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Decisions about what topics to teach

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Planning

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How to teach topics and skills Teachers classroom strategies change to fit the needs of students

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Instruction

question

Students are kept on task and supportive of one another's learning efforts

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Effective Classroom Environment

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student characteristics and behaviors affect the classroom environment and how teachers plan and teach lessons

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Learner-centered Instruction

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Including students with special needs in general education classrooms. Teachers should expect to have students with a wide variety of needs.

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Inclusion

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How can the effectiveness of various classroom practices be determined?

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Systematic Research

question

Shows students that what we "know" and believe may be slightly accurate or even downright inaccurate

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Omrod's Own Psychological Survey

question

T/F: Some children are predominantly left-brain thinkers, whereas others are predominantly right-brain thinkers.

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False

question

The best way to learn and remember a new fact is to repeat it over and over

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False

question

Using prior knowledge to expand of embellish on a new idea in some way (i.e. drawing inferences, identifying new examples). An effective way to improve retention.

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Elaboration

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Most children 5 years of age and older are natural learners: They know the best way to learn something without having to be taught how to learn it

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False

question

Students often misjudge how much they have learned (ex. illusion of knowing)

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True

question

Anxiety sometimes helps students learn and perform more successfully in the classroom.

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True (A little bit of anxiety can improve memory)

question

Children's personalities are largely the result of their home environments.

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False

question

Playing video games interferes with children's cognitive development and school achievement.

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False (or rather, not necessarily)

question

The ways in which teachers assess students' learning influence what students actu- ally learn.

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True

question

The use of instructional methods and other classroom strategies that research has consistently shown to bring about significant gains in students' development and academic achievement

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Evidence-based practices

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Guidelines prescribed by the American Psychological Association for identifying sources and preparing references

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APA style

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Yields numbers that reflect percentages, frequencies, or averages related to certain characteristics or phenomena

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Quantitative Research

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Yields nonumeric, in-depth information (i.e. verbal reports, written documents, pictures, maps) that captures many aspects of a complex situation

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Qualitative Research

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Describes a situation. Also gives information about characteristics of students, teachers, or schools. May provide information about how frequently certain events or behaviors occur.

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Descriptive Study

question

explores possible relationships among two or more variables. Doesn't explain why a relationship exists.

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Correlational Study

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The extent to which two characteristics or phenomena tend to be found together or to change together.

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Correlation

question

Researcher changes, or manipulates, one or more aspects of the environment and then measures the effects of such changes. Enable researchers to draw conclusions about causation.

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Experimental Study

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Taking into account but not controlling for other influential factors. Can't rule out alternative explanations for results.

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Quasi-experimental study

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teachers conduct systematic studies of issues and problems in their own schools, with the goal of seeking more effective strategies for working with students. Steps: 1. identifying an area of focus 2. collect data 3. analyze and interpret data 4. develop an action plan

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Action research

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developed by researcher to integrate their findings and explain their feelings. Typically used to speculate about mechanisms involved in thinking, learning, development, motivation, etc.

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Theories

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strategies for teaching particular topics and skills. Teachers can anticipate difficulties students will have and the kinds of errors they will make in the process of mastering a certain skill or body of knowledge

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Pedagogical Content knowledge

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Continually examining and critiquing assumptions and instructional practices. Regularly adjusting beliefs and strategies in light of new evidence

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Reflective teaching

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Teachers and administrators share a common vision for students' learning and achievement, work collaboratively to achieve desired outcomes

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Professional Learning Community

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believing oneself is capable of executing certain behaviors or reaching certain goals

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Self-efficacy

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a long-term change in mental representations or associations due to experience

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Learning

question

a group of research-based theories that address a variety of mental phenomena underlying human behavior

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Cognitive psychology

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learning about environment in a nonintentional, "thoughtless" way. Infants, toddlers, and even older children and adults do this.

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Implicit learning

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Consciously thinking about, interpreting, and reconfiguring what you see in your environment

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Explicit learning

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Specific things people mentally do has they try to interpret and remember what they see, hear, and study.

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Cognitive processes

question

When a learner changes or adds to incoming information in some way in order to remember it more easily

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Encoding

question

the theory that human and animal behavior can be explained in terms of conditioning, without appeal to thoughts or feelings, and that psychological disorders are best treated by altering behavior patterns.

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Behaviorism

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view that people learn by watching others. In psychology, it explains personality in terms of how a person thinks about and responds to one's social environment.

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Social Cognitive Theory

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Learning takes place when teachers are able to present information in a way that students are able to construct meaning based on their own experiences.

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Contextual Theories

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How people mentally process new information

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Information Processing Theory

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How learners create knowledge through their interactions with the environment

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Individual Constructivism

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Learners use separate pieces of info to create a general understanding, interpretation, or recollection to make sense of their experiences (optical illusions of faces-- you use what you know to construct a face from splotches. an ex. of learners using what they know and believe to help make sense of new experiences)

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Construction

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learners' ability to mentally save newly acquired information and behaviors

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memory

question

component of memory that holds information you receive (input) in it's uncoded form. Has a large capacity but info doesn't last for long, less than a second.

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sensory register

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People can attend to two or three well-learned, automatic tasks at once (walking and chewing gum, drinking coffee while driving). When a task required thought and concentration, people usually attend to only one thing at a time

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Multitasking

question

component of memory where attended-to information stays for a short time so learners can make better sense of it. Where much of active cognitive processing occurs.

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working memory

question

focuses attention, oversees flow of information, selects and controls voluntary behaviors, and inhibits counterproductive thoughts and actions. limited capacity.

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central executive

question

what and how things are

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declarative knowledge

question

how to do things

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Procedural memory

question

where learners store general knowledge and beliefs about the world

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long-term memory

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well-integrated entities that encompass particular ideas or groups of ideas

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concepts

question

tightly organized sets of facts related to particular concepts or phenomena

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schemas

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when a scheme involves a particular sequence of events related to a particular activity

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script

question

making connections among various pieces of new information-- long term memory storage process

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organization

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Forming a mental picture of something, either by actually seeing it or by envisioning how it might look

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visual imagery

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involves recognizing a relationship between new information and something previously stored in long-term memory.

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meaningful learning

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gradually being able to use what you've learned quickly, effortlessly, and automatically. Practice makes knowledge more automatic and durable

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automaticity

question

intentionally engaging in certain cognitive processes to help them learn and remember something

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learning strategy

question

what learners already know on which new learning can be built. Prior knowledge can interfere with new learning b/c learners make inappropriate connections

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knowledge base

question

tendency to look for what one thinks is true and to ignore evidence to the contrary

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confirmation bias

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tendency for some responses and cognitive processes to be associated and retrieved only in a very limited range of circumstances. depends how often it has been recalled in the past. recall often involved construction or reconstruction

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situated learning (or situated cognition)

question

a plausible or scientifically acceptable general principle or body of principles offered to explain phenomena

answer

Theory

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