HGC Final Exam CH. 10-12

Question 1

4 theorists who supported constructivism

Answer 1

John Dewey
Jean Piaget
Lev Vygotsky
Jerome Bruner

Question 2

Bruner’s theory

Answer 2

Discovery learning

Question 3

4 Claims of Constructivism

Answer 3

1. Meaningful learning is the active creation o knowledge from personal experience
2. Social Interaction and the negotiation of understanding with others can help learners
3. Self-Regulation is a key to successful learning
4. Authentic problems provide realistic contexts that contribute to the transfer of knowledge

Question 4

T/F Construction of ideas is strongly influenced by prior knowledge

Answer 4

T

Question 5

3 variations of constructivism

Answer 5

1. Cognitive Constructivism
2. Social Constructivism
3. Critical Constructivism

Question 6

Form of constructivism that focuses on cognitive processes that take place in individuals

Answer 6

Cognitive Constructivism

Question 7

Form of constructivism that emphasizes the role of culture and social interaction in meaningful learning

Answer 7

Social Constructivism

Question 8

Form of constructivism that emphasizes the role of cultural myths and how they influence learning environment

Answer 8

Critical Constructivism

Question 9

Says that the teacher models a cognitive process that students are to learn and then gradually turns responsibility for executing the process to students as they become more skilled

Answer 9

Cognitive Apprenticeship

Question 10

Occurs when students are given learning asks in realistic contexts

Answer 10

Situated Learning

Question 11

Said too much school learning emphasizes rote learning that isn’t applicable outside of the classroom and said students need to learn how to problem-solve

Answer 11

Jerome Bruner

Question 12

Says students should have the opportunity to view ideas and problems in multiple ways

Answer 12

Multiple Perspectives

Question 13

T/F Teaching from a constructivist perspective is the only orientation to learning you will ever need

Answer 13

F, it is very time consuming and places high demands on learners, so you will need other learning orientations

Question 14

3 types of problems in Constructivism

Answer 14

1. Well-structured
2. Ill-Structured
3. Issues

Question 15

A problem that is clearly formulated, solved by specific procedure, and evaluated by an agreed upon standard

Answer 15

Well-structured problems (ex. math equations)

Question 16

A problem that is complex, has few cues to solution procedures, and less-definite criteria for measurement

Answer 16

Ill-Structured Problems (ex. how to increase voter turn-out, how to raise wages for teachers)

Question 17

An ill-structured problem that arouses strong feelings and drives people into opposing camps at to the nature of and solution to the problem

Answer 17

Issues (ex. gun control, capital punishment)

Question 18

Presents students with complex, authentic problems and requires them to ID and locate info needed to solve it

Answer 18

PBL (Problem-Based Learning)

Question 19

Steps to helping students become good problem solvers

Answer 19

1. Realize a problem exists
2. Understand nature of the problem
3. Compile relevant information
4. Formulate and carry out a solution
5. Evaluate the Solution

Question 20

T/F Well-Structured problems may only call for steps 2,4, and 5 of the problem solving stages

Answer 20

T

Question 21

When students independently apply knowledge and skills to similar but new info

Answer 21

Transfer of Learning

Question 22

Transfer of learning where previous learning makes later learning easier

Answer 22

Positive Transfer (ex. someone who is a violin player can learn how to read accordion music faster than someone who can’t read music at all)

Question 23

Argues that the greater the degree of similarity is between the tasks’ stimulus and response (ex. riding a bike and riding a motorcycle), the greater amount of learning transfer there will be

Answer 23

Theory of Identical Elements (Thorndike and Woodworth)

Question 24

Transfer of learning where previous learning interferes with later learning

Answer 24

Negative Transfer (ex. a tennis player who learns how to play racquetball may confuse the rules)

Question 25

Transfer of learning where prior learning has no effect on new learning

Answer 25

Zero transfer (ex. knowing how to diagram a sentence can't help you with calculus)

Question 26

Transfer of learning that occurs due to specific similarities between two tasks

Answer 26

Specific Transfer

Question 27

Transfer of learning that occurs due to the use of the same cognitive strategies such as mnemonic devices

Answer 27

General Transfer

Question 28

Transfer of learning that occurs when previously learned knowledge and skills are used soon on a highly similar task

Answer 28

Near Transfer (ex. the math concepts learned at the beginning of a chapter help you do the ones at the end)

Question 29

Transfer of learning that occurs when previously learned knowledge i used on later for dissimilar tasks

Answer 29

Far Transfer (ex. using basic knowledge of math to calculate interest on a loan)

Question 30

T/F Specific/General Transfer are more contemporarily called Low-Road and High-Road Transfer

Answer 30

F; Near/Far

Question 31

Transfer that occurs when a previously learned skill is automatically applied to a similar current task

Answer 31

Low-Road Transfer (ex. a student can do 2 row addition and is able to do 3 and 4 row without needing explanation)

Question 32

Transfer of learning that occurs when people transfer prior knowledge and skills over longer times to new situations that differ from the first

Answer 32

High-Road Transfer (ex. Learning how to problem solve)

Question 33

T/F A teacher who teaches students how to formulate for a variety of tasks in the future with similar problems would be teaching low-road and high-road transfer

Answer 33

T

Question 34

the selection, persistence, intensity, and direction of behavior

Answer 34

Motivation

Question 35

Occurs when the learner does something to earn external rewards

Answer 35

Extrinsic Motivation

Question 36

Occurs when the learner does something to experience inherently satisfying results

Answer 36

Intrinsic Motivation

Question 37

This view says that motivation is based on reinforcers

Answer 37

Behaviorist

Question 38

This view says that motivation is people's sense of self-efficacy and thee models to which they are exposed

Answer 38

Social Cognitive

Question 39

A student who observes an older sibling doing well and benefiting in school and strives to do the same is exhibiting this view of motivation

Answer 39

Social Cognitive

Question 40

What are some limitations of the behaviorist view of motivation

Answer 40

1. changes in behavior may be temporary 2. students may develop materialistic attitudes towards learning 3. extrinsic rewards could lesson students' intrinsic motivation

Question 41

View of motivation that is based on Piaet's principles and says children possess an inherent desire to maintain a sense of organization and equilibration

Answer 41

Cognitive Development View of Motivation

Question 42

View that says motivation is influenced by inherent need to balance excitation of success against the fear of failure

Answer 42

The Need for Achievement

Question 43

4 factors that influence motivation

Answer 43

Ability Effort Task Difficulty Luck

Question 44

3 types of beliefs about ability

Answer 44

1. Entity Theorists 2. Incremental Theorists 3. Mixed Theorists

Question 45

Belief about ability wherein students describe intelligence as a thing with fixed characteristics

Answer 45

Entity Theorists

Question 46

Belief about ability wherein students believe intelligence can be improved gradually by refining and acquiring thinking skills

Answer 46

Incremental Theorists

Question 47

Belief about ability wherein students believe the other 2 theories, dependent upon different subjects

Answer 47

Mixed Theorists

Question 48

Individuals who experience periodic states of intense concentration, sustained interest, and enjoyment of an activity are in this state regarding motivation

Answer 48

Flow and Engagement

Question 49

Limitations of Cognitive Views of Motivation

Answer 49

1. It is not always easy to get students to see answers 2. The need for achievement view lacks efficient and objective instruments for measuring its strength 3. Changing students' attributions can be a difficult, time consuming task

Question 50

This theorist agrees with the Humanistic View of Motivation

Answer 50

Abraham Maslow

Question 51

Says motivation is influenced by fulfilling different levels of need

Answer 51

Maslow's Theory of Growth Motivation

Question 52

Levels of Maslow's Hierarchy of Needs (bot to top)

Answer 52

``` Physiological Safety Belonging/Love Esteem Self-Actualization ```

Question 53

T/F On Maslow's Hierarchy, the only one considered a growth need is Physiological Needs

Answer 53

F, the first four are deficiency needs (only motivate when not being meet), and Self-Actualization is the only growth need (people strive to satisfy it)

Question 54

Types of Self-Perceptions that play a role in Motivation

Answer 54

1. Identity 2. Self-Esteem/Self-Worth 3. Self-Concept 4. Self-Efficacy

Question 55

Self-Perception that is the non evaluative picture people have of themselves

Answer 55

Identity (ex. I am _____)

Question 56

self-Perception that includes the global evaluative judgments we make of ourselves; describes how you feel about your identity

Answer 56

Self-Esteem (ex. I am a good person; I am happy with myself)

Question 57

Self-Perception that includes the evaluative judgments someone makes of their competence in specific areas; past-oriented

Answer 57

Self-Concept (ex. I'm good at sports.)

Question 58

Self-Perception that includes the beliefs someone has about how capable they are

Answer 58

Self-Efficacy (Ex. I believe I can learn how to use a computer program)

Question 59

Approach to classroom management where student compliance is the main goal; makes heavy use of rewards/punishments

Answer 59

Authoritarian

Question 60

Approach to classroom management that imposes minimal control and allows students to make basic decisions; gains control by having students like you

Answer 60

Permissive

Question 61

Approach to classroom management where the goal is for students to learn how to regulate their own behavior; set rules but adjust as students show abilities to regulate their own behavior

Answer 61

Authoritative

Question 62

Theorist behind "with-it-ness" and maintaining smoothness in classroom activities while also coping with overlapping situations in the classroom

Answer 62

Jacob Kounin

Question 63

Influence Techniques

Answer 63

``` Planned Ignoring Signals Proximity/Touch Interest Boosting Humor Helping over Hurdles Program Restructuring Antiseptic Bouncing Physical Restraint (EL only) Direct Appeals Criticism and Encouragement Defining Limits Post situational Follow up Marginal Use of Interpretation ```

Question 64

T/F Boys are more likely to bully than girls

Answer 64

F, Girls are (usually rumors, property destruction, name-calling) Boys are more physical

Question 65

Bullying Characteristics (3)

Answer 65

1. More likely to be hyperactive, impulsive, aggressive when provoked 2. Receive less support from teachers and other students 3. More likely to have witnessed domestic violence; less likely to have close relationships with mom

Question 66

T/F Boys are more likely than girls to become hostile towards school because of academic failure

Answer 66

T