples of technology applied to Piaget and two examples of technology applied to Vygotsky. -
A
Piaget:
microworlds- Virtual learning allows students to engage environments and collaborate with people not otherwise accessible
Vygotsky:
within technological environments, children can support each other’s learning, and the scaffolding that occurs in such environments supports learners cognitively, affectively, and technologically
multi-user virtual environments (MUVEs)
telementoring
19
Q
- Explain and contrast Piaget’s morality of constraint and morality of cooperation. -
A
morality of constraint- younger children, rules come from authorities above them
morality of cooperation- rules created by mutual agreement/social contracts
20
Q
- Explain the difference between micromoral and macromoral issues. -
A
macromoral issues: broad social intererst- civil rights, free speech, etc.
a moral person is one who attempts to influence laws and regulations because of a deeply held principle
micromoral issues: personal interactions in everyday situations- courtesy, helpfullness, punctuality, etc.
a moral person is one who is loyal, dedicated, and cares about particular people.
21
Q
- Identify and explain the four parts of character development as an educational goal. -
A
intellectual character- ways of thinking that direct and motivate what a person does when faced with a learning task and that often lead to a meaningful outcome. curious, open-minded, reflective, strategic, and skeptical. once these habits of mind are acquired with one or two subject areas, they are likely to generalize to other domains.
Moral character- a disposition to do both what is good and what is right.
civic character- the desire and willingness to use one’s knowledge and skills to become an engaged and responsible citizen
Performance character- personal qualities that facilitate the achievement of one’s goals. the willingness to persevere, especially in the face of obstacles, starting tasks in a timely manner, being able to recover from failure, being willing to take a stand or express a contrary point of view, having a positive outlook, and attending to detail.
22
Q
epigenetic principle (Erikson) -
A
in fetal development, certain organs of the body appear at certain specified times and eventually “combine” to form a child.
*What Erikson used to create personality theory
23
Q
identity (as defined by Erikson) -
A
a feeling of being at home in one’s body, a sense of ‘knowing where one is going’ and an inner assuredness of anticipated recognition from those who count
24
Q
Criticisms of Erikson’s theory -
A
- based more on personal ideas and less on scientific research
- described but doesn’t really explain why/how
- may be more accurate for males then females (Gilligan)
25
Applying Erikson's Psychosocial Theory as a Teacher -
* With younger preschool children, allow plenty of opportunities for free play and experimentation to encourage the development of autonomy, but provide guidance to reduce the possibility that children will experience doubt. Also avoid shaming children for unacceptable behavior.
* With older preschool children, encourage activities that permit the use of initiative and provide a sense of accomplishment. Avoid making children feel guilty about well-motivated but inconvenient (to you) questions or actions.
* During the elementary and middle school years, help children experience a sense of industry by presenting tasks that they can complete successfully.
* At the high school level, recognize that there are benefits to helping students develop a sense of who they are and how they fit into adult society.
26
psychological androgyny -
approach to gender-role development that combines traditional "masculine" and "feminine" behaviors
27
organization (Piaget) -
the tendency to systematize and combine processes into coherent general systems
28
adaptation (Piaget) -
the tendency to adjust to the environment
| 2 sub-processes, assimilation and accomodation
29
schemes (Piaget) -
organized, generalizable patterns of behavior or thought
30
disequilibrium (Piaget) -
a perceived discrepancy between an existing scheme and something new
31
equilibration (Piaget) -
organize their schemes to achieve the best possible adaptation to their environment.
32
constructivism (Piaget) -
process of creating knowledge to solve a problem and eliminate a disequilibrium
33
Piagets Stages of Cognitive Development -
Sensorimotor (birth-2): senses and motor activity, object permanence
Preoperational (2-7): conserve and decenter, not capable of operations and unable to mentally reverse actions.
Concrete Operational (7-11): Capable of operations but solves problems by generalizing from concrete experiences. Not able to manipulate conditions mentally unless they have been experienced.
Formal Operational (12 and older): Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations.
34
operation (Piaget) -
action carried out through logical thinking
35
conservation problems (Piaget) -
those that test their ability to recognize that certain properties stay the same despite a change in appearance or position.
36
perceptual centration (Piaget) -
strong tendency to focus attention on only one characteristic of an object or aspect of a problem or event at a time. -- preoperational stage
37
egocentrism (Piaget) -
inability to take another person's point of view -- preoperational stage
38
adolescent egocentrism (Piaget) -
This occurs when high school students use their emerging formal operational capabilities to think about themselves and the thinking of others, why they can't discriminate between the way the world should be and the way it actually is.
39
Applying Piaget's Theory- General Guidelines -
Focus on what children at each stage can do, and avoid what they cannot meaningfully understand.
gear instructional materials and activities to each student's developmental level.
instructional lessons and materials that introduce new concepts should provoke interest and curiosity and be moderately challenging to maximize assimilation and accommodation.
Mental and physical manipulation is more effective then direct instruction
point out to them how new ideas relate to their old ideas and extend their understanding. Memorization of information for its own sake should be avoided
Begin lessons with concrete objects or ideas, and gradually shift explanations to a more abstract and general level.
40
Criticisms of Piaget's theory -
Underestimate children's abilities
Overestimate adolescent abilities
Vague explanation for cognitive growth
Lack of attention to cultural differences
41
Applying Piaget's Theory- Preschool, Elementary, and Middle Grades -
Assess each child's learning and current stage
Learn through activity and direct experience
Incorporate social interaction
42
Applying Piaget's Theory- Middle and Secondary Grades -
To become aware of the type of thinking that individual students use, ask them to explain how they arrived at solutions to problems.
Teach students how to solve problems more systematically, and provide opportunities for hands-on science experiments.
43
Psychological tools (Vygotsky) -
the most important things a culture passes on to its members
the cognitive devices and procedures with which we communicate and explore the world around us. They both aid and change our mental functioning.
Speech, writing, gestures, diagrams, numbers, chemical formulas, musical notation, rules, and memory techniques idea
44
ideas about the role of social interaction -
Most theories and Piaget- cognitive development makes social interaction possible.
Vygotsky- social interaction is primary cause of cognitive development
45
mediation (Vygotsky) -
a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others
46
Spontaneous concepts (Vygotsky) -
early childhood- they learn various facts and concepts and rules as a by-product of such other activities as engaging in play and communicating with parents and playmates. This kind of knowledge is unsystematic, unconscious, and directed at the child's everyday concrete experiences.
47
scientific concepts (Vygotsky) -
psychological tools that allow us to manipulate our environment consciously and systematically. Vygotsky believed that the proper development of a child's mind depends on learning how to use these psychological tools, and this will occur only if classroom instruction is properly designed. This means providing students with explicit and clear verbal definitions as a first step. The basic purpose of instruction, then, is not simply to add one piece of knowledge to another like pennies in a piggy bank but to stimulate and guide cognitive development
48
empirical learning (extension of Vygotsky's scientific concepts) -
way in which young children acquire spontaneous concepts. The hallmark of empirical learning is that the most observable characteristics of objects and events are noticed and used as a basis for forming general concepts
49
theoretical learning (extension of Vygotsky) -
compare to empirical learning
psychological tools to learn scientific concepts. As these general tools are used repeatedly with various problems, they are gradually internalized and generalized to a wide variety of settings and problem types. Good-quality instruction, in this view, is aimed at helping children move from the very practical empirical learning to the more general theoretical learning and from using psychological tools overtly, with the aid of an adult, to using these tools mentally, without outside assistance
50
The Zone of Proximal Development (Vygotsky) -
the difference between what a child can do on his own and what can be accomplished with some assistance
51
4 components to help students with scaffolding (Vygotsky) -
1. model desired academic behaviors
2. create a dialogue with the student
3. practice
4. confirmation
52
microworlds (Piaget) -
also known as microcomputer-based laboratories
simulated learning environments that provide opportunities for students to think about problems for which there are not obvious solutions or situations that do not immediately "make sense."
53
morality of constraint (Piaget) -
moral realism
up to age 10
absolute moral perspective (right or wrong)
level of guilt determined by damage done
rules are unbreakable
rules should be obeyed because they are handed out by older authorities
54
morality of cooperation (Piaget) -
moral relativism
age 10 and up
believes rules are flexibles, understands different viewpoints
considers intentions when determining guilt
punishment = restitution or facing same fate as victim
peer aggression should be punished by retaliatory behavior
rules should be followed because of mutual concerns for rights of others
55
Example of Kohlberg's stages of moral reasoning -
Why shouldn't you steal from a store?
Stage 1: punishment-obedience orientation. "You might get caught." (The physical consequences of an action determine goodness or badness.)
Stage 2: instrumental relativist orientation. "You shouldn't steal something from a store, and the store owner shouldn't steal things that belong to you." (Obedience to laws should involve an even exchange.)
Stage 3: good boy-nice girl orientation. "Your parents will be proud of you if you are honest." (The right action is one that will impress others.)
Stage 4: law-and-order orientation. "It's against the law, and if we don't obey laws, our whole society might fall apart." (To maintain the social order, fixed rules must be obeyed.)
Stage 5: social contract orientation. "Under certain circumstances, laws may have to be disregarded—if a person's life depends on breaking a law, for instance." (Rules should involve mutual agreements; the rights of the individual should be protected.)
Stage 6: universal ethical principle orientation. "You need to weigh all the factors and then try to make the most appropriate decision in a given situation. Sometimes it would be morally wrong not to steal." (Moral decisions should be based on consistent applications of self-chosen ethical principles.)
56
Does moral thinking lead to moral behavior? -
No.
| The Hartshorne and May studies
57
Applying Theories of Development to the Preschool and Kindergarten Years -
Psychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment.
Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations.
Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions.
General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others.
58
Applying Theories of Development to the Primary Grade Years -
Psychosocial development: industry vs. inferiority. Students need to experience a sense of industry through successful completion of tasks. Try to minimize and correct failures to prevent development of feelings of inferiority.
Cognitive development: transition from preoperational to concrete operational stage. Students gradually acquire the ability to solve problems by generalizing from concrete experiences.
Moral development: morality of constraint, preconventional. Rules are viewed as edicts handed down by authority. Focus is on physical consequences, meaning that obeying rules should bring benefit in return.
General factors to keep in mind: Students are having first experiences with school learning, are eager to learn how to read and write, and are likely to be upset by lack of progress. Initial attitudes toward schooling are being established. Initial roles in a group are being formed, roles that may establish a lasting pattern (e.g., leader, follower, loner, athlete, or underachiever).
59
Applying Theories of Development to the Elementary Grade Years -
Psychosocial development: industry vs. inferiority. Keep students constructively busy; try to play down comparisons between best and worst learners.
Cognitive development: concrete operational. Except for the most intellectually advanced students, most will need to generalize from concrete experiences.
Moral development: morality of constraint; transition from preconventional to conventional. A shift to viewing rules as mutual agreements is occurring, but "official" rules are obeyed out of respect for authority or out of a desire to impress others.
General factors to keep in mind: Initial enthusiasm for learning may fade as the novelty wears off and as the process of perfecting skills becomes more difficult. Differences in knowledge and skills of fastest and slowest learners become more noticeable. "Automatic" respect for teachers tends to diminish. Peer group influences become strong.
60
self-image -
self-concept, self-esteem, and self-description combine to make up a person's self-image
61
Applying Theories of Development to the Middle School Years -
Psychosocial development: transition from industry vs. inferiority to identity vs. role confusion. Growing independence leads to initial thoughts about identity. There is greater concern about appearance and gender roles than about occupational choice.
Cognitive development: beginning of formal operational thought for some. There is increasing ability to engage in mental manipulations and test hypotheses.
Moral development: transition to morality of cooperation, conventional level. There is increasing willingness to think of rules as flexible mutual agreements, yet "official" rules are still likely to be obeyed out of respect for authority or out of a desire to impress others.
General factors to keep in mind: A growth spurt and puberty influence many aspects of behavior. An abrupt switch occurs (for sixth graders) from being the oldest, biggest, most sophisticated students in elementary school to being the youngest, smallest, least knowledgeable students in middle school. Acceptance by peers is extremely important. Students who do poor schoolwork begin to feel bitter, resentful, and restless. Awareness grows of a need to make personal value decisions regarding dress, premarital sex, and code of ethics.
62
Stages of Interpersonal Reasoning Described by Selman -
Stage 0: egocentric level (about ages four to six). Children do not recognize that other persons may interpret the same social event or course of action differently from the way they do. They do not reflect on the thoughts of self and others. They can label the overtly expressed feelings of others but do not comprehend cause-and-effect relations of social actions.
Stage 1: social information role taking (about ages six to eight). Children are able in limited ways to differentiate between their own interpretations of social interactions and the interpretations of others. But they cannot simultaneously think of their own view and those of others.
Stage 2: self-reflective role taking (about ages eight to ten). Interpersonal relations are interpreted in specific situations whereby each person understands the expectations of the other in that particular context. Children are not yet able to view the two perspectives at once, however.
Stage 3: multiple role taking (about ages ten to twelve). Children become capable of taking a third-person view, which permits them to understand the expectations of themselves and of others in a variety of situations as if they were spectators.
Stage 4: social and conventional system taking (about ages twelve to over fifteen). Each individual involved in a relationship with another understands many of the subtleties of the interactions involved. In addition, a societal perspective begins to develop. That is, actions are judged by how they might influence all individuals, not just those who are immediately concerned.
63
intelligence (Wechsler) -
the global capacity of the individual to act purposefully, think rationally, and deal effectively with the environment
64
Intelligence theory- Wechsler -
Wechsler's Global Capacity View
65
Intelligence theory- Sternberg's -
Sternberg's Triarchic View: The Theory of Successful Intelligence
Practical, creative, and analytical
66
Intelligence theory- Gardner -
Multiple Intelligences Theory
| logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist
67
Traditional intelligence tests -
Stanford-Binet
| Wechsler Intelligence Scale for Children-IV
68
Sternberg's styles of mental self-government -
13 mental self-government styles fall into one of five categories: functions, forms, levels, scope, and leaning. Within these categories, there are legislative, executive, and judicial functions; monarchic, hierarchic, oligarchic, and anarchic forms; global and local levels; internal and external scopes; and liberal and conservative leanings
69
between-class (ability group) -
```
The goal is for each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores. Three levels of classes are usually formed: high, average, and low
not supported by research
```
70
regrouping (abiity group) -
```
more flexible in assignments and narrower in scope than between-class groups. Students of the same age, ability, and grade but from different classrooms come together for instruction in a specific subject, usually reading or mathematics
disadvantages: requires a lot of planning and cooperation among teachers, some teachers are uncomfortable working with students they don't see all day long
research is inconclusive
```
71
Joplin Plan (ability group) -
combines students across grade levels.
basis for successful reading program Success for All
supported by research
72
Within-class grouping (ability group) -
most popular
the division of a single class of students into two or three groups for reading and math instruction
supported by research
73
ability groupings -
the use of standardized mental ability or achievement tests to create groups of students who were considered very similar to each other in learning ability.
called tracking at the high school level
74
4 main components of IDEA -
FAPE
Preplacement evaluation
IEP
LRE
75
disabling conditions included in IDEA -
```
autism
deaf-blindness
hearing impairment
intellectual disability
multiple disabilities
orthopedic impairment
other health impairment (asthma, diabetes, etc.)
emotional disturbances
specific learning disabilities
speech or language impairment
traumatic brain injury
visual impairment including blindness
*developmental delay- only ages 3-9 and state optional
```
76
Section 504 -
Section 504 of the Vocational Rehabilitation Act of 1973
The Americans with Disabilities Act Amendments Act of 2008 broadens the interpretation of disability as it is applied in Section 504.
prevents discrimination against people with disabilities who participate in any federally funded program, which includes public schools
students with health or medical challenges or those with attention-deficit/hyperactivity disorder who are not already covered by IDEA.
77
two-way bilingual programs -
also known as bilingual immersion, two-way immersion, and dual language
instruction in both languages to all students
78
transition programs (ELL) -
teach students wholly or partly in their native language so as not to impede their academic progress, but only until they can function adequately in English. Focus is on rapid shift to English
79
maintenance programs (ELL) -
try to maintain or improve students' native-language skills. Instruction in the students' native language continues for a significant time before transition to English.
80
Evaluations of ability grouping -
Average-achieving students benefit most from being placed in homogeneous-ability groups, whereas low-achieving students benefit most from being placed in mixed-ability groups
Students in high-ability classes had more positive attitudes about school and higher educational aspirations than did students in low-ability classrooms
81
RTI (Response to Intervention) -
```
IDEA, 2004 introduced an additional method of identifying students with learning problems
teacher documentation of in-class instructional interventions and how student responded
goal to assess students early
```
82
Regular Classroom Teacher's Responsibilities Under IDEA -
Referral, Assessment, Preparation of the IEP, Implementation and evaluation of the IEP,
83
Universal Design for Learning -
an approach that seeks to eliminate the barriers to learning for all students no matter what challenges they bring with them to school.
84
contigency contracting (BLT) -
reinforcement supplied after student completes mutually agreed-on assignment
85
operant conditioning (BLT) -
voluntary response strengthened or weakened by consequences that follow
86
positive reinforcement (BLT) -
strengthen a target behavior by presenting a positive reinforcer after the behavior occurs
87
negative reinforcement (BLT) -
strengthen a target behavior by REMOVING an aversive stimulus after the behavior occurs
88
punishment (BLT) -
weaken a target behavior by presenting an aversive stimulus after the behavior occurs
Type I- presentation punishment
89
time-out (BLT) -
weaken a target behavior by temporarily removing a positive reinforcer after the behavior occurs
works best with disruptive, aggressive children
Type II- removing punishment
90
extinction (BLT) -
weaken a target behavior by ignoring it
91
spontaneous recovery (BLT) -
extinguished behaviors may reappear spontaneously
92
generalization (BLT) -
responding in similar ways to similar stimuli
93
discrimination (BLT) -
responding in different ways to similar stimuli
94
Skinner's approach to instruction -
be clear about what is to be taught
teach first things first
present material in small and logical steps let students learn at their own rate.
95
behavior modification -
shape behavior by ignoring undesirable responses, reinforcing desirable responses
96
Premack principle (BLT) -
required work first, then chosen reward
97
Behavioral Learning Theory (BLT) -
B.F. Skinner
| operant conditioning
98
shaping (behavior modification) -
1. Select the target behavior.
2. Obtain reliable baseline data (that is, determine how often the target behavior occurs in the normal course of events).
3. Select potential reinforcers.
4. In small steps, reinforce successive approximations of the target behavior each time they occur.
5. Reinforce the newly established target behavior each time it occurs.
6. Reinforce the target behavior on a variable reinforcement schedule.
99
Information Processing Theory (IPT) -
how humans attend to, recognize, transform, store, retrieve information
learning results from an interaction between an environmental stimulus (the information that is to be learned) and a learner (the one who processes, or transforms, the information).
constructivist view of learning
100
Suggestions for teaching (IPT) -
Unpredictable changes in environment usually command attention
Attention span can be increased with practice
Distributed practice: short study periods at frequent intervals
Concrete analogies can make abstract information meaningful
101
Three assumptions of IPT -
information is processed in stages, or steps
there are limits on how much info can be processed at each stage
the human information-processing process is interactive
102
sensory register (IPT) -
the first memory store
| holds information just long enough for us to decide whether we want to attend to it further
103
maintenance rehearsal (IPT) -
rote rehearsal or repetition
104
elaborative rehearsal (IPT) -
elaborative encoding
| consciously relates new information to knowledge already stored in long-term memory.
105
meaningful learning (IPT) -
when a learner encounters clear, logically organized material and consciously tries to relate the new material to ideas and experiences stored in long-term memory.
106
self-control -
the ability to control one's actions in the absence of external reinforcement or punishment.
107
concept mapping -
a technique that helps students identify, visually organize, and represent the relationships among a set of ideas
108
mnemonic device -
a memory-directed tactic that helps a learner transform or organize information to enhance its retrievability
109
Identify the three elements of Bandura's Triadic Reciprocation Model. -
a person's behavior is always the result of interactions among:
personal characteristics
behavioral patterns
environmental factors.
110
the four factors that affect self-efficacy -
1. performance accomplishments
2. verbal persuasion
3. emotional arousal
4. vicarious experience
111
What are the four types of behavior affected by self-efficacy -
1. selection processes
2. cognitive proccesses
3. motivational proccesses
4. affective proccesses
112
the three phases of the self-regulation cycle -
1. forethought phase: analysis and self-motivational beliefs.
2. performance phase: self-control and self-observation
3. self-reflection phase: self-judgement and self-reaction
113
memory-directed learning tactics -
techniques that help produce accurate storage and retrieval of information
rehearsal and mnemonic
114
comprehension-directed learning tactics -
techniques that aid in understanding the meaning of ideas and their interrelationships
self-questioning, note taking and concept mapping
115
the four levels of self-regulated skill learning -
Observation: attend to action of the model, vicarious reward
Emulation: exhibit general form of model, direct reward from modeler
Self-Control: learn to exhibit behavior automatically through self-directed practice, reward is self-satisfaction
Self-regulation: adapt behavior to changes in conditions, reward is self-efficacy
116
self-efficacy -
how capable or prepared we believe we are to handle particular kinds of tasks
117
self-regulation -
the consistent and appropriate application of self-control skills to new situations
118
discovery learning (CLT) -
figuring out how to use what you already know in order to go beyond what you already think
119
Constructivist Learning Theory (CLT) -
Bruner
meaningful learning occurs when people use existing knowledge schemes and the viewpoints of others to interpret the world around them.
120
four key ideas of constructivism -
meaningful learning occurs when people actively construct personal knowledge structures
only part of a teacher's understanding of some concept or issue can be transferred to students through direct instruction
that students who can regulate their own learning are better prepared to construct meaningful knowledge structures
meaningful learning and transfer are most likely to occur when lessons are grounded in realistic contexts.
121
cognitive constructivism -
focuses on how individuals' cognitive processes influence the view of the world they construct.
Piaget
122
social constructivism -
focuses on how social processes influence the view of reality that students construct.
Vygotsky
123
critical constructivism -
focuses on cultural misconceptions and how they affect interactions in the learning environment.
124
5 steps of problem solving (CLT) -
```
Realize that a problem exists.
Understand the nature of the problem.
Compile relevant information.
Formulate and carry out a solution.
Evaluate the solution.
```
125
transfer of learning (CLT) -
students independently apply the knowledge and problem-solving skills they learn in school to similar but new situations.
126
vicarious reinforcement -
expect to receive the same reinforcer that we see someone else get for exhibiting a particular behavior.
127
Three conditions that support constructivism -
a cognitive apprenticeship between teacher and student
the use of realistic learning tasks (situated learning)
exposure to multiple perspectives
128
intrinsic motivation -
occurs when the learner does something to experience inherently satisfying results
129
extrinsic motivation -
occurs when the learner does something to earn external rewards
130
How does self-efficacy affect students' choice of goal, outcome expectations, and attributions? -
choice of goal: performance avoidance, task mastery, or performance approach goals
outcome expectations: in terms of the outcomes that students expect. High self-efficacy= expectation of positive outcome, lower self-efficacy= expectation of disappointing outcome
attributions: the reasons students cite to explain why they succeeded or failed at a task
131
Describe Maslow's hierarchy of needs, including what needs may be found on which levels. -
```
Top to bottom of the triangle
self-actualization (max. ones potential)
esteem (respect)
belongingness and love (acceptance, affection)
safety (nurturance, money)
physiological (food, water)
self-actualization- growth need
other four- deficiency needs
```
132
How can technology be used to increase motivation to learn (intrinsic and extrinsic)? -
Technology increases intrinsic motivation by making learning more interesting and meaningful
133
instructional objectives -
specify the kinds of observable and measurable student behaviors that make it possible for the underlying goals to be achieved
134
taxonomies -
a classification scheme with categories arranged in hierarchical order
3 domains:
cognitive domain: knowledge and intellectual skills
affective domain: attitudes and values
psychomotor domain: physical abilities and skills
135
direct instruction -
behavioral approach
focus on learning basic skills, teacher makes all decisions, keep students on-task, provide opportunities for practice, give feedback
also called teacher-directed and teacher-led instruction
136
components or direct instruction -
```
orientation,
presentation,
structured practice,
guided practice,
independent practice.
```
137
Information-processing/social cognitive approach to instruction -
design lessons around principles of meaningful learning, teach students how to learn more effectively
* communicate clear goals and objectives
* use attention-getting devices
* emphasize organization and meaningfulness
* present information in learnable amounts and over realistic time periods
* facilitate encoding of information into long-term memory
138
constructivist-oriented instruction -
to provide a set of conditions that will lead students to construct a view of reality that both makes sense to them and addresses the essence of your objectives
* provide scaffolded instruction within the zone of proximal development
* provide opportunities for learning by discovery
* foster multiple viewpoints (cooperative learning)
* emphasize relevant problems and tasks
* encourage students to become more autonomous learners
139
student-centered instruction -
humanistic approach
It assumes that students will be highly motivated to learn when the learning material is personally meaningful, when they understand the reasons for their own behavior, and when they believe that the classroom environment supports their efforts to learn, even if they struggle
*Classrooms are clean, well lit, properly maintained, and physically safe.
*Students are given emotional support
*Students are given clear expectations for behavior and academic work that are geared to individual differences and abilities.
*Lessons are organized and easy to understand.
*Help with difficult tasks is provided when needed.
*Teacher-student interactions are characterized by respect, courtesy, and fairness
*Feedback is constructive rather than harsh so as to avoid humiliation, embarrassment, and fear.
*Opportunities to make certain choices (such as reading material, projects, or work partners) that relate to interests and preferences are provided.
*Students see learning as an exciting, meaningful, and pleasurable experience.
140
Cooperative learning -
```
social approach to learning
students working together to accomplish shared goals
group goals/positive interdependence
group heterogeneity
promotive interaction
individual accountability
interpersonal skills
equal opportunity to success
team competition
```
141
what is assessment? -
, collecting information about how much knowledge and skill students have learned (measurement), and then making judgments about the adequacy or acceptability of each student's level of learning (evaluation)
142
reliability -
the extent to which test scores are free of measurement errors that arise from such factors as test anxiety, motivation, correct guesses, and vaguely worded items, thereby producing a consistent performance over the course of a test or over repeated assessments of the same characteristic
types of reliability: split-test, test-retest, alternate-form
143
validity -
it accurately measures what it claims to measure
| content, predictive, construct
144
norm group -
a sample of individuals carefully chosen so as to reflect the larger population of students for whom the test is intended
145
Race to the Top -
was part of the American Recovery and Reinvestment Act of 2009, awards $4 billion in competitive grants to states that meet its criteria.
common standards
high-quality assessments that are aligned with common standards to document student growth
evaluation systems for teachers that are based on student test scores and other data (value-added)
