Ed Psych Exam 2
-can change basic intelligence -learning new things can change how intelligent you are -intelligence is changeable
incremental theory
taking something away desirable to the recipient to decrease the likelihood of behavior ex. if you keep misbehaving I'm taking away your video games
removal punishment
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Be able to discuss the effect of culture might have on learning, motivation, engagement, etc.
Unconditioned response- naturally occurring emotional or physiological response Conditioned response- learned response to a previously neutral stimulus Unconditioned stimulus- stimulus that automatically produces an emotional or physiological response Conditioned stimulus- stimulus that evokes an emotional or physiological response after conditioning
Be able to distinguish between the unconditioned/conditioned stimulus and responses
Divergent- you take one thing and you move out Convergent- you start off with multiple things and move to one Ex. social science- have one poem and find all the meanings (divergent) Ex. science- have all these animals and find one similarities among them all (convergent) drawbacks/ benefits: -b of divergent: find different ways to solve a problem -d to divergent: by concentrating on the big picture- details could be left out -b to convergent: teams can find a highly successful solution without the hours of discussion -d to convergent: the answer is either 100% right or all wrong
Differentiate between divergent and convergent thinking and benefits/drawbacks of each
Crystalized intelligence- ability to apply culturally approved problem solving methods Fluid- mental efficiency, nonverbal abilities grounded in brain development add to this
Differentiate between types of knowledge (crystalist/fluid, schooled/unschooled, etc.)
Culture includes knowledge, skills, rules, traditions, beliefs, and values that guide behavior in a particular group of people. Everyone is a member is a member of many cultural groups-wide variations exist within each group
Discuss 'culture' as a whole - what types of things do we need to keep in mind when we discuss the role of culture in the learning environment?
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Discuss Applied Behavioral Analysis (ABA) and how it is used in schools
Excellent teaching for students of color that includes academic success, developing/ maintaining cultural competence and developing a critical consciousness to challenge the status quo Examples: (textbook)- only selecting teachers that promoted the three propositions: students must experience academic success, students must develop/maintain their cultural competence, and students must develop a critical consciousness to challenge the status quo. Another ex- another teacher has three steps 1- teachers must be conceived of the inherent intellectual capability, humanity, and spiritual character of their students- they must believe in the children 2- teachers must fight the foolishness asserting that high test scores or scripted lessons are evidence of good learning and goo teaching 3- teachers must learn who their students are and what legacies they bring
Discuss and give clear examples of a Culturally Responsive Classroom
Gender roles assumptions and biases are all over the learning environment starting at a young age. It is seen boys are more favored in classrooms and there are more male characters in titles and illustrations of children's books. In recent studies some educators claim the classroom is not supportive of the boys and suggested a same sex classroom environment.
Discuss how gender role assumptions or gender biases might manifest themselves in the learning environment and outcomes from that
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Discuss the design of a classroom using problem solving and inquiry based teaching
Pro- provides tools that support individualized learning in a variety of context and situations; the learners assume control of how and when their learning occurs Con- technology by itself will not guarantee improvement in academic achievement like any other tool, technology must be used by well confident competent teachers Could use technology in a flipped classroom- given the lesson and they do the research online then come to class the next day to see what they had found
Discuss the pros and cons of using technology in the classroom and how it might be done well
Teacher > right and wrong answers, little creativity, harder grading Student > very logical, less creative solutions
Discuss the role each of these beliefs have on student and teacher behavior and student outcomes (certain knowledge)
Teacher > no extra help, success = smart, failure = stupid, more attention to "smarter kids" Student > effects on self-esteem, belief they should not put in effort
Discuss the role each of these beliefs have on student and teacher behavior and student outcomes (entity)
Teacher > building blocks of knowledge, connected lessons, challenges students, encourages effort Student > belief in their own abilities, challenges self, puts in effort
Discuss the role each of these beliefs have on student and teacher behavior and student outcomes (incremental)
Teacher > believes they are right and have authority because they are more knowledgeable, probably a lot of lecturing and not as much hands on studd Student > unable to form own beliefs, always needing guidance
Discuss the role each of these beliefs have on student and teacher behavior and student outcomes (omniscient authority)
Teacher > fast-paced, little extra help, little review Student > confusion, being left behind/learning delays, lower opinion of self
Discuss the role each of these beliefs have on student and teacher behavior and student outcomes (quick learning)
You don't just get one intelligence Theory of everyone gets a trophy Traditional is you either have it or you don't Linguistic Musical Logical Interpersonal Intrapersonal Naturalistic Existentialist Idea that everybody have intelligence is some shape or form- most people have more than one Problem with this theory- how can someone teach if they need to focus on every individual trying to cater to everyone intelligence People question is it intelligence or just something you're good at
Gardner's multiple intelligence
Emphasize the idea that there is not one right belief- students learn in different ways and learn things at different rates. Some students don't need to put in as much effort into the lesson as other students.
How can we change the epistemological beliefs of students so that they believe in their ability to learn and recognize their effort in this process?
teacher's theories effect: time and attention given to students, type of assignments given and how they are graded, amount of extra help given, affect student's belief about their own ability to learn (teachers beliefs can directly influence the belief of the students)
How do teacher beliefs affect student beliefs? (same as epistemological beliefs)
entity theory/ incremental ability to learn is fixed- ability is malleable ex. dancing- you either can dance or you cant
fixed ability
analytical- more understanding life in general- how experiences form intelligence practical- school knowledge- trained knowledge ability to learn from text Creative- creativity- looking at problem solving in the moment
Sternberg's triarchic model
the capacity to produce ideas that are both original and adaptive Influence on teaching/ management Flipped classroom- gives students different perspectives Negative- some students need that structure of teaching and listening- cannot handle too much freedom Present that topic at the beginning of the class and then can go in different angles Education is naturally convergent (here is the problem- do it this way) Need to encourage those ways of thinking / creativity
What is creativity and why is it important to the teaching and learning processes
Makes learning specific to the student Drives a better student-teacher relationship Also emphasizes the importance culture has in one's identity no matter what society says about them
benefits of culturally responsive classroom
nature of knowledge knowledge itself is certain- there is a right and there is a wrong one right answer- interpretation is allowed see subjects lean toward on or the other
certain knowledge
teach based on cognitive development but need to have social constructs based on the environment (piaget)- biology then environment ex. teaching a class then asking them to put it in their own words- writing their own word problems modifying readings like Shakespeare to the children's cognitive development
cognitive constructivism
pavlov a learning process that occurs when two stimuli are repeatedly paired: a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone. alarm clock noise-> time to wake up then when you hear the noise somewhere else you think of waking up everyday to it and it brings a sense of hatred
describe and give example of classical conditioning
a method of learning that uses rewards and punishment to modify behavior. positive reinforcement negativere enforcement presentation punishment removal punishment
describe operant conditioning
-good idea in theory- providing a more challenging setting for students that are coasting in other classes - however students in these programs think its just more work- not more challenging work
discuss the benefits and drawbacks of gifted programs
Style- different ways one can learn Preference- the preferred way to learn ---Doesn't mean you can't learn in other ways
discuss the difference between learning style and learning preferences
schools giving the accommodations to the student who needs it -ex. there were only a few accommodation needing students per grade in my middle school so a personal aid followed each student to class everyday for that extra layer of help
discuss the role of intervention in IDEA
labels create biases -learned helplessness -inaccurate expectations -feeling of inadequacy
discussed the ways labels can create labels and hinder student's learning
-one thing -your intelligence is something you cannot change, you either have it or you don't -you can learn new things but your basic intelligence does not change -intelligence is fixed
entity theory
IDEA- individual education with disabilities act Federally mandated free education for all individuals Provided resources for students with disabilities with a professional
explain IDEA and how it has benefited our education system
fixed ability quick learning certain knowledge simple knowledge omniscient authority
five epistemological beliefs
taking away something that is undesirable in order to increase of likelihood of behavior ex.if you get through all this classwork you don't get homework
negative reinforcement
who has the knowledge can you create your own knowledge or are you just a sponge taking in other people's knowledge (usually coming from people of authority) knowledge is held by those in authority- individual can create or discover their own knowledge
omniscient authority
presenting something desirable to increase the likelihood of behavior ex. if you do all your homework you get dessert
positive reinforcement
adding something that is unwanted to the recipient to decrease the likelihood of behavior ex. if you keep misbehaving you are going to do chores
presentation punishment
nature of knowledge learning is quick or it doesn't happen-learning may take time (amount of time varies) if I don't have it by now I will not get it or if I don't have it by now I can change my strategies and put more effort in to get it
quick learning
we believe there is no objective right or wrong because knowledge is all yours and all individually based- no standard to say ex. from a teachers perspective- giving a test and giving everyone 100s because they have their own knowledge
radical constructivism
interconnectivity of knowledge either knowledge is a list f facts or all your knowledge is connected knowledge is a series of facts- all knowledge is interrelated
simple knowledge
all of your knowledge is situated within the context in which you learned it- emotions play a big role- you didn't come up with anything you know Example- decorate the room based on your lesson plan to make it hands on/ interactive and fun a lot of application based learning
situated cognition
what can you do based on what the environment has provided you- environment then biology Example- change your lesson plan to implement what is going on in the world Schools would take a lot of field trips to expose students to more environments Language class- the language is only spoken in that class and the whole room is decorated A lot of resources
social constructivism
no knowledge is unique- nothing is uniquely yours- everything is shared knowledge- how a culture affects learning Example- sex ed class talking about puberty- class is familiar about topic
socioculturalism
entity theory incremental theory
theories of intelligence
Connection to achievement Not going to be highly correlated with gpa Correlated with effort, self regulation, importance to school to you Achievement is referring to test scores, SAT scores, standardized component of school Flynn effects IQs are increasing as time goes on Less important today than in the past IQ is statistically the same overtime
traditional intelligence
traditional intelligence sternbergs's triarchic model Gardner's multiple intelligence
types of intelligence
incremental theories of intelligence have shown to be more beneficial because they cause people to put in more effort, be more creative, and challenge themselves more. an entity theory of intelligence will lead people to look down in effort, leading to negative outcomes and people thinking that they naturally have little intelligence and cannot improve this.
what are the outcomes of holding either an incremental or entity theory of intelligence?
