EDUC 2130 Final Quiz

Maslow's hierarchy of needs (1= Most urgent, 7= least urgent needs)

1) Physiological needs( food, water) 2) Safety needs( safe environment) 3) Love/Belongingness needs (need o be loved and belong in a community) 4) Esteem needs ( status, involvement, need from within, confidence) 5) Cognitive needs (knowledge, thinking need) 6) Aesthetic needs (Beauty needs) 7) Self actualization needs (morality, creativity) (Phil Said Love Equals Care And Safety)

-Purposes of lesson planning

1) Planning influences what students will learn, because planning transform the available time and curriculum materials into activities, assignments, and tasks for students- time is of the essence in planning. 2) Teachers engage in several levels of planning- by the year, term, unit, week and days. Accomplishing the years plan requires breaking the work into terms , the terms into units, and the units into weeks and days 3) Plans reduce- but do not eliminate uncertainty in teaching. Planning must allow flexibility. Plans are not meant to be broken, but sometimes they need to be bent a little.

Long term memory

A system for permanently storing, managing, and retrieving information for later use. Items of information stored as long-term memory may be available for a lifetime. - Takes a long time and effort for memory to be stored for the long term.

Examples of authentic assessments

Authentic Assessments: Tests that ask students to apply skills in real-world context Example: Use fractions to double a recipe Examples: Portfolios: Systematic collection of student work in an area Show student's growth, self-reflection, achievement Involve students in selection of items to go into portfolio Demonstrate student's growth; reflect learning Show student's self-reflection, self-criticism Exhibitions: Performance/demonstration of student's learning Requires extensive preparation Involves public demonstration Must take audience into account Must understand material and communicate that understanding

Definition of creativity and how it is assessed according to E.P. Torrance

Creativity is a process that involves independently restructuring problems to see things in a new, original, imaginative way. Can be assessed through divergent thing (originality, fluency, and flexibility) Originality: is usually determined statistically. To be original, a response must be given fewer than 5 out of 10 people out of every 100 who take the test. Fluency: is the number of different responses Flexibility: measured by the number of different categories of responses

Definition and examples of criterion-referenced tests

Criterion referenced tests: Based on performance relative to specified criteria Criteria: a set of performance standards Uses: Measure basic skills, levels of individual ability Measure student's mastery of specific objectives Show specifically what the individual is capable of doing Limitations: Not appropriate for all teaching situations Sometimes comparisons are helpful Example: How do your students compare with others their age in basic math skills?

Identification of the three main elements of differentiated instruction

Differentiated Content: Change the material, the order in which it is presented, the source, and the quantity of information being learned by a student. Ex.Objective: Solve 3-step linear equations. Student A reviews 1-step, 2-step equations and then move on to learn some 3-step equations. Student B will learn 3-step equations and then work in a small group to solve TAKS level extensions of 3-step equations. Differentiated Process: Change the way students access the assigned information. Ex. Student A will access a 5 minute PowerPoint presentation and learn to solve 3-step equations. Student B will access a math website and do the online tutorial to learn to how solve 3-step linear equations. Differentiated Student Products: Change the way students demonstrate what they've learned. Ex. Objective - Students will solve 3-step linear equations. Student A will solve a set of computer generated problems. Student B will solve a teacher created set of problems and then solve a series of real world linear equations with a graphing calculator. - Accommodations, Modifications to the student needs

Differences between formative and summative assessments

Formative: ungraded pretests, activities Purpose: form and shape instruction Used before and during instruction to guide teaching Provides feedback about effectiveness of instruction and learning needs of students Summative: (final exams, graded projects) Purpose: evaluate final achievement Used after instruction to judge amount of learning Provides information for assigning grades Distinction between formative and summative: purpose of the assessment

Differences between intrinsic and extrinsic motivation; examples of each

Intrinsic motivation: refers to behavior that is driven by internal rewards. - Self determined, no incentives or punishment needed, self satistfying Extrinsic motivation: motivation created by external factors - Determined by others, earn a reward, avoid punishment to please someone else

-Types of personalities and the motivations associated with them, based on Richard Lavoie's DVD, The Motivation Breakthrough

MOTIVATORS Status: value of feeling important, dictated by what others think of you Inquisitiveness: Affiliation: need to feel that you are apart of something, connected Power: need to be in control Achievement: need to be recognized Agressive: need to be assertive Gregarious: need to interact with others Autonomy: need to be working alone, working alone (Sam Is A Preppy ******* Always Gorgeous Ass) Things that motivate students : Praise, Prizes, Power, Prestige, Projects , People

Definition and examples of norm-referenced tests

Norm- Referenced Tests:: comparison of the individual's score to scores of the norm group on the same test Norm: typical or average score on the test Norm group: sample of students serving as a comparison group for a test Uses: Compare performances of students to determine rankings, select top students for a program Limitations: Not a picture of one's ability Comparison to others provides relative information about the individual (norm group may be high or low) Not appropriate for affective and psychomotor objectives

Explanations regarding objective and subjective (essay) assessments

Objective:Scoring requires no interpretation Examples: Multiple-choice, matching, true/false, short-answer, and fill-in tests Multiple-choice items test recall and can be designed to require application and analysis Writing multiple-choice items Make stem (question part) clear, stated in positive terms Fit answer choices to stem's grammatical form Avoid writing distractors (wrong answers) that have the same meaning Avoid using always, all, only, never unless used in all distractors for a question Avoid overusing all of the above, none of the above Essay Testing:Constructing essay tests Create clear questions requiring precise tasks Indicate elements to be covered in the answer Suggest time limits, length of response Evaluating essays Establish scoring criteria or a rubric Assign point values to components of the answer Grade all responses to one question before moving to the next question

Application of Nine Types of Curriculum Adaptations

Quantity: Adapt the number of items that the learner is expected to learn or complete Time : adapt the time allotted and allowed for learning, task completion and/or testing Level of Support: increase the amount of personal assistance with a specific learner Input: Adapt the way the instruction is delivered to the learner Difficulty: adapt the skill level, problem, type or the rules on how the learner may approach work Output: adapt how the student can respond to instruction Participation: adapt the extent to which a learner is actively involved in the task Alternate goals : adapt the goals or outcome expectations while using the same materials Substitute Curriculum: provide different instruction and materials to meet a learners individual goals (Question The Love In Dogs Or People After Sex)

Descriptions of reliability and validity in testing and classroom assessment

Reliability: Does test render consistent test scores? Test results are the same with repeated administrations Test-retest reliability (stability): Individual taking test on different occasions makes about the same score each time Alternate-form reliability: Group taking two equivalent versions of a test achieve comparable scores on both tests Internal consistency: Precision of a test Split-half reliability (inconsistency): Test takers do well on half of test questions but not the other half Validity: Does test measure what it intends to measure? - Determined by evidence Content-related evidence:Test items cover key topics of the unit/course (not extraneous information) Criterion-related evidence: Correlation between test score and other criterion-based measure Example: Correlation between one's SAT score and GPA Construct-related evidence: Gathered over many years Applies to standardized tests designed to measure psychological constructs Examples: Reasoning ability, intelligence, reading comprehension, creativity Test must be reliable in order to be valid.

Bloom's Taxonomy and its Applications

Remembering: retrieving, recognizing, and recalling relevant knowledge from long term memory - Focuses on the act of remembering when memory is used to produce definitions, facts or lists and on the act of reciting, retrieving material. Understanding: emphasizes one's ability to understand uses and implications of terms, facts, methods, procedures, and concepts. - Constructing meaning from oral, written, and graphic messages through interpreting , classifying, summarizing, comparing and explaining Applying: refers to new situations where one makes use of learned material through products like models, presentations, interviews or simulations - Carrying out or using a procedure through executive or implementing Analyzing: Breaking material or concepts into constituent parts, determining how the parts relate to each other. or interrelate to another or to overall structure through differentiating, organizing, and attributing - Encourages one to analyze structure , recognize assumptions and poor logic, and evaluate relevancy by creating spreadsheets, surveys, charts, diagrams or other graphic representations Evaluating: making judgements based o criteria and standards through checking and critiquing - Involves the act of setting standards, judging or using standards, producing evidence and accepting or rejecting evidence on the basis of sound criteria through products such as critiques, recommendations, and reports Creating: putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating , planning, or producing - Requires users to put parts together in a new way or synthesize parts into something different, resulting in a unique form, original product , functional whole, or coherent work, such as speech, experiment, essay, or drama (Ronnie Understands Apples After Eating Corn)

Ways to prevent behavioral problems through the use of management skills

With-it-ness: awareness of everything happening in the classroom, no timing errors, no target errors Overlapping: Supervising several activities at once Ex. centers, small group, independent work Group Focus: keeping students involved in learning tasks and engaged in discussion Movement Management: Activities moving at appropriate pace, smooth transitions - Prevents behavior problems by teaching social skills, self management, and copying skills I messages: (verbal hints) I feel sad when... I feel mad when.., make eye contact

Curiosity

a tendency to be interested in a wide range of areas, the desire to explore

Procedural Knowledge

also known as imperative knowledge, is the knowledge exercised in the performance of some task (HOW)

Motivation

an internal state that arouses, directs, and maintains behavior

Heuristics

general strategy used in attempting to solve a problem - used when there is no set algorithm. Used throughout many of life's non straightforward problems. Means ends Analysis: divide the problem into several different sub goals. until each is figured out Working backward Strategy: begin at the goal and move backward to get to the initial unsolved problem

self regulatory knowledge

knowing how to manage your learning or knowing how and when to use declarative and procedural knowledge (WHEN/WHERE) Examples: KWL chart, self set goals

metacognition

knowledge about our own thinking process types: declarative,procedural, self regulatory knowledge - Regulates thinking and learning - Three essential skills : planning, monitoring, and evaluating Planning : involves how much time to dedicate to a task Monitoring: real time awareness of "how I am doing" . Asks have I studied enough? Is this making sense? Evaluating: involves making judgements about the processes and outcomes of thinking and learning . Should i change strategies? Get help? Give up for now? Good example of metacognition in the classroom : KWL chart

Declarative knowledge

knowledge of memorized facts, i.e. "I know that Sacramento is the capitol of California" rather than a procedural knowledge like "I know how to drive a car." (WHAT)

Differences between procedures and routines

procedure is a particular method for performing a task, while routine is a course of action to be followed regularly; a standard procedure.

Algorithms

step by step procedure for solving a problem, prescription for solutions.- If appropriate algorithm is used, you are guaranteed a right answer

Examples of mnemonic devices

the 1st letter of each word in a list of items is used to make a name of a person or thing. Examples: Acronyms: ROY G. BIV = colors of the spectrum (Red, Orange, Yellow, Green, Blue, Indigo, Violet. Loci Method: associate items with specific places Keywords: associate new words /concepts with similar sounding cue words/images

Working memory

the part of short-term memory that is concerned with immediate conscious perceptual and linguistic processing. - duration of information in the working memory system is about 5 to 20 seconds. Content can be found in the form of sounds or images