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Developmental Constructivism

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Learners are building that knowledge themselves

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Frederic Bartlett

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coins schema to explain how memory is constructive; people tent to remember what fits or matches what they already know

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Schemes/Schema

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Construct webs of connections for new info in our mind

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Jean Piaget

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administers intelligence test to students to identify those who needed to be remediated for extra help (notices different ages caused different mistakes) stages of development. known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology"

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Adaptation

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assimilation or accommodation (both try to restore harmony. change by which an organism or species becomes better suited to its environment.

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Organization

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having new experiences is the process of learning (all learners strive to organize & adapt to their experiences in the environment)

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Assimilation

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broadening schema- new version of a student (when you see a 65 year old woman in the same class). The part of the adaptation in which the external world is interpreted in terms of current schemes.

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Cognitive Dissonance

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force accommodation (purple cow that flies- not normal) because purple cows is not something you are used to, you need accommodation to change your way of thinking. the state of having inconsistent thoughts, beliefs, or attitudes, especially as relating to behavioral decisions and attitude change.

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Accommodation

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doesn't make sense to their schema - changing schema some how to make sense of new things/info

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Equilibration

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things are equal harmony; nothing new

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Disequilibrium

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something new, out of the ordinary

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Equilibrium

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things are equal harmony; nothing new

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Stages of Development

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Piaget's Stages: o Sensorimotor o Pre-operational o Concrete Operational o Formal Operational

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Sensorimotor

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(Birth-2yrs) • Blanket & Ball study - Object permanence (8-12 months) [peek-a-boo] • Goal-Directed Behavior: if I cry, I get food (manipulate objects/actions for reinforcement) • babies use 5 senses/reflexes - cry, turn toward noise, suck for food...

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Object permanence

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they don't realize if the object is there once you cover it

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Goal-Directed Behavior

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if I cry, I get food (manipulate objects/actions for reinforcement)

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Pre-operational

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(2yrs-6 or 7yrs) o Cant distinguish an other ways of separation by characteristic • Egocentrism • Classification • Centration • Irreversibility can recall past events and envision future ones (consequences for actions)

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Egocentrism

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(3 mountain study) only seeing the world from one perspective; depending on which side you were standing, you only see that perspective.

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Classification

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based on only one attribute

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Centration

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can only focus on one thing (fuzzy, not both fuzzy and hard)

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Animism

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confusing psych. Phenomena (thoughts ; feelings) w/ physical phenomena (imaginary friends and stuffed animals w/ personality- the bear is sad meaning they are sad)

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Concrete Operational

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(6 or 7 yrs - 11 or 12 yrs) Decentration: Seeing more than one aspect at a time (class inclusion) • Conservation • Class Inclusion • Inductive reasoning (generalization)

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Conservation

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(liquids in glasses test- even though they saw the same amount of water put into a long tube, because the long tube is taller, they look at that as being more)

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Class Inclusion

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seeing more than one aspect

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Inductive reasoning (generalization)

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making generalizations based on concrete observations

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Formal Operational

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(11 or 12 yrs - Adulthood) o Ability to think abstractly) • Abstract Thinking • Hypothetical-deductive reasoning

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Abstract Thinking

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use of metaphors ; analogies; capacity for metacognition; ability to envision other ways that world could be-Idealism

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Hypothetical-deductive reasoning

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• Concrete: (inductive- coming up with ways to generalize things what we know before) can start to generalize and find patterns • Formal: (deduction- actually testing what you generalized) got capacity to test these ideas

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David Kolb

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Experiential Learning: ideas only apply to people that are 12 yrs or more builds off of Piaget to develop a theory of stages "learning is the process whereby knowledge is created through the transformation of experience"

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Experiential Learning

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Learning Styles o Accommodating o Converging o Diverging o Assimilating

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Accommodating

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(Feel ; Do) but too much= imitating the world and letting environment take over your life {trying it out}

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Converging

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(Think ; Do) testable; narrow to one hypothesis

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Diverging

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(Feel ; Watch) opening up to new things(Feel ; Watch) opening up to new things

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Assimilating

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(Think ; Watch) trying to broaden your original meaning or something {play}

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Lev Vygotsky

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the reason for cultural differences is cuz we have acceptance of others o Core of his thinking: knowledge is relative- Truths of culture o Culture provides symbols ; tools that help children make sense of the world

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Symbols ; Tools (ex)

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Symbols: Society transforms child Tools: Child can transform society o ex: cellphones (tools) -; selfies (symbols)

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What Vygotsky believes about language

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YES: it means through which people construct their understanding about what is true YES: it is socially constructed YES: it is the basis by which people develop intersubjective order of the world NOT- it appears in the mind first, as a child internalizes a new idea, and then second as the child shares ideas with other people

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Zone of Proximal Development

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more knowledgeable peeps help guide child (Can do if guided) • Scaffolding occurs through the support of the "more knowing other"

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Actual development

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Can do Independently

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Potential development

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Can do if guided (ZPD)

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Cognitive Apprenticeship

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o Modeling: doing what the learner wants to accomplish; showing them how to do it by thinking aloud o Coaching: observation ; feedback o Scaffolding: support/construction o Articulation: student verbalizes thought process o Refection: evaluating/comparing ones thinking/performance with experts o Exploration: inquiry (asking questions); how to investigate, research, inquire

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Mediated activity/action

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signs and tools medicate the ways in which we transform our understanding and our world

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2 Levels of Development

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Inter-psychological level: talking to each other about it (social speech) Intra-psychological level: like legos- making it your own (private speech)

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Internalization

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the transfer and transformation of cultural tools, ideas, language

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Intersubjectivity

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unique understanding that is shared

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Jerome Bruner

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Temporary support that has layers, that you little by little take it away as they become able to do it themselves (anxiety) | / F / scaffolding occurs (help by more Level | / D / knowledgeable peeps of | / Z / challenge | / goal / |_____/___________________ Level of competence (Boredom)

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Scaffolding

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goal- to find the sweet spot that doesn't keep you bored, but doesn't give you anxiety either. o Get feedback form the student to find there they are at o Temporary support that has layers, that you little by little take it away as they become more able to do it themselves o Small steps- reduce the degrees of freedom o Modeling- often to get started/unstuck o Control frustration- encourage, find right balance of challenge (recruit interest) o Questions- keep focus; cueing (making critical features)

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Constructivism Applied

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use them and manipulating topics o Core: I hear and I forget, I see and I remember, I do and I understand

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Challenges of Constructivism Applied

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• Takes longer • Differentiation for learner's at different places takes a lot of preparation • Requires lots of formative assessment and realignment through questioning/altering • Motivation: what if students aren't interested/naturally curious or intrinsically motivated- dilemma of choosing their own adventure, they will only learn a narrow of sum stuff

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Inquiry-Based Learning

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• Development Constructivism • problem solving (determine what- create hypothesis), data collection (gather info), analysis (examine/discuss), conclusion (determine solution) • mainly involving the learner and leading them to understand • learning by Scientific Method

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Problem Based Learning

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• figuring it out themselves (model UN=ex) • Giving vocab after they create a definition themselves

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Discovery Learning

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• moresory schools • Activities laid out by teachers that challenges students to learn in their own pace (they choose)

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Situated Cognition

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all real learning has to be situated with real life situation (in context) {Learning ; Doing}

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Cooperative Learning

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• based groups (success is defined if everyone in the group succeeds) • Re-teller, Questioner, Classifier, Predictor • Reciprocal Teaching

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Think Pair Share

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make task ; instructions explicit ; precise; require students to produce a product; circulate, listen, encourage, challenge thinking {think alone, then with a partner, then as a class}

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Reciprocal Teaching

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method of teaching reading comprehension. Group teaches each other what the meaning of the reading

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Jigsaw

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a group is made up of 4 components that discuss with others from the same topic, but come back to form a group of 4 different topics

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Higher Order Thinking Skills (HOTS)

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Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods, than the learning of facts and concepts.

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Convergent Thinking

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the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer. This kind of thinking is particularly appropriate in science, maths and technology.

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Divergent Thinking

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broadly creative elaboration of ideas prompted by a stimulus, and is more suited to artistic pursuits and study in the humanities.

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Critical Thinking

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the objective analysis and evaluation of an issue in order to form a judgment. - Standards, Elements, & Intellectual Traits (Foundation for Critical Thinking)

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Analysis

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Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

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Evaluation

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Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Questions like: Do you feel that chicken is good for you and your family?

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• Synthesis

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Builds a structure or pattern from diverse elements; it also refers the act of putting parts together to form a whole (Omari, 2006). Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.

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• Creativity

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the use of the imagination or original ideas, especially in the production of an artistic work.

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• Torrance tests of creativity

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a test of creativity, originally involved simple tests of divergent thinking and other problem-solving skills, which were scored on four scales:

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Fluency

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The total number of interpretable, meaningful, and relevant ideas generated in response to the stimulus.

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Flexibility

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The number of different categories of relevant responses.

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Originality

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The statistical rarity of the responses.

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Elaboration

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The amount of detail in the responses

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4C Model (Kaufman & Beghetto)

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Little-C: come up with own recipe for a dish. Mini-C: write short stories, turn drapes into a dress. People notice your creativity Pro-C: Creativity generates funds for you, travel photographer and graphic/interior designer. Big-C: Creativity has a lasting effect on the world: Da Vinci, Shakespeare, Beatles, Google

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Stages of Creativity

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Preparation - Research: Collect information or data. Incubation - Percolation: Milling over collected information. Illumination - Light Bulb Idea: Aha moment. Verification - Actual Making, creating: Implementation

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John Flavell

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used the term metamemory in regard to an individual's ability to manage and monitor the input, storage, search and retrieval of the contents of his own memory. Metacognition

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Metacognition

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awareness and understanding of one's own thought processes.

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Problem solving strategies

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Trial and Error - works well if the options for possible solutions of a problem are relatively few.

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Algorithms

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step-by-step "recipes" that can solve any problem of a specific type (e.g., mathematical formulas). Algorithms never fail, but they are in short supply when it comes to typical problems facing human beings

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Heuristics

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mental short-cuts that human beings automatically fall back on when making judgments and decisions under conditions of uncertainty. Heuristics are very fast and often accurate, but they can also seriously mislead

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Insight

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occurs when a person has reached an impasse in attempts to solve a problem and then suddenly and effortlessly arrives at a solution.

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Inquiry Process

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defined as "a seeking for truth, information, or knowledge -- seeking information by questioning

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Amos Tversky & Daniel Kahneman

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Subjects when offered a choice formulated in one way might display risk-aversion but when offered essentially the same choice formulated in a different way might display risk-seeking behavior. For example, as Kahneman says, people may drive across town to save $5 on a $15 calculator but not drive across town to save $5 on a $125 coat. Thinking Fallacies too.

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Anchoring & Adjusting heuristic

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a heuristic used in many situations where people estimate a number. According to Tversky and Kahneman's original description, it involves starting from a readily available number—the "anchor"—and shifting either up or down to reach an answer that seems plausible

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Representativeness heuristic

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seen when people use categories, for example when deciding whether or not a person is a criminal. An individual thing has a high representativeness for a category if it is very similar to a prototype of that category.

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Availability heuristic

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the ease with which a particular idea can be brought to mind. When people estimate how likely or how frequent an event is on the basis of its availability, they are using the availability heuristic.

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Confirmation bias

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a tendency to search for or interpret information in a way that confirms one's preconceptions, leading to statistical errors.

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Belief perseverance

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he tendency to cling to one's initial belief even after receiving new information that contradicts or dis- confirms the basis of that belief.

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Framing bias

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people react to a particular choice in different ways depending on how it is presented; e.g. as a loss or as a gain. People tend to avoid risk when a positive frame is presented but seek risks when a negative frame is presented.

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Dual Process Model of Thinking (Kahneman)

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provides an account of how a phenomenon can occur in two different ways, or as a result of two different processes. Often, the two processes consist of an implicit (automatic), unconscious process and an explicit (controlled), conscious process.

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Benjamin Bloom

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It divides educational objectives into three "domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and "doing/hands" respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

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..Anderson & Krathwohl's Revision

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Knowledge;Remembering, Comprehension;Understanding, Application;Applying, Analysis;Analyzing, Synthesis;Evaluating, Evaluation;Creating

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Concepts Learning

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refers to a learning task in which a human or machine learner is trained to classify objects by being shown a set of example objects along with their class labels. The learner simplifies what has been observed by condensing it in the form of an example.

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Concept development strategies

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a strategy to help students to form a general mental understanding or construct (either an image or a model) from examples of a cluster of information or particular category

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Nature vs. Nurture

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whether heredity or the environment most impacts human psychological development (behavior, habits, intelligence, personality, sexuality, aggressive tendencies, and so on).

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Heritability

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proportion of observed differences on a trait among individuals of a population that are due to genetic differences. Factors including genetics, environment and random chance can all contribute to the variation between individuals in their observable characteristics

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Aptitude tests

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An aptitude is the ability to learn or to develop proficiency in an area (if provided with appropriate education or training). It is like talent. Examples are various types of reasoning, artistic ability, motor coordination, musical talent. There are aptitude tests that measure mechanical and linguistic ability, as well as more specific skills, such as military flight and computer programming.

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Achievement tests measure the extent to which a person has "achieved" something, acquired certain information, or mastered certain skills

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usually as a result of planned instruction or training. It is designed to efficiently measure the amount of knowledge and/or skill a person has acquired, usually as a result of classroom instruction.

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Testing: standardization, reliability, validity

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reliability of a test refers to stability of measurement over time. When a person's data entry skills are measured on two occasions (with no special training in between), the two sets of scores should be similar

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Validity

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the quality or correctness of a measure, that it measures what it's supposed to measure

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Francis Galton

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the first to apply statistical methods to the study of human differences and inheritance of intelligence, and introduced the use of questionnaires and surveys for collecting data on human communities. Pioneer of Eugenics and "nature vs. nurture"

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Eugenics

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the belief and practice which aims at improving the genetic quality of the human population.

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Alfred Binet

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invented the first practical intelligence test, the Binet-Simon scale. His principal goal was to identify students who needed special help in coping with the school curriculum.

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IQ

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a number used to express the apparent relative intelligence of a person: as. a : the ratio of the mental age (as reported on a standardized test) to the chronological age multiplied by 100.

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Charles Spearman

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believed that intelligence is composed of practical intelligence. General intelligence factor

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G Factor

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general intelligence factor, g, which underlies all intelligent behavior. Many scientists still believe in a general intelligence factor that underlies the specific abilities that intelligence tests measure.

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Bell Curve

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a graph of a normal (Gaussian) distribution, with a large rounded peak tapering away at each end.

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Robert Yerkes

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best known for his work in intelligence testing and in the field of comparative psychology. Army alpha and beta tests

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Army Alpha ; Beta tests

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test measured "verbal ability, numerical ability, ability to follow directions, and knowledge of information". Scores on the Army Alpha were used to determine a soldier's capability of serving, his job classification, and his potential for a leadership position. Soldiers who were illiterate or foreign speaking would take the Army Beta, the nonverbal equivalent of the exam

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Lewis Terman

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best known for his revision of the Stanford-Binet IQ test and for initiating the longitudinal study of children with high IQs called the Genetic Studies of Genius.

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Stanford-Binet Tests

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a cognitive ability and intelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning.

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David Wechsler

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developed well-known intelligence scales, such as the Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC).

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Raymond Cattell & John Horn

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Comprehension-knowledge, Fluid intelligence/Reasoning, Short-term memory, Long-term storage and retrieval, Processing speeds, Visual processing, Auditory processing. EMPIRICAL IQ TESTS. FLUID AND CRYSTALIZED INTELLIGENCE.

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Cross Battery Assessment Model

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use information from multiple test batteries (i.e., various IQ tests) to help guide diagnostic decisions and to gain a fuller picture of an individual's cognitive abilities than can be ascertained through the use of single-battery assessments

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Fluid Intelligence

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/reasoning is the capacity to think logically and solve problems in novel situations, independent of acquired knowledge. It is the ability to analyze novel problems, identify patterns and relationships that underpin these problems and the extrapolation of these using logic. It is necessary for all logical problem solving

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Crystallized Intelligence

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the ability to use skills, knowledge, and experience. It does not equate to memory, but it does rely on accessing information from long-term memory. Crystallized intelligence is one's lifetime of intellectual achievement, as demonstrated largely through one's vocabulary and general knowledge. This improves somewhat with age, as experiences tend to expand one's knowledge.

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Woodcock-Johnson Tests

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A set of intelligence tests that combines the other IQ tests and Cattle-Horn tests

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Howard Gardner

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best known for his theory of multiple intelligences,

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Multiple Intelligences Theory

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musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Intelligence isn't dominated by a single general ability.

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Robert Sternberg

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the Triarchic theory of intelligence: intelligence is how well an individual deals with environmental changes throughout their lifespan. Sternberg's theory comprises three parts: componential, experiential, and practical.

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Triarchic Intelligence Theory

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intelligence is how well an individual deals with environmental changes throughout their lifespan. Sternberg's theory comprises three parts: componential, experiential, and practical.

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Peter Salovey ; John Mayer

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Emotional intelligence (EI) is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior. There are three models of EI. The ability model, trait model "encompasses behavioral dispositions and self perceived abilities and is measured through self report". the mixed model is a combination of both ability and trait EI. It defines EI as an array of skills and characteristics that drive leadership performance

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EQ

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Also, EI: Emotional Intelligence Quotient

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Origins of Gifted vs. Special Education

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Galton said that if a parent deviates from the norm, so will the child, but to a lesser extent (Eugenics). Terman said the IQ was one's mental age compared to one's chronological age, based on the mental age norms he compiled after studying a sample of children. He defined intelligence as "the ability to carry on abstract thinking"

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Differentiation

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mental autonomy or separation of intellect and emotions so that one is not dominated by reactive anxiety of a family or group emotional system. Thinking for yourself.

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