edf 3115 final exam

Fixed mindset

- Entity belief about intelligence; intelligence is innate, and it cannot be increased, you either have it or you don't.

a. What are the four categories of skills that Narvaez proposed are needed to foster children's moral development. Provide an example of each.

-ethical sensitivity: set personal biases aside; consider other perspectives understanding emotional expression, connecting with others -ethical judgment: use reasoning, consider consequences understand ethical issues -ethical focus: life centers around ethical goals respecting others, acting responsible, helping others -ethical action: follow through students resolve conflicts, take initiative

a. According to Vygotsky, why is language so important in human development? What role does social interaction play in Vygotsky's theory of development?

-language is the main way of transmitting information and is the basis for our cultural development of thinking. -It is the most important psychological tool and allows for the transformation of thought processes. -In Vygotsky's theory, social interaction is seen through an MKO scaffolding a learner in the ZPD.

a. According to Sewell, what is the one factor that is most likely to determine whether students learn new information that teachers present to them?

-prior knowledge that students bring with them to the lesson -influences what new or modified knowledge students will construct as a result of their learning experiences in the classroom (based on constructivist approach) will either be a bridge to new learning or become a barrier to new learning

a. What does Sewell suggest that teachers can do to help students overcome their misconceptions?

-refrain from dismissing misconceptions that you notice before lessons. -recognize those misconceptions are barriers to learning that keep expanding (these students need re-education and should be the focus of lessons) -collaborate with other teachers who have more knowledge about certain topics to avoid facilitating misconceptions further and/or passing on your own misconceptions to students

a. Explain why students need domain knowledge (that is, extensive background knowledge) about the topics of their reading, to increase their reading comprehension in later elementary school.

Students need domain knowledge because students need to understand at least 90-95% of words to comprehend what they are reading. Domain Knowledge is the best predictor of reading comprehension skills in later elementary.

1. Compare and contrast Vygotsky's and Piaget's theories. Describe at least two implications for teaching each theorist.

a. Similarities: i. Constructivists ii. Emphasized social interaction b. Piaget: i. Interaction requires debate among peers ii. Emphasizes action on objects and ideas (physical and logico-mathematical) and that we don't use language adolescents don't understand iii. Development precedes learning iv. Goal of development is intellectual and moral autonomy c. Vygotsky i. A more advanced instructor leading the learner through the ZPD ii. Emphasizes teaching academic language that children don't understand as a way to lead them in the ZPD. iii. Learning precedes development iv. Goal of development is internalization

Growth mindset

i. - incremental belief about intelligence; intelligence can be increased by working hard to develop knowledge and skills

a. What percent of the words in a text is it estimated children should be able to read when they begin a new text?

i. 90-95%

a. What is the social-cognitive information processing model?

i. A model of mediation. In this framework, a child's cognitions related to social situations and social behavior are through to account for the association over time between individual and environmental risk factors and actual aggressive behavior.

a. Examples of how teachers can promote autonomy in the classroom.

i. Cognitive - asking students to justify or argue for their point ii. Procedural - offering students choice of media to present ideas iii. Organizational - participate in creating and implementing classroom rules

a. What is constructivism? Briefly explain how knowledge about constructivism should affect the way teachers teach.

i. Constructivism - Learning is not the result of teaching rather it is the result of what students do with the new information they are presented with. ii. This affects teachers as they need to ensure students and engaging with the material presented and using it as a tool for learning.

a. What is the definition of creativity?

i. Creative thinking is the process of sensing difficulties, problems, gaps in information, missing elements, something askew; making guesses and hypotheses about the solution of these deficiencies; evaluating and testing these hypotheses; possibly revising and restating them; and finally communicating.

a. Describe the four developmental considerations Boxer et al., suggest are important for children to have when interpreting others' behaviors accurately.

i. Developmental changes in perspective taking - it is hard for young children to take the perspective of others, so programs need to understand this and work to understand how they can promote perspective taking within developmental considerations. ii. Advances in emotional understanding - ability to recognize emotions in others typically begins quite early. iii. Progression in selective attention - with age, children increasingly pay attention to cues that are more relevant to the particular task at hand. iv. Increases in processing speed - relevant for youths' emerging abilities to understand the behaviors and intentions of others; process relevant environmental cues more quickly as they get older.

a. Strategies according to Mischel that students can use to increase or develop self-control

i. Distraction: ignoring the tempting activity or object ii. Abstraction: transforming the tempting activity or object to deemphasize its appealing qualities or transforming own arousal to it

a. Identify the source of perceived self-efficacy that is suggested to be the most powerful way to increase students' confidence in their ability in a specific area and an example.

i. Enactive Mastery is the most powerful as it provides the most authentic evidence of whether one can muster whatever it takes to succeed. EX: "you were able to sound out all the parts of that long word"

a. Review the four sources of self-efficacy

i. Enactive Mastery: accomplished task ii. Vicarious Experience: given a model iii. Verbal Persuasion: identify why success occurred iv. Physiological State: take note of feelings or outward

a. What are the two elements of play that Vygotsky believed are so critical in fostering children's development. (See the Nicolopoulo article.) List potential benefits of the storytelling/story-acting practice developed by Paley and described by Nicolopoulo.

i. Imaginary Situation ii. Implicit Rules iii. Play can have positive influences on: 1. Intellectual Development 2. Social-Emotional Development 3. Literacy Development

a. In their confluence theory of creativity, Sternberg and Lubart described six resources necessary for creativity. List those six resources and, after the name of each resource, in your own words, briefly explain how you would teach students in your classroom to use that resource to enhance their creativity. Identify the grade you imagine yourself teaching 3rd Grade

i. Intelligence - encourage students to think insightfully when they face problems; teach problem-solving strategies ii. Knowledge - usable knowledge; make and form connections between knowledge and how it can be used iii. Intellectual Styles - legislative, judicial, executive; allow students to do tasks that correspond to their intellectual style iv. Personality - promote a tolerance for ambiguity in students v. Motivation - promote intrinsic motivation of students vi. Environmental Context - provide an encouraging environment for students

a. What is the major goal of Vygotsky's theory?

i. Internalization

a. What are the three main concepts or skills schools should center their behavior programs on? Describe each of these concepts briefly. If you were to design and intervention, how would you incorporate these three concepts into your behavior prevention program?

i. Interpreting the behaviors of others accurately - understanding the intention of others, "reading emotional cues properly" 1. Students read simple stories and talk about the emotions present within them to build skill in knowing emotional cues. ii. Learning to use non-aggressive problem-solving strategies - thinking of multiple responses to social problems, acquiring non-aggressive or prosocial "script" 1. Have students act out situations and intervene to teach students how to inhibit their reactions, then re-act out the situation without intervening iii. Believing that aggression is inappropriate and ineffective - viewing aggression as "wrong" expecting that aggression will ultimately result in undesirable outcomes

a. Major concepts of self-control (Mischel and Baumeister)

i. Mischel - self-control refers to the ability to postpone satisfaction of one's needs in favor of a more appropriate long term goal; basis is the ability to control one's attention ii. Baumeister - self-control described as depending on a limited energy resource, like a muscle that becomes exhausted when used. It depletes energy, making self-control more difficult

a. Identify two strategies teachers could use to foster the development of empathy in children and the positive effects it might have on children's development. Be mindful of how you might do this within the context of the students' development.

i. Modeling Coping Skills ii. Using active listening and responding emphatically iii. Positive effects: positive social skills; problem-solving; perspective taking; self-regulation

a. According to Kohlberg, how does moral development occur?

i. Moral development occurs in hierarchical stages and through maturation, social interaction, and equilibration.

a. How does Narvaez's conception of moral development differ from Kohlberg's theory?

i. Narvaez includes emotion, behavior, and personality characteristics.

What are Selman's stages of perspective taking and what are the negotiation strategies that children are likely to use at each stage?

i. No Level (0) 1. Shared experience through unreflective (contagious) imitation 2. Negotiation through unreflective physical strategies (impulsive fight or flight) ii. Unilateral One-Way Level (1) 1. Shared experiences through expressive enthusiasm without concern for reciprocity 2. Negotiation through one-way commands/orders or through automatic obedience strategies iii. Reciprocal Reflective Level (2) 1. Shared experience through joint reflection on similar perceptions of experiences 2. Negotiation through cooperative strategies in a persuasive or deferential orientation iv. Mutual Third-Person Level (3) 1. Shared experience through collaborative empathetic reflective processes 2. Negotiation through collaborative strategies oriented toward integrating needs of self and others v. Level 4: Societal, symbolic Perspective Taking 1. Ability to understand that 3rd-person perspective taking can be influenced by larger societal values 2. Negotiation strategies: negotiation with the use of societal values

a. What is the best strategy to reduce the achievement gap between children from low SES backgrounds and higher SES backgrounds?

i. Oral Language Development. Focus on non-written, oral activities like: 1. Reading aloud coherent and challenging material 2. Discussing it 3. Having children elaborate on these materials

a. Describe the moral thinking of children at each stage of Kohlberg's theory of moral development. Know the levels and the stages within each level.

i. Pre-Conventional: obeying authority and meeting own needs 1. Stage 1: Punishment-obedience - determine what is right and wrong based on external consequences 2. Stage 2: Instrumental-relativist - based on reciprocity, you help me, I'll help you ii. Conventional morality: rule conformity and expectations of others 1. Stage 3: "Good boy, good girl" morality of maintaining good relations - conforms to please others 2. Stage 4: Law and order - conforms to avoid censure by legitimate authorities iii. Postconventional or principled morality: abstract reasoning 1. Stage 5: Social contract - based on personal values and opinions, desire to change the law 2. Stage 6: Universal ethical principles - focus on universal human rights

a. On the basis of Kohlberg's theory, describe how you could foster children's moral development. Give examples of types of questions that are helpful in developing children's moral reasoning.

i. Provide opportunities for students to discuss moral dilemmas in the classroom. ii. Perception-checking questions determine whether or not other students understand a statement that an individual has made, "Mary, will you tell me in your own words what Shelia said?" iii. Interstudent-participation questions ask one student to respond to the position of another student; "Max, what do you think about what Sean said?" iv. Clarifying questions ask students to make the meaning of their own statements clear. "What do you mean by justice?" v. Issue-related questions focus attention on one or more moral issues: "Is it ever okay to break a law?" vi. Role-switch questions ask a student to look at a situation from the point of view from another character in the dilemma: "Jill would want her to lie, you say. Would the store owner want her to lie?" vii. Universal-consequences questions ask a student to imagine what would happen if everyone behaved a certain way: "What would our lives be like if everyone broke laws when it pleased them to do so?" viii. Seeking-reason questions ask for the reasoning behind the statement of the position. "Why?"

a. Strategies according to Baumeister that students can use to increase or develop self-control

i. Rewards ii. If-Then plans iii. Humor/Laughter iv. Cash Incentives v. Growth mindset vi. Social goals

a. Identify themes from the Tatum chapter article and the parallels with Piaget's stages

i. Schema - overgeneralization and concern for physical characteristics 1. May relate to prejudice ii. Misconception - dark skin is not dirt iii. Schema: Piaget believed that our schema was key to the learning process. Our schema is defined as a set of linked mental representations of the world which are used to understand and respond to situations. When the young child used his schema, he was concerned about physical characteristics and made the over-generalization that parents and their kids look alike or "match". Misconceptions was another parallel between Tatum's article and Piaget's stages. When the preschooler in Tatum's article confuses dark skin with dirt, he aligns with what Piaget believes happens in the preoperational stage.

a. Explain the relationship between scientific (schooled) concepts and spontaneous (unschooled) concepts in the development of children's thinking, as described by Vygotsky.

i. Schooled: Scientific concepts or academic concepts (e.g. weather, seasons, mathematics) ii. Unschooled: spontaneous concepts or concepts learned at home (e.g. chores, social rules, cooking)

a. What is the zone of proximal development? What are its implications for the development of intelligence? How does it relate to Vygotsky's concepts of scaffolding and internalization?

i. The ZPD is what the child is capable of understanding and performing with assistance or encouragement from an MKO. According to Vygotsky, the ZPD is necessary for developing intelligence. In the ZPD, a child is scaffolded by an MKO, which then leads them to internalize the information learned. Scaffolding is a part of the ZPD, and internalization is what the child is learning from being scaffolded in the ZPD.

Explain the Matthew effect and its implications for your teaching.

i. The rich get richer and the poor get poorer. This related to reading and academic achievement, as those who are strong readers will become stronger readers and those who are struggling will continue to struggle and fall further behind.

a. Define empathy.

i. To understand someone else's feelings, emotions and needs and ability to respond appropriately; The ability to understand and share the feelings of another.

a. What can parents and teachers do to foster the development of perspective taking in children (relate to Piaget's theory)?

i. Use higher-level strategies. To get to these higher level strategies, you want to provide disequilibrium by working through different dilemmas with students where they can take the perspective of different characters. Regarding Piaget, you want to understand that Selman's developmental levels mirror Piaget's developmental levels so you want to consider the students current developmental level when creating these activities.

how would you use SDT to address behavior and increase motivation

i. You would look to see if their basic needs are being met. The three basic needs are competence, relatedness, and autonomy. To help meet competence you would provide feedback that promotes feelings of competence. To meet relatedness, you can create a secure relational base for the child. Lastly, to meet autonomy, you can allow opportunities for self-direction. Meeting all of these needs will allow for children to be more motivated as basic psychological needs have been met.

a. Define ZPD, scaffolding, and internalization (mediation in Vygotsky's terms) and give an example of how a teacher might use these in a lesson.

i. ZPD - what the child is capable of understanding and performing with assistance from an MKO 1. Ex: Teacher introduces new academic language to lead children into the ZPD ii. Scaffolding - the process the more knowledgeable peer or adult uses to assist and support the child through ZPD 1. Ex: Teacher assists children through ZPD iii. Internalization - the adopting of skills they learned as their own 1. Ex: Students show internalization of skills as they perform well on a test.

Intrinsic Motivation

i. the experience of engaging in an activity for the sheer enjoyment of it (with no need for external rewards) 1. Will not need rewards to complete a task.

Extrinsic Motivation

i. the performance of an activity in order to attain some outcome separate from the activity itself. 1. Will need some sort of reward or basis behind performing the action (e.g. feeling of pride rather than guilt)

strategies to increase growth mindset

value effort and learning honest feedback study skills value challenge