Educational Psychology Test Answers – Flashcards
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Final Stage: Impact Stage
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Only a third of teachers reach the impact stage. Much more is being covered now. The focus is on the students and their learning. Teachers of impact can only be in this stage if they get through the task stage.
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McCown, Driscoll, and Roop
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Reflective Teaching Cycle: Create Plan, Implement, Evaluate Results, Situation
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Reflective Teaching Cycle
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Create Plan, Implement, Evaluate Results, Situation
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Piaget
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4 Stages of Development
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Sensorimotor Stage
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in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities
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Preoperational Stage
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in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic
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Concrete Operational Stage
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in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events
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Formal Operational Stage
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in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts
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Lev Vygotsky
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Three Premises of Cognitive Development
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Three Premises of Cognitive Development
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Language-Cultural Toolbox, Social Interactions, Zones of Proximal Development
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Language-Cultural Toolbox
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Starts with making sense of sounds, then finding patterns. The environment shapes the development of language. Talking to oneself is encouraged. Allow students to speak
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Social Interactions
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Ask questions and build discussions from answers.
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ZPD
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Underlying known skills are mastered, so the students are prepared to learn things in ZPD.
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Scaffold
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Teacher-provided support that allows a student to accomplish a skill
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Schema
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A concept or framework that organizes and interprets information.
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Accommodation
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The modification of internal representations in order to accommodate a changing knowledge of reality
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Assimilation
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The application of a general schema to a particular instance
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Known Zone
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Zone where student says "I know this. I can do it by myself"
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Zone of Proximal Development
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Zone where student needs guidance.
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Frustration Zone
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Zone where student cannot accomplish task even with help.
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Self-Concept
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Individual's knowledge and belief about themselves. It includes their attitudes and expectations. At different ages, different aspects have a stronger influence. EX: Who or what I am? Our attempt to explain our role in the world.
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Self-Esteem
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Student: summary evaluation of how well he fulfills his role in the world
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Erikson
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8 Stages of Development
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Present Crisis
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Determined by age. What is the present focus of life?
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Past Crisis
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What scars and strengths show how they have been resolved?
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Trust vs. Mistrust (Infancy)
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1st Crisis. Positive: trusting people Negative: no trust in world
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Autonomy vs. Shame (Toddler)
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2nd Crisis. The need to develop a sense of confidence in taking care of themselves. Positive: Independence Negative: Low confidence
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Initiative vs. Guilt (Play Age)
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3rd Crisis. Child wants to imitate what they see. Positive: Child can take tasks Negative: Child lacks confidence in taking initiative
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Industry vs. Inferiority (School Age)
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4th Crisis. Child begins to compare self with others. Looks for success.
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Identity vs. Identity Diffusion (Adolescence)
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5th Crisis. Self-Discovery. Positive: Find an identity for oneself Negative: Follow the crowd without direction in life.
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Intimacy vs. Isolation (Young Adult)
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6th Crisis. Some enter before they pass last crisis. Can lead to mid-life crises. Negative: Locking into relationships which don't define who we are.
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Generativity vs. Self-Absorption (Adulthood)
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7th Crisis. Positive: Person seeks to contribute to the following generation Negative: Bitter, self-absorbed, trapped, and betrayed by life.
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Integrity vs. Disgust (Mature Age)
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Final Crisis. Positive: Allows one to look back with a sense of fulfillment. Negative: Leads to bitterness and sadness.
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Marcia
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Theorist: She expanded on Erikson's theory of identity formation. He focused on exploration and commitment. She developed Identity achievement, moratorium, identity foreclosure, and identity diffusion.
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Moratorium
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Taking time to explore what God desires for our lives. identity crisis; suspension of choices because of struggle.
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identity Foreclosure
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Situation where others establish place/standing for somebody. Acceptance of parental life choices without consideration of options.
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identity diffusion
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uncenteredness; confusion about who one is and what one wants
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identity achievement
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strong sense of commitment to life choices after free consideration of alternatives
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Kohlberg
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Theory of Moral Reasoning
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Pre-Conventional Stage
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Kohlberg Stage: contains punishment/obedience and personal reward
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Conventional Stage
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Kohlberg Stage: contains good girl/boy and law and order
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Post-Conventional Stage
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Kohlberg Stage: contains social contract orientation and universal ethical principle
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Punishment/Obedience
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Kohlberg Level: It's okay as long as I don't get caught.
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Personal Reward
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Kohlberg Level: Doing what is best for my friend and me.
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Good Girl/Good Boy
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Kohlberg Level: Makes decision based on pleasing others.
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Law and Order
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Kohlberg Level: The rule follower.
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Social Contract Orientation
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Kohlberg Level: Socially agreed upon standards (interpreting law selflessly)
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Universal Ethical Principle
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Individual justice, ethics, code of honor (selfless definition of who you are)
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Modal + One
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ZPD-scaffold. Punishment is not the same as discipline. Discipline students to include practice that is one level above acting level.
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interaction effect
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effect caused by multiple theories acting upon each other, causing bad decisions and effect each other.
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Spearman
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Limited "g" view of intelligence. "G" stands for general intelligence which means a general factor in cognitive ability that is related in varying degrees to performance on all mental tests.
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Cattell and Horn
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Fluid Intelligence: tied to biological aspects; increases until adolescent. Crystallized Intelligence: tied to culture; learned skills and processes.
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Guilford's Model of the Structure of Intellect
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Multi-faceted view. PROCESSES content, operation, and product
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What is the issue with Guildford's Model?
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It is very hard to test and would take very long to test for it. It is very hard to measure.
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Gardner's Theory of Multiple Intelligences
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PRODUCTS. 8 Areas of Strength
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What is Gardner's base his theory on?
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Potential isolation by brain damage, The existence of prodigies and other exceptional individuals who are experts in some areas and average or below in others, an identifiable core operation or set of operations, a distinctive developmental trajectory culminating in expert performances, an evolutionary history and evolutionary plausibility, support from experimental psychological tasks, support from experimental psychological tasks, evidence from psychometric findings, and susceptibility to encoding in a symbol system.
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Intelligences
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Linguistic, logical/mathematical, visual/spatial, musical, interpersonal, intrapersonal,naturalist, bodily/kinesthetic
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Sternberg's Triarchic Model
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Analytical, Creative, Practical, and wisdom was recently added
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Analytical Intelligence
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Componential. Ability to think abstractly and process information effectively. Factual Knowledge. People emphasis this too much and this is the only one that can be tested. So the others are seen as not intelligent.
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Creative Intelligence
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Experiential. Ability to formulate new ideas, to combine seemingly unrelated facts or information. Most are entrepreneurs. Coping with new experiences, insight in novel situations, efficiency and automatically in problem solving.
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Practical Intelligence
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Contextual. Ability to adapt to changing environmental conditions and to shape environment to play to strengths and compensate for weaknesses. Social skills. These kind of children think school is stupid because it has nothing to do with real life so they view school as a waste of time.
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Wisdom
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A creativity to generate new ideas and problems as well as possible solutions to the problems, analytical intelligence to evaluate the quality of these solutions, practical intelligence to implement decisions and persuade others of their value, and wisdom to ensure that these decisions help achieve a common good over the long and short terms
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IDEIA
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Individual Disability Education Improvement Act
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Behavioral
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View of Learning: external process where our experiences (things we do or are done to us) cause an observable and relatively permanent change in our behavior.
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Contiguous
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(Aristotle) (Flashcards) Repeated pairings of a stimulus and response
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Classical
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(Pavlov and dogs) Begins with automatic physical/emotional response
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Operant Conditioning
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(Skinner/Thorndike) Antecedent, Behavior, Consequence, Reinforcers, Schedules of Reinforcers, Cues, Shaping, 4 Types of Punishment, Self-Management, Ripple Effect, and Positive Practice
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What is the ABC of learning (operate conditioning) stand for?
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A ntecedent B ehavior C onsequence
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Positive Reinforcement
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Strengthening behavior by presenting a desired stimulus after the behavior
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Negative Reinforcement
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Strengthening behavior by removing an unpleasant stimulus when the behavior occurs
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Punishment
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Process that weakens or suppresses behavior
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Presentation punishment
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Decreasing the chances that a behavior will occur again by presenting an unpleasant stimulus following the behavior; also called Type 1 punishment
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Removal punishment
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Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior; also called Type II punishment
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Continuous reinforcement schedule
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Presenting a reinforcer after every appropriate response
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Fixed-interval schedule
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Reinforcement after a set period of time (EX: Weekly quiz)
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Variable-interval schedule
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Reinforcement after varying lengths of time (EX: Pop Quizzes)
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Fixed-ratio schedule
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Reinforcement after a set number of responses (EX: Piece work Bake Sale)
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Variable-ratio schedule
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reinforcement after a varying number of responses (EX: slot machines)
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Interval schedule
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length of time between reinforcers
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Ratio schedule
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reinforcement based on the number of responses between reinforcers
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Cueing
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the act of providing an antecedent stimulus just before a specific behavior is supposed to take place. (Providing a stimulus that "sets up" a desired behavior)
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Prompting
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A reminder that follows a cue to make sure the person reacts to the cue
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response cost
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incremental for each behavioral (Ex: the stop light. if your name is moved to yellow then you lose 3 mins to recess. if you are at red you lose 5 mins of recess. It just keeps increasing)
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satiation
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repetition until undesirable. Having a student repeat a behavior until they are sick of it. You should not have an audience when you're making a student do this undesirable behavior.
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self-management
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use these principles on yourself. Set up a calendar that holds you accountable so you are able to do your homework. Teach your students how to manage themselves
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ripple effect
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both positive and negative effect. Spread the positive behavior. "Contagious" spreading of behaviors through imitation
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Shaping
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Reinforcing each small step of progress toward a desired goal or behavior
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Cognitive
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View of Learning: A change in a person's mental structures that provides the capacity to demonstrate different behaviors.
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Information Processing Model (IPM)
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(Atkinson, Ashcraft) Sensory Registers, Working Memory, Long Term Memory, to Executive Control
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Gestalt Perception
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Whole picture! Top-Down Processing
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Field Dependent
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Big Picture
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Field Independent
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Small Details...Individual Details
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Declarative Knowledge
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The facts. Generalities and rules.
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Procedural Knowledge
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Knowing the steps in the process and putting the steps into action
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Self-Regulatory Knowledge
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Understanding and responding to the conditions of when to use the knowledge and skills.
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Implicit
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Knowledge that is retrieved automatically. examples: priming, classical conditioning, procedural knowledge, etc.
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Explicit
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Knowledge that takes time and effort to retrieve. examples: semantic and episodic knowledge
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Semantic
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Dictionary knowledge. examples: images, propositions, concepts, schema, and prototypes
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Episodic
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Rich collection of knowledge that can be semantic, but is associated with a sensory rich episode.
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Serial Position Effect
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The beginning and end are remembered more than the middle. Mix things up to avoid this
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Handles
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Examples/questions that take us back to a particular answer.
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Joyce and Weil Concept Lesson
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1. Name the concept 2. Establish a definition 3. Give examples and non-examples 4. Discuss relevant and irrelevant attributes 5. Include visual aids 6. Give guided practice 7. Give independent practice 8. Give application for transfer
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Bruner
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Associated with Guided Discovery Lesson Cognitive
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Ausubel
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Associated with Expository Method (advanced organizer or something like that) Behavioral
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IDEAL Problem Solving Method
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Identify the problem Define the problem Explore possible solutions Anticipate/Act on strategies Look back (evaluate)
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Algorithm
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Set pattern of how to solve something that we have learned/is present for us to use.
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Heuristics
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Means-end (break into little pieces, solve one at a time); goal and back (start at end and move backward), analogical thinking (little bit like this part and this part), self talk, trial and error (scientifically).
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Rigid Response Set
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Students become programmed to answer in only one direction with thinking.
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Functional Fixedness
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Students only use something the way it has been given to them.
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Constructive Theories
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View the learners as actively developing their knowledge, rather than receiving it, in package form, from outside sources.
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Cooperative Learning
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Students working together to help each other learn.
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Features of Effective Cooperative Learning
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Small heterogeneous groups, established clear goals, established behavior guidelines, interdependence of group members, individual accountability, active teacher monitoring, evaluation of members and group process
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Behavioral
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Type of learning from experience
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Social Cognitive (Bandura)
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View of Learning: transfer of modeled events into symbolic representations (schema) which guide our future actions
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Four Factors Influencing Vicarious Learning
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Grab attention of learner, retention, production/coaching, motivation/incentive
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Grab Attention of Learner
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Factor influencing vicarious learning: prestige, vicarious, help learn from mistakes
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Retention
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Factor influencing vicarious learning: coding/rehearsal. Guided practice.
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Production (coaching)
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Factor influencing vicarious learning: implement new knowledge, practice with feedback.
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Motivation (incentive)
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Factor influencing vicarious learning: likelihood of receiving a positive outcome affects probability of studying.
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Extrinsic (source of motivation)
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Temporary motivation: good grades, on schedule, etc.
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Intrinsic (source of motivation)
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Motivation: desire to learn, care about things, etc.
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Skinner
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1st motivation is behavioral. Antecedent behavior consequences. Don't become addicted to reinforcers
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Maslow's Hierarchy of Needs
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Concept that involves deficiency needs (physiological, safety, love, esteem) and growth needs (aesthetics, need to know, self actualization)
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Greeno, Lave, and Wenger
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Cultural view of motivation: motivation of students is affected by community, home situation, parents, etc.
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Bandura's Formula for Motivation
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Expectancy x Value - Risk = Motivation
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Elements of Expectancy
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Enactive, Vicarious, Persuasive, Emotive
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Enactive Expectancy (elements of expectancy)
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Successfully experienced something before.
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Vicarious Expectancy (elements of expectancy)
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Observed others successfully achieving something before.
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Persuasive Expectancy (elements of expectancy)
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Support/encouragement from a trusted person.
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Emotive Expectancy (elements of expectancy)
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Complete comfort in doing something. No problem!
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Elements of Value
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Utility, Extrinsic, Intrinsic, Calling/Service
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Utility Value (Elements of value)
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This will be a very useful thing to do/learn.
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Extrinsic Value (Elements of value)
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Profit/gain from learning to do something.
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Intrinsic Value (elements of value)
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Genuinely wants to learn how to do something.
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Weiner
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Attribution: Listen to students complain. what do they blame for success/failure?
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Locus of Control
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Blame: extrinsic (external factors: environment, etc.) and intrinsic (internal factors: study habits, self issues)
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Extrinsic (locus of control)
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External factors are blamed.
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Intrinsic (locus of control)
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Internal factors are blamed.
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Stable
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Situation is uncontrollable.
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Unstable
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Situation is controllable. More hopeful and truthful. You want your students to see things as this because then they will be motivated.
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Unstable and controllable
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How do you want your classroom to be? Stable, unstable, controllable, uncontrollable. Choose 2.
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DeCharms
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Origins vs. Pawns: People like to originate their own ideas.
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Performance Goals
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Ego-Involved Students set... is Failure Avoiding
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Learning Goals
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Task-Involved Students set... is Mastery Oriented
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Kounin
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Theorist: 4 Bad Behavior Prevention Strategies
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Teacher is with in-ness
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Kounin: Teacher knows what is happening in the classroom.
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Overlapping activities
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Kounin: students are not left doing nothing while others are working.
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Maintenance of Group Focus
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Kounin: all students are paying attention.
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Movement Management
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Kounin: time management/transitions.
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Proximity
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Subtle Technique: get close to a student.
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Call on a Student
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Subtle Technique: having a student answer questions.
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Name a Student
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Subtle Technique: say a student's name to get his attention.
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Eye Contact
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Subtle Technique: give a student a look that shows that you want them to stop being disruptive.
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Gordon
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Theorist: Problem Ownership. Change a student's behavior by changing his understanding of the behavior.
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Teacher-Owned Problems
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Behavior that disrupts the whole class. Class must be stopped to deal with the issue.
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Student-Owned Problems
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Behavior that doesn't disrupt the rest of the class. Localized.
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I Messages
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Gordon: "I cannot teach when..."
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Canter
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Theorist: Assertive Discipline. No Nonsense. The teacher must take an authoritative stand and make them understand that you are the boss. Threaten them with a detention.
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Assertive Discipline
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Gordon: Establish clear rules, communicate rules to students, teach students how to follow them, use positive reinforcement with each and every student. If rules are broken, use consistent negative consequences.
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Anticipatory Set
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First part of any lesson plan.
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Observable and Measurable
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Behavioral Objectives in a Lesson Plan: verbs describing student performance must be... ex. TSWBAT list, describe, identify, build, etc.
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Minimum Level of acceptable performance
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Behavioral Objectives in a Lesson Plan: criteria must state... ex. to 75% accuracy, for 8/10, etc.
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Conditions
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Behavioral Objectives in a Lesson Plan: the behavior will be observed and performed under specific.... ex. outline, while using a calculator, while working alone, etc.
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Behavioral Assessment
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Gronlund: Traditional Assessment. Quantitative: essays, short responses, multiple choice, true/false, etc.
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Cognitive Assessment
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Wiggins: Authentic Assessment. Qualitative: presentations, projects, analysis papers, demonstrations, etc.
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Quantitative
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multiple choice, matching, filling in the blanks, and true/false
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Qualitative
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Are less structure, they are loosely structured: PA assignments, presentations, discussions, projects, observations, write up of observations, analysis of observations.
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What does RSVP stand for?
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Reliability, Standardization, Validity, and Practicality
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Reliability
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Good assessment: Results in re-test are same as first time. consistency of results. It is a strength of Quantitative and Weakness in Qualitative
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Standardization
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Good assessment: Population and administration match. give tests that match the language it was taught in. It is a strength of Qualitative and weakness is Quantiative
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Validity
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Good assessment: Test measures what it purports to measure. Test is real and uses senses. It is a strength of Qualitative and weakness is Quantiative
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Practicality
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Good assessment: Assessment costs time. could be why we over-rely on quantitative. It is a strength in Quantitative and weakness in Qualitative.
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Assessment bias
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There is bias in assessment: especially in standardization but it is in all assessment.
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Formal Assessment
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Assessment type: Testing, writing
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Informal Assessment
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Assessment type: discussion, looking at what students are writing/doing.
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Summative Assessment
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Assessment type: at the end of a period of study. usually graded.
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Formative Assessment
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Assessment type: informs the teacher as to how the learning is going/how to proceed.
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Norm-referenced Assessment
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Assessment type: compares student to peers either locally or on a larger scale. scores given in percentiles.
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Criterion-reference Assessment
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Assessment type: compares student to a fixed standard. scores given in percentages or pass/fail.
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Traditional Assessment
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Assessment type: Gronlund. multiple choice, true/false, watch 's' and 'v', be careful to avoid errors in test construction
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Authentic Assessment
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Presentations, Projects, Evaluation group discussions, observations of problem solving application in field, and collection sin portfolios.
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Cons of Authentic Assessment
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Sugar coated, Too much time, ad provide a rubric to analyze it
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Bloom's Taxonomy
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Areas of triangle: from knowledge to evaluation.
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Item Analysis (Validity)
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High Scoring Group (HSG) (top 1/3) and Low Scoring Group (LSG) (bottom 1/3)
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Equation for Validity
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difficulty level of question = (# right HSG + # right LSG) ÷ (# in HSG + # in LSG) if it is under 70% check the question but it does not necessarily mean you change the question
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Discrimination Index Equation
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Index of an item = (% of students answered correctly in HSG) - (% of students answered correctly in LSG)
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Discrimination Index Meaning
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>+.60 Very Strong Discriminator >+.40 Strong Discriminator >.20 moderate discriminator (improve question) <+.20 does not discriminate (improve or eliminate question)
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Portfolio Assessment
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Assessment type: working (entire collection), growth (evidence of learning), or showcase (best works)
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Grading Purposes
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inform parents, feedback to students, motivate students, grade on a curve, establish fair system.
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Qualitative Research
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First level of research. Observation and description of phenomenon. Collection of conversations and behaviors for analysis resulting in a search for common themes and processes that evolve from the data. (Ex: Case studies, ethnographic study, participant observations)
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Correlation Studies
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Numerical description of the relationship between two variables. Based on strong relationships or strong correlation to show things have something related (positive, negative correlation). Correlation does not prove causation.
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Experimentation
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Random, large samples. Controlling all variables except for those exploring to gather data. Statistical analysis. Determining if the findings are "statistically significant" (p<.05) not likely to have occurred by chance. If it is a Phenomenon that has been seen a lot, then most of the time you will find p < .01.
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Action Research
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Problem solving investigation in a particular classroom or school. Be systematic and share the results.
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Urie Bronfenbrenner's Bioecolgical Model of Human Development
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This model recognizes the development of the physical and social contexts. Brofenbrenner's theory describing the nested social and cultural contexts that shape development. Every person develops within a microsystem, inside a mesosytem, embedded in an exosystem, all of which are a part of the macrosystem of the culture. All development occurs in and is influenced by the time period--the chronosystem. (p. 76)
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Context
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Internal and external circumstances and situations that interact with the individual's thoughts, feelings, and actions to shape development and learning.
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Davis' Theory
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Talks about how importance it is for the teachers to have positive relationships with their students at every grade level. Students define caring in two ways, academic caring and personal caring.
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Academic caring
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Setting high, but reasonable expectations and helping students reach those goals.
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Personal caring
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being patient, respectful, humorous, willing to listen, interest in students' issues and personal problems.
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exploration
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in Marcia's theory of identity statuses, the process by which adolescents consider and try out alternative beliefs, values, and behaviors in an effort to determine which will give them the most satisfaction.
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commitment
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In Marcia's theory of identity statuses, individuals' choices concerning political and religious beliefs, for example, usually as a consequence of exploring the options.
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Parenting Styles
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Authoritative, Authoritarian, Permissive, and Rejecting/Neglecting/Uninvolved parents
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Authoritative Parents
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(high warmth, high control) sets clear limits, enforce rules, and expect mature behavior. They listen to concerns, give reasons for rules, and allow more democratic decision making. There is less strict punishment and more guidance. Parents help children think through the consequences of their actions.
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Authoritarian Parents
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(low warmth, high control) seem cold and controlling in their interactions with their children. The children are expected to be mature and to do what the parents says, "Because I said so!" There is not much talk about emotions. Punishments are strict, but not abusive. The parents love their children, but they are not openly affectionate
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Permissive Parents
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(high warmth, low control) are warm and nurturing, but they have few rules or consequences for their children and expect little in the way of mature behavior because "They're just kids"
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Rejecting/Neglecting/Uninvolved parents
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(low warmth, low control) don't seem to care at all and can't be bothered with controlling, communicating, or teaching their children.
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William Cross
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Devised a framework that specifically addresses African American racial identity. The process he calls nigrescence has five stages.
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Nigrescence (Five Stages)
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Pre-encounter, Encounter, Immersion/Emersion, Internalization, and Internalization-Commitment (p. 94)
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Agression
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should not be confused with assertiveness, which means affirming or maintaining a legitimate right. There are several forms of aggression. instrumental aggression is the most common
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instrumental aggression
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strong actions aimed at claiming an object, place, or privilege--not intended to harm, but may lead to harm.
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hostile aggression
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Bold, direct action that is intended to hurt someone else unprovoked attack
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overt aggression
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a form of hostile aggression that involves physical attack
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relational aggression
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a form of hostile aggression that involves verbal attacks and other actions meant to harm social relationships
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cyber aggression
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using e-mail, twitter, facebook, or other social media to spread rumors, make threats, or otherwise terrorize peers.
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Binet's Tests
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allowed the examiner to determine a mental age for a child. An IQ score was computed by comparing the mental-age score to the person's actual chronological age. The formula was: Intelligence Quotient = Mental Age/Chronological Age X 100
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Standford-Binet test
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is an individual intelligence test. It has to be administered to one student at a time by a trained psychologist and it takes about two hours. Most of the questions are asked orally and do not require reading or writing.
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Flynn effect
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because of better health, smaller families, increased complexity in the environment, and more and better schooling, IQ test scores are steadily rising.
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Wechsler Test
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He found flaws in Stanford-Binet test. So he made the WISC it is a test to see who would do good in the military and will survive. It is used today for the gifted and the other students who are on the other spectrum. We are labeling children with these test and they become Spearman.
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Correlation of 0.4 to 0.5 means
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success in school (higher age more predictive)
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Correlation 0.5 to 0.7 means
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to achievement test scores.
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The 13 types of labels for special education students,
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Specific learning disabilities, speech/language impairments, other health impairments (not orthopedic), intellectual disability (mental retardation), emotional disturbances, autism spectrum disorders, multiple disabilities, development delay, hearing impairments, visual impairments, traumatic brain injury, and deaf-blind
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What does IDEIA stand for?
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Individuals with disabilities in education improvement act
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IEP
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Individual Education Plan: It is an individual plan for a student that is identify with a label. It is an agreement between parents and the school about the services that will be provided to the student. It is written by a team that includes the student's parents or guardians, a general education teacher who works with the student, a representative of the school district (often the principal), a qualified person who can interpret the student's evaluation results (often a school psychologist), and (if appropriate) the student. (p. 132)
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LRE
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Least Restrictive Environment: a setting that is close to the general education class setting as possible. (Educating each child with peers in the regular classroom to the greatest extent possible)
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Due Process
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By law, if the parents do not believe the plan is not working they have the right to do a due process hearing against the school. Vice Versus with the school and parents
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Indicators of ADHD
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Inattention, hyperactivity, and impulsivity
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David Nylund's SMART approach to ADHD, what are the steps of smart?
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S eparating the problem of ADHD from the child M apping the influence of ADHD on the child and family A ttending to the exceptions of ADHD story R eclaiming special abilities of children diagnosed with ADHD T elling and celebrating the new story
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What are examples of emotional and behavioral disorders?
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anxiety disorder, disruptive behavior disorders (ADHD, ODD, and conduct disorders), eating disorder, mood disorders, and tic disorders
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ESL
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English as a Second Language: the classes devoted to teaching ELL (English Language Learners) students English
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Four general profiles for ELL students...
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Balanced bilingual, limited bilingual, monolingual literate, monolingual preliterate
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balanced bilingual
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adding a second language capability without losing your heritage language. proficient in both.
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limited bilingual
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converse well in both; limited academics
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monolingual literate
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at or above grade level in native language but speak limited English
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Monolingual preliterate
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limited ability to read or write in their native language
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Sheltered Instruction
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approach to teaching that improves English language skills while teaching content to ELL students by putting the words and concepts of the content into context to make the content more understandable.
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Code Switching
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moving between two speech forms
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What is the hardest barrier to eliminate in education?
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Social Class and Exceptionality/Nonexceptionality.
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Culturally relevant pedagogy
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excellent teaching for students of color that includes academic success, developing/maintaining cultural competence, and developing a critical consciousness to challenge the status quo
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When Ladson-Billings developed culturally relevant pedagogy what were their three propositions?
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Students must experience academic success, Students must develop/maintain their cultural competence, and Students must develop a critical consciousness to challenge the status quo
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What did James Bank suggest for a multicultural education?
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It has five dimensions: content integration, the knowledge construction process, prejudice reduction, an empowering school culture and social structure, and an equity pedagogy. Many people are familiar with content integration.
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Content integration
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Using examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area or discipline.
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The knowledge construction process
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Helping students to understand how the implicit cultural assumptions within a discipline influence the ways that knowledge is constructed within it
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Prejudice Reduction
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Identifying the characteristics of students' racial attitudes and determining how they can be modified by teaching
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An empowering school culture and social structure
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examining group and labeling practices, sports participation, and the interaction of the staff and the students across ethnic and racial lines to create a school culture that empowers students from all groups
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An equity pedagogy
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Matching teaching styles to students' learning styles in order to facilitate the academic achievement of students from diverse racial, cultural, and social class groups.
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Why did Beth Doll suggest that we have to change in classroom instead of kids?
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alternative strategies will be more enduring and most successful when they are integrated into naturally occurring systems of support [like schools] that surround children"
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In formulating suggestions for characteristics of resilient classroom, what are the two strands of elements that bind students to their classroom community according to Doll?
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self-agency and connected relationships
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What are the three things that go along with Self-Agency?
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Academic self-efficacy, Behavioral self-control, and academic self-determination
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Academic self-efficacy
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a belief in your own ability to learn
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behavioral self-control
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student self-regulation
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academic self-determination
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includes making choices, setting goals, and following through
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What are the three things that go along with Relationship strand?
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Caring teacher-student relationship, effective peer relations, and effective home-school relationship
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caring teacher-student relationship
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Are consistently associated with better school performance, especially for students who face serious challenges.
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effective peer relations
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critical in connecting students to school
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effective home-school relationships
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Connected network for students, when parents stay involved, their children's grades and test scores improved.
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Selective Attention
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requires cognitive space only one cognitive task at a time work toward automaticity through not fully automatic
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Perception
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interpretation of sensory information (Ex: teachers can do group work, white boards, thumb up or down, writing answer on paper)
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Phonological loop
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Part of working memory. A speech- and sound-related system for holding and rehearsing (refreshing) words and sounds in short-term memory for about 1.5 to 2 seconds
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Visuospatial sketchpad
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Part of working memory. A holding system for visual and spatial information. Photographic memory.
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Central executive
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supervises attention, plans, resources, strategies for your learning and thinking.
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What are three types of cognitive load?
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Intrinsic, Extraneous distracters, and Germane-Schema building and understanding.
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Intrinsic
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comprehend the presentation (manage vocabulary, teach procedures)
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Extraneous distracters
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Eliminate noise, manage the visuals, purposeful activites
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Germane-Schema building and understanding
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This is what is left over, you want to capitalize on this and have a lot here and have little in the other two categories. We want to connect their schema and build their understanding. We have to give them time so they can process. Require deep thought, ask for connections. Give time to process, talk about, and explain to each other.
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Maintenance rehearsal
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repeating what you need to know over and over again. The more you do this you would not have to think about it anymore and it will be automatic. And it will turn into rote memorization.
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Rote memorization
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remembering information by repetition without necessarily understanding the meaning of the information
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Mnemonics
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Techniques for remembering; the art of memory.
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What are the three R's
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Recode, Relate, and Retrieve
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Recode
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the to-be-learned vocabulary item as a more familiar, concrete keyword--this is the keyword
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Relate
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the keyword clue to the vocabulary item's definition through a sentence
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Retrieve
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the desired definition
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Three Different views on how knowledge is constructed
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Exogenous, Endogenous (first wave constructivism), and dialectical (second wave contructivism) [there is also a 4th type radical constructivism]
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4-phase Model of Interest
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Trigger situational interest Maintain that interest (authentic connection to student) Build emerging individual interest (success) Internalized to intrinsic interest (individual interest)
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Kohn's views about Rewards
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He thinks rewards are over used (cognitive motivation/intrinsic)
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Chance's views about Rewards
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We should reward students (extrinsic motivation)
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What are the growth needs on Maslow's hierarchy of needs?
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Transcendence, Self-actualisation, asethetic needs, and cognitive needs
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What are the deficiency needs?
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Esteem needs, Belonging and love needs, safety needs, and biological and physiological needs. These needs must be met first before moving to the growth needs.
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Procedure and Routines
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Administrative routines, such as taking attendance Student movement, such as entering and leaving or going to the bathroom Housekeeping such as watering plants or storing personal items Lesson-running routines, such as how to collect assignments or return homework Interactions between teacher and student, such as how to get the teacher's attention when help is needed Talk among students, such as giving or socializing
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What two theorists are campers?
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Wiggins and Gronlund
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