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Issues in Learning & Teaching > Final - Attachment/Attunement/Embodied Minds > Flashcards

Final - Attachment/Attunement/Embodied Minds Flashcards

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1
Q

Do learning styles exist?

A

no

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2
Q

What is true instead of learning styles?

A
  • People have preferences for learning styles, but they don’t effect learning
  • might have better PROCESSING or MEMORY for one sense
  • so RECALL can be a bit effective, but that’s not the same as learning
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3
Q

Most of what you learn is stored in terms of _____

A

meaning

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4
Q

is meaning tied a particular sense?

A

no

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5
Q

In order to retain something, we need to…

A
  • organize it in a way that’s meaningful
  • make connections to it
    • connect to own experiences & context
    • make up examples
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6
Q

the best way to learn something is…

A

…totally dependent on the content itself!! There is no one answer! (you learn visual information visually, etc)

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7
Q

Do all things have a ‘best sense’ for learning?

A

no, some are multisensory (i.e. symphony, football game)

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8
Q

What is secure attachment?

A

Good at using mother as a secure base

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9
Q

What is the name of the attachment test?

A

Strange Situation

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10
Q

What does a secure child do for the strange situation?

A

cry when she leaves, ignore the environment, then is receptive to being soothed when she returns. Slowly becomes engaged in environment again as child calms down.

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11
Q

What does an ambivalent child do for the strange situation?

A

Cry when she leaves, then remain sullen when back. hands to face, at sides, turning away.

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12
Q

What is another name for ambivalent?

A

resistant BUT means anxious!!

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13
Q

What does an avoidant child do for the strange situation?

A

angry, throws toys

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14
Q

What are children supposed to learn from interactions with caregivers

A
  • how to trust and reach out in times of difficulty

- how to regulate oneself (emotion, behaviour, attention)

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15
Q

What is the difference between Anxious-Ambivalent and preoccupied?

A

child v adult name

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16
Q

kinds of knowledge (from a pedagogical viewpoint)

A

rigid bits - facts - help them get to know
can figure it out - prompt them
needs to become automatic - create repeated exposure

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17
Q

4 kinds of learning

A

Automaticity
Application
Strengthening
Making New Sense

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18
Q

Automaticity

A 
practice (training reflexes)
FEELS fun (flow/play)
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19
Q

Application

A

demonstrate (using knowledge to accomplish something)

FEELS consolidating

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20
Q

Strengthening

A

Assimilation (from what you do know to what you don’t yet know - scaffolding?)
FEELS affirming

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21
Q

Making New Sense

A

Accommodation (from ‘huh’ to ‘aha’)

FEELS threatening/exhilerating

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22
Q

use multiple intelligence strategies for

A

adding MEANINGFUL stuff

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23
Q

Manage Attention:

A
  • what’s emotionally salient draws our attention or shuts us down
  • highlight the important
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24
Q

Co-occurance matters

A

stories and triggers tie things together

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25
consider levels of ______
abstraction
26
affect =
emotion!
27
emotions are _____'s mental fuel
cognition
28
behaviours are ______ expression
emotion's
29
early attachments shape
- what's meaningful - what we pay attention to - our learning preferences
30
goal of understanding attachment as teacher
- understand self - understand students - relate in attuned ways
31
what are the attachment styles in children
secure anxious-ambivalent anxious-avoidant disorganized-disoriented
32
what are the attachment styles in adults
secure preoccupied (anxious/ambivalent) dismissive (anxious/avoidant) unresolved/disorganized
33
what is psychic equivalence
associated with preoccupied type belief that what is in the mind is what is real (perception = fact) caused by parents not differentiating reaction from reality when reflecting emotion back i.e. caregiver has SAME emotional experience TOO REAL
34
what is pretense
reflection/symbolism that is not real enough
35
things associated with secure attachment
effective coping self-efficacy in coping regulation comfortable reaching out comfortable with display of distress without exaggeration successful problem solving optimistic beliefs about distress management
36
things facilitated by secure attachment
``` hope optimism autonomy curiosity trust feelings of interconnectedness ```
37
2 things we need from relationshiop
secure base | safe haven
38
percentages
65 - secure 20-25 - avoidant 10 - preoccupied 2-3 disorganized
39
teachers - safe haven/secure base
``` avoidant = subject anxious = kids ```
40
when does the attachment system get activated
threats
41
what do we do when threatened?
seek proximity to attachment figure
42
when we seek attachment figure, what do we do if they are not properly responsive?
become distressed, then seek proximity if appropriate
43
what do we seek if soothing is unavailable?
proximity
44
what do we do if proximity is available (3rd module)
hyperactivate threat and attachment cues
45
if proximity not available?
deactivating strategies and distance from threat cues
46
what is attunement?
the gift of security
47
what do infants of depressed parents do
- not upset by still-face experiment - engage with and are more upbeat with strangers - bring out depressed behaviour in non-depressed adults
48
what are the 5 coping strategies that happen with depressed mothers (babies) within 6 months
- imitate depressed emotions to be with her - try to coax and charm - give up, become fascinated with inanimate world - start humouring the forced affect and play along - self-regulate, self-stim, self-manipulate
49
what do we learn if not attunement?
coping strategies
50
what system are these things built into?
limbic system
51
what are attuned responses (3)
- contingent - marked - containing
52
what is contingent
noticing! contingent on the child: you exist!
53
what is marked?
not an exact replica - marked by adult's acknowledgement - you exist...and i do too! (as someone separate and discoverable) - you are neither responsible for me, nor omnipotent
54
what is containing?
the 'holding environment of a safe-enough world' reflected in the adult holding space, belonging your mind is held in my mind
55
3 phrases to sum up attuned responses
I give you audience You do not determine me I will keep you safe in the world
56
sense-making
given vs made
57
what are transitional objects?
the mother and not the mother
58
what are elements of culture as transitional objects
given AND made: given to you and made your own
59
what happens when we make sense?
two thing can be thought together and there is joy...or trepidation
60
given AND made as pedagogy
Given + what do you Make of this + space + how can I help?
61
Questions to ask
how do we play here to make shared meaning | what would an attuned teacher do?
62
What percentage of Canadians are foreign-born?
20-ish
63
UDL: 3 networks
Affective - why - interests, meaning Recognition - what - different ways to learn Strategic - how - different ways to express
64
what is the reward for sense-making?
sense-making is its own reward
65
what does UDL do
remove or reduce barriers for all students to ensure equity
66
Affective - keyword, opportunities
why - ENGAGEMENT - opportunities to self-regulate - opportunities to take interest
67
what do you need to set up for a decentralized (self-regulating) classroom?
enabling constraints - how much freedom? where is the boundary?
68
experience and avoidance
The thing you haven't done is the thing you are 'not good at'...is the thing you avoid -> learned helplessness
69
preoccupation with self can lead to what?
worry
70
the thoughts that you suppress are the ones that become
most salient
71
teachers can differentiate through ___x___ according to ______
content process product environment
72
teachers can differentiate through ______ according to __x____
interests readiness learner profile
73
what's the alternative to learning styles
learner PROFILES
74
favourite learning preference?
DOING, followed by seeing and working with others
75
mastery approach
learn everything deeply, build knowledge base
76
mastery avoidance
avoid misunderstanding deep concepts & patterns (avoid mastery fuckup)
77
performance approach
do it better and faster than classmates
78
performance avoidance
avoid appearing incompetent
79
how to help struggling learners
- keep them interested - help them feel successful - draw on strenghts
80
absolute keys for struggling learners, teach
- big ideas - key concepts - governing principles
81
accommodation vs modification
``` accommodation = HOW we teach modification = WHAT we teach ```
82
What should you consider for UDL lesson plannig
what is the task? what is the barrier?
83
what is the single biggest predictor of academic success from a literacy point of view?
vocabulary
84
3 tiered model of vocab
conversational - high utility/general academic(cross boundaries i.e. experiment) - subject specific

Issues in Learning & Teaching (3 decks)

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