Edu 200 Midterm study guide

What are the five elements of Number Talks?

1. Teacher [visually] presents the equations --(EX: dot card, ten frames, sticks of cubes) 2. Students determine answer --(hand signals) 3. Students share answers --(4-5 volunteers & teacher records) 4. Students share thinking --(3-4 students share strategies, both right and wrong) 5. The class agrees on the "real" answer

Sensorimotor Stage

- 1st of Piaget's stages Age: 0-2yrs During this stage children learn entirely through movements they make and the sensations that result. They learn: -they exist seperately from the objects and people around them - they can cause things to happen -things continue to exist even when they cannot see them

Preoperational Stage

- 2nd of Piaget's stages Age: 2-7 yrs Once children acquire language, they are able to use symbols (such as words or pictures) to represent objects. The thinking is still very egocentric though- they assume that everyone else sees things from the same point of view as them. They are able to understand concepts like counting, classifying according to similarity, and past-present-future but generally they are still focused primarily on the present and on the concrete rather then the abstract.

Concrete Operational Stage

- 3rd of Piaget's stages Age: 7-11yrs At this stage, children are able to see things from different points of view and to imagine events that occur outside their own lives. Some organized, logical thought processes are now evident and they are able to: - order objects buy size, color gradient, etc - understand that if 3+4=7 then 7-3=4 - understand that a red square can belong to both a red and a square category - understand that a short wide cup can hold the same amount of liquid as a tall thin cup Thinking does still tend to be tied to concrete reality.

Formal Operational Stage

- 4th and finale of Piaget's stages Age: 11 + yrs Around the onset of puberty, children are able to reason in much more abstract ways and to test hypotheses using systematic logic. There is a much greater focus on possibilities and on ideological issues.

Erik Erikson's Stages of Development

- Stage 1: Trust vs Mistrust - Stage 2: Autonomy vs Shame and Doubt - Stage 3: Initiative vs Guilt - Stage 4: Industry vs Inferiority - Stage 5: Identity vs Role Confusion - Stage 6: Intimacy vs Isolation - Stage 7: Generativity vs Stagnation - Stage 8: Integrity vs Despair

Number Talks Hand Signals

-I'm thinking (hand in a fist, hold pointer knuckle to head) -I have an answer and a strategy! (thumb up) -I agree (thumb and pinky up) -I have more than one strategy (thumb and pointer finger up..etc)

What is the role of mental math in Number Talks?

-Procedures are not memorized -Focus on flexible -Efficient strategies -Forces students not to hold a lot of numbers in their heads -Strengthens place value awareness

According to CASEL, list the 5 SEL competencies.Be able to apply the 5 competencies to short scenario.

1 Self-management-manage emotions to achieve goals. 2 Self Awareness-recognize ones emotions/attitude/mindset and strengths. 3 Social awareness-show understand and empathy for others, build citizenship through social engagement. 4 Relationship skills- form positive relationships, work in teams, deal effectively with conflict. 5 responsible decision making-Making ethical, constructive choices about personal and social behavior. "reflecting"

Be familiar with the qualities of best practice in teaching reading and be able to connect them to a scenario:

1) Focus on Meaning; 2) Read Aloud; 3) Do everything in your power to get kids to read; 4) Provide beginning readers with many opportunities to interact with print; 5) Surround readers with opportunities for success; 6) Teach phonics; 7) Provide access to a wide and rich array of print; 8) Give kids choices; 9) Balance challenging texts with easy one; 10) Teach reading as thinking; 11) Model reading; 12) Name and teach reading strategies directly; 13) Support readers before, during and after reading; 14) Help children use reading as a tool for learning; 15) Give kids daily opportunities to talk about their reading; 16) Replace workbooks with skills sheets with authentic activities; 17) Provide writing experiences at all grades level; 18) Match reading assessments to classroom practices)

What are the 7 structures of Best Practice Teaching? Be able to connect them to scenarios.

1.) Small Group Activities Partner/Buddy Reading - Students work in small groups and take turns reading aloud stories while other group members follow along. Peer Response and Editing - Ongoing groups give diplomatic and critical feedback on each others' writing pieces. Literature Circles/Book Clubs - 4-5 students work in groups to discuss literature. Each student has a significant role in the group; i.e. Literary Luminary, Discussion Director, Illustrator, Vocabulary Extender, and Connector. Study Teams - Students from independent groups are helped by others that parcel out tasks, share work, and provide benefits for others to succeed. Group Investigations - The classroom identifies a problem and work together to discuss a topic, share prior knowledge, generate hypothesis, pose questions, set goals, and make a plan for researching or studying the topic. Centers - Students work in small groups where they rotate and work on multiple skill-related activities. 2.) Reading as Thinking Study-reading strategies is pivotal and take place before, during, and after reading takes place. 3.) Representing to Learn Students have responsibility of learning by using learning logs, writings, drawings, etc. In particular, learning logs provide teachers with valuable information regarding student learning. 4.) Classroom Workshop Reading and Writing Workshops are set up so that students can work collaboratively though discussions with peers. Students also keep records and self-evaluate their work. Students seek feedback though peer and/or teaching conferences. 5.) Authentic Experiences Authentic experiences in classrooms might include discussing current events, inviting guest speakers from the community, and watching performances. 6.) Reflective Assessment Teachers use reflective assessments based on qualitative research, observations, interviews, or questionnaires. Reflective assessment might also involve students collecting and interpreting artifacts. 7. Integrative Units Units of study include subject matter from other content areas. For example, a Science unit on animals may include where animals live (Social Studies/geographical info), songs or chants (Music), or poems (Language Arts/poetry).

Erikson's Stage 4

Age: 7-12 Crisis: Industry vs Inferiority Virtue to Attain: Competence Description: Throughout their school years, children continue to develop self-confidence through learning new things. If they are not encouraged and praised properly at this age they may develop an inferiority complex.

Erikson's Stage 1

Age: 0-1 Crisis: Trust vs Mistrust Virtue to Attain: Hope Description: At this stage babies learn to trust that their parents will meet their basic needs. If a child's basic needs aren't met at this age, he or she might grow up with a general mistrust of the world.

Erikson's Stage 5

Age: 13-19 Crisis: Identity vs Role Confusion Virtue to Attain: Fidelity Description: When they reach the teenage years, children start to care about how they look to others. The start forming their own identity by experimenting with who they are. If a teenager is unable to properly develop and identity at this age, his or her role confusion will probably continue into adulthood.

Erikson's Stage 2

Age: 2-3 Crisis: Autonomy vs Shame and Doubt Virtue to Attain: Will Description: As toddlers, children begin to develop independence and start to learn that they can do some things on their own (such as going to the toilet). If a child is not encouraged properly at this age, he or she might develop shame and doubt about their abilities.

Erikson's Stage 6

Age: 20-34 Crisis: Intimacy vs Isolation Virtue to Attain: Love Description: During early adulthood most people fall in love, get married and start building their own family. If a person is unable to develop intimacy with others at this age they will probably develop feelings of isolation.

Erikson's Stage 7

Age: 35-64 Crisis: Generativity vs Stagnation Virtue to Attain: Care Description: This is the longest period of a humans life. It is the stage in which people are usually working and contributing to society in some way and perhaps raising their children. If a person does not find proper ways to be productive during this period, they will probably develop feelings of stagnation.

Erikson's Stage 3

Age: 4-6 Crisis: Initiative vs Guilt Virtue to Attain: Purpose Description: As preschoolers, children continue to develop more independence and start to do things of their own initiative. If a child is not able to take initiative and succeed at appropriate tasks, he or she might develop guilt over their needs and desires.

Erikson's Stage 8

Age: 65+ Crisis: Integrity vs Despair Virtue to Attain: Wisdom Description: As senior citizens, people tend to look back on their lives and think about what they have or have not accomplished. If a person has led a productive life, they will develop a feeling of integrity. If not they might fall into despair.

How should social-emotional learning be taught?

Effective SEL approaches often incorporate four elements represented by the acronym SAFE: Sequenced: Connected and coordinated activities to foster skills development. Active: Active forms of learning to help students master new skills and attitudes. Focused: A component that emphasizes developing personal and social skills. Explicit: Targeting specific social and emotional skills. Ideally schools will use SAFE approaches to support the social and emotional development of their students. For example: Children can to be taught through modeling and coaching to recognize how they feel or how someone else might be feeling. Prompting the use of a conflict-resolution skill and using dialoguing to guide students through the steps can be an effective approach to helping them apply a skill in a new situation. Through class meetings students can practice group decision-making and setting classroom rules. Students can learn cooperation and teamwork through participation in team sports and games. Students can deepen their understanding of a current or historical event by analyzing it through a set of questions based on a problem-solving model. Cross-age mentoring, in which a younger student is paired with an older one, can be effective in building self-confidence, a sense of belonging, and enhancing academic skills. Having one member of a pair describe a situation to his partner and having the partner repeat what he or she heard is an effective tool in teaching reflective listening.

Erikson's Theory of Psychosocial Development

Erikson's Stages of Psychosocial Development • Trust vs. mistrust: birth-18 Months • Autonomy vs. shame and doubt: 18 month-3 years • Initiative vs. guilt: 3-5 years • Industry vs. inferiority: 5-13 years • Identity vs. role confusion: 13-21 years . Intimacy vs. Isolation: 21-39 years . Generativity vs. Stagnation: 40-65 . Ego Integrity vs Despair: 65 and older

B.F. Skinner

His work is based upon the idea that learning is a function of change in overt behavior. According to Skinner, changes in behavior are a result of individuals responses to events, or stimuli, that occur in their environment. When stimulus response(S-R) pattern is rewarded, the individual is conditioned to respond similarly in the future. The key to Skinner's theory is reinforcement, or anything that strengthens the desired response. The central assumption of Skinner's work is that positively reinforced behavior will reoccur.

Explain Piaget's concrete operational stage.

In Piaget's theory, the stage of cognitive development (from about 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

What was a main way this function was reinforced?

Lack of improvement (to an arbitrary standard) was grounds for punishment.

Which theorist expanded on Piaget's stages to include moral development?

Lawrence Kohlberg

Which of the theorist used the term Zone of Proximal Development?

Lev Vygotsky

What is depth of knowledge?

Level Four Activities: Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions. Applying mathematical model to illuminate a problem or situation. Analyze and synthesize information from multiple sources. Describe and illustrate how common themes are found across texts from different cultures. Design a mathematical model to inform and solve a practical or abstract situation.

What is depth of knowledge?

Level One: activities Recall elements and details of story structure, such as sequence of events, character, plot and setting. Conduct basic mathematical calculations. Label locations on a map. Represent in words or diagrams a scientific concept or relationship. Perform routine procedures like measuring length or using punctuation marks correctly. Describe the features of a place or people.

What is depth of knowledge?

Level Three Activities: Support ideas with details and examples. Use voice appropriate to purpose and audience. Identify research questions and design investigations for a scientific problem. Develop a scientific model for a complex situation. Determine the author's purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts.

What is depth of knowledge?

Level Two Activities: Identify and summarize the major events in a narrative. Use context cues to identify the meaning of familiar words. Solve routine multiple multiple-step problems. Describe the cause/effect of a particular event. Identify patterns in events or behavior Formulate a routine problem given data and conditions.Organize, represent and interpret data.

Lawrence Kolhberg's LEVEL's of moral development

Level/Stage I: Obedience/Punishment. Infancy, No difference between doing the right thing and avoiding punishment. Level/Stage I: Pre-school Interest shifts to reward rather than punishment, effort is made to secure greatest benefit for oneself.

Lawrence Kolhberg's LEVEL's of moral development

Level/Stage II: Conformity and Interpersonal Accord. School-age, The "good boy/Girl"level. Effort is made to secure approval and maintain friendly relations with others. Level/Stage II: Authority and Social Order School-age. Orientation toward fixed rules. the purpose of morality is maintaining the social order. Interpersonal accord is expanded to include the entire society.

Lawrence Kolhberg's LEVEL's of moral development

Level/Stage III: Social Contract, Teens, Mutual benefit, reciprocity. Morally right and legally right are not always the same. Utilitarian rules that make life better for everyone. Level/Stage III: Universal Principles - Adulthood- Morality is based on principles that transcend mutual benefit.

How should social-emotional learning be presented at school?

Multi-Tier Systems of Support (MTSS) For SEL skills applied for students at the tier 1 level, the access to these skills is embedded within the authentic curricula. Some students may need more specific skill training and practice utilizing tier 2 and Tier 3 interventions (Such as small group or individual situations, settings or programs.)

What are number talks?

Number Talks are short (10ish minutes), daily exercises aimed at building number sense. Number sense is the ability to play with numbers meaning students can visualize problem solving, perform calculations quickly, and are flexible in their mathematical strategy. Students who have strong number sense solve problems in more than one way and check that their answers make sense. During a number talk, students are thinking, asking their peers questions, and explaining their own thinking all while the teacher records the thinking.

Who is a more knowledgeable other?

The More Knowledgeable Other (MKO) refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally though of as being a teacher, coach or older adult, but the MKO could also be peers, a younger person, or even computers.

Piaget's Stages of Cognitive Development

Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage, Formal Operational Stage

Which theorists based their theories on stages of development?

Sigmund Freud, Erik Erikson, Jean Piaget, and Lawrence Kohlberg.

Compare and Contrast the Mathematical Content Standards and Mathematical Practice Standards

The Common Core State Standards for Mathematics have two sets of standards: the Standards for Mathematical Content and the Standards for Mathematical Practice. The content standards are different for each grade level and outline what students are expected to understand and be able to do at each grade. They are organized by domain or concept. Each domain includes related clusters of standards for each grade. The Standards for Mathematical Practice, however, are the same eight standards across all grade levels K-12. As stated in the Common Core, they represent the "expertise that mathematics educators at all levels should seek to develop in their students." In other words, they describe what it means to "do" mathematics and apply mathematical content. These standards represent the kind of thinking students do as they are learning the content and how we want them to engage with mathematics. Teachers have the challenge of planning for and teaching both the content standards and the Standards for Mathematical Practice

What is scaffolding?

The concept of scaffolding is closely related to the ZPD and was developed by other theorists applying Vygotsky's ZPD to educational contexts. Scaffolding is a process through which a teacher or more competent peer gives aid to the student in her/his ZPD as necessary, and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building during construction. "Scaffolding refers to the way the adult guides the child's learning via focused questions and positive interactions."

What was the main function of earlier (mid 1900's) educational system?

The fundamentally functional notion of the curriculum - the idea being that there are certain knowledge and skills that people need in order to lead productive lives as citizens and wage earners. In short there is content to be mastered; it is the schools job to help students master it.

What are some of the goals of Number Talks?

building computational fluency (interacting with numbers); develop strategies; express math processes orally; better sense of place value

Lev Vygotsky's Theory

is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Children learn through play/social interaction.