Praxis PLT Students as learners

discovery learning

teaching methods that enable students to discover information by themselves or in groups

sociocultural theory

the combination of social, cultural, and historical contexts in which a learner exists have great influence on the persons knowledge construction and the ways teachers must organize instruction (key theorist: vygotsky and ZPD

working memory

the part of memory that holds and actively processes a limited amount of information for a short amount of time

long term memory

the part of memory that holds skills and knowledge for a long time

divergent thinking

the process of mentally taking a single idea and expanding it in several directions

self regulation

the process of taking control of ones own learning or behavior

luis moll

theory: funds of knowledge many families have abundant knowledge that schools don´t know about they can be used for our benefit

howard gardner

theory: multiple intelligences verbal/linguistic: learn best by saying, hearing, seeing words logical/mathematical: conceptual thinkers, compute arithmetic in head, reason problems easily visual/spatial: think in mental pictures and visual images bodily/kinesthetic: athletically gifted and acquire knowledge through bodily sensations musical: sensitivity to pitch, sound, melody, rhythm, and tones interpersonal: ability to engage and interact with people socially, strength in making sense of world through relationships intrapersonal: ability to make sense of their own emotional lives as a way to interact with others naturalist: ability to observe nature and see patterns

b f skinner

theory: operant conditioning behaviorism- learning is a function of change in observable behavior changes in behavior a result of a persons response to events (stimuli) when a stimulus-response is reinforced (rewarded), the individual becomes conditioned to respond

self efficacy

a belief that one is capable

classical conditioning

a process of behavior modification by which a person comes to respond in the desired manner to what was once a neutral stimulus (compare operant conditioning) conditioning of reflexive behaviors

convergent thinking

a process of gathering several pieces of info together to solve a problem

information processing theory

focus more on what happens inside the learners mind, considering the processes of learning, memory, and performance. think computer: storage, retrieval, working memory, and long-term memory also building students declarative, procedural, and conditional knowledge (no key theorists you need to know)

social cognitive theory

focus on the ways people learn from observing one another (key theorist- albert bandura)

operant conditioning

form of psychological learning in which the learner modifies her/his own behavior based on the association of the behavior with a stimulus (think punishments and reinforcements)

behaviorism

view learning as a process of accessing and changing associations between stimuli and responses we see this theory in the classroom through classroom management and est. positive contexts for learning (Key theorists- Skinner, Thorndike, and Pavlov)

zone of proximal development

vygotsky - suggests that students learn best in a social context in which a more able adult or peer teaches the student something he/she could not learn on their own

lev vygotsky

zone of proximal development determine what the student can do on their own learn by support of adult or peer appropriate level of support

erik erikson

8 stages of human development infancy - trust v mistrust toddler - autonomy v doubt early childhood - initiative v guilt elementary + middle school - competence inferiority adolescence identity v role confusion YA intimacy v isolation mid adult - generativity v stagnation late adult - integrity v despair

maria montessori

Follow the child believes childhood is divided into 4 stages which are divided into 6 year intervals. led to belief that multi-aged groupings of students based on their period of development 3 stages of the learning process: stage 1 - introduce concept by lecture, lesson, experience, book read-aloud, etc. stage 2 - process the info and develop an understanding of concept though work, experimentation and creativity stage 3- knowing which she described as processing an understanding of something that is demonstrated by the ability to pass a test with confidence, teach to someone else, express understanding with ease

schema

a concept that has been acquired from past experience

readiness to learn

a context within a students more basic needs (such as sleep, safety and love) are met and the student is cognitively ready for developmentally appropriately problem solving and learning

metacognition

a persons ability to think about his/her own thinking able to explain his/her own thinking and describe which strategies he or she uses to read or solve a problem

distributed cognition

a process in which two or more learners share their thinking as they work together to solve a problem

response

a specific behavior that a person demonstrates

2. know the major contributions of foundational theorists to education

bandura, bruner, dewey, piaget, vygotsky, kohlberg, bloom

gender

guys read less girls read more guys suck at handwriting, reading and stuttering girls better verbal skills guys better visual-spatial reasoning girls want you to tell them guys want you to show them guys are prone to engage in argument in class discussion more than girls

learning style

how people learn auditory kinesthetic/tactile visual

equilibrium

ones ability to explain new events based on existing schemes

disequilibrium

ones inability to explain new events based on existing schemes, which is usually accompanied by discomfort

disposition

persons natural tendency to approach learning or problem solving in certain ways students disposition is an important factor to consider and attempt to shape

creativity

new and original behavior that creates a culturally appropriate product

problem solving

to use existing knowledge or skills to solve problems or complex issues

Students as diverse learners

understand that a number of variables affect how individual students learn and perform learning style gender culture socioeconomic status prior knowledge and experience motivation self-confidence/ self- esteem cognitive development maturity language

4. know the distinguishing characteristics of the stages in each domain of human development (cognitive, physical, social, and moral)

-describes the characteristics of a typical child in each stage and each domain - recognizes typical and atypical variance within each stage and each domain

1. understands the theoretical foundations of how students learn

-knows how knowledge is constructed -knows a variety of means by which skills are acquired - understands a variety of cognitive processes and how they are developed -theories include behaviorism, social cognitive theory, information processing theory, constructivism, and sociocultural theory

bloom

1 knowledge 2 comprehension 3 application 4 analysis 5 synthesis 6 evaluation

Students as learners: student development and the learning process

1. understands the theoretical foundations of how students learn -how knowledge is constructed - knows a variety of means by which skills are acquired -understands a variety of cognitive processes and how they are developed 2. knows the major contributions of foundational theorists to education and relates them to educational contexts 3. understands the concepts and terms related to a variety of learning theories 4. knows the distinguishing characteristics of the stages in each domain of human dev. (ie cognitive, physical, social, and moral) 5. understands how learning theory and human development impact the instructional process

abraham maslow

Hierarchy of needs- certain lower needs must be satisfied before higher needs can be met 1 psychological needs - air, water, food, sleep, sex 2 safety needs- stability and consistency in home/family 3 love and belongingness needs - belong to groups (churches, school, gangs, families, etc.) 4 esteem needs - competence and mastery of task and gaining attention and recognition 5 self actualization - can maximize potential, seek knowledge, peace, oneness with higher power, self fulfillment

Nitza Hidalgo

Theory: three levels of culture concrete: most visual and tangible of culture. includes surface level aspects like clothes, music, games and food behavioral: defined by social roles, language, approaches to nonverbal communication, gender roles, family structure, political affiliation symbolic: involves values and beliefs. abstract but key to know one defines self (customs, religon, mores)

transfer

apply lessons from one situation to a new situation (positive) when learned interferes w/ performance in another situation (negative)

jerome bruner

discovery learning / scaffolding learners construct new ideas or concepts based knowledge or past experiences scaffolding = instructional support

albert bandura

distributed cognition social (or observational learning) theory children learn by observing others people learn more in a group than by themselves

culture

know concrete, behavioral, and spiritual build respect in classroom

conservation

knowing that a number or amount stays the same even when rearranged or presented in a different shape

declarative, procedural, and conditional knowledge

knowledge v constructed declarative - what is procedural - how to conditional - when again use to develop lesson plans

john dewey

learning through experience project based learning cooperative learning arts- integration activities school is a social institution teachers need academic autonomy

lawrence kholberg

moral development pre-conventional - punishment = obedience - 0-9 individualism conventional (9-20) - good boy/good girl - law/order post conventional -social contract - principled conscience

equilibration

movement from equilibrium to disequilibrium and then back to equilibrium again

accomodation

responding to a new event or object by changing and existing scheme or creating a new scheme

assimilation

responding to a new event or object that is consistent w/ an existing scheme

jean piaget

stages of cognitive development sensorimotor (0-2) explore the world through motor skills pre-operational (2-7) believe that others view the world as they do, use symbols to represent objects concrete operational (7-11) reach logically in familiar situations can observe and reverse operations formal operational (11+) can reason in hypothetical situations

carol gilligan

stages of the ethic of care her work questions the male-centered personality psychology of freud and erikson, as well as kohlbergs male-centered stages of moral development: pre-conventional -individual survival transition from selfishness to resonsibility to others conventional - self sacrifice is goodness transition from goodness to truth that she is a person too post-conventional - principle of non-violence

Students as learners: Understands the concepts and terms related to a variety of learning theories

such as metacognition, schema, transfer, self-efficacy, self-regulation, zone of proximal development, and classical and operant conditioning

constructivism

suggest that people construct or create knowledge (as opposed to absorb knowledge) based on their experiences and interactions. individual constructivism- how one person makes meaning social constructivism- how people gain knowledge by working together (key theorists- jean piaget and jerome bruner)