PLT - 5622 Flashcards
(165 cards)
1
Q
Everyone has a perceived locus of causality (PLOC). People with higher internal PLOC are more likely to feel in control of their circumstances and motivated by intrinsic motivation. People with an external PLOC feel that outside forces are controlling their behaviors and are motivated by external rewards or extrinsic motivation.
A
Self-determination Theory
2
Q
Provides rewards or punishment as a motivation for desired performance.
A
Operant conditioning
3
Q
A form of extrinsic motivation when a student is motivated, but only within the particular context of the situation.
A
Situated motivation
4
Q
Presenting a motivating stimulus to the person after the desired behavior is exhibited.
A
Positive reinforcement
5
Q
Occurs when a certain stimulus is removed after a particular behavior is exhibited. Ex. “Bob does dishes to shut up his mom.”
A
Negative reinforcement
6
Q
Presenting an aversive consequence after an undesired behavior is exhibited. Example: “Child picks nose during class and teacher responds.” Or “child touches hot stove and feels pain.”
A
Positive punishment
7
Q
“Child kicks peer and loses play time.”
A
Negative punishment
8
Q
Time doesn’t drive the task.
Example: if I am meeting my manager and he isn’t on time, I won’t get up and leave.
A
Synchronic culture
9
Q
Time brings order and sets limits.
A
Sequential culture
10
Q
Involves learning a response to stimuli or the environment.
A
Classic conditioning
11
Q
Refers to the uneasiness that is felt when an individual has conflicting thoughts.
A
Cognitive dissonance theory
12
Q
Measure acquired knowledge or skills. They are intended to determine what students know at the end of a learning experience.
A
Achievement tests
13
Q
Are used to measure a persons ability to develop particular skills if properly trained.
A
Aptitude tests
14
Q
Measures a persons ability to perform a particular skill without training.
A
Ability tests
15
Q
Are used to measure the ability of a person with an identified disability, such as mental retardation, to become self-sufficient.
A
Adaptive behavior scales
16
Q
Refers to how well an assessment measures its intended purpose.
A
Validity
17
Q
Theory that proposes that one attempts to understand the behavior of others by attributing feelings, beliefs, and intentions to them.
A
Attribution theory
18
Q
Explains the driving forces behind conduct.
A
Motivation Theory
19
Q
Measures and controls behavior in response to stimuli
A
Behaviorism
20
Q
What is the social learning theory?
A
Belief that children learning is a combination of cognition, behavior, and environment. Describes learning as occurring when another, more knowledgeable person engages in modeling or demonstrations that students are able to duplicate.
21
Q
Cognitive process that manages how we take in new info into our existing knowledge.
A
Assimilation
22
Q
An instructional method that occurs when learners see and/or hear a learning situation.
A
Vicarious learning
23
Q
Student learning goals for a lesson.
A
Lesson objective
24
Q
Involved clearly set goals that all students are expected to achieve.
A
Standards-based education
25
The process by which a learner receives new info and processes it within his or her existing schema or framework of understanding.
Cognitivism
26
Representations of something; not a genuine object.
Models
27
A plan for achieving goals in all subject areas by combining content across disciplines.
Integrated framework
28
Units of study in which content from all subject areas is integrated.
Interdisciplinary units
29
Units which integrate curricula across content areas under a general theme and helps students make connections between different content areas.
Thematic units
30
A certified professional who assesses and provides treatment for the development of life skills among disabled individuals.
Occupational therapist
31
These guides include statements or questions that provide instructional focus while students are watching film or clips.
Viewing guides
32
Moral development in the classroom would include:
Student participation in creating a social contract that all students are expected to adhere to for the good of all classroom society as a whole.
33
Based on constructivism, it involves asking a thought provoking question followed by providing opportunities for students to research and discover answers for themselves.
Inquiry-based learning
34
Rooted in pragmatism and involves increasing the depth of understanding by developing real-world solutions to problems.
Project based learning
35
Learning procedure in which a biologically potent stimulus is paired with a previously neutral stimulus. Ex. "when a teacher rings a bell, students stop what they are doing and pay attention."
Classical conditioning
36
Simply teaching students to think about their learning. Strategies to do this include think-pair-share and metacognitive journaling.
Metacognitio
37
Refers to behavior that is driven by internal rewards. Motivation to engage because its naturally satisfying.
Intrinsic motivation
38
Behavior driven by rewards such as money, praise, etc.
Extrinsic motivation
39
Framework; describes a pattern of thought or behavior that organizes categories of information and the relationships among them. They are like file folders in the brain that learners naturally sort info into.
Schema
40
When a person believes he or she is capable of achieving a learning goal.
self-efficacy
41
Space between what a child can do independently and the learning goal (what they cant do). Keeping students within it prevents students from feeling discouraged and giving up.
ZPD
42
Breaking the curriculum into smaller pieces and then providing support so that students can acquire mastery.
scaffolding
43
Ability to monitor and control aspects of the self.
self-regulate
44
Involves reteaching a concept multiple times throughout the year with steadily increasing levels of rigor and depth.
spiraling the curriculum
45
Gifted and talented students have an IQ over:
130
46
Impairments in intellectual functioning and adaptive behavior. These may be mild (IQ scores between 55-70), moderate (30-55), and severe (below 30).
Cognitive disabilities
47
Student-centered instruction in which the teacher facilitates opportunities for students to construct their own learning. Can be independent, experiential, or interactive
Indirect teaching
48
Student-centered instruction that focuses on developing autonomy (independence) with minimal teacher support.
Independent learning
49
Acquiring knowledge through experiences, including hands-on learning.
Experiential learning
50
An approach that relies heavily on social interaction and cooperative grouping.
Interactive learning
51
Focused and unambiguous teaching of a specific skill or standard.
Explicit teaching
52
Measure a student's progress against a statistical average of other students the same age. Both achievement and aptitude tests are examples. These are purchased from a publisher.
Formal assessments
53
Are regularly used to assess classroom performance and drive instruction. Teacher-made tests, anecdotal records, portfolio assessments, error analysis are all examples. Created by teachers.
Informal assessments
54
These are given before a learning experience, and they provide teachers with a baseline of student's skills.
Diagnostic assessments
55
Are informal assessments that are used throughout the learning experience to help teachers make instructional decisions and to provide feedback to students.
Formative assessments
56
These are notes that teachers keep concerning student performance according to learning or behavior goals.
Anecdotal records
57
Refers to the consistency of similar results if the test were repeated. A test can be reliable if its not valid but not vice versa.
Reliability
58
Refer to the number of calculations a student answered correctly. No calculations are made.
Raw scores
59
Rank students by indicating the percentage of students who measured higher and the percentage who measured lower.
Percentile scores
60
Calculated using the average score of students who fall into the grade level.
Grade-equivalent scores
61
Use the average score of students within an age group.
Age equivalent scores
62
Prohibits discrimination based on disabilities. In schools, this includes activities that take place both on and off campus, including athletics and extracurricular activities.
Americans with Disabilities Act
63
Ensures access to a free and appropriate education. Establishes the framework for identification, parental rights, placement decisions, modifications and accommodations, behavior supports, transitioning to adulthood, and handing disputes between parents and schools. Part B serves students aged 3-22. Part C provides state0run early intervention services for children from birth to three years of age.
Individuals with Disabilities Education Act (IDEA)
64
IEPs are developed how often?
every year.
65
Provides services to all students in federally assisted programs who have physical or mental impairments that substantially limit one or more life activities.
Section 504 of the Rehabilitation Act
66
Prohibits schools from sharing identifiable information about students. Gives parents and students, once they reach the age of eighteen years, the right to review their records and request that amendments to those records be made.
Family Educational Rights and Privacy Act of 1974 (FERPA)
67
Formally known as No Child Left Behind, this federal legislation holds schools to high standards using high-stakes testing to determine federal funding. States, rather than federal government, have the authority to determine performance standards.
Every Student Succeeds Act (ESSA)
68
Protects students against gender discrimination in all federally funded education programs, including colleges that receive federal funding.
Title IX of the Education Amendments of 1972
69
Provides serves, such as transportation to a child's home school or enrollment without appropriate documents, for students who do not have a consistent home.
McKinney-Vento Homeless Assistance Act
70
These students are usually alert, curious, and imaginative. They have comparatively advanced vocabulary, memory, and sense of humor. They also have a tendency toward radicalism, impulsive, and emotionality. Immerse themselves in one thing at a time, and view homework as a waste of time.
Gifted Students
71
The think more deeply and differently than other people.
Divergent thinkers
72
What are the five stages of second-language acquisition?
1. Beginning
2. Emerging
3. Developing
4. Expanding
5. Bridging
73
It's basically conversational english.
Basic Interpersonal Communication Skills (BICS)
74
Refers to a student's ability to comprehend academic vocabulary in English.
Cognitive academic language proficiency (CALP)
75
Give a student access to the same curriculum as their grade-level peers, but information is presented in a different way.
Accommodations
76
Are changes made to the curriculum or environment because students are so far behind that they are unable to progress using the same curriculum or setting as their peers.
Modifications
77
Behavior drive by external rewards such as money, fame, grades, and praise.
Extrinsic Reward
78
Behavior driven by internal rewards such as doing work because its interesting, challenging, or relevant, or makes them feel successful.
Intrinsic Reward
79
Repetitive practicing of skills to promote memorization of facts.
Drill practice
80
This is the practice of using graphic organizers to present thoughts or information.
Concept mapping
81
Reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks.
Cloze procedure
82
A form of learning that involves classifying information by topic.
Concept learning
83
Deduce or conclude (information) from evidence and reasoning rather than from explicit statements.
Infer
84
Is emphasizing a word or words in a sentence to expressing meaning. Ex. "I" never said you were talking about anyone.
Vocal stress
85
Is a change of pitch or tone to express meaning. Ex. The word "Jane" sounds different in the sentence."
Vocal inflection
86
Used to generate discussions and help students think critically and creatively. These are probing questions that prompt students to critically evaluate a topic and provide clear responses that are fully developed, supported by evidence, and explored from multiple points of view.
Socratic questions
87
Typically open-ended questions that begin with stems, such as "when and why did this skill be used?" Are introduced at the beginning of a lesson to guide thinking and reviewed at the end of the lesson to motivate students, help them set learning goals, and check for understanding.
Essential questions
88
Hearing a speaker and then repeating back the meaning behind their words to clarify understanding.
Reflective listening
89
Students develop schema as they
Compare, contrast, and search for connections between different pieces of information,
90
A mathematical calculation that indicates the variability of scores in comparison with the average.
Standard deviation
91
Uses general categories to rate the overall outcome. Has between three and give levels of performance with general statements that indicate achievement at each level.
Holistic scores
92
Breaks down the general scoring categories into more specific parts. Allows students and teachers to review strengths and weaknesses with more precision so that feedback is targeted.
Analytical scoring
93
Outline only the necessary criteria for meeting proficiency.
Single point rubrics
94
Looking at evidence with deliberate and analytical thought to make inferences or draw conclusions.
Critical thinking
95
A cognitive process, such as brainstorming, that is designed to generate new thoughts, ideas, and solutions to existing problems.
Creative thinking
96
Conclusions are drawn by putting together known concepts and applying them to a new situation.
Inductive reasoning
97
Occurs when conclusions are drawn by using known information and narrowing it to be a specific circumstance. "If all frogs are amphibians, then my frog must be an amphibian."
Deductive reasoning
98
A form of teacher-centered instruction in which the teacher focuses on disseminating facts to students.
direct teaching
99
Is a process by which goals and the steps toward achieving those goals are determined.
Action plan
100
Prohibits discrimination based on disabilities for all public entities, including access to educational facilities.
Title II of the Americans with Disabilities Act (ADA)
101
Prohibits discrimination based on race, color, or national origin in programs or activities receiving federal financial assistance.
Title VI of the Civil Rights Act of 1964
102
The person has been given a permanent position
Tenure
103
Information that enters the conscious memory but is not stored for recall at a later time.
Short-term memory
104
Information that is stored for a long period and may be recalled.
Long-term memory
105
An unplanned event occurs, triggering interest in learning more about that or a related topic.
Teachable moment
106
The processing time that a learner takes to reflect on new information before responding to it.
Think time
107
The processing time that is intentionally provided by the teacher after asking questions.
Wait time
108
Developed by districts for planning that further explains how state standards will be taught in the district. In some cases, however, grade-level teams may be tasked with this duty as part of planning for the academic year.
Scope and Sequence
109
Outlines which learning objective will be taught to students, which supporting standards need to be mastered for students to fully understand the objective, and the level of complexity that students need to attain.
Scope
110
The order in which learning objectives are taught to maximize student success. Might include a suggested window of instruction and a pacing guide.
Sequence
111
This method engages students by having all students think about a question related to content and then articulate their answers to a partner. When combined with active listening skills, students can learn from one another. This can be used as a formative assessment if the teacher listens to discussions and then asks partner groups to share their answers.
Think-pair-share
112
Students keep these throughout a learning experience to journal their thoughts and questions. Monitoring learning logs can help teachers assess students' level of understanding.
Learning logs
113
Involve asking students questions and then asking them to perform a gesture to indicate their answer.
Signaled responses
114
May be formal or informal and evaluate student achievement after learning takes place.
Summative assessments
115
Outline criteria of student performance that teachers can mark as students show mastery of each required skill in stnadards-based education.
Analytical checklists
116
Similar to a rubric because they outline criteria for quality work and define levels of proficiency; however, they differ from rubrics in that each criterion is weighted with a multiplier.
Scoring guide
117
is a progression of learning
Continuum
118
Are used to rate attitudes and opinions on a continuum.
Rating scales
119
Tell if student performed better or worse than average student. Rank students or provide with grade or age-equivalent score that is calculated in comparison with students who have taken the exam. Scores are assigned as either a percentile or grade equivalent.
Norm-referenced
120
Tests designed to measure student performance against a fixed set of criteria or standards. Teacher made tests.
Criterion-referenced
121
Objectively measures and control behavior in response to stimuli.
Behaviorism
122
A process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed,
Scaffolding
123
Students perform experiments or research info as a means for comprehending new concepts.
Discovery learning
124
Teacher facilities activities that present open-ended questions (inquiries) for students to solve.
Problem-based learning
125
Theory that students construct their own knowledge through learning experiences.
Constructivism
126
Combine into a whole; or bring knowledge together from various learning experiences to apply to a new challenge.
Synthesize
127
Mental action or process of acquiring knowledge and understanding through thought, experience, and the sense.
Cognition
128
A theory about how people learn. People construct their own understanding and knowledge of the world, through experiencing things and reflecting on them.
Constructivism
129
Includes perception, attention, language, memory, and thinking. Perception describes the way students use their sense to deliver signals to the brain to form insights and opinions about the world around them. Attention refers to which stimuli students focus on. Language is the way in which students both receive and articulate learning concepts. Memory refers to the way the brain categorizes new info and makes connections so that it can be retrieved at a later time. Thinking includes all aspects of reasoning and problem solving.
Cognitive processes
130
Learning in one context and applying it to another.
Transfer
131
Technique that aids retention. Ex. "recited to know earth is closer to the sun the jupiter."
Mnemonic device
132
Theorizes that a combination of cognitive factors, the environment, and stimuli determines behavior.
Reciprocal Determinism
133
Process of gathering data to determine the extent to which learning goals have been met.
Assessment
134
Additional support provided to regular education students to bridge gaps in learning specific objectives. Remediation is targets instruction based on the needs of the individual student.
Remediation
135
The opportunity to learn objectives at a deeper level than outlined in the curriculum standards and will frequently be used when a student masters the required curriculum more quickly than others in the class.
Enrichment
136
Created by a person and tell the story of a past event. This might refer to objects from history, such as historical documents from Early America or clay pots from ancient tribes.
Artifacts
137
This person hires and supervises the superintendent; establishes school board policy; votes on issues that affect the overall function of the school system.
Board of Education
138
Oversees the day-to-day operation of the school system; maintains communication and makes recommendations to the school board.
Superintendent
139
Oversees operation of specific areas according to the job description, such as curricula, maintenance, and human resources.
Assistant superintendent
140
Oversees daily operation of a specific school building, including supervision of teachers, staff, and students, as well as maintaining community relationships.
Principal
141
Oversees operation of specific areas as determined by the principal such as discipline or a specific grade level.
Assistant Principal
142
Written records of a learning experience that are frequently used to provide an opportunity for students to articulate their process as they progress through their learning goals, but the journals also can be used by teachers as a professional development tool.
Reflective journals
143
Formally reviews a situation to determine why it happened and how to reduce the likelihood of another similar event.
incident analysis
144
A collaborative approach to professional development in which teachers improve their practice by watching each other and offering feedback.
Peer observation
145
Is someone who supports growth by providing objective and honest feedback.
Critical friend
146
Communication in which both parties are given the opportunity to speak and listen to one another.
Two-way communication
147
Nonprofit organizations that support members of a particular profession by setting standards and advocating for associates.
Professional associations
148
Small groups of professionals who share common goals that meet to collaborate about instructional practices.
Learning communities
149
Focus on learning more about a specific subject.
Study groups
150
Researching the teachers own instructional practices to improve student learning. Links new discoveries to existing knowledge as teachers gather evidence to support their conclusions.
Action research
151
Intentionally thinking about professional practices as part of ones own professional development. Enables teachers to connect the classroom to recent research.
Reflective practice
152
Done to prove a point or sell a product
Applied research
153
Tell me three things about Bandura.
1. social learning theory
2. Bo Bo Doll
3. Believed behavior changes occur when
- attention
- retention
- reproduction
- motivation
154
Tell me generally about DEWEY.
Teachers use his theory to help students understand how the learning objective relates to the outside world.
155
What two theories belong to VYGOTSKY.
MKO and ZPD
156
What about GLASSER?
Choice Theory .. behavior is not separate from choice. behavior is divided into four categories: acting, thinking, feeling, and physiology.
157
Tell me about BRUNERS three stages of learning experiences.
1. Enactive stage (up to one year) learn through action.
2. Iconic stage (1 - 6) mental pictures
3. symbolic stage (7+) abstractions such as language and symbols play big role.
158
In a BRUNER classroom the teacher is the
learning facilitator
159
How did BRUNER differ from Piaget?
He believed education is not about developmental readiness. Its about providing active engagement for them to construct their learnin.
160
Tell me four things about WATSON.
1. Behaviorism - measures behavior in response to stimuli.
2. Believed only behaviors that could be studied are "observable" ones.
3. Believed children have three emotions that could be conditioned: love, fear, and rage.
4. Did unethical experience on infant orphan.
161
Tell me 4 things about Skinner.
1. Expanded on Thorndike and Watsons operant conditioning.
2. work involved learning by responding to environment
3. trained animals
4. learning happens when teacher provides rewards.
162
Tell me 2 things about THORNDIKE
1. initially led operant conditioning.
2. Had three learning laws:
- law of effect
- law of readiness
- law of exercise
163
Tell me about Maslow's 5 stages of Hierarchy Needs:
Stage 1: Biological needs (air, water, food, shelter, comfort, sex, sleep)
Stage 2: Safety Needs (security, stability, freedom and fear)
Stage 3: Love and Belongingness Needs (relationship)
Stage 4: Self-esteem needs (success, independence, status, respect)
Stage 5: Self-actualization (personal growth)
164
Tell me about Piaget's four stages.
1. sensorimotor (b-2)
2. preoperational (2-7)
3. concrete operational (7-11)
4. Formal operational (11+)
165
Bloom's six levels of cognitive domain.
REMEMBER, UNIQUE, ANGLES, ALWAYS, EVENTUALLY, CRUMBLE
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
