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EPSY > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

What is teaching like today?

A
  • increasing diversity
  • Latino children are likely to be born into poverty and drop out
  • language barriers
  • diversity of teachers is decreasing
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2
Q

No Child Left Behind 2002

A
  • reauthorization of ESEA of 1965
  • all students in grades 3-8 took annual achievement tests; didn’t leave out minorities, language barriers, or special needs
  • public report cards
  • school choice
  • holds teachers and school solely accountable for a student’s success
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3
Q

Assessment NCLB

A
  • state level assessments like CRCT, EOCT
  • many states use a national test like Iowa Test of Basic Skills or ACT/SAT
  • NAEP is the only way to track achievement over time with national assessment; this is the random test at random schools
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4
Q

Teachers

A
  • good teachers with good relationships with students in early years make a difference later
  • good teaching is an art and science
  • creating curriculum that is focused, engaging, demanding, important, scaffolded
  • new teachers having trouble with classroom management
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5
Q

Race to the Top

A
  • reauthorization of ESEA (March 2010)
  • growth in student achievement on assessments shall count for at least 50% of the evaluation of the school
  • for classes that don’t have annual state assessments, there must be some kind of assessment created at the school level and approved by the Department of Education, then it will count 50%
  • teachers will get multiple classroom observations with clear rubrics, and observations of the entire school
  • exemplary, proficient, needs development, and ineffective
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6
Q

Educational Psychology

A
  • descriptive studies include surveys, interviews, samples of classroom activities
  • correlation studies is what the relation between two variables is
  • positive correlation: two factors increase or decrease together
  • negative: opposite directions
  • correlation does not equal causation
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7
Q

Longitudinal Studies

A
  • studying subjects over a period of time
  • time consuming and expensive
  • Perry Preschool Project
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8
Q

Cross-Sectional Study

A

-just one point in time

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9
Q

Scientifically Based Research

A
  • NCLB funds must be based on “scientific research”
  • systematic observation or experiments; rigorous data analysis; clearly described; must be peer-reviewed
  • can’t just “feel good about it”
  • What Works Clearing House http://ies.ed.gov/ncee/wwc/
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10
Q

Principle

A
  • many studies over time

- established relationship between two or more factors; help with specific problems

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11
Q

Theory

A
  • interrelated set of concepts that is used to explain a odd of data and make predictions
  • we can predict dropout rates in 1st grade
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12
Q

Development

A
  • physical: changes in body
  • personal: individual personality
  • social: how we relate to others
  • cognitive: changes in thinking, reasoning, and decision making
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13
Q

3 Principles of Development

A
  • people develop at different rates
  • development is relatively orderly
  • takes place gradually
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14
Q

Brain and Cognitive Development

A
  • fMRI (how blood flows in the brain)
  • event-related potential (electrical activity of the brain)
  • positron emission tomography (tracking brain under different conditions)
  • billions of neurons (responsible for communication in the brain)
  • spaces between neurons are synapses (chemicals are released in synapse)
  • oversupplied synapses in childhood for adaptation and unused neurons are pruned
  • experience expectant: overproduced in certain parts of the brain during specific developmental periods)
  • glial cells are the white matter of the brain; fight infections, control blood flow, provide myelin coating
  • mylenation; influences thinking and learning; makes message transfer faster
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15
Q

Cerebral cortex

A
  • 85% of brain’s weight in adulthood
  • problem-solving and language
  • physical, motor, vision, hearing, higher-order thinking
  • temporal lobe; emotions, judgement and language
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16
Q

Lateralization

A
  • two hemispheres of the brain
  • each controls opposite side of the body
  • left is language processing
  • right is visual spatial processing
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17
Q

Adolescence

A
  • brain continues to develop
  • high stress situations don’t work out well
  • unable to go to sleep earlier; need 9 hours
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18
Q

Limbic System

A
  • in adolescence it takes care of emotion/reward/risk-taking

- develops before prefrontal cortex which is judgement and decision-making

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19
Q

Principles for Teachers with the Brain

A
  • there are multiple pathways to teach a skill
  • use a range of modalities for instruction
  • the brain is plastic; enriched, active environments support learning
  • some learning disorders have a neurological basis
  • the brain can change with time
  • learning from real life problems and experiences helps students construct knowledge
  • the brain seeks patterns and connections
  • it takes a long time to build knowledge
  • large general concepts emphasized over specific facts
  • use stories to learn
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20
Q

Piaget

A
  • stages of cognitive development
  • biologist; worked with Binet and IQ testing
  • interested in child errors, qualitative differences in answers, and higher-order thinking deficits
  • children understand through trial and error
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21
Q

Piaget 4 Factors of Cognitive Change

A
  • maturation: biological changes that are genetically programmed
  • activity: act on environment and alter thinking at the same time
  • social experiences: learning from others
  • equilibration: se
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22
Q

Piagetian Learning

A
  • organization, adaptation, search for equilibrium
  • equilibrium: no need to change
  • disequilibrium: assimilate knowledge into previous schemes, accommodate schemes to new knowledge, reject new knowledge
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23
Q

Piaget’s Stages: Sensorimotor

A
  • sensorimotor stage (0-2)
  • seeing, hearing, moving, touching, etc.
  • 1st accomplishment: object permanence (knowing that objects exist even if you can’t see them)
  • 2nd accomplishment: goal-directed action
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24
Q

Preoperational Stage (2-6/7)

A
  • real objects as symbols (a stick is a horse; pretend)
  • one-way logic
  • lacks conservation (thinks the container of juice is important with volume)
  • egocentrism (everyone shares your point of view)
  • theory of mind
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25
Q

Concrete Operational

A
  • The concrete operational stage begins around age seven and continues until approximately age eleven. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.
  • Inductive logic involves going from a specific experience to a general principle. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event.
  • For example, a child might be able to recognize that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal
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26
Q

Formal Operational

A
  • ages 12 to adulthood
  • abstract thinking/coordination
  • hypothetico-deductive reasoning
  • adolescent egocentrism (recognize others’ point of view, just more focused on their own); imaginary audience
  • not universal; can be topic related
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27
Q

Limitations of Piaget’s Theory

A
  • really 4 stages? more continuous that discontinuous
  • underestimation of children’s abilities?
  • some cultures value the last stage more than others
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28
Q

Neo-Piagetian Theories

A

-build on his thoughts about construction of knowledge and general trends but add other information (attention, memory, strategies)

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29
Q

Lev Vygotsky & Social Constructivism

A
  • 1896-1934
  • psychologist of the Russian revolution
  • censorship (he used Western research and was banned), recent translations and rediscovery of theory in 1970s after
  • learning occurs in social context via interaction with others; social interactions guide thinking
  • more focused on social interactions
  • higher mental processes start during shared activities with another, internalized, and then becomes a part of their own cognitive development
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30
Q

Vygotsky’s Cultural Tools

A
  • language is the most important tool
  • rulers, computers, internet, signs, symbols
  • these facilitate communication, learning, and reasoning skills
  • assist cognitive development
  • used in co-construction of knowledge
31
Q

Role of Language and Private Speech

A
  • public speech, private speech (peaks around 9 years), inner speech, creation
  • Piaget thinks that private speech is immature
32
Q

Zone of Proximal Development

A
  • Vygotsky
  • area between what you can do by yourself and what is not known at all
  • it is the zone of skills too difficult to do alone, but can be done with guidance and encouragement from a knowledgeable person
33
Q

Scaffolding

A

-providing the necessary assistance for a child to succeed; gradually decrease support

34
Q

Vygotsky Limitations

A
  • overemphasis on social interaction; kids learn on their own too
  • not specific enough; died before he could elaborate and continue research
35
Q

Cognitive Views of Learning

A
  • knowledge and strategies learning makes changes in behavior possible
  • learning is extending and transforming understanding we already have (people are active participants)
  • goals: not concerned about general laws of learning; individual and developmental differences
36
Q

Mirror Neurons

A

-these neurons activate when you watch someone do something, which is how you can learn from just watching

37
Q

Domain-Specific Knowledge

A

-knowledge of a particular subject

38
Q

General Knowledge

A

-information that applies to many situations

39
Q

Information Processing Model

A
  • thinking of a person like a computer

- input: sensory memory/perception turns into operations

40
Q

3 Parts of Information Processing Theory

A
  • sensory: system that holds sensory information very briefly; initial processing from 5 senses; capacity is very large and duration is very short
  • working
  • long term:
41
Q

Sensory Memory: Perception

A
  • the process of detecting a stimulus and assigning meaning to it
  • physical representation plus our existing knowledge
  • hearing a voice and knowing it’s a friend
  • Gestalt: German word that means pattern or whole (configuration)
  • people tend to organize sensory information into patterns or meaningful wholes rather than unrelated bits of information
  • context and existing knowledge
42
Q

Sensory Memory: Attention

A
  • selective attention: guided by what we know and what we need to know
  • attention is affected by: what else is happening, complexity of task, ability to focus, resources
43
Q

Short Term/Working Memory

A
  • the information you are focusing on at any given moment
  • capacity is limited
  • combines info with long-term memory to form meaningful connections
44
Q

Elements of Working Memory

A
  • central executive
  • phonological loop
  • episodic buffer
  • visuospatial sketchpad
45
Q

Long Term Memory

A
  • permanent store of knowledge
  • declarative: verbal information, facts, rules
  • procedural: knowing how to do something
  • conditional: knowing when to do something
46
Q

Long Term Memory: Explicit

A
  • episodic: one specific event like the Challenger exploding; vivid, detailed, complete
  • semantic: words, facts, theories, concepts
47
Q

Long Term Memory: Implicit

A
  • classical conditioning
  • procedural
  • priming
48
Q

Representing Information in Long-Term Memory

A
  • concepts: category used to group similar events, ideas, objects, and you organize information into manageable units; color, “old,” freshman
  • schemas: data structures allow us to represent large amounts of complex information, make inferences, and understand new information
49
Q

Schemas

A
  • help us interpret and understand new information
  • allows us to quickly process information
  • aid in recall
  • fault memory recall and stereotyping people
50
Q

Putting Information into LTM

A
  • elaboration: adding and extending meaning by connecting new and old information
  • organization: ordered logical networks of information; human tendency to seek patterns; can be deliberate and strategic
  • context: association with an event, physical or emotional backdrop associated with an event
51
Q

Retrieving Information from LTM

A
  • spreading activation: retrieval of information based on relatedness to one another
  • reconstruction: recreating information by using memories, expectations, knowledge, logic, and existing knowledge
52
Q

Becoming Knowledgeable

A

-developing declarative knowledge; make it meaningful, visual images and illustrations, mnemonics, rote memorization

53
Q

What Attracts Kids’ Attention

A
  • noise, movement, novelty, uncertainty, contrast, habits, intentions, and goals
  • colors: bright, novelty
  • don’t bombard kids with too much information
  • pointing out important points in a lecture
  • repeat information more than once or rephrase it
  • look for relationships with previous info
  • review previous material
54
Q

Metacognition

A

-knowledge about our own thinking and learning processes
Declarative: knowing self as a learner (what to do to learn)
Procedural: strategies/procedures (how to do it)
Conditional: when/why to use strategy

55
Q

Skills Necessary for Metacognition

A

Planning: when, where, which, what, how of learning; how much time to devote to tasks, in which order, what should I give the most attention to, what strategy should I use?
Monitoring: awareness of “How I am doing?”
Evaluating: Is this strategy working, or should I try something else.

56
Q

Individual Differences in Metacognition

A
  • age and development
  • biological factors: learning disabilities, ADHD, depression
  • lack of prior experience; we can explicitly teach these skills
57
Q

Learning Strategies

A
  • summaries
  • underlining and highlighting in moderation
  • taking notes
  • visual tools
  • mnemonic strategies
58
Q

Technology with Teaching and Learning

A

-flipping the classroom (content is taught outside class, and engagement is in class)

59
Q

Problem Solving

A
  • formulating new answers, going beyond simple application of previously learned rules to achieve a goal
  • can be general and domain-specific
  • can be well-structured or ill-structured depending on learning goals
Identify the problem
Define the goals
Explore possible strategies
Anticipate outcomes and act
Look back and learn
60
Q

Problem Solving Strategies

A
  • algorithm (a step-by-step prescription for achieving a goal)
  • heuristic (a general strategy that might lead to the right answer)
  • means-ends analysis (the problem is divided into a number of intermediate goals)
  • working-backward strategy (begin at goal and move back to insolvable problem)
  • analogical thinking (limits your search for solution that have something in common with the one you currently face)
  • verbalization (putting your plan into words and giving reasons for selecting it
61
Q

Things that Interfere with Problem-Solving

A
  • fixation (functional fixedness: inability to use objects or tools in a new way)
  • common response set: tendency to respond in the most familiar way
  • rely too heavily on prototypes
  • judging potential solutions based on memories and beliefs
62
Q

Heuristics

A
  • availability heuristic: judging the likelihood of an event based on what is available in your memory
  • belief perseverance: tendency to hold onto beliefs even in the face of contradictory evidence
  • confirmation bias: seeking information that confirms our choices or beliefs, while disconfirming evidence
63
Q

Creativity and Creative Problem Solving

A
  • creativity involves independently restructuring problems to see things in new, imaginative ways
  • difficult to measure; divergent thinking: the ability to propose many different ideas or answers; leads to originality, fluency, and flexibility
  • E. Paul Torrance “father of creativity” was a well published faculty at UGA
64
Q

Sources of Creativity

A
  • domain-relevant skills
  • creativity-relavant processes (work habits and personality traits)
  • intrinsic task motivation (deep curiosity and fascination)
65
Q

Critical Thinking and Argumentation

A
  • critical thinking includes: defining and clarifying a problem; making judgements about information related to a problem; drawing conclusions
  • argumentation: supporting your position with evidence and understanding, then refuting your opponent’s claims and evidence; takes both time and instruction to learn
66
Q

Transfer

A
  • occurs when a rule, fact, or skill learned in one situation is applied in another situation
  • applying to new problems the principles learned in other, often dissimilar situations
  • information can be transferred across a variety of contexts: one subject to anther, one physical location to another, one function to another
  • automatic transfer: spontaneous application of well-learned knowledge and skill
  • mindful, intentional transfer: involved reflection and conscious application of abstract knowledge to new situations
67
Q

Applying Constructivist Perspectives

A
  • inquiry based learning: students follow a scientific procedure to find an answer to a problem; ex: form hypotheses, collect data, conclusions, reflect on problem and process
  • Problem-Based Learning: develop useful and flexible knowledge; students identify an authentic problem and seek to solve it given restrictions and classroom resources
  • Cognitive Apprenticeships: students work with an expert to learn the skills and approaches experts use to solve problems
  • Reciprocal Teaching: students teach each other and critique each others’ understanding of new material
  • Collaboration: a philosophy about how to relate to others
  • Cooperation: a way of working together with others to attain a shared goal
68
Q

Elements of Cognitive Apprenticeship

A
  • based on an authentic task
  • modeling (show the learner how to complete the task); scaffolding; coaching; fading; articulation (reflection allows for clarification); exploration (innovation)
69
Q

Authentic Task

A
  • real world relevance
  • self-defined; students define tasks and subtasks
  • sustained: investment of time and resources
  • multiple perspectives: examining the task from different perspectives; various resources
  • opportunity to collaborate with others and opportunity for reflection
  • interdisciplinary; collaboration across areas of expertise
  • valuable products; end result important and worthwhile
  • having multiple solutions
70
Q

Reciprocal Teaching (Reading)

A
  • students teach each other and critique each other’s understanding of the material
  • goal: to help students understand and think deeply about what they read
71
Q

Cooperative Learning

A
  • students working in a group for one time to several weeks
  • they interact face-to-face and close together; positive interdependence
  • everyone is held individually responsible for their learning
  • teach them how to interact with one another
  • members monitor the group to understand how they are doing
72
Q

Designing Cooperative Learning Tasks

A
  • highly structured tasks; specific answers; computations
  • problem-solving tasks; need entire group to accomplish; open-ended; multiple answers
  • social skills and communication tasks; assignment of specific roles; activities like understanding diversity and different points of view
73
Q

Service Learning

A
  • designed to meet community needs; opportunity to apply newly learned knowledge; academic and gives a sense of caring about others
  • these should be supplementary to students’ regular activities, but an integral part of their learning
  • sometimes used as a part of substance use prevention programs; connections to others and reflection

EPSY (3 decks)

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