Final for C973

Piaget's Morality of Constraint (AKA heteronomous morality)

"Moral Realism" ~ 6 years old - Holds single absolute moral perspective. It's right or it's wrong. Believes rules are unchangeable. Determine extent of guilt by amount of damage. Believe children should obey rules because they are established by someone in authority (because your told to)

Piaget's Morality of Cooperation

"Morality of Relativism" ~ 12 years old - Is aware of different viewpoints regarding rules. Believes rules are flexible. Consider is the wrongdoers intentions when evaluating guilt. Believe children should obey rules because of mutual concern for rights of others. (coming from inside thoughts)

types of standardized tests

-Achievement: how much of a subject or skill a student has learned -Aptitude: how much knowledge and skill a student could acquire with effective instruction

5 Elements of Humanism

-Self actualization -Hierarchy of needs -Self-esteem and self efficacy -Relation of task to self -Relationship of student and teacher

types of performance assessments

-direct writing -portfolios: pieces of work at different stages of learning -exhibitions: display -demonstrations: perform task

achievement test types

-single subject achievement test -achievement battery (multiple subject) -diagnostic (strength and weaknesses) -competency

Banks' Theory of Multicultural Education

1) Contributions approach: ethnic historical figures whose values and behaviors are consistent with american mainstream culture are studied while individuals who have challenged the dominant view are ignored. 2) Ethnic Additive approach: an instructional unit composed of concepts, themes, points of views, and individual accomplishments is simply added to the curriculum (1 and 2 don't really do anymore ) 3) Transformative Approach: there is no one way of understanding people, events, concepts, and themes; there are multiple views, each of which has something of value to offer. 4) Decision-making and Social Action Approach: incorporates components of all the other approaches and adds the requirement that make decisions and take actions concerning a concept, issue, or problem being studied.

Major Components of IDEA (Individuals with Disabilities Education Act)

1) Free and appropriate public education: 2) Pre-placement evaluation (must be done in native language, valid for specific purpose by trained professionals, several procedures needed to evaluate, evaluated by multidisciplinary team, assessed in all areas of suspected disability 3) Individualized Education Program (statement of preset education, goals, special education and services provided to child, projected dates for initiation of services and duration, objective criteria and evaluation procedures) 4) Least Restrictive Environment (inclusion, mainstreaming) 5) RTI response to intervention: methods to identify students with learning problems and provide research-based instruction.

Gilligan's Character Development

1) Intellectual Character - ways of thinking that direct and initiate what a person does when faced with a learning task and that often leads to a meaningful outcome. 2) Moral character - disposition to do both what is good and what is right. 3) Civic character - desire and willingness to use one's knowledge and skills to become an engaged responsible citizen. 4) Performance character - personal qualities that facilitate the achievement of one's goals.

Principles of Piaget's Theory

1) Organization (schemes) - tendency to systematize and combine processes into coherent general systems AND 2) Adaptations - process of creating a good fit between one's conception of reality and one's experiences

4 Key Ideas of Constuctivism in the classroom

1) Prior knowledge thru meaningful learning 2) utilizing multiple perspectives 3) self-regulated learning 4) solving authentic problems

According Piaget, adaptations are accomplished by two sub processes

1) assimilation - interpreting an experience so that it fits into an existing scheme 2) accommodation - change an existing scheme to incorporate the experience

Tips to Help students become self regulated learners in the classroom

1) emphasize the importance of SRL skills and how to use them 2) model SRL skills and explain verbally as you use them 3) provide guided practice and corrected feedback for SRL skills 4) teach students how to use memory and comprehensive tactics 5) establish foundation for SRL in primary grades

4 Factors that affect Self-efficacy

1) performance accomplishments 2) verbal persuasion 3) emotional arousal 4) vicarious experience

4 Types of Behavior affected by Self-efficacy

1) selection processes 2) cognitive processes 3) motivational processes 4) affective "emotional" processes

shaping (behavior modification)

1. Select the target behavior. 2. Obtain reliable baseline data (that is, determine how often the target behavior occurs in the normal course of events). 3. Select potential reinforcers. 4. In small steps, reinforce successive approximations of the target behavior each time they occur. 5. Reinforce the newly established target behavior each time it occurs. 6. Reinforce the target behavior on a variable reinforcement schedule.

Performance (Phase of Self-Regulation in social cognitive theory)

1. Self-control: focus on task, avoid distraction, aware of steps to complete task. 2. self-observation: awareness of performance, try different approaches to learning.

Self-reflection (Phase of Self-Regulation in social cognitive theory) AKA self directed, autonomous, or strategic learners

1. Self-judgement: effort, ability, task difficulty, luck 2. Self-reaction: reinforce self, make improvements

Piaget's stages of cognitive development

1. Sensorimotor development- birth to 2 - develops schemes primarily thru sense and motor activities, recognizes performance of objects not seen. 2. Preoperational development- 2 to 7 - gradually acquires ability to conserve and decenter but not capable of operations, learning colors, shapes, etc. 3. Concrete operational development- 7 to 11 - capable of operations but solves problems by generalizing from concrete experiences 4. Formal(formation) operational development - 11+ years - able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations

Help students develop sense of industry (ability to do things)

1. avoid grading on a curve 2. use approaches to instruction that are likely to promote learning (engagement, motivation, student centered) 3. Create a classroom atmosphere that will enhance open discussion. For example, arrange face-to-face groupings, be an accepting model, foster listening and communication skills, and encourage student-to-student interaction.

Forethought (Phase of Self-Regulation in social cognitive theory)

1. task analysis: long term goals, sub-goals to achieve long-term goal, plan to achieve goals. 2. self-motivation beliefs: self-efficacy beliefs, outcome expectations, intrinsic interest, goal orientation, epistemological beliefs.

Psychosocial Development Adolescents (middle-high school)

12-18 years, Identity vs Inferiority, figuring out who they are

Psychosocial Development Toddlers

2-3 years, Autonomy/I can do this by ones self vs shame and doubt/you can't do it

theory of mind

4-5 year old begin to understand that other people's behavior is a function of how they think about things and that different people may think about the same situation differently or say things they do not believe. behavior is a reflection of their beliefs about the world,.

Psychosocial Development Preschoolers

4-5 years, initiative/look what i did or can do. I did it not well but I will try again vs guilt/I'll never do that again because I can't (experimental, exploring)

Psychosocial Development Elementary

6-11 years, Industry/ability to do things vs Inferiority/I can't do it (never going to be good at) peer and teacher influence is strong.

information processing model

A cognitive understanding of memory, emphasizing how information is changed when it is encoded, stored, and retrieved. in order: attention, recognition, transformation, storage, retrieval

intrinsic motivation

A desire to perform a behavior for its own sake stemming from 1) personal interest, 2) situational interest or 3) flow and engagement (challenging activities that require skill)

constructivist approach (cognitive)

A learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher.

Disequilibrium (Piaget)

A perceived DISCREPANCY between an existing scheme and something new that one is driven to resolve

direct instruction approach, teacher led classroom

A structured, teacher-centered approach that is characterized by teacher direction and control, mastery of academic skills, high expectations for students' progress, maximum time spent on learning tasks, and efforts to keep negative affect to a minimum.

Sternberg's Learning Styles

A variety of MENTAL SELF GOVERNMENT styles including legislative, executive, judicial, monarchy, hierarchic, oligarch, anarchic, global, local, internal, external, liberal, conservative.

self-control

Ability to control one's actions in the absence of external reinforcement or punishment

Section 504

Addresses the possibility that some students in your class who are not covered by IDEA may have a condition that, if not addressed, could limit their access to learning opportunities (ADHD)

humanistic approach

Addressing emotions, self perceptions, and values as they play in important role in learning

Summative Assessment

Assessment data collected after instruction to evaluate a student's mastery of the curriculum objectives and a teacher's effectiveness at instructional delivery.

performance assessment

Assessment in which students demonstrate their knowledge and skills. active response, realism, complex problems, scoring rubrics, formative evaluation

Formative Assessment

Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching

Disabling conditions recognized under IDEA

Autism, deaf blindness, hearing impairment, intellectual disability (significant limitations both in intellectual functioning and adaptive behaviors that affects conceptual skills, social skills, and everyday practical skills, originates before age 18), multiple disabilities, orthopedic impairments, other health impairments, emotional disturbance, specific learning disability, speech or language impairment, Trumatic brain injury, visual impairment or blindness.

Reciprocal Teaching/questioning

Based on Vygotsky's zone of proximal development. Approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates. students learn how to summarize, question, clarify and predict upcoming events as they read. (cognitive apprenticeship)

Deficiency Needs (Maslow)

Basic requirements for physical and psychological well-being as identified by Maslow. These needs must be satisfied, but once they are, a person's motivation to satisfy them diminishes. The four lower-level needs are: 1. esteem 2. belonging 3. safety 4. survival/physical needs

Psychosocial Development Infants

Birth to 1 year, trust/cared for vs mistrust/neglected

Gifted and Talented Students

Children and youth who give evidence of high-performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. ( not covered by IDEA or ADA sec 504). Identified by IQ score 130+. tend to be more solitary and introverted. Considered exceptional not disabled.

Role of Social interaction in Vygotsky's Social Learning Theory

Children are more strongly influenced by more intellectually advanced peers (culture and social interaction very important)

Taxonomy

Classification scheme with categories arranged in hierarchical order

3 Types of Constructivism

Cognitive: emphasizes development on how we learn and remember. social: emphasizes development on culture and social interactions (Vygotsky) critical: emphasizes teachers' assumption about students (background) on knowledge construction

Techniques to improve teaching

Colleague observation with checklist, student feedback, lesson study, self recorded lessons, guided reflection, reflective journal, portfolio with journal

Integrated Learning Systems

Commercially developed comprehensive multipurpose packages of interlinked management instructional software, running on a computer network.

Accelerated Instruction

Compressed curriculum - skip a grade, extending school year, taking college classes while in high school.

Type III enrichment

Consists of activities in which students investigate and collect data about a real topic or problem

Zone of Proximal Development (ZPD)

Developed by Lev Vygotsky, concerned with the distance between what a child can do on his own and what a child can do with some assistance

Verbal communication patterns

Differences in the rules that govern how adults and children speak to one another and about public speaking

Erikson's Developmental Theory

Erikson's Psychosocial Development theory encompasses the lifespan, highlights the role of the person and culture in development and states that the personality grows out of successful resolution of psychosocial "crises" or turning points.

psychosocial moratorium

Erikson's term for the gap (delay) between childhood security and adult autonomy (occupation) that adolescents experience as part of their identity exploration

twice-exceptional students

Exceptional because they are gifted and talented and they are exceptional because they are challenged in some intellectual, social, physical, or emotional way.

Learning by emulation

Exhibit the general form of the MODELING behavior. Direct motivation.

Witkin's Learning Styles

Field Dependent: perception of and thinking about a task or problem are strongly influenced by such contextual factors as additional information and other people's behavior or environment. VS Field Independent: perception of and thinking about a task or problem are strongly influenced more by the person's knowledge base then by the presence of additional information or other people's behavior.

curriculum enrichment

Form of differentiated learning - using different learning materials, instructional methods, assignments, and tests to accommodate differences in students abilities, learning styles, prior knowledge, and cultural background.

David Wechsler's Global Intelligence

GLOBAL CAPACITY VIEW. Global capacity of individuals to act purposefully, think rationally, and deal effectively with the environment in which they find themselves. "adaptibility"

Gronlund's Approach

General objective with separate specific learning outcomes

Educational Goals

General statements about the skills and abilities the student should have after completing the course.

Elementary school 4-5 characteristics

Grades four and five. physical: leaner and stronger, obesity can be a problem, gender differences, social: peer groups become more powerful than adults, organized play, gender based and selective friends, emotional: complex self image(comparing to peers, self-description, self-esteem, self-concept), delinquent behavior from negative background influences can happen cognitive: think logically (concrete operational), simple memory tasks not ready for long memory tasks

Primary grades 1-3 characteristics

Grades one through three. physical: extremely active, needs rest, large muscle control still superior to fine coordination. social: more selective and friends, more friend per minutes, organize games, fights between friends still frequent, emotional: sensitive to criticism, eager to please, sensitive to feelings of others, cognitive: understand there are different ways to know something, learning and recall they have control over, talking to oneself, metacognition (awareness/monitoring of a learning process)

7 elements of cooperative (group) learning

Group heterogeneity (diversity 4-5 students) Group goals/positive interdependence (students support students) Promotive interaction (students are taught to help each other) Individual accountability (each group member make contribution) Interpersonal skills Equal opportunities for success Team competition (team vs team not within the team)

ethnic group

Group of people who share common ancestry, language, religion, customs, values, political interests, economic interests, behavior patterns, or combination of such characteristics

Ability Grouping

Grouping students of similar intellectual ability for the purpose of instruction. two types: between-class ability groups and within-class ability groups.

Normed Excellence of standardized tests

How accurately a norm group represents the population of students for whom the test is intented

self-efficacy

How capable or prepared we believe we are for handling particular kinds of tasks

Reliability of standardized tests

How consistency test takers respond to test items -split half reliability: single test split the test in 2 and see if rankings change. -test retest reliability: same test at 2 different times to the same people, will test results change? -alternate form reliability: 2 equivalent forms of test to the same group of students at the same time and compare results.

content validity

How well a test items reflect a particular body of knowledge

construct validity

How well a test measures some internal attribute of a person

predictive validity

How well a test predicts a students future behavior

James Marcia's Four Identity Statuses

Identity Diffusion - no crises, no commitment, little self-direction, impulsive, low self-esteem Foreclosure - no crises, commitment made, close-minded and accepts parental choices and values Moratorium - crises experienced, no commitment, anxious, changes major often, often dissatisfied Identity Achievement - crises experienced, commitment made, introspective, planful, logical, high self-esteem

Why do we forget?

In adequate consolidation (new material not adequately learned), non-meaningful learning, few opportunities for retrieval (lack of review/test), interference from other material (new material similar to old material), lack of retrieval codes (original material not available later).

Role of instruction in Vygotsky's Social Learning Theory

Instruction is important in the zone of proximal development

Type I enrichment

Involves exploratory activities designed to expose students to types not ordinarily covered in regular curriculum

Type II enrichment

Involves instructional methods and materials aimed at the development of thinking and feeling processes

procedural metacognition

Knowing how (what procedure) to apply the available strategies.

far transfer of learning

Knowledge domains and settings are judged to be dissimilar and the time between the original learning and transfer tasks is relatively long

near transfer of learning

Knowledge domains are highly similar, the settings in which the original learning and transfer tasks occur are basically the same and elapsed time between the two tasks is relatively short

Self-control Learning

Learn to exhibit the MODEL BEHAVIOR automatically through self-directed practice. Motivation comes from self satisfaction for matching the standards of the model.

maintenance rehearsal (encoding) vs. elaborative rehearsal (encoding)

Maintenance rehearsal is simply repeating the stimulus again and again in order to remember it. While maintenance rehearsal is good for rote memorization. Elaborative rehearsal organizes the stimulus into something meaningful so that it is processed deeply and remembered better.

Between-class grouping

Method of ability grouping in which students are assigned to separate classes according to similar ability "Tracking." (No evidence this is effective.) two types: regrouping and Joplin plan.

metacognitive skills

Methods to achieve a learning goal: studying, or solving problems .

Psychosocial Development Adults

Middle adulthood, Generativity vs Stagnation, middle life crisis.

attribution theory

Motivation is influenced by the factors of person invokes to explain his or her successes or failures. This includes internal stable attributions such as ability or effort and Extertal attributions such as task difficulty or luck.

sensory register: recognition

Notice key features of a stimulus and relate them to already stored information

Learning (Piaget)

Occurs when people create new ideas or knowledge from existing information

Psychosocial Development Elderly

Older adulthood, Integrity vs Despair, reflect back on life

Competitive classroom reward structure

One's grade is determined by how well everyone else in the group performs

Kohlberg's stages of moral development

PRECONVENTIONAL (up to age 9 all about me): 1) Punishment-Obedience orientation - physical consequences of an action determine goodness or badness. 2) Instrumental Relativist orientation - action is judged to be right if it's instrumental in satisfying one's own needs. CONVENTIONAL (9 - 20 years old, all about rules): 3) Good boy - Nice girl orientation - the right action is one that would be carried out by someone whose behavior is likely to impress others 4) Law and Order orientation - to maintain social order, fixed rules must be established and obeyed. POST-CONVENTIONAL (20+ by small portion of adults, all about others): 5) Social Contract orientation - rules needed to maintain the social order should be based not on blind obedience to authority but on mutual agreement. 6) Universal Ethical Principle orientation - moral decisions should be made in terms of self chosen ethical principles and once chosen they should be applied in consistent ways

factors that affect self-efficacy

Performance accomplishments, verbal persuasion, emotional arousal, vicarious experience

High school characteristics

Physical: maturity, attained puberty, sexually active, social: parents or adults influence long range plans, peers influence short-term plans, anxiety about friendships, employment emotional: psychiatric disorders emerge(eating disorders, substance abuse, suicide, depression) cognitive: formal(formulate) thought (opinion), political thinking becomes more abstract

Piaget vs. Vygotsky

Piaget - physical development through physical interaction with enviro. If he is right we can learn everything on our own. Vygotsky- development through social interaction with environment. You need help to learn. Both cognitive theory's

negative transfer of learning

Previous learning inhibits or interferes with learning or performance in a new context

Suggestions for Constructivist Approach

Provide scaffolding; provide discovery learning; foster multiple viewpoints; emphasize relevant problems and tasks; encourage autonomous learners.

Theories for preschool and kindergarten

Psycho social development (initiative versus guilt); Moral Development (Morality of constraint); Cognitive Development (preoperational thought)

theories of intelligence

Psychometric: being able to measure IQ. what you do and do not know. Neurological efficiency and adaptability: how fast can you learn or understand. adaption: ability to adapt to something coming at you, street smarts.

Theories for high school

Psychosocial Development (Identity vs Role confusion); Cognitive Development (formal operational); Moral Development (Morality of cooperation, conventional)

Theories for primary grades

Psychosocial Development (Industry vs Inferiority); Cognitive Development (transition from preoperational to concrete operational); Moral Development (Morality of constraint, preconventional)

Theories for elementary grades

Psychosocial Development (Industry vs Inferiority); Cognitive development (concrete operational); Moral Development (Morality of constraint, transition from preconventional to conventional)

Theories for middle school

Psychosocial Development (transition to identity vs role confusion); Cognitive Development (beginning formal operational); Moral Development (transition to Morality of cooperation, conventional)

sensory register

Raw sensory data, hold large capacity for 1-3 seconds

4 steps to problem solving

Realize the problem (problem finding), understand the problem , compile info on the problem, formulate and carry out solution, evaluate solution ( did the solution work, could it have been better?)

Shaping

Reducing complex behaviors into a sequence of more simple behaviors. Reinforcing successive approximations to the complex behavior. Ignoring non-approximate behaviors.

Kagan's learning styles

Reflective: problem solving situation, student prefers to spend more time collecting information and analyzing its relevance to the solution before offering a response VS Impulsive: problem solving situation, student response quickly with little collection or analysis of information. (can be either or both)

sensory register: attention

Selective focusing on a portion of the information currently stored in the sensory register. What we attend to is influenced by knowledge schemes and long-term memory (impact)

Gardner's Theory of Multiple Intelligences

Seven defined types of intelligence: linguistic, logical-mathematical, musical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal

Low road transfer of learning

Situation in which a previously learned skill or idea is almost automatically retrieved from memory and applied to a highly similar current task

specific transfer of learning

Situation in which prior learning aids subsequent learning because of specific similarities between two tasks

General transfer of learning

Situation in which prior learning aids subsequent learning due to the use of similar CONGNITIVE STRATEGIES

High Road transfer of learning

Situation involving the conscious, controlled, somewhat effortful formulation of an abstraction that allows a connection to be made between two tasks

Mager's model for an objective

Specific objectives with detailed performance review to show mastery of an objective

positive reinforcement

Strengthening a behavior by presenting a positive stimulus immediately after the behavior has occurred

negative reinforcement

Strengthening a behavior by removing a negative stimulus immediately after the behavior has occurred

Role of Social interaction in Piaget's cognitive theory

Strongly influenced by peers than by adults (independent work, learns from environment)

Transfer of learning

Students independently apply knowledge and skills to similar but new information

Regrouping

Students of the same age, ability, and grade but from different classrooms come together for instruction in a specific subject (usually reading or math)

Individualistic classroom reward structures

Students work alone and earn rewards solely on quality of own efforts

Cooperative classroom reward structure

Students working together to accomplish a shared goal

Lesson Study Cycle

Study, plan, teach, reflect

Robert Sternberg's Successful Intelligence

TRIARCHIC THEORY "Successful Intelligence" 1. practical ability: adapt to, shape, or change one's environment. 2. creative ability: solving novel and unfamiliar problems. 3. analytical ability: using prior knowledge and cognitive skills to solve problems and learn new information.

Equilibration (Piaget)

Tendency to organize schemes to allow better understanding of an experience

Affective taxonomy Domain

The "feelings" domain, includes five levels beginning with receiving information, responding/participating, valuing of something, organization of values, characterization/value as way of life

psychomotor taxonomy domain

The "physical skills" domain which includes seven levels and begins with perception, set to preform, guided response to model, mechanism/able to preform task, complex or overt response/high degree of proficiency and skill, adaptation, origination/creating new performances after developing related skills

Triadic Reciprocal Causation (Bandura)

The conceptual foundation of SOCIAL COGNITIVE THEORY, which specifies that learned capabilities are the product of interactions among an individual's personal characteristics, behaviors, and social and physical environment.

declarative metacognition

The explicit, conscious, and factual knowledge a person has about the characteristics of the task he or she is performing, one's own weak and strong points with respect to performing the task, and the possible strategies that could be used on the task.

dual code theory

Theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways.

Spearman's Intelligence Theory

Two Factor Theory of Intelligence: General Factor (g) - affects performance on all intellectual tests. Specific Factor (s) - affects performance only on specific intellectual tasks.

Scaffolding (Vygotsky)

Used to support learning during early phases. As students become more capable of working independently supports are withdrawn. Used in Zone of Proximal Development

5 aspects of ethnicity that lead to misunderstandings

Verbal communication patterns, nonverbal communication, time orientation, social values, instructional formats.

presentation punishment

Weakening a behavior by presenting an aversive stimulus immediately after behavior has occurred

removal punishment

Weakening a behavior by removing a positive stimulus immediately after behavior has occurred - "time out"

Extinction

When a previously reinforce behavior decreases in frequency and eventually ceases altogether because reinforcement is withheld

Generalization

When an individual learns to make a particular response to a particular stimulus and then makes the same or similar response in a slightly different situation

Discrimination (skinner)

When an individual learns to notice the unique aspects of seemingly similar situations and thus responds differently

Psychosocial Development Young Adults

Young adulthood, Intimacy vs Isolation, who do I want to hang with

learning styles

a consistent preference over time for dealing with intellectual tasks in a particular way. three styles: reflectivity vs impulsivity, field-dependence vs field-independence, mental self-government styles.

extrinsic motivation/ reinforcement

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

Flipping the classroom

a method used by teachers that has students watch lessons at home and complete their homework in class.

information processing theory

a perspective that compares human thinking processes, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output

learning strategy

a plan for achieving LONG TERM goal ( I will get 4 classes done in 4 months)

mass practice

a practice schedule in which studying continues for long periods, without interruption

learning tactic

a specific technique that a learner uses to accomplish an IMMEDIATE learning objective (read book now and take test after)

intelligence definition

ability to learn, reason well, solve novel problems, and deal effectively with the challenges, often predictable, that confront one in daily life.

Gifted instructional options

accelerated instruction, gifted and talented classes and schools, curriculum enrichment.

Validity of standardized tests

accuracy, the extent to which a test measures or predicts what it is supposed to. -content: reflect what was learned -predictive: students future behavior -construct: measure internal attribute of a person.

working memory/short-term memory

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten. 5-9 chunks of info capacity. 20-30 sec duaration.

adolescent egocentrism (concrete operational)

adolescents preoccupied with their own view of the world and how they appear in to others.

work toward gender equality

all subject valuable to everyone, emphasize/include women's achievements, create reading list that apples to boys as well, STEM is not just for boys.

Joplin Plan

an ability grouping technique that combines students of different grade levels according to their standardized test scores (has shown moderate improvements in math and science)

token economy (behavior modification)

an operant conditioning procedure in which people earn a token of some sort for exhibiting a desired behavior and can later exchange the tokens for various privileges or treats

Criterion-referenced grading

assessment of each student's mastery of course objectives

Norm-referenced grading

assessment of students' achievement in relation to one another, bell curve.

adaptation is accomplished by

assimilation: fitting experience into an existing scheme or accommodation: changing existing scheme to incorporate the experience.

developmental delays and issues, interpersonal relationships

attachment to parent, parenting styles, social networks (high value in kids and elderly)

ADHD

attention-deficit/hyperactivity disorder: inattention, hyperactivity, and impulsivity. criteria for identification: appear before age 7, behavior displayed in multiple settings, persist over time.

Metacognition

awareness and understanding of one's own thought processes, develops with time. 2 parts knowledge and skills

Premack Principle

behavior modification technique in which an activity chosen by the child is offered as a reward for completing an assignment or job.

Vygotsky technology

cognitive apprenticeship with technology (telementoring), Interaction with peers as well as experts via the web.

Emotional and social development: relationships with peers, family, and social environment

collaborative cooperation, everyone in valued, model respect and accountability, reasonable limits, guide children in conflict resolution, ensure physical and psychological safety, establish routines, model inclusion, involve family in educational decisions

nonverbal communication

communication using body movements, gestures, and facial expressions rather than speech

Judicial self government

compare quality, worth and effectiveness

gender bias effect students

course selection, career choice, class participation "loss of voice"

Sternberg: teaching for "WICS" - wisdom, Intelligence, creativity and success

design lessons and assessments that call for the use of analytical ability, creative ability, practical ability, and memory ability for all subjects.

Gardner's assessments

design lessons and assessments that call for the use of several intelligences for all subjects

academic support for emotional-behavioral disorders

design the classroom and formulate lesson plans to encourage social interaction and cooperation. Train other students to initiate social interaction, design the classroom environment to reduce the probability of disruptive behavior. Reinforce appropriate behavior. Use group contingency-management techniques.

Within-class grouping

divides students in a single class into groups, typically based on reading and math scores (has shown moderate improvements in math and science)

develop interpersonal reasoning

egocentric level, social information role taking, self-reflective role taking, multiple role taking, social and conventional system taking

Gilligans view of identity and moral development

focuses on gender differences in development as individuals progress from a self-centered outlook to a caring outlook. Gilligan feels males tend to focus more on adult autonomy and forms of independence, justice, and fairness and self-reliance. Where as females seek out adult autonomy with a focus on remaining loyal to others by expressing caring, understanding, and sharing experiences.

executive self government

follow already established rules

examine appropriateness of standardized tests

for a particular group of students

SES Socioeconomic status, effects on learning

for low-SES Effects on learning: higher dropout rates and lower academic achievement, poor health, lower level motivation and achievement levels. Barriers to instruction: low motivation, low self-esteem, language barriers, attendance, teacher expectancy. Management strategies: include awareness of child's needs moods and interests, positive classroom atmosphere, high but realistic teacher expectations.

Role of instruction in Piaget's cognitive theory

formal instruction does not have significant impact (learn form environment)

developmental delays and issues, biological factors

gender (boys more slow then girls), general health (poor health=delays), mental health, health practices (poor hygiene can lead to sickness)

self-efficacy

goal choice: outcome expectations: attributions:

Social Cognitive/Information Processing Approach with technology

guided learning, problem and project based learning, situated learning.

Information processing/Social Cognitive Approach to teaching suggestions

have clear goals and objectives, use attention-getting devices, emphasize organization and meaningfulness, present info in learnable amounts over realistic time periods, facilitate encoding of information into long-term memory.

multicultural instructional goals

help low-achieving minority and/or low-SES students master both basic and higher-level skills.

discovery learning

helps students learn to relate ideas to each other and to existing knowledge in order to be able to independently solve problems

non-academic support for student with disabilities

highlight distinguishing characteristics of similar tasks or characteristics. teach students to anticipate problems, form a learning plan, and self-monitor the effectiveness of learning activities. change students seat to help focus on class.

developmental delays and issues, environmental factors

housing, income, employment, parental education, access to care and support system, political climate.

extinction (behavior modification)

ignoring an undesired behavior

Egocentrism (preoperational)

in Piaget's theory, the preoperational child's difficulty taking another's point of view

centration (preoperational)

in Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features

variable-ratio schedule for reinforcement

in operant conditioning, a reinforcement schedule that reinforces a response after an UNPREDICTABLE NUMBER of responses

variable-interval schedule for reinforcement

in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable TIME intervals

fixed-ratio schedule for reinforcement

in operant conditioning, a reinforcement schedule that reinforces a response only after a SPECIFIC NUMBER of responses

fixed-interval schedule for reinforcement

in operant conditioning, a reinforcement schedule that reinforces a response only after a SPECIFIC TIME has elapsed

Emotional Disturbance/ Behavior Disorder

individual exhibits one or more of these characteristics over a long period of time and to such a marked degree that it adversely affects academic performance. -inability to learn not due to intellectual, sensory, or health factors -inability to build or maintain satisfactory interpersonal relationships with peers and teachers - inappropriate types of behaviors or feelings under normal circumstances -tendency to develop physical symptoms or fears associated with personal o school problems. (subjective terms)

Conditional Metacognition

knowing when and why to apply certain strategies (what "condition" to apply certain strategies)

observational learning

learning by observing others relevant vs irrelevant behavior. vicarious motivation

Macromoral

macro/Big broad social issues like civil rights, gender equality.

legislative self government

make rules and plans

gender differences

males better at: visual-spatial ability, mathematical operation, college entrance. females better at: memory and language use. more self discipline why? hormones, brain structure, socialization patterns.

Bruner's Discovery Learning technique

meaningful learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.

Rehearsal practice

mental/physical repetition, no skill learned

Micromoral

micro/individual issues on a personal level: not cutting in line, not interrupting, being polite. How we get along with others.

Piaget technology

microworlds, microcomputer based lab, collaboration with other students via internet. (cognitive development, independent work)

vicarious reinforcement

observing someone else receive a reward or punishment

Zero transfer of learning

occurs when previous experience has no influence on the performance of a skill in a new context or the learning of a new skill

academic support for ADHD

only materials being used in students range, teach how to distinguish between important and unimportant material through highlighting, capitalization, or underlining. give brief assignments with plenty of immediate feedback . use technology to capture student attention. negotiate a private signal with student(s) to remind then to refocus.

Schemes (Piaget)

organized, generalizable patterns of behavior or thought

5 components of direct instruction

orientation (into/overview of lesson). presentation (of new material) structured practice (teacher leads practice) guided practice (students work, teacher assist) 85%+ correct before moving to independent practice independent practice (students work completely on their own)

multicultural instructional methods

peer tutoring or peer-assisted learning: teaching of a student by another.. Cooperative learning: group work to achieve task. mastery learning: assumes most children can master the curriculum if certain conditions are established.

4 main motivation factors

perceptions of capabilities, belief about how likely one's actions will effect the quality of an outcome, interest in task, approval of peers and "important people"

Preschool and kindergarten characteristics

physical: Extremely active, needs frequent rest periods, large muscles developed while developing fine motor control, flexible and resilient, becoming aware of gender. social:friendships form and dissolve, aware of gender they are playing with, play activities contribute. Emotional: expressed emotion freely, love their teacher, Cognitive: vocabulary, over estimate competence, theory of mind (aware of difference between thinking about something and experience something)

Middle school 6-8 characteristics

physically: rapid uneven growth, puberty, concern and curiosity about sex, social: develop interpersonal reasoning, desire to conform. emotional: everything exaggerated, self-conscious, cognitive: needs open supportive intellectually stimulating classroom(student centered learning), self efficacy (how capable you BELIEVE you are at something)

Maslow's Hierarchy of Needs

physiological, safety, love/belonging, self-esteem/respect, aesthetics, self-actualization

early life cognitive connections

positive vs negative early cognitive connection weather positive, negativity or both greatly influence a child's cognitive developing (the way a child thinks because of their experiences)

instructional formats and learning processes

preferences for traditional instructional format, role-play, peer tutor, small-group learning, slower pacing, use of stories. visual , written, and spoken formats, what and how to memory

positive transfer of learning

prior learning aids help future learning (learning one thing helps you to learn another)

adaptation (Piaget)

process of creating a good fit between one's conception of reality and one's expectation.

Vocational Rehabilitation Act

prohibits discrimination on the basis of physical or mental disabilities. Schools must provide a plan that can help students over come limitations that do not fall under IDEA. students with ADHD can be moved to a seat in the front of the class away from distractions. Social anxiety students can write down questions to give to the teacher

non-academic support for emotional-behavioral disorders

prompt and reinforce appropriate social interactions and physiological interventions. low self-esteem: provide group counseling with students who have similar issues.

scientific concepts

psychological tools that allow us to manipulate our environment consciously and systematically

response cost

punishment by loss of reinforcers (loss of tokens)

self-regulated learning (SLR)

regulation of ONE'S OWN cognitive processes and studying behaviors in order to learn successfully. Motivation from self-efficacy beliefs.

cognitive development: instructional methods and educational strategies

relationships with students, assess learning and development, curriculum with developmental stages in mind, create meaningful and stimulating experiences, include play/discover learning, provide challenge, student self-reflection, specific feedback, scaffold learning, tech intentionally and to all

time-out (behavior modification)

removal for student form situation due to undesired behavior

gender bias

responding differently to male and female students without having sound educational reasons for doing so. (gender-role stereotypes, begins at preschool level)

direct reinforcement

rewards that immediately follow a given behavior

Theoretical Learning

scientific concepts

written tests/objective

selected response, short answer, and essay. assessing foundation knowledge

behaviors affected by self-efficacy

selection process, cognitive process, motivational process, affective process

Zimmerman

self-regulatory model

distributed practice

short study periods of frequent intervals. reduces the demand on memory and allows for better retrieval.

contingency contracting (behavior modification)

specific behavior change contract, the rewards that follow as well as the time limit for completion

instructional objectives

specify the kinds of observable and measurable student behaviors that make it possible for the underlying goals to be achieved

empirical learning (vygotsky)

spontaneous concepts

Moral development: instructional methods and educational strategies

students help create classroom rules, written self-evaluations, plan group projects, create opportunities to role-play.

non-academic support for ADHD

teach organizational skills (notebooks, supplies, etc.)

Comprehension-directed learning tactics

techniques that aid in understanding the meaning of ideas and their interrelationships self-questioning, note taking and concept mapping

memory-directed learning tactics

techniques that help produce accurate storage and retrieval of information. rehearsal and mnemonic (organization and retrieval)

organization (Piaget)

tendency to coherently systematize and combine processes into general systems

IQ -intelligence quotient

test that measure intelligence created by Alfred Binet in 1904 to weed out kids that would need special ed. Lewis Terman revised it with a summary score called the intelligence quotient.

objective assessment

testing that requires the selections of one item from a list of choices provided with the question. This type of assessment includes true false responses, yes- no answers and questions with multiple- choice answers.

Cognitive taxonomy Domain/ blooms taxonomy

the "thinking" domain, includes six intellectual abilities and thinking processes beginning with knowing, comprehending, and application, analysis, synthesis, and evaluation

self-regulation

the consistent and appropriate application of self-control skills to new situations

Operant Conditioning (Skinner)

the correlation between punishment and reinforcement and how that affects behavior. positive and negative reinforcement. punishment, generalization, discrimination, shaping.

Irreversibility (Piaget)

the inability to envision reversing an action

Conservation (preoperational)

the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects

self-actualization

the process by which people achieve their full potential

long-term memory

the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences.influences what we selectively perceive and find meaningful.

MOTIVATION

the willingness of a person to expend a certain amount of effort to achieve a particular goal under a particular set of circumstances.

academic support for student with disabilities

use BOTH direct instruction and strategy instruction. structure tasks to compensate for weakness in psychological processes. capitalize on classroom resources to support academic, social, and emotional growth, cooperative learning, multiple presentation methods.

social values

value of competition and working independently

culture

way a group of people perceives the world, formulates beliefs, customs, and traditions of a specific group of people.

metacognition knowledge

what we know about what we think: recognition, encoding, storage, retrieval

time orientation

whether a culture's values are oriented toward the future (long-term orientation) or toward the past and present (short-term orientation)