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)