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Culture

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Shared values and understandings that guide the behavior of a group of people.

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Diversity

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The differences between cultures.

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Socioeconomic Status (SES) and Levels of SES

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Relative standing in the society based on income, power, background, and prestige. Levels: Upper, middle, working, lower

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Differ between SES and Social Class

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Social class is based solely on income and power because of that income. SES is based ona number of different aspects.

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What types of things are in the tip of the "culture iceberg?"

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Myths, dress, music, games, notions of modesty, holiday customs, etc.

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What types of things are in the bottom of the "culture iceberg?"

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Childbearing beliefs, understanding of the natural world, rules of eye contact, beliefs about fairness, etc.

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What are some problems that arise with cultural diversity?

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Can cause conflict when kids or teachers from different cultural backgrounds clash because of beliefs and preferences. Also can cause stereotyping.

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What are some problems associated with poverty in terms of students?

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Highly-mobile/homeless students. Poverty can have negative effects on student achievement. Environment leads to poor health and stress. Low expectations from teachers leads to low academic self-concept. May become part of resistance cultures. May be subject to academic "tracking."

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Resistance culture

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To members of this culture, making it in school means selling out and acting "middle class." *Many students with low SES fall prey to these.

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Tracking

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Students with low SES are often tracked into low ability, general, practical, or vocational classes, therefore they may be taught to be more passive and just memorize.

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Ethnicity

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A groups shared common cultural characteristics such as history, homeland, language, traditions, or religion.

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Race

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A socially constructed category of people who share biologically transmitted traits that members of society feel are important.

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Minority group

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A numerical minority compared to the total population. Sociologists use the term to label a group of people that recieve unequal or discriminatory treatment.

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Opportunity gaps

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Leads to education completion gaps for students of color. For students of color and it consists of : Teacher education gaps School integration gaps Funding gaps And many more

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Educational debt

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What we owe students of color based on decades of underinvestment and discrimination.

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Distinguish between Prejudice and Discrimination

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Prejudice- a rigid and unfair generalization about an entire category of people. IE beliefs about people Discrimination- unequal treatment of or actions toward particular categories of people. IE actions toward people

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Stereotype

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A schema that organizes what you know, believe, and feel about a group. IE dimplified descriptions you apply to everyone in the group

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Stereotype threat Give an example

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An "apprehensiveness about confirming a stereotype." Ex. Girls, who are stereotyped as being bad at math, asked to solve difficult math problems will feel hesitant.

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What are the three main links between stereotype threat and school achievement?

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1. Prevents individuals from performing at their best on tests and assignments. 2. Interferes with attention and learning the subject. 3. Decreases connections to and valuing of that subject.

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Short term and long term affects of Stereotype Threat

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Short term- anxiety on test and it can undermine performance. Long term- disidentification

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Disidentification

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When kids feel disconnected from the learning environment they may withdraw, claim to not care, or even drop out of school. EX. disengage from success and claim "math is for nerds."

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Gender vs Sex

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Gender- traits and behaviors that a particular culture judges to be appropriate for men and women. Sex- biological differences

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Gender identity

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A person's self identification as male or female

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Sexual identity

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A complicated construction of beliefs, attitudes, and behaviors. EX. a self identified female likes dresses and other "girly" items but may be attracted to other women

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Three main components of sexual and gender identity

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gender identity gender role behaviors sexual orientation

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Sexual Orientation

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An internal mechanism that directs a person's sexuality to females, males, or both.

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Gender roles How do these develop?

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Expectations about how males and females should behave; what is masculine and what is feminine. Develops through biology and interactions with people in environment.

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Gender schemas

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Developed through interactiosn with with family, peers, teachers, and environment, they are organized networks of knowledge about what it means to be male or femal. Ex. "Trucks are for boys"

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Gender Schema Theory

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Societys beliefs about traits of females and males --> Gender Schema --> Influences processing of social information or influences self esteem

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Gender Bias

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Different views of males and females, often favoring one gender over the other.

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How is gender bias communicated in and out of school?

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Illustrations and characters in kids books are more often boys More boys in television/movies/commercials Studies of teaching show bias toward boys, giving boys more feedback and valuable comments.

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Components of single-sex classrooms

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No boy- or girl-specific teaching strategies Can make class-management more difficult Goal is to make students less concerned about making impression on peers.

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Multicultural education

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A process of comprehensive school reform and basic education for all students. It challenges and rejects racism and discrimination in schools and society and alsl accepts and affirms the pluralism that students, their communities, and their teachers reflect.

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James Bank's five dimensions of multicultural education

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Content integration Knowledge construction process Prejudice reduction Empowering school and social structure An equity pedagogy

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Culturally Relevant Pedagogy

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An approach to teaching that uses the cultural knowledge, prior experiences, frames of reference, and learning sstyles of ethnically diverse students in order to make learnig more relevant and effective for these students.

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Ladson Billing's propositions of a culturally relevant pedagogy

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1. Students must experience academic success. 2. Teachers must delevop and maintain students' cultural competence. 3. Students must develop a critical consciousness to challenge the status quo.

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Resilience

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The ability to adapt successfully in spite of difficult circumstances and threats to develoment.

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Doll's elements of a Resilient Classroom

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Self agency strand- includes academic self-efficacy, behavioral self-control, and academic self-determination. Relationship strand- includes caring teacher-student relations, effective peer relations, and effective home-school relationships.

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Roland Tharp's Dimensions of Diverse classrooms

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Social Organization Cultural Values and Learning Preferences Sociolinguistics

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Social Organization

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The organization of teaching, learning, and performance compatible with the social structures in which the students are most productive and likely to learn. EX students from hawaii are less productive in co-ed groups so mr. butt changed the organization to same-sex groups and students worked more productively

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Cultural Values and Learning Preferences

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Be sensitive to individual differences in all your students and make available alternative paths to learning. BUT don't stereotype based on that student's race.

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Sociolingustics

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The study of the courtesies and conventions of conversation across cultures.

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Pragmatics

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Communication rules of the classroom EX not talking while the teacher is talking

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Participation structures Misunderstandings with participation structures

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Differing activity rules that define appropriate participation for each class activity. They may be different in different cultures or at home so some students may have misunderstandings or miscommunications at first.

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Learning How is learning brought about?

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What occurs when experience (including practice) causes a relatively permanent change in an individual's knowledge or potential for behavior. Brought about through experience or interaction with one's environment.

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The principal of contiguity

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When two or more sensations occur together often enough, they will become associated. So, when one event occurs (the stimulus), the other will be remembered too (a response). Ex. When a student hears the word "South" (stimulus) they immediately think of the word "Carolina" (response) because the two are associated in their mind

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Behavioral Learning Theories

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Assumes the outcome of learning is a change in behavior and emphasizes the effects of external events on the individual.

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Classical Conditioning

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Believes that people can be conditioned to establish natural connections to things. Focuses on the inoluntary emotional or psychological responses (sometimes called respondents) such as fear, salivation, sweating, etc.

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Before classical conditioning, what is a: Neutral Stimulus Unconditioned Stimulus (US) Unconditioned Response (UR)

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Neutral Stimulus: A stimulus not yet connected to a response. EX. Initial sound of bell to dog before it brought forth salivation. Unconditioned Stimulus: A stimulus that automatically produces a response without any prior conditioning. EX. Food because it automatically brought forth salivation without conditioning. Unconditioned Response: Naturally occuring response before conditioning. EX. Salivation at the sight of food because no conditioning was needed to cause it.

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After classical conditioning, what is a: Conditioned Stimulus (CS) Conditioned Response (CR)

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Conditioned Stimulus: A stimulus that evokes a response after conditioning. EX. The sound of the bell after conditioning when it evokes salivation. Conditioned Response: The learned response to the previously neutral, now conditioned, stimulus. EX. Salivation at the sound of the bell after conditioning.

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Give some everyday examples of classical conditioning.

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Salivating when you smell your favorite foods. Tension when you hear a dentist's drill. Nervousness when you step on stage.

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Operant Conditioning Operants

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Learning in which voluntary behavior is strengthened or weakened by consequences or antecedents. The voluntary behaviors emitted by a person.

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Types of consequences

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Reinforcements: Use of consequences, or reinforcers, to increase behavior. (Usually associated with things kids want like toys) Punishments: Use of consequences, or punishers, to decrease behavior. (Usually associated with things kids don't want like extra work)

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What are the two types of reinforcements?

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Positive reinforcement: Strengthening or increasing a behavior by presenting a desired stimulus. EX. Kid uses manners ---> is given desert Negative reinforcement: Strengthening or increasing a behavior by taking away an undesired stimulus. EX. put on seatbelt ---> annoying car beeper goes way

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What are the two types of punishments?

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Presentation punishment: Weakening or decreasing a behavior by presenting an undesired stimulus. EX. Students misbehave ---> Teacher assigns extra work Removal punishment: Weakening or decreasing a behavior by removing a desired stimulus. EX. Student doesn't do homework ---> teacher takes away recess

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What are the two types of reinforcement schedules?

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Continuous: Presenting a reinforcer after EVERY appropriate or correct response. Intermittent: Presenting a reinforcer after some, but not all, correct responses.

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What are the two kinds of intermittent reinforecement schedules? Which version of these two schedules is predictable or unpredictable? Which encourages persistance?

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Interval: Based on the amount of time that passes in between reinforcers. Ratio: Based on the number of responses learners give in between reinforcers. Encourage high rates of response. Fixed- predictable *Variable- unpredictable Encourage persistance of responses

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Extinction

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The dissapearance (or extinction) of a learned response. EX. A girl blurts out an answer and everytime she does the teacher yells at her. The teacher starts to not yell at her as often and then starts to not yell at her at all. The girl soon forgets the lesson of not blurting out and begins to blurt out again.

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Stimulus control

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Ability of the presence or absence of antecedents to cause behaviors. EX. Antecedent: You see a red light. Behavior: You stop your car. Antecedent: You see a yellow light. Behavior: You either speed up or stop depending on the environment you live in.

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What are some antecedent cues teachers can use when invoking stimulus conrol?

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Effective Intruction Delivery Cueing and Prompting

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Effective Instruction Delivery

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The use of instructions that are concise, clear, and specific, and that communicae an expected result.

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Cueing and Prompting

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Cueing: The act of providing a stimulus just before a specific behavior is supposed to take place. Prompting: The act of providing an additional cue or reminder following the first cue. EX. "Work in pairs" is cue for peer tutoring to initiate. "Use a written checklist" is a prompt for steps to follow when peer tutoring.

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Applied behavior analysis

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The application of behavioral learning principles to understand and change behavior in situation.

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What are some methods for encouraging wanted or expected behavior?

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The Premack Principle Attention and Praise Shaping Positive Practice

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The Premack Principle

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AKA Grandma's Rule: First do what I want you to do, then you can do what you want to do. EX. Students must finish the quiz independently then once they are finished they can get into groups to discuss the upcoming field trip.

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Shaping

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The strategy of reinforcing each small step of progress toward a desired goal or behavior in order to shape it into what is expected.

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Positive Practice

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Practicing correct responses IMMEDIATELY after errors in order to replace one behavior with another.

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Contingency Contract

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A contract between the teacher and a student specifying what the student must do to earn a particular reward or privilege. EX. Every day you must bring in and turn in your homework in order to feed the class hamster.

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Token Reinforcement System

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System in which tokens earned for acedmic work and positive classroom behavior can be exchanged for some desired reward.

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In what types of situations should a token system be used?

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1. to motivate students who are completely uninterested in their work. 2. To encourage students who have consistently failed. 3. To deal with a class that is out of control.

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Group consequences

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Reward or punishments given to a class as a whole EX. Good behavior game- Decide on class rules and split the class into two or three teams. If a student misbehaves, their team loses a point.

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What is a problem with using group consequences that center around selected target students?

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The target students can sometimes become the villain of their class or become alienated because there is so much pressure and hatred put on them by classmates to not break rules.

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What are some ways of handling undesired behavior?

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Negative reinforcement Response cost Reprimands Social Isolation (Time out)

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Reprimands

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Criticisms for misbehavior

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Response Cost

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Punishment of a student by loss of a reinforcer. EX. student loses two minutes of recess for every mark they recieve.

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Social Isolation

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The removal of a disruptive student for 5-10 minutes into an empty, uninteresting room alone.

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Why is punishment typically ineffective?

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It fails to teach children what to do in place of the behavior being punished.

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Typically, why do students act out?

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1.To recieve attention from others 2. To escape from unpleasant situations. 3. To get a desired item 4. To meet sensory needs, such as stimulation

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Functional Behavioral Assessment

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The processing of looking at the antecedents, the behavior, and the consequence in order to determine the "why" of the a problem behavior.

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Positive Behavior Supports

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Interventions designed to replace a problem behavior with new actions that serve the same purpose for the student.

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Precorrection

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A positive behavior analysis used at the classroom level that involves identifying the context for a student's misbehavior and modifying the situation to make the behavior less likely, while reinforcing the positive behavior when it occurs.

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Self-Management What are important steps in self-management?

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The use of behavioral learning principles to change your own behavior; management of behavior and acceptance of responsibility for your actions. Goal setting Monitoring and evaluating progress Self-reinforcement

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Bandura's Social Learning Theory

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Emphasizes learning through the observation of others. Points out two key distinctions between enactive learning and observational learning and between learning and performance.

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Enactive Learning vs Observational Learning

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Enactive learning: Learning by doing and experiencing the consequences of your actions. Observational learning: Learning by observation and imitation of others. AKA vicarious learning

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Learning vs Performance

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Learning: Aquisition of knowledge. Performance: Behavior based on that knowledge.

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Cognitive View of Learning

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A general approach to learning that views learning as an active mental process of acquiring, remembering, and using knowledge. IE the mental events we use when recognize an object, remember a name, have an idea, understand a sentence, or solve a problem.

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Cognitive Science

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The study of thinking, language, and the brain.

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Cognitive Views vs. Behavioral Views

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Cognitive views believe that knowledge is learned and changes in knowledge result in changes in behavior, whereas behavioral views believe that the behavior itself is changed.

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Mirror Systems

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Areas of the brain that fire both during perception of an action by someone else and when performing the action. EX. plaing the piano and watching someone play the piano

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How is knowledge important in cognition?

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Prior knowledge determines to a great extent what we will pay attention to, learn, remember, and forget.

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What are the two types of knowledge?

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Domain Specific- relates to one specific topic or situation. EX knowing that the short stop plays between second and third base is specific to the domain of baseball Genreal- applies to many different situations and is useful to many different tasks. EX knowing how to read or use a computer

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Information Processing Views

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The human mind's activity of taking in, storing, and using information.

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How do early information processing views model this process? What is missing from this model?

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As a computer: Stimuli(input) --> the sensory registers From there some information moves into either short term memory or, with effort, long term memory. Missing is the role of working memory, attention, and interactions among the parts of the system.

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Sensory Memory

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The initial processing that transforms the incoming stimuli from our environment into information so we can make sense of them. Holds information very briefly and within these moments we must use attention and perception to organize information for further processing.

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Perception

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The process of detecting a stimulus and assigning a meaning to it.

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What are the three phases of perception?

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Bottom-up processing: defining features of a stimulus are noticed and assembled into a recognizable pattern "from the bottom up" EX. capital A consists of two straight lines joined at a 45 degree angles so whenever we see something similar to these features we are on the road to recognizing an A. Gestalt: second phase in which people organize the information into patterns and relationships. Top-down processing:Third phase in which features and patterns are combined in terms of context and prior knowledge from the "top down."

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Attention What are some struggles with attention?

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Focus on a stimuli. We can only pay attention to ONE cognitively demanding task at a time. Attention takes effort and is affected by whatever else is happening at the time.

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Automaticity

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We are more or less automatic a at a task depending on context, practice, and how much attention we are giving it.

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What are the two types of multi-tasking? What is a risk of multitasking?

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Sequential: when you switch back and forth from one task to another, but only focus on one at a time. Simultaneous: when there is overlapping focus on several taks at a time. No matter how good you get at multitasking, the performance of your task will suffer.

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Working memory

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Provides temporary holding and processing of information that you are working on at a given moment.

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What are the four elements of working memory?

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Central executive: Supervises attention, makes plans, and decides what information is needed and where. Phonological loop: Briefly holds verbal information and keeps it in "the loop" very briefly. Visuspatial Sketchpad: Holding system for visual and spacial information; same aspects as actually looking at a picture. Episodic buffer: Process that brings together and integrates information from the first three elements to create complex memories such as storing all the spects of an actor to create a character.

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Cognitive load

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The amount of mental resources required to perform a particular task.

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What are the three kinds of cognitive load?

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Instrinsic: Unavoidable; caused by the complexity of the task; processing focuses attention and begins to organize learning; ex. grasping the function of DNA with no prior learning. Extraneous: Gets in the way; caused by poor instruction, learning strategies, and attention; inappropriate processing, no learning, possible discrouragement; ex. students scan back and forth between a graph and text but dont know how to incorporate the two. Germane: Desirable; casued by learner motivation to understand and make strong efforts; appropriate organizaing and elaborating lead to deep learning; ex. learner diagrams relationships in a problem and connects to key ideas in the text.

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Two types of rehearsal for retaining information?

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Maintenance rehearsal: Involves repeating information in your phonological loop or refreshing information in your visuspatial notepad; best for simple tasks that dont need to be remembered for long such as remembering a phone number. Elaborative rehearsal: Involves connecting the information with information you already have in order to remember it; ex. you meet someone with the same name as your mom so you dont have to work as hard to remember because you connect it to your long term info.

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Levels of processing theory

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States that recall of information is based on how deeply information is processed.

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Chunking

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A way to circumvent the limited capacity of working memory by grouping individual bits of data into meaningful larger units.

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How is information lost or forgotten from working memory?

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Interference: New information interferes with old information, causing it to dissapear. Decay: If you dont activate informatiory so often, the activation level decays and finally drops to the point where information can't be reactivated.

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Long term memory

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Holds the information that is well learned, such as the names of all the people you know.

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Three types of knowledge in long term memory?

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Declarative: Knowledge that can be declared; "knowing that" something is the case. Ex. the definition of hypotenuse Procedural: Knowledge that is demonstrated when we perform a task; "knowing how" to do something. Ex. knowing how to drive a car Self-Regulatory: Knowing how to manage your learning by knowing how and when to use your declarative and procedural knowledge. Ex. when to skim and when to read carefully

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What are the two categories of long-term memory?

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Explicit memory:knowledge that can be recalled or consciously considered, like your experiences and like facts. Implicit memory: Knowledge we are not conscious of recaling but that influences our behavior, like classical conditioning, habits and rules, and implicit activation.

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What are the two types of explicit memories?

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Semantic: Memory for meaning, including words, facts theories, and concepts- declarative memory. NOT tied to specific experiences. Episodic: Memory for information tied to a particular time and place, especially information about the events, or "episodes," of your own life.

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How are semantic memories represented and stored?

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Propositions: Smallest units of knowledge that can be judged true or false. Connected in propositional networks. Ex. Lincoln was president during a war. Images: Representations based in the structure or appearance of the information. Ex. When asked where is the starbucks? You imagine the starbucks placement and what is next to it. Concepts: Mental representation used to group similar events, ideas, objects, or people into a category. Ex. Concept- student, categorization- they all study a subject Schemas: Combine many concepts, images, and propositions in order to organize vast amounts of information.

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What are some views on concept learning?

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Prototypes: The best example or representation of a category. Ex. prototype for fruit might be apple. Exemplars: An actual memory of a specific object that we use to compare to an item in question to see if that object belongs in the same category. Theory based ideas: Suggests our classification of concepts are based on ideas about the world that we create to make sense of things.

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Dual Coding Theory

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Suggests that information is stored in long-term memory as either visual images or verbal units, or both. Psychologists who agree with this point believe that information coded both ways is easiest to learn.

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Flashbulb memories

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A part of episodic memories Memories or dramatic or emotional moments in your life. They are vivid and complete, as if your brain demanded that you 'record this moment.'

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Procedural memory

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Implicit memory for skills, habits, and how to do things. Ex. how to ski Represented in scripts (expected plans) and productions (specify what to do under conditions): if a happens, then do b.

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Priming

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A way of activitating information that already is in long term memory through some out of awareness process. Ex. Someone who is primes with word "yellow" will be slightly faster to recognize the word "banana."

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Two ways of retrieving information in long-term memory?

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Spreading activation: Retrieval of pieces of information based on their relatedness to one another; remembering one bit of information activates recall of associated information. Reconstruction: A cognitive tool or problem solving process that makes use of logic, cues, and other knowledgeto contruct a reasonable answer by filling in missing parts.

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What are four important concepts in your construction of an understanding?

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Elaboration: Adding meaning to new information by connecting it with already existing knowledge. Organization: Ongoing process of arranging information and experiences into mental systems or categories. Imagery: Can support memory if the information itself lends itself to images. Ex. car Context: The physical or emotional backdrop of an event that interact with an individual that shape development and learning.

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Mnemonics What are some mnemonic devices?

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Systematic procedures for improving memory. Loci method: Memorization technique of associating items with specific places. Ex. you need to remember to buy milk so you imagine a giant jug of milk blocking your front door. Acronym: A word formed from the first letter of a word in each phrase, or forming sentences out of the first letter of each item in a list. Ex. HOMES to remember great lakes Keyword method: System of associating new words or concepts w similar sounding word and images. Ex. Spansish word for letter is carta so you imagine a shoppong cart full of letters going to the post office.

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Rote memorization Two common types of rote memorization and good alternatives

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NOT ACTUAL LEARNING Remembering information by repetition without necessarily understanding the meaning of the information. Serial position effect: Remembering the beginning and the end but not the middle; typical when learning a song or poem. Alternative: Part learning- breaking it down into smaller sections so there are fewer middles to forget. Massed practice: Practice for a very long, single period which leads to cognitive overload and fatigue. Alternative: distributive practice

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Automated Basic Skills

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Skills that are applied without conscious thought, distinguish the experts from the novices. EX. Shifting gears in a standard transmission car. Three main stages: cogitive(first learning), associative(individual steps are chunked), and autonomous(can be accomplished withough much attention).

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Domain-specific strategies

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Consciously applied skills that organize thoughts and actions to reach a goal. EX. reading with labels, books, magazines, tags, manuals, etc.

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Learning sciences

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Interested in how deep knowledge is acquird and applied in the real world.

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What are two of the five basic assumptions of the learning sciences?

answer

Learning comes from active participation Prior knowledge and beliefs are key

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Embodied cognition

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Awareness that our physical interaction with the world shapes our cognitive development.

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Constructivism

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Emphasizes the active role of the learner in building understanding and making sense of information. IE. Focuses on how people make meaning, individually and together.

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What are the two types of constructivism?

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Psychological: Concerned with how individual's make sense of the world, based on individual knowledge, beliefs, self-concept, or identity. Think Piaget. Social: Beleive that social interaction, cultural tools, and activity shape individual development and learning. Think Vygotsky.

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Constructionism

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How public knowledge is constructed and conveyed to new members of a social group.

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What are the three different approaches to how knowledge is constructed?

answer

1. The realities and truths of the outside world direct knowledge construction. 2. Internal processes such as organization, assimilation, and accommodation direct knowledge construction. 3. Both external and internal factors affect knowledge.

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Community of Practice

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Social situation or context in which ideas are judged useful or true. Particular ideas may be useful in a specific community, but useless in all others.

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Situated Learning

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The idea that skills and knowledge are tied to the situation in which they were learned and are difficult to apply in new settings.

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What are the common elements of constructivist situations of learning?

answer

1. Embed learning in complex, realistic, and relevant learning environments. 2. Provide for social negotiation and shared responsibility as a part of learning. 3. Support multiple perspectives and use multiple representations of content. 4. Nurture and self-awareness and the understanding that knowledge is constructed. 5. Encourage ownership in learning.

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Complex learning environments

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An environment that provides problems and learning situations that mimic the ill-structures nature of real life, not just simplified problems and basic skill drills.

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Social negotiation

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Collaboration with others and respect for different perspectives; believed that high mental processes develop through this.

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Intersubjective attitude

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A commitment to build shared meaning by finding common ground and exchanging interpretations.

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Multiple representations of content

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Using different analogies, examples, metaphors, etc for resources for the class.

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Spiral curriculum

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A structure for teaching that introduces the fundamental structure of all subjects early in the years and then revisits the subjects in more and more complex forms over time.

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Inquiry learning

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Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions. Think science fair.

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Problem-based learning

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Students are confrontexd with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process. Think debate.

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Cognitive apprenticeship Reciprical teaching

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A relationship in which a less-experienced learner acquires knowledge and skills under the guidance of an expert. A cognitive apprenticeship in reading that helps students understand and think deeply about what they read by applying the strategies of questioning, summarizing, predicting, and clarifying.

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Collaboration vs. Cooperation

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Collaboration: A way of dealing with and relating to people. Cooperation: A way of working with others to attain a shared goal.

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Cooperative learning

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Students working together to achieve shared learning goals and complete jointly specific tasks and assignments.

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What are three differnt tasks for cooperative learning?

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Highly structured, review, and skill building tasks Ill structured, conceptual, and problem solving tasks Social skills and communication tasks

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What five elements define true cooperative groups?

answer

Promotive interactions Positive interdependene Social and collaborative skills Group processing Individual accountability

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What are some designs for cooperation?

answer

Reciprical questioning Jigsaw classroom Constructive/structured controversies

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Reciprical questioning

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Students work in pairs or triads to ask and answer questions about lesson material. Ex. How would you define _____ in your own words? How would ____ be different if ______?

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Jigsaw classroom

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A learning process in which each student is part of a group and each group member is given part of the material to be learned by the whole group. Students become "experts" on their piece and then teach it to the others in the group.

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Constructive/structured controversies

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Students work in pairs within their four-person cooperative groups to research a pro or con side of a controversy, present their position, discuss the issue, then each pair reverses and argues for the other position.

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Service learning Three types

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A strategy that combines academic learning with social and personal development for secondary and college studetns in order to enrich the learning experience, teach civic responsibility, and strengthen communities. Direct service (like tutoring) Indirect service ( collecting food or raising money for a shelter) Advocacy ( flyers for food drive)

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Technology rich environments

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Environments that include virtual worlds, computer situations that support problem based learning, intelligent tutoring systems, educational games, audio recordings, wikis, hand-held wireless devices, and multi-media environments.

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Virtual Learning Environments (VLEs)

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Many ways of learning through virtual or online systems.

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Types of VLEs

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Learning management system: Deliver e-learning using applications such as Moodle, RCampus, etc. Personal learning environments: Allows learners to assume how and when their learning occurs by providing tools that support individualized learning. Immersive virtual learning environment: Simmulation of a real world environment that immerses students in tasks like those required in a professional practicum. Massive Multiplayer Online Games: Interactive gaming environments in which students work together to solve a major virtual problem.

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Computational Thinking

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The thought processes involved in formulating problems so their solutions can be represented as compuational steps and algorithms. Like programming and coding.

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Media/Digital literacy

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The ability to read, write, comprehend, etc. in many media, not just printed words.

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