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educ 210 - module 7 to 12 > educ 210 module 7 to 12 > Flashcards

educ 210 module 7 to 12 Flashcards

1
Q

Compare to the behaviouristic orientation, the cognitive perspective recognizes people as what type of learners?

A

Active learners

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2
Q

Maria has excellent study habits. She seems to know just what to review and how long to spend on each part of every course. Maria is applying what type of knowledge?

A

Serf-regulatory knowledge

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3
Q

Alex still remembers how to touch-type, even though it has been 3 years since he has practiced. The memory system most directly involved here is….

A

the procedural system

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4
Q

what you are thinking about right now is being held in ….

A

your working memory

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5
Q

Mr. Kawick is teaching his sixth-grade science students about the scientific method. Students are instructed about each component of the method first, in order to understand the whole process. This instructional strategy is based on the concept of…

A

Bottom-up processing

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6
Q

items can typically be stored in working memory for approximately…

A

about 20 seconds

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7
Q

you are given a math problem to solve. As you try to remember the formula involved, what memory system is being searched?

A

long-term semantic memory system

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8
Q

Mark can answer the physics problem because of patterns of knowledge stored in his long-term memory which he did not intentionally try to learn. This situation involves Mark using his…

A

implicit memory

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9
Q

Because memories are organized in propositional networks, recall of one bit of information often…

A

leads to recall of another bit of information

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10
Q

A script is viewed by cognitive theorists as useful…

A

in directing everyday activities in different situations

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11
Q

self-regulatory knowledge provides the ….

A

when and why for applying other types of knowledge

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12
Q

the cognitive perspective views people as active processors of information. They interpret stimulus material based on

A

prior knowledge and interest rather than passively receiving it.

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13
Q

episodic memory concerns….

A

events in our lives, not procedures

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14
Q

procedural memory is memory for

A

how to do things

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15
Q

your working memory contains the information that you are thinking about…

A

at the present moment

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16
Q

bottom-up processing called feature analysis involves…

A

analyzing a stimulus into components and assembling the components into a whole pattern

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17
Q

long term memory is assumed to be….

A

permanent

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18
Q

the problem with long term memory is…

A

retrieving the information

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19
Q

schemes or schemas are structures or patterns that people must develop in order to…

A

understand large amounts of information inherent in complex concepts and problems

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20
Q

schematic memory is a feature of …

A

long term memory

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21
Q

implicit memory is knowledge that is …

A

not readily available to conscious recall.

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22
Q

scripts are…

A

schemas representing the typical sequence of events in everyday situations.

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23
Q

most psychologists believe that people switch between…

A

general and domain specific approaches to problem solving.

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24
Q

when we become involved in a new area, we primarily rely on

A

general strategies

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25
Q

as we gain more experience, we increasingly use …

A

domain specific strategies

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26
Q

analogical thinking is a type of…

A

heuristic approach

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27
Q

employing a general strategy previously used in a similar situation is …

A

analogical thinking

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28
Q

flexibility is…

A

the strategy of asking yourself what is it that i need in order to solve the problem

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29
Q

creativity is sometimes associated with…

A

divergent thinking

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30
Q

divergent thinking involves…

A

coming up with many different ideas or answers

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31
Q

Vygostky’s idea that learning is inherently social and embedded in a particular social or cultural setting is consistent with…

A

situated learning because Vygotsky and situated learning acknowledge the role of context in learning

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32
Q

constructivist approach is …

A

using realistic materials and a group format

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33
Q

in a problem based learning the teacher will…

A

assist group and independent investigations encourage students to conduct experiments

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34
Q

the assignement of roles is ….

A

a good way ti encourage participation

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35
Q

assigning roles is an effective way for teachers to…

A

ensure that students fully participate and cooperate with each other

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36
Q

the triarchie reciprocal causality describes a system of dynamic interplay between three kinds of influences…

A

personal, environmental and behavioural

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37
Q

self efficacy is ….

A

a person’s sense of their ability to competently perform a specific task

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38
Q

self esteem is …

A

concerned with judgments of self worth

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39
Q

when students receive rewards or reinforcements based on the quality of their performances, school achievement ….

A

improves and self efficacy increases

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40
Q

self regulated learners demonstrate…

A

volition

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41
Q

Student who demonstrate volition…

A

know how to protect themselves from distraction in order to reach their goal

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42
Q

cognitive theories of motivation are concerned with…

A

the quest to learn and understand things

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43
Q

sociocultural theory emphasizes participation in communities of practice as….

A

an important source of motivation

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44
Q

the type of goal that a person will be most motivated reach is one that is…

A

specific and moderately difficult.

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45
Q

a specific goal creates …

A

clear stand performances

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46
Q

moderate difficulty goals provide

A

challenge that is reasonable

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47
Q

in which level does direct teaching of classroom rules becomes essential?

A

early elementary since they are unfamiliar with their roles

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48
Q

academic learning time is…

A

the time at which students are working at a high rate of success

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49
Q

time out is …

A

exclusion from the classroom

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50
Q

major problems in movement management involve…

A

avoiding abrupt and slowdown transitions

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51
Q

what is a reflection of an effective classroom teacher…

A

keeping group focus demonstrating witness and watching for overlapping activities together with movement management

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52
Q

the best way to deal with a defiant hostile student is to …

A

give the student a chance to coo down and save face

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53
Q

the key element in empathetic listening is to…

A

allow the student to find a solution to the problem

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54
Q

empathetic listeners try to …

A

develop trust and provide support by reflections back what they think the other person is saying

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55
Q

warm demanders are …

A

effective teachers who show both high expectations and great caring for their students.

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56
Q

your textbook suggests that advance planning is important primarily because such planning…

A

influences what students will learn

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57
Q

the key factor of advance planning is to influence what…

A

students will learn

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58
Q

planning eliminates some…

A

uncertainty in teaching

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59
Q

the primary value of Bloom’s taxonomy of cognitive objectives is that it can…

A

lead educators to think carefully about the objectives they construct

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60
Q

in the highest level of the affective domain, students are expected to…

A

adopt and act consistently with a new value

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61
Q

the constructivist approach to planning learning experiences emphasizes the roles that…

A

students and teachers together determine the content, activities, and learning strategies to be used

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62
Q

from a constructivist perspective, planning is shared and negotiated by …

A

the teacher and the students. Together they determine the content, activities, and learning approaches

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63
Q

lecturing is most appropriate for situations…

A

where remembering, understanding, and receiving informations are important cognitive and affective objectives

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64
Q

lecture is not desirable where…

A

there is a wide range of individual differences, low-ability students or high-level cognitive objectives such as synthesis and evaluation

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65
Q

if a student called on to respond to a question gives a partially wrong answer, the recommended procedure is to…

A

provide a prompt or cue and stay with the student for a little while

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66
Q

what is at the heart of the direct instruction teaching model?

A

guided and independent practice with feedback

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67
Q

which one of the following statements should be avoided in order to promote high expectations of your students

A

this is easy, anyone can do it, and you can too

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68
Q

which of the following is an example of a sustaining expectation effect?

A

a student is ready for more challenging work, but is not given the opportunity to try it because the teacher believes that they cannot handle it

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69
Q

a sustaining expectation effect results when…

A

a teacher does not recognize and build on improvements.

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70
Q

in comparison to high-achieving students, students who are low-achieving…

A

receive more praise for inadequate answers

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71
Q

high achieving students are more likely to receive…

A

prompts and extra time to respond to a question

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72
Q

declarative knowledge is

A

easier to learn when it is meaningful.

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73
Q

mnemonics are particularly useful for…

A

rote information that we have to remember

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74
Q

rote memorization is not usually an effective way of learning, but…

A

some information can only be learned by rote

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75
Q

developing procedural knowledge requires…

A

different approaches to learning.

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76
Q

a lot of procedural knowledge is…

A

domain-specific.

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77
Q

in learning, we need to have…

A

access to pre-requisite knowledge plus ample practice with feedback

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78
Q

to develop declarative knowledge you need to

A
  1. make it meaningful
  2. use visual images and keywords
  3. use mnemonics
  4. use rote memorization
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79
Q

to develop procedural knowledge you need to

A
  1. automatize basic skills

2. domain-specific strategies

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80
Q

some applications of constructivist theories in the classroom are:

A

cooperative learning and service learning

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81
Q

in order to encourage students to become motivated learners, teachers need to have…

A

an in-depth understanding of the complexity of motivation.

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82
Q

is hardworking vs lazy a good explanation for motivation

A

NO

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83
Q

motivation is in part influence by

A

our personal experience and the attributes that we assign to our experience

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84
Q

our success and failure play a crucial role in determining whether we are

A

likely to put an effort into a task

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85
Q

what interferes with learning by taking up mental space that could be used for problem solving and self regulation

A

anxiety

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86
Q

what encourages teachers to carefully consider their choices in learning tasks, instructional management and feedback

A

target

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87
Q

learning and motivation are influenced by

A

complex personal and social factors as well as classroom environment

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88
Q

personal factors are

A

self efficacy, attributions, needs, goal orientation and emotions

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89
Q

social factors are

A

modelling self efficacy and agency

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90
Q

classroom environment is

A

target model

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91
Q

effort to create a positive learning environment begin with

A

goo planning, setting clear rules and procedures, organizing classroom space

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92
Q

discipline problems are inevitable. Teachers need to exercise their caring concern to deal with them

A

effectively, relying on their empathy and active listening

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93
Q

teachers’ interventions should be delivered in

A

a firm assertive but non punitive manner reinforcing natural consequences and individual responsibility

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94
Q

effective learning requires

A

ample planning

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95
Q

good classroom management begins

A

at the beginning of the school year

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96
Q

discipline and resolution of conflict both involve

A

active and empathetic listening

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97
Q

teachers need to choose appropriate grading practices that balance

A

objectivity with authentic real life applications

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98
Q

high stakes testing can help

A

ensure accountability and provide some information about the effectiveness of schools

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99
Q

teachers should use results to

A

improve instruction, not to stereotype students or justify lower expectations

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100
Q

according to the cognitive view, knowledge is

A

learned

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101
Q

both behavioral and cognitive theorists believe reinforcement is

A

important in learning

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102
Q

behaviorist maintains that reinforcement

A

strengthens responses

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103
Q

cognitive theorists see reinforcement as

A

a source of feedback

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104
Q

the cognitive approach suggests that one of the most important elements in the learning process is

A

knowledge the individual brings to the learning situation

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105
Q

the human brain seems to both impact and is impacted by

A

learning

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106
Q

learning changes communication

A

among neurons

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107
Q

the path from sensory input to recognizing objects is

A

feature analysis or bottom-up processing

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108
Q

one explanation for how features are organized into patterns are

A

the Gestalt principles

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109
Q

working memory is both

A

short-term storage in the phonological loop and visuospatial sketchpad and processing in the episodic buffer

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110
Q

to keep information activated in working memory for more than 20 seconds, people use

A

maintenance rehearsal (mentally repeating) and elaborative rehearsal (making connections with knowledge form long-term memory)

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111
Q

the capacity of working memory can be circumvented by

A

the process of chunking

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112
Q

cognitive load refers to

A

the volume of cognitive resources

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113
Q

if the cognitive load is high, it can decrease

A

the ability to perform a task

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114
Q

declarative knowledge is the knowledge that can be

A

declared in words. It is knowing that

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115
Q

procedural knowledge is

A

knowing how

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116
Q

self-regulatory knowledge is

A

knowing when and why

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117
Q

explicit memory is

A

semantic or episodic

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118
Q

implicit memory is

A

procedural, classical conditioning or priming

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119
Q

a concept is a category used to

A

group similar events, ideas objects…

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120
Q

concepts provide a manner of

A

organizing diversity among members of a group

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121
Q

long-term memories include concepts that

A

enable people to identify and recognize members of a group

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122
Q

what learning processes improve long-term memory

A

the way you learn information

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123
Q

the dual coding theory suggests that information coded

A

both verbally and visually is easier to remember

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124
Q

information lost from working memory

A

truly disappears

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125
Q

information in long-term memory

A

may be available given the right cues

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126
Q

declarative knowledge develops as

A

we integrate new information with our existing understanding

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127
Q

the most useful and effective way to learn and remember is to

A

understand and use new information

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128
Q

two types of procedural knowledge

A

automated basic skills and domain-specific strategies

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129
Q

three stages in the development of an automated skill

A
  1. cognitive
  2. associative
  3. autonomous
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130
Q

to support domain-specific knowledge, teachers most

A

provide opportunities for practice and application

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131
Q

what are the three metacognitive skill to regulate thinking and learning

A

planning, monitoring and evaluating

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132
Q

what are the sources of individual differences in metacognition

A

different paces of developments or biological differences among learners

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133
Q

how to help to develop metacognitive

A

for younger student use ‘look inside’ and for older build self-reflective

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134
Q

what are learning strategies

A

special kind of procedural knowledge, knowing how to do something

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135
Q

what key functions do learning strategies play

A

they help students become cognitively engaged focus. they encourage students to invest effort, make connections. They regulate and monitor their own learning

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136
Q

what are some procedures for developing learning strategies

A

develop motivation to use the strategies and tactics .
provide direct instruction in content knowledge
expose students to a number of different strategies

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137
Q

when will students apply learning strategies

A

if they are faced with a task that requires food strategies. think the effort to apply the strategies will be worthwhile and believe they can succeed

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138
Q

to apply deep strategies students must

A

assume that knowledge is complex and takes time to learn

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139
Q

what is problem-solving

A

it is both general and domain-specific

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140
Q

problem-solving strategies usually include the steps of

A

identifying the problem, setting goals, exploring possible solutions and consequences

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141
Q

both general and specific problem-solving are

A

valuable and necessary

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142
Q

to represent the problem accurately, you must understand both

A

the whole problem and its discrete elements

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143
Q

schema training may improve

A

this ability

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144
Q

functional fixedness or rigidity

A

interfere with problem-solving

145
Q

what are the differences between expert and novice knowledge

A

expert has a rich store of declarative, procedural, and conditional knowledge

146
Q

what is creativity

A

it is a process that involves independently restructuring problems to see things in new ways

147
Q

creativity is

A

difficult to measure

148
Q

originality is determined

A

statictically

149
Q

fluency is

A

the number of different responses

150
Q

flexibility is

A

the number of different categories of responses

151
Q

to support creativity in the classroom teachers can

A

think flexibly and creatively

152
Q

critical thinking is

A

skills innclude defining and clarifying the problem, making judgments

153
Q

overlearning will

A

help students use critical thinking in the own lives

154
Q

argumentation is

A

the process of debating, supporting your position with evidence and understanding

155
Q

argumentation skills are

A

not natural, they take time and instruction to learn

156
Q

what is transfer

A

when a rule, fact… is applied in another situation

157
Q

two types of transfer

A

automatic and mindful, intentional

158
Q

what are some basic assumptions of the learning sciences

A

experts develop deep conceptual knowledge

159
Q

learning comes from

A

the learner

160
Q

creating learning environments is

A

the responsibility of the school

161
Q

students prior knowledge is

A

key

162
Q

reflection is

A

a critical component of learning

163
Q

psychological constructivist

A

Piaget - concerned with how - also called first wave - constructivism

164
Q

social constructivists

A

Vygotsky - social interaction, cultural - also called second wave constructivism

165
Q

constructivist are interested in

A

how public knowledge is constructed

166
Q

knowledge is created by both

A

external and external factors

167
Q

thinking as enculturation is

A

the process of acquiring knowledge and understanding consistent with Vygotsky

168
Q

common elements in most constructivist views of learning

A

complex challenging and authentic tasks.

understanding that knowledge is constructed and student ownership of learning

169
Q

the inquiry strategy begins when

A

the teacher presents a puzzling event. Student asks, formulate, solve collect data reflect

170
Q

problem-based learning begins with

A

an authentic problem that matters to the students. The goal is to learn while seeking a real solution to a real problem

171
Q

six features that cognitive apprenticeship approaches share

A 
observe, 
get external support, 
receive conceptual scaffolding, 
continually articulate their work
reflect on their progress
explore new ways
172
Q

the goal of reciprocal teaching is to

A

help students understand and think deeply about what they read

173
Q

reciprocal teaching is

A

summarizing the content of a passage
asking a question about the central point
clarifying the difficult parts
predicting what will come next

174
Q

what are the differences between collaboration and cooperation

A

collaboration is a philosophy about how to relate to others, a way of dealing with people. cooperation is a way of working together to attain a shared goal

175
Q

learning can be enhanced in cooperative groups, creation and resolution (Piaget) or

A

the scaffolding of higher mental processes (Vygotsky)

176
Q

five elements that define true cooperative learning

A

students interact face to face
group members experience positive interdependence
members of the group must demonstrate learning
collaborative skills
members monitor group processes and relationships to make sure group is working effectively

177
Q

extrinsic rewards can

A

enhance motivation, effort, and persistence

178
Q

the use of rewards may

A

divert the group away from the goal of in-depth cognitive processing

179
Q

strategies for cooperative learning are

A

include reciprocal questioning, jigsaw, structured controversy and many cooperative structures

180
Q

services learning is organized around and designed to meet actual community needs

A

and ought not to be supplementary to students’ regular activities

181
Q

technology cannot necessarily replace

A

the teacher when it comes to direct instruction

182
Q

classrooms of the future take greater advantage of

A

learning environments that immerse students in virtual worlds where they work alone or with others to solve problems and apply academic skills

183
Q

the results of research on technology-enhanced learning emphasize that

A

technology by itself will not guarantee improvement in academic achievement

184
Q

the social learning in behavioral views, reinforcement, and punishment

A

directly affect behavior

185
Q

the social cognitive theory is a dynamic system that explains human adaptation, learning, and motivation

A

the theory addresses how people develop social

186
Q

the social cognitive go to

A

how people regulate their own lives and what motivates them

187
Q

Triarchic reciprocal causality is

A

the dynamic interplay between three kinds of influences

  1. personal
  2. environmental
  3. behavioral
188
Q

modelling is

A

learning by observing others - social cognitive theory

189
Q

modelling is influenced by

A

the developmental characteristics of the observer

190
Q

observational learning encourages five possible outcomes

A
  1. directing attention
  2. encouraging existing behaviors
  3. changing inhibitions
  4. teaching new behaviors and attitudes
  5. arousing emotions
191
Q

young children learn by

A

watching and emulating others

192
Q

observing can lead to the

A

association of emotions ex: if you see someone enjoying an activity

193
Q

self efficacy is

A

it involves judgments of capabilities specific to a particular task

194
Q

self-efficacy is

A

concerned with judgments of personal capabilities

195
Q

self-esteem is

A

concerned with judgments of self-worth

196
Q

four sources of self-efficacy

A
  1. mastery experiences - direct experience
  2. level of arousal as you face the task
  3. vicarious experiences - modeled by someone else
  4. social persuasion - pep-talk
197
Q

the teacher’s sense of efficacy is that

A

he or she believes that he or she can reach even difficult students to help them learn

198
Q

efficacy grows from

A

real success

199
Q

some benefits to lower efficacy can be

A

if this encourages teachers to pursue professional development and improvement

200
Q

one important goal of teaching is to

A

prepare students for lifelong learning

201
Q

self-regulating learners engage in four types of activities

A
  1. analyzing the task
  2. setting goals and designing plans
  3. engaging in learning
  4. adjusting their approach to learning
202
Q

teaching students to be more self-regulating is

A

providing opportunities to identify and analyze the task at hand

203
Q

students need to reflect on

A

whether they were successful and devise strategies for overcoming shortcomings in their self-regulation process

204
Q

cognitive behavior modification is a process in which

A

self-talk is used to regulate behavior

205
Q

four skills are particularly helpful self talk strategies

A
  1. listening
  2. planning
  3. working
  4. checking
206
Q

cognitive behavior modification engaged in self-talk may require

A

more adult assistance and guidance

207
Q

what are the skills involved in emotional self-regulation

A

individuals are aware of their own emotions and the feelings of others. realizing that inner emotions can differ from outward expressions

208
Q

teachers can support the development of self-efficacy and self-regulated learning by

A

involving students in a complex meaningful task that extend over long periods of time. provide control over the learning process

209
Q

to support the development of self-efficacy and self-regulated learning teachers should

A

encourage students to work collaboratively with and seek feedback from peers

210
Q

what are the four pillars of teaching

A
  1. behavioral
  2. cognitive
  3. constructivist
  4. social cognitive learning
211
Q

motivation is

A

an internal state that arouses, directs and maintains behavior

212
Q

intrinsic motivation is

A

the natural tendency to seek out and conquer challenged as we pursue personal interests and exercise. It is the motivation to do something when we don’t have to

213
Q

extrinsic motivation is

A

based on factors not related to the activity itself. We are not really interested in the activity for its own sake, we care only about what it will gain us

214
Q

the essential difference between intrinsic and extrinsic motivation is

A

the person’s reason for acting, whether the locus of causality for the action is inside or outside the person

215
Q

if th locus is internal, the motivation is

A

intrinsic

216
Q

if the locus is external, the motivation is

A

extrinsic

217
Q

Can both intrinsic and extrinsic operate at the same time

A

yes

218
Q

behaviorist tend to emphasize extrinsic motivation caused by

A

incentives, rewards, and punishment

219
Q

humanistic views stress the intrinsic motivation created by

A

the need for personal growth, fulfillment and self-determination

220
Q

social cognitive theories take into account

A

both the behaviorist and the cognitivist

221
Q

what are expectancy x value theories

A

expectancy x value theories suggest that motivation to reach a goal is the product of our expectations for success. If either is 0, our motivation is 0

222
Q

legitimate peripheral participation means

A

beginners are genuinely involved in the work of the group even if their abilities are undeveloped and contribution small

223
Q

Maslow called four lower level needs

A
  1. survival
  2. safety
  3. belonging
  4. self-esteem
224
Q

when Maslow’s lower level needs are satisfied, the motivation for fulfilling

A

decreases

225
Q

Maslow higher level needs

A
  1. intellectual achievement
  2. aesthetic appreciation
  3. self-actualization
226
Q

when Maslow’s higher level needs are satisfied, the motivation

A

increases to seek further fulfillment

227
Q

the basic needs that affect motivation are

A

competence, autonomy and control, and relatedness

228
Q

the most motivating goals are

A

specific, moderately difficult, and able to be reached in the near future

229
Q

a mastery goal is

A

the intention to gain knowledge and master skills. seek challenges and persist when encounter difficulties

230
Q

a performance goal is

A

the intention to get good grades, leading to be preoccupied with themselves and how they appear

231
Q

work avoidant learners are

A

simply want to find the easiest way to handle the situation

232
Q

social goals can be supported or hindered in their learning

A

depending on the specific goal

233
Q

in order for goal setting to be effective in the classroom,

A

students need accurate feedback about their progress toward goals

234
Q

epistemological beliefs are

A

ways of understanding how you think and learn

235
Q

epistemological beliefs can

A

impact the approach to learning

236
Q

epistemological beliefs include your

A

understanding of the structure, stability, and certainty of knowledge

237
Q

the three dimensions of attributions in Weiner’s theory are (the causes of successes or failures are)

A
  1. locus (location of the cause internal or external to the person)
  2. stability (whether the cause stays the same or can change)
  3. responsibility (whether the person can control the cause)
238
Q

the greatest motivational problems arise when

A

students attribute failyres to stable, uncontrollable causes

239
Q

when people come to believe that the events and outcomes in their lives are mostly uncontrollable they have developed

A

learned helplessness

240
Q

learned helplessness is associated with 3 types of deficits

A
  1. motivational
  2. cognitive
  3. affective
241
Q

a low sense of self-worth seems to be linked with

A

the failure avoiding and failure accepting strategies

242
Q

failure avoiding and failure accepting may seem to help in the short term but

A

damaging to motivation and self-esteem in the long run

243
Q

learning and information processing are influenced by

A

emotion

244
Q

students are more likely to pay attention to learning

A

that provoke emotional responses or related to their personal interests

245
Q

curiosity is the tendency toward

A

interest in a variety of things, therefore, a powerful motivational tool

246
Q

a higher level of arousal is helpful on

A

simple tasks

247
Q

a lower level of arousal is better for

A

complex task

248
Q

anxiety can be the cause of

A

poor performance

249
Q

teachers are interested in a particular kind of motivation,

A

student motivation to learn

250
Q

target is an acronym for 6 areas in which teachers make decisions that influence student motivation

A

the TASK that students are asked to do, the AUTONOMY students are allowed in working, how students are RECOGNIZED for their accomplishments GROUPING practices, EVALUATION procedures and the scheduling of TIME in the classroom

251
Q

when students encounter tasks related to their interests

A

they are more likely to be motivated to learn

252
Q

attainment value is

A

the importance to the student of succeeding

253
Q

intrinsic value is

A

the enjoyment the student gets

254
Q

utility value is

A

how much the task contributes to reaching short term or long term goals

255
Q

bounded choice

A

giving students a range of options that set out valuable tasks for them and follow personal interests

256
Q

unbounded choices can be

A

counterproductive for learning

257
Q

praise and rewards should focus on

A

students’ growing competence

258
Q

recognition and reward will support motivation to learn if

A

recognition is for personal progress rather than competitive victories

259
Q

three-goal structures and distinguish among them

A

cometitive, individualistic or cooperative

260
Q

the more competitive the grading, the more students set performance goals and

A

focus on looking competent - ego-involved

261
Q

if the focus is on performing rather than learning, students often

A

see the of as simply finishing

262
Q

in order to foster motivation to learn, teachers should

A

be flexible in their use of time

263
Q

students who are forced to move faster or slower are not likely

A

to develop persistence for learning

264
Q

classroom management is unpredictable due to

A

the nature of multidimensional

265
Q

the goals of effective classroom management are to

A

make ample time for learning, improve the quality of time use by keeping students actively engaged

266
Q

rules are the

A

dos and don’ts of classroom life

267
Q

the two kinds of spatial organization are

A

territorial (traditional classroom arrangement) and functional (dividing space into interest or work areas)

268
Q

when the task provides continuous cues for the student

A

involvement will be greater

269
Q

according to Kounin

A

to create a positive environment and prevent problems, teachers must take individual differences into account, maintain student motivation and reinforce positive behavior.

270
Q

four areas for successful problem preventers

A

withitiness, overlapping, group focusing, and movement management

271
Q

according to Kounin, teachers can prevent problems by

A

establishing a caring classroom community and teaching students to use social skills and emotional self-regulation skills

272
Q

if students know that their teachers care about them it is

A

the key to building a connection with the school

273
Q

7 levels of intervention in misbehavior

A
  1. eye contact
  2. verbal hints
  3. teacher asks if the offender is aware of negative effects of actions
  4. a reminder of procedures
  5. ask the student to state correct rule and follow it
  6. move to telling the student in a clear way to stop
  7. offer choice -stop or meet privately to work out the consequences
274
Q

bullying involves both

A

imbalance of power and repeated attempts at harm

275
Q

teachers who work in high school should be prepared to handle

A

students who don’t complete school, break the same rule defy teachers

276
Q

empathetic listening is

A

active listening, it should capture the emotions intent and meaning behind them

277
Q

passive style

A

teacher comments on behavior but never followa through

278
Q

hostile resonse style

A

teachers make you statements

279
Q

assertive response

A

teacher cares too much and the process of learning to allow inappropriate behavior persist

280
Q

assertive teachers

A

clearly state what they expect

281
Q

peer mediation is a good possibility

A

for preventing violence in school

282
Q

the steps for mediation are

A
  1. jointly define conflict
  2. exchange positions and interests
  3. reverse perspectives
  4. invent at least 3 agreements to allow mutual gain
  5. reach an integrative agreement
283
Q

lack of cultural synchronization between teachers and students can explain

A

why male Latino and black students are more often punished

284
Q

culturally responsive management combines

A

high expectations for student’s appropriate behavior with warmth and caring for the students as individuals

285
Q

teachers who receive proper training and certification

A

have more successful students

286
Q

teacher’s knowledge of a subject is

A

not sufficient for effective teaching

287
Q

teacher warmth, friendliness, and understanding seem to be

A

the traits most strongly related to positive students attitudes about the teacher and the course in general

288
Q

to become an expert teacher it takes

A

time and experience

289
Q

expert teachers know how to be

A

reflective practitioners

290
Q

3 dimensions of a good teacher

A

affective (emotional support), behavioral (clear activities and routine) and cognitive (instructional support)

291
Q

all levels of planning must

A

be coordinated

292
Q

instructional objective is

A

a clear and unambiguous description of your educational intentions

293
Q

Gronlund’s alternative approach suggests that

A

an objective should be stated first in general terms

294
Q

taxonomy encourages

A

systematic thinking about relevant objectives and ways to evaluate them

295
Q

six basic objectives are listed in the cognitive domain

A

knowing, understanding, applying, analyzing, evaluating and creating

296
Q

direct instruction is appropriate for

A

teaching basic skills and explicit knowledge

297
Q

convergent questions have

A

only one right answer

298
Q

divergent questions have

A

many possible answers

299
Q

higher level questions require

A

analysis, synthesis, and evaluation - students have to think for themselves

300
Q

the best pattern for younger students and lower ability students is

A

simple questions that allow a high percentage of correct answers

301
Q

for high ability students, successful pattern

A

harder questions at both higher and lower levels and critical feedback

302
Q

group discussion helps students participate

A

directly and allow a student to ask for clarification

303
Q

group discussion are

A

quite unpredictable and may easily digress into exchanges of ignorance

304
Q

academic ability groupings can

A

have disadvantages and advantages

305
Q

lower ability groups are

A

less likely to be asked critical comprehension questions and are given fewer opportunities

306
Q

lower ability groups often mean that

A

students are segregated

307
Q

cross-age grouping by subject can be

A

an effective way to deal with ability differences in a school

308
Q

within-class ability grouping can

A

have positive effects

309
Q

effective teaching for exceptional students does

A

not require a unique set of skills

310
Q

differentiated instruction can

A

improve learning for all students

311
Q

the two kinds of expectation effects are

A

self-fulfilling prophecy (idée préconcue erronée de l’élève) and sustaining expectation (idée préconcue mais juste)

312
Q

measurement is

A

the description of an event or characteristic using numbers

313
Q

assessment includes

A

measurement but is broader because it includes all kinds of ways to sample skills knowledge and abilities

314
Q

formative

A

ungraded, diagnostic

315
Q

summative

A

graded

316
Q

formative assessment helps

A

form instructions

317
Q

summative assessment

A

summarizes students’ accomplishments

318
Q

norm-referenced test a student’s

A

performance is compared to the average performance of others

319
Q

in criterion-referenced tests, scores

A

are compared to a pre-established standard

320
Q

norm-referenced tests cover

A

a wide range of general objectives

321
Q

norm-referenced tests do not tell whether

A

students are ready for advanced material

322
Q

criterion-referenced tests measure

A

very specific objectives

323
Q

a test is a sample of a student’s performance

A

on a given day

324
Q

tests must be reliable to be

A

valid, but reliability does not guarantee validity

325
Q

learning is supported by

A

frequent testing using cumulative questions

326
Q

2 traditional formats for testing are

A

objective test and essay test

327
Q

authentic assessments are

A

similar to the real-life performances

328
Q

example of authentic assessment

A

portfolios and exhibitions

329
Q

one way to make assessment more reliable and valid is

A

using rubrics

330
Q

informal assessments are

A

ungraded formative assessments that gather information from multiple sources

331
Q

grading can be

A

norm-referenced (on the curve) or criterion-referenced (report cards)

332
Q

occasional failure can be positive if

A

appropriate feedback is provided

333
Q

it is best to promote but

A

provide extra support (differentiated instruction could prevent problems)

334
Q

grades can encourage students’s motivation if

A

they are tied to meaningful learning

335
Q

mean

A

arithmetical average

336
Q

median

A

middle sore

337
Q

mode

A

most common score

338
Q

standard deviation measures

A

how scores spread out around the mean (represented as a bell)

339
Q

teachers should use testing results to

A

improve instruction

340
Q

if a student becomes experienced in test taking it

A

can improve the outcome of the test

341
Q

we will have weekly quizzes, but your final grade will be based only on the midterm and final exam. This decision implies that the quizzes are to be used for

A

formative evaluation

342
Q

formative evaluation help

A

students and teachers gauge the level of success

343
Q

a test or rating scale is objective to extent that it

A

is free of biases of the administrators and scorers

344
Q

the most important use of essay tests is to

A

measure complex learning outcomes

345
Q

an essay should be reserved for measuring

A

high-level thinking skills

346
Q

essay test or less efficient than

A

objective tests

347
Q

the key feature of authentic assessments is

A

testing in the realistic context

348
Q

which one of the following procedures would improve the reliability and validity of grading short essay tests, thus refuting the complaint of sensitivity to bias and variability in grading

A

using a scoring rubric

349
Q

paper-and-pencil exercises, direct observations of performance, development of portfolios and creation of artifacts are all methods of

A

assessment

350
Q

assessment is used when

A

it is broader than testing

351
Q

which one of the following situations requires a norm-referenced evaluation

A

hiring one manager from a pool of 150 applicants

352
Q

for which of the following situations would a criterion-referenced test be the most appropriate measure to use

A

measuring mastery of basic competencies in addition and subtraction

353
Q

with regard to the practice of retaining or holding back students with failing grades, your textbook’s general recommendation is that

A

students should be promoted with their peers but provided with extra help in the summer or the next year

354
Q

which one of the following procedures is recommended for reducing the detrimental effects of grading on students

A

give ungraded assignments in order to increase exploration

355
Q

a math teacher wants to know if her students understood the concepts of number groupings well enough that she can introduce the concepts of multiplication. what type of evaluation should she use

A

formative evaluation

356
Q

the graduate program of psychology would like to choose the most promising candidates from a group of 450 applications. what type of testing would facilitate the selection process?

A

norm-referenced tests

357
Q

to determine if linda is able to apply her knowledge of piager’s theory to help desigh a math program for elementary level students, she should use

A

essay questions

358
Q

you want to determine as objectively as possible if the students in the educ 210 class have acquired the basic knowledge for psychology of education

A

multiple-choice questions

359
Q

to help determine if alex has the requisite competencies to drive a car

A

essay questions

educ 210 - module 7 to 12 (1 decks)

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