Social context of schooling inc. bullying, theory of mind, empathy, SES

Question 1

Social Psychology

Answer 1

The cognition, emotion and behaviour of individuals.
Focusing on this in social situations.
Different social contexts generate different responses.
Social context can be ‘actual, imagined, or implied’.
Investigated within developmental psychology and evolutionary psychology, also relevant to organisational psychology.

Question 2

Theory of Mind

Answer 2

It means understanding others’ beliefs/desires/intentions.
It’s used to understand others’ behaviour, or to predict how they might feel/behave.
It is therefore fundamental to social interaction.
The most common test for this is the ‘false belief’ test

Question 3

False-belief

Answer 3

First major areas to look at for Theory of Mind
False-belief understanding is known to relate to children’s ability to:
Participate in meaningful conversations
Resolve conflicts
Maintain personal friendships
And so it is important for overall social competence; and may inhibit the social functioning of students with developmental delays

Question 4

Promoting Theory of Mind

Answer 4

Talk about thoughts, wants and feelings – teach the vocabulary, look at expressions, discuss past experiences, think about story characters
Explain reasons when intervening in social conflict
Provide social interaction – children with siblings benefit from this
Encourage pretend play

ToM also depends on progress in various developmental domains,
e.g. language development, working memory, and executive function.

Question 5

Spotlight Effect - theory of mind

Answer 5

Adolescents thinks they are in the ‘spotlight’ and everyone can just see what they are thinking

Question 6

Empathy

Answer 6

Feeling responses to others’ experiences
Empathy relates to our cognitive and affective responses to others’ experiences.
It involves imagining oneself in another’s position
This increases pro-social behaviour – helping others and showing compassion.
Similar to sympathy, but sympathy does not require the same degree of experiencing/sharing the feeling.

Question 7

Bystander effect

Answer 7

Not standing up for someone being bullied or not taking personal responsibility.
More people around us, less likely we are to get involved.
(When empathy fails) When people are in groups, and observe a critical situation (e.g. someone needing help), they seem to experience:
less empathy
less sense of responsibility
less impetus to intervene
This is known as the bystander effect, or diffusion of responsibility.

Question 8

Bullying - defintion

Answer 8

Bullying involves an ongoing, negative relationship with clear imbalance of power: there’s a bully and a victim.

• Power imbalance
• Repetition
• Intent to harm

Question 9

Cyberbullying - definition

Answer 9

Bullying that takes place through information and communication technologies

Question 10

Direct bullying

occurs between the people involved

Answer 10

Physical
Verbal
Harrassment

Question 11

Indirect bullying

involves others

Answer 11

Social
Denigration (unfairly criticising someone)
Outing (revealing someones sexuality)
Impersonation (pretending to be someone else/fraud)
Exclusion (denying access)

Question 12

Outcomes of bullying

Answer 12

Low psychological well-being - low self-esteem, anger, sadness
Poor social adjustment - loneliness, dislike of school, absenteeism
Psychological distress - anxiety, depression, suicidal thoughts
Physical unwellness - diagnosed illness, self-harm

Question 13

Causes of bullying

Answer 13

Have low self-esteem
Lack attention at school/home
Experience neglect
View bullying role models
Poor social/emotional skills
Bullying is learned behaviour which can be unlearned
*may be bullied themselves

Question 14

Online disinhibition

Answer 14

When people are more likely to say something online than they are in ‘real life’.
People seem to exert less control over their behaviour during virtual interactions than in real life.
This can be positive – sharing feelings, showing generosity etc. This is benign disinhibition.
OR it can result in rudeness, harsh criticism, abusive comments, and threats of violence: toxic disinhibition.

Question 15

Factors related to online disinhibition

Answer 15

Dissociative anonymity - People can hide or change their identity online
Invisibility - Doesn’t matter how you look or sound, no eye-contact
Asynchronicity - May not see people’s reactions
Solipsistic introjection - Imagination of characters/voices in your mind
Dissociative imagination - Created personas are not part of the real world
Minimisation of status and authority - Everyone is equal, nobody in charge

Question 16

Social Identity Theory

Answer 16

3 stages of evaluation in determining ‘us’ and ‘them’
Social Categorisation - race, gender, age, occupation, etc.
Social Identification - adopting the identity of the chosen group
Social Comparison - favourably comparing our group to others
These processes & the outcomes relate to self-concept & self-esteem.

Question 17

School strategies - bullying

Answer 17

see picture file ‘bullying school strategies’

Question 18

Restoring relationships

Answer 18

Disciplinary approach - punishments or sanctions, may also serve as deterrent
Strengthening the ‘target’ - reduce power disparity, support self-esteem, offer strategies
Mediation - to problem-solve the underlying conflict
Support group method - for the offender to reflect upon their behaviour
Restorative practices - expression of remorse, attempt to help
Method of Shared Concern - identify concern, plan to help, meet with target to resolve

Question 19

Prevention is best

Answer 19

Whole -school approach
Leadership
Inclusion
Student Voice
Partnerships (community)
Support

Question 20

How does SES affect achievement?

Answer 20

Trauma/Resources/Stress:
Poor health care
Low expectations
Less developed language
Inadequate opportunities for early learning
Learned  helplessness, low self-esteem
Peer influence, resistance cultures
Home environment & resources
Child-rearing styles
Streaming in schools 
Early poverty yields worst results

Question 21

SES Impacts

Answer 21

Cognitive development
Emotional development
Social skills
Behavioural issues
Self-concept, self-esteem, self-efficacy

Question 22

Resilience - factors

Answer 22

Personal characteristics – e.g., belief in personal control, optimism, adaptive coping strategies
Family characteristics – cohesion, shared values, valuing education, supportive adults
Availability of external support systems – provide access to more resources, help with chronic stress, etc.

Question 23

How students respond to challenging circumstances

Answer 23

Individual differences are important in how students respond to challenging circumstances. We want to promote adaptive dispositions for all students:

Positive self-concept
Self-esteem & self-efficacy
Sense of belonging
Growth mindset
Mastery goal orientation
Deep approach to learning

Question 24

Seven Principles of Good Feedback

Answer 24

1 - Provides opportunities to close the gap between current & desired performance
2 - Helps clarify what good performance is (goals, criteria, or expected standards).
3 - Delivers high quality information to students about their learning
4 - Facilitates the development of self-assessment (reflection) in learning
5 - Encourages teacher and peer dialogue around learning
6 - Encourages positive motivational beliefs and healthy self-esteem.
7 - Provides information to teachers that can be used to help shape their teaching

Question 25

Recursive Curriculum

Answer 25

Background knowledge, start with what students know, then move forward. Students can’t move forward if they haven’t consolidated prior learning.

Question 26

Assessment

Answer 26

The purposeful gathering and analysis of information about student learning

Question 27

Formative Assessment

Answer 27

information gathered while students are still learning (informs about their progress). may be informal (marks not recorded) or formal (marks recorded). Constant; occurs throughout the learning process. students take responsibility for their own learning. Using self- and peer assessment to help students to become more conscious of their own thinking and learning processes.

Question 28

Summative Assessment

Answer 28

information gathered about students’ achievement at a particular time. relates to accountability, and the summation of students’ learning at the end of the year. It has the goal of judging what students know and can do (at a particular point in time). Some examples: topic tests, half- or yearly-exams, HSC exams

Question 29

Evaluation

Answer 29

The process of making judgements about the quality of something

Question 30

Quantitative (measurable) evaluation

Answer 30

Tell and/or show me what you have learned. Some examples: questionnaires, revision questions, Kahoot, quizzes and so on

Question 31

Qualitative Evaluation

Answer 31

Show me how you can apply, synthesise, evaluate, and/or design what you’ve learned. Some examples: essays, presentations, portfolios, role play, debates, case studies, problem solving, etc.

Question 32

Reasons for Assessments - Teachers

Answer 32

find out what students know and can do learn about students’ strengths & weaknesses (areas to improve) evaluate their teaching evaluate students’ learning plan future learning and teaching sessions report to others about students’ learning and performance identify students who need special assistance with learning and the type of help they need.

Question 33

Reasons for Assessments - Students

Answer 33

provide feedback on their performance help them to set learning goals motivate them provide information on how to improve

Question 34

Reasons for Assessments - Schools

Answer 34

provide information about a group of students help them to evaluate their programs give information to parents about their child’s progress, relative to others. identify students’ progress relative to a particular benchmark help identify schools and students in need of additional support

Question 35

Reasons for asking students QUESTIONS

Answer 35

get them thinking motivate learners improve lesson effectiveness foster rapport between you and your students enhance learning through communication among learners assess prior knowledge assess learning assess teaching effectiveness guide those having difficulties back to the task encourage personal connections to the content

Question 36

Assessment Planning - Timing

Answer 36

Assessment is planned early along with the development of the unit/course. It needs to be embedded in the initial design

Question 37

Quality Control - Reliability

Answer 37

the extent to which a test of measurement device obtains the same result when used on successive occasions. It’s dependable. Therefore, if two different people mark the same test independently of each other, they will give the same marks

Question 38

Quality Control - Validity

Answer 38

“truth” in measurement, i.e., the extent to which a test measures what it purports to measure. Therefore, it should be easy to link it to the outcomes explicitly as well as content taught in lessons.

Question 39

Assessment type - Norm-reference

Answer 39

Students’ scores on a test are compared with the average score gained on the test by students of similar age and learning background. The mean (average score) provides a standard of performance (norm) against which the scores of others can be compared. Norms can be based on scores from a class, a school, or a wider area, results may be scaled e.g. the HSC, Naplan, PISA. Results can be graphed as a bell or normal curve and standard deviation is also noted.

Question 40

Assessment type - Criterion-referenced

Answer 40

Achievement is compared against a specified criterion or standard, i.e., how well a student has mastered a particular skill Students are working towards the achievement of outcomes that are located sequentially along a learning progression. Standards remain constant over time and place

Question 41

Assessment type - Ipsative assessment

Answer 41

This form of assessment is individualised. It compares an individual’s current achievement with previous achievement(s). Personal best is one of the terms.

Question 42

Pygmalion Effect

Answer 42

High expectations – implicitly or explicitly given.

Question 43

Golem Effect

Answer 43

Low expectations – implicitly or explicitly given

Question 44

Authentic Assessment

Answer 44

Assessment tasks are designed to help students participate actively in real-life tasks and problem-solving situations, similar or the same as the skills they will need throughout their lives. Students need to use their prior and current knowledge, relevant skills in order to complete their complex real-world projects Students are informed of the task beforehand then have time to prepare for it, including mastering the necessary competencies required to complete the task. Examples can include: debates, simulations, presentations, & demonstrations.

Question 45

Effective Authentic Assessment

Answer 45

Focus on essential content Focus on concepts rather than specialised skills Are in-depth Lead students to other challenges and questions Are capable of producing a quality product or service instead of just one correct answer Focus on what students know and further the growth of student knowledge base and skills Are comprised of criteria that students understand and agree upon before the project begins Allow students to demonstrate competency in multiple ways Are designed to allow many points of view and analyses Are scored based on the essence of the task rather than correct answers

Question 46

SOLO

Answer 46

Structure of the Observed Learning Outcome WORKS FOR ALL AGE LEVELS ACROSS ALL KLA'S

Question 47

SOLO Principles

Answer 47

It is based on two principles: Intellectual development proceeds through a process of distinct leaps of quality in the way in which learning is typically engaged and in which desired outcomes may be typically described; - AS WE GET OLDER WHAT WE LEARN BECOMES MORE COMPLEX & WE HAVE HIGHER EXPECTATIONS IN OUTCOMES Learning outcomes, within any specific phase of education, may be described in terms of its underlying structural complexity. - WORK GETS HARDER THROUGHOUT THE YEAR/COURSE ETC This allows us to assess the quality of student learning within and across domains using a common metric (measuring device) whilst at the same time establishing benchmarks of change as a result of the exposure to the educational process.

Question 48

SOLO Framework

Answer 48

SOLO is based on descriptions of structural complexity at five levels: PRE-STRUCTURAL - The task itself is not attacked in an appropriate way such as saying same thing twice in different ways, or just repeating the question. The student hasn’t understood the point. UNI-STRUCTURAL - One relevant aspect of the task is picked up and there is no relationship between facts or ideas. Understanding is nominal. Uses single relevant piece or aspect of the information; makes generalisations on the basis of this aspect; may display premature closure because all available data have not been used. MULTI-STRUCTURAL - Several (two or more) independent aspects are picked up or understood serially, but are not interrelated. Uses several pieces of information but does not relate them to each other; makes generalisations based on few aspects independently of each other; shows a feel for consistency, but can reach inconsistent answers by focusing on different aspects of the data. RELATIONAL - Relevant aspects are integrated into an overall coherent structure. Considers data as a whole with consistent structure and meaning; uses and interrelates all available information; induces general conclusions from the data by generalisation within the context of the available data only. EXTENDED ABSTRACT - Uses and interrelates all information and tests it against appropriate abstract concepts suggested by the data; uses deductive logic to relate specific data to general rules; generalises about hypothetical situations; can recognise alternative approaches and use combinatorial reasoning resulting in a preparedness to leave conclusions open; can extend structures under consideration to take in new and more abstract features