test 4 Flashcards
(201 cards)
1
Q
cognitive perspective on motivation
A
student’s thoughts guide their motivation
2
Q
social perspective on motivation
A
need to be around others to motivate
3
Q
motivation
A
processes that energize, direct, and sustain behavior
4
Q
behavioral perspective on motivation
A
rewards and punishments are key in determining motivation
5
Q
humanistic approach
A
capactity for personal growth, choose your own destiny, post. qualities
6
Q
procrastination
A
poor time management skills, difficulty concentrating, fear and anxiety
7
Q
students who are perfectionists are vulnerable to…
A
decreased productivity, impaired health, low self-esteem
8
Q
proactive classroom management
A
preventative rather than reactive
9
Q
Q in QAIT model
A
quality of instruction (clear objectives, makes sense)
10
Q
A in QAIT model
A
appropriate level of instruction (not too easy or too hard, knowing when students are ready to move on)
11
Q
I in QAIT model
A
incentive: degree of student motivation
12
Q
T in QAIT model
A
Time: sufficient time for learning to occur
13
Q
Behaviors of effective teachers (wot acronym) like “what?”
A
withitness, overlapping, transition smoothness
14
Q
withitness
A
teacher’s knowledge and understanding of what is going on in their classroom
15
Q
overlapping (wot)
A
able to handle 2 or more classroom issues simultaneously
16
Q
transition smoothness (wot)
A
teachers have no difficulty handling activities and movement in their classes
17
Q
assessment
A
process of gathering info about a student’s abilities and using that info to make decisions
18
Q
learning targets
A
what students should know and be able to do
19
Q
high quality assessment characteristics
A
validity, reliability, fairness
20
Q
validity
A
the extent to which a tests measures what it says it does
21
Q
reliability
A
the extent to which a test produces consistent, reproduceable scores
22
Q
standardize tests
A
uniform set of conditions and procedures for scoring, commercially published
23
Q
purpose of standardized tests
A
accountability for teachers, provide info on student’s progress and placement
24
Q
aptitude test
A
predicts student’s ability to learn a skill or accomplish a task (what they can learn), iq tests
25
achievement tests
shows what the student has mastered (what is taught in the classroom)
26
performance assessment
evaluated when specific criteria or behaviors are performed by the student (auditions, etc).
27
Educational Psychology
specializes in the application of psych concepts to the practice of teaching and learning
28
instructional variety
being able to use a variety of techniques in teaching
29
task involvement
keeping students engaged
30
careful use of praise
praise is linked to a specific behavior
31
consistent classroom guidelines
no double standards, intimidation or threats
32
Knowledge base of teaching cycle:
knowledge of the learner > the pedagogy > the content > repeat
33
Teaching Knowledge:
pedagogy, how basic principles of subject are retained
34
Subject Matter Curriculum:
"know the curriculum", comprehension of subject matter
35
Teaching Subject Matter Knowledge
most appealing manner in which you organize and present content
36
3 main ways we develop
physical, cognitive, socio-emotional
37
schema
cognitive framework for how we organize and interpret info "file folder"
38
assimilation
incorporating new knowledge into existing knowledge folders
39
accomodation
adjusting to new information > change in behavior
40
organization
grouping by category
41
sensorimotor
coordination of sensory experiences with motor actions
42
object permanence
continue to exist, even when out of sight
43
symbolic function substage (pre-operational)
symbols represent objects that are not present
44
animism
giving human like qualities to inanimate objects
45
intuititive thought substage (pre-op)
not yet logical thinking, classification
46
classification
classify objects by only on characteristic at a time
47
irreversibility
only able to think in one direction
48
concrete operational
(7-11), logical reasoning for concrete situations
49
formal operational
11+, abstract reasoning, deductive reasoning, adolescent ego-cent.
50
abstract reasoniing
understand metaphors, allegories, logic and "sayings"
51
hypothetical-deductive reasoning
develop hypothesis and reach conclusion, understand cause and effect
52
adolescent ego-centrism
heightened self-conciousness, "nobody understands me"
53
vygotsky's cognitive theory
cognitive growth depends on children's interactions around them
54
vygotsky's speech theory
4 stages: pre-intellect, naive, egocentric, inner speech
55
pre-intellectual speech
crying, cooing, bablling, single word phrases
56
naive speech
short phrases, grammatically incorrect
57
egocentric speech
carry on lively convo with themselves
58
inner/private speech
outer speech becomes inner speech
59
vygotsky's ZPD
range of tasks a child can master with appropriate range in support
60
scaffolding
support for students to get from lower limit to upper limit
61
erikson's theory
emphasizes development thru lifespan and separate stage stages of development
62
trust vs mistrust
0-18mo. basic needs met, attachment, world is safe
63
autonomy vs shame and doubt
1.5-3. independence or shame "I am bad", recognize their own will
64
Initiative vs guilt
3-5. self-responsibility, learn how to take risks, learned helplessness> not wanting to fail
65
industry vs. inferiority
6-12. master knowledge, want to be recognized, self esteem or feel inferior
66
identity vs role confusion
12-18. who am I? importance of peers, autonomy from parents
67
James Marcia's Identity Development
diffusion, foreclosure, moratorium, achievement
68
Identity Diffusion
not yet identity crisis, undecided in career
69
Identity Foreclosure
have made commitment to career, no crisis
70
Identity Moratorium
midst of crisis, not yet made a commitment
71
Identity Achievement
undergone crisis, made commitment
72
Authoritarian parent
children are: socially incompetent, poor communication, anxious
73
Authoritative parent
children are: self-reliant, get a long with others, self-esteem
74
Neglectful parent
children are: poor self control, low achievement
75
Indulgent parent
parents highly involved but set few limits
76
microsystem
immediate settings in which we live and direct interactions
77
mesosystem
connections between different microsystem
78
exosystem
influence that social setting has on you (no active role)
79
macrosystem
the culture in which we live, passed down from family
80
81
intelligence
problem solving skills & the ability to adapt to everyday life
82
Verbal Intelligence
ability to think in words, use language to express meaning.
83
Musical Intelligence
pitch, melody, tone, rhythm
84
Spatial Intelligence
think in 3D, artsy, navigational
85
Logical-Mathematical Intelligence
math skills, logic, computation
86
Bodily-Kinesthetic Intelligence
physically adept, hands on, must move to be learning
87
Interpersonal Intelligence
understanding others
88
Intrapersonal Intelligence
understanding self
89
Naturalist Intelligence
observe patterns in nature, culture, human made system
90
Analytical Intelligence
judge, evaluate, compare/contrast, natural student
91
Creative Intelligence
design, invent, "out of the box", non-conforming
92
Practical Intelligence
use and apply, put into practice, not great with school, do well outside of school
93
what is the product of the three Triarctic inteliigences?
wisdom
94
Cognitive stlyes
strategy involved in thinking and problem solving
95
mastery style learner
absorbs info correctly, process sequentially, judges value by clarity and practicality
96
Understanding Style Learner
focuses on ideas and abstractions, learn by questions
97
Self-expressive Style Learner
depend on feelings and emotions to form new ideas, judges learning based on originality
98
Interpersonal Style learner
social, learn in groups, judge learning by its use to help others
99
Learning Style
preference in learning and studying
100
Grouper
big picture first, small details last (if ever)
101
Stringer
Small details first, big picture last (if ever)
102
personality
distinctive thoughts, emotions, behaviors that characterize the way an individual adapts to the world
103
temperment
a person's behavioral style and characteristic way of responding
104
Big five personality factors acronym
OCEAN
105
"O" in Ocean
Openness to Experience
106
O spectrum
imaginative, variety > practical, routine
107
culture
behavior patterns and beliefs of a particular group
108
multicultural education
values diversity and includes perspective of a variety of cultural groups on a regular basis
109
individualism
priority to personal goals, values feeling good, personal distinction and independence
110
collectivism
values that support group integrity, interdependence, harmonious relationships
111
poverty
lack of resources necessary for basic support
112
poverty level
27,750 a year for a family of four
113
generational poverty
poverty for 2 generations or longer
114
situational poverty
income decreased due to situation or change
115
unspoken rules of poverty
money (used and spent), food (quanitity), education (abstract but no reality)
116
middle class unspoken rules
money (managed), food (quantity), education (tradition for making connections)
117
unspoken rules of wealth
money (invested), food (presentation), education (tradition)
118
gender roles
expectations for both men and women in how they act and think and feel
119
gender typing
process child goes through to become aware of their gender
120
gender stereotypes
broad categories that reflect impressions about what is appropriate for males and females
121
forms of sexual harrassment
sexist remarks, covert physical contact, blatant proposition, sexual assault
122
quid pro quo
"this 4 that" someone threatens academic punishment if victim does not do sexual activity
123
hostile environment
unwelcome sexual conduct that limits students ability to benefit from education
124
exceptional
one or more kinds if special needs or charateristics in children
125
IDEA
LRE, evaluation, determinenation for eligbility
126
IEP
specificially tailored to students
127
Gifted and Talented
students high performance require services not ordinarily provided by the school
128
acceleration
completing programs earlier than usual (skipping grades, faster pace)
129
enrichment
instruction with additional challenging experiences
130
special classes
"pull out" programs
131
educationally blind
cannot use vision in learning, rely on other sense
132
deafness
cannot process auditory info
133
oral approaches to deafness
lip and speech reading
134
manual approaches to deafness
signing and finger spelling
135
articulation
pronunciation wrong
136
Apraxia
problem with muscle control
137
voice speech disorder
hoarse, soft, pitch, loudness, harsh
138
fluency problems
stuttering and stamerring
139
Language disorder
difficulty phrasing questions, following spoken directions
140
orthopedic disorder
restrictions in movement because of muscle, joint, or bone problems
141
ASD
onset within frist 3 years of life, definciences in social, stimming, benefit from highly structured enviro
142
emotional and behavioral disorders
serious, perssistent problems with realtionships, sgression, depression, fears associated with school and personal matters
143
Aggressive out of control behavior
serious emotional disturbance, dangerous acts, greater in boys than girls
144
depression
feelings of worthlessness, hopelessness, lethargic, appetite and sleep problems
145
anxiety
vagues unpleasant feeling of fear and apprehension
146
ADHD
inattention, hyoperactivity, impulsivity, early childhood onset
147
low intelligence
IQ score less than 70 deficits in fucntioning, b4 age 18
148
observational learning
learning when one observes and imitates behavior
149
4 processes
attention, retention, reproduction, motivation
150
attention
attend to and recognize distinctive features of the model response
151
retention
code it and put it into memory
152
production
must be capable of reproducing the behavior
153
motivation
incentive
154
memory
retention of info over time
155
encoding
getting info into memory
156
storage
retaining info over time
157
retrieval
taking info out of storage
158
sensory memory
rich and detailed info held in sensory form, held for just an instant
159
rehearsal
concious repetition of info
160
chunking
group by categories with personal meaning
161
imagery
create visual picture
162
elaboration
create a story, rhyme, etc.
163
long term memory
relatively permanent and unlimited storage where true learning occurs
164
recall
retrieve previously learned info without retrieval cues
165
recognition
identify or recognize the previously learned item
166
interference theory
something gets in the way of what we want to recall
167
decay theory
passage of time leads to forgetting, use it or lose it
168
encoding strategies
mmeominc devices, acronyms, keywords
169
metacognition
thinking about thinking
170
self instruction
help alter what people say to themselves
171
thinking
manipulating and transforming info in memory
172
critical thinking
thinking reflectively and productively and evaluating the evidence
173
socratic method
using questions as a form of teaching, question after question
174
convergent answer
thinking that produces one correct answer
175
divergent thinking
requires students to expand, explore, and be creative
176
learning
relatively permanent change in behavior that occurs through experience
177
associative learning
association between behavior and consequence
178
observational learning
classical: behavior and response, operant: behavior and consequence
179
generalization
respond similairly to different stimuli
180
discrimination
respond differently to similar stimuli (d comes first in discrimination, different)
181
extinction
weakening of conditioned response in the absense of the unconditioned stimulus
182
systematic desentisization
reduces anxiety by getting the person to associated relaxation with their fears (snake example)
183
connectionism
all learning can be explained by connections that are formed between stimulus and response (thorndike)
184
law of readiness
we learn when we are ready
185
law of exercize
we learn through practice
186
law of effect
association is strenghtened by satisfaction, weakened by discomfort (you like subjects youre good at example)
187
thinking + problem solving =
competence
188
problem
significant discrepancy between actual and desired behavior
189
DUPE method: D
def. of problem
190
DUPE method: U
understanding of the problem
191
DUPE method: P
Plan for solution
192
DUPE method: E
evaluate your solution
193
fixation
using a prior prob. solv. strat., need fresh perspective
194
constructivism
knowledge is mutually constructed, discovery learning
195
constructivist teacher
facilitator, teaching is guiding, active and directive,
196
positive reinforcement
pleasant stimulus is ADDED to INCREASE behavior (+++)
197
negative reinforcement
unpleasant stimulus is REMOVED to INCREASE behavior (--+)
198
premack principle
using a high-prob. activity to help complete a low-prob. activity (telling kid to eat vegetables iot get desert)
199
positive punishment
aversive stimulus is ADDED to DECREASE behavior (-+-) (spanking)
200
negative punishment
pleasant stimulus is REMOVED to DECREASE a behavior (+--)
201
Bandura's Self-Efficacy
belief that one can master a situation and produce positive outcomes (you can do it)
