PSY 310 UNIT 1 EXAM

Metacognition

Our awareness of and control over our cognitive process (To have a planner that helps remind you of the homework to do)

Compare and contrast Piaget's and Vygotsky's theories of cognitive development, and apply it to teaching and learning

-Vygotsky held the now widely accepted idea that learners, instead of passively receiving knowledge from others, actively construct it for themselves. social environment and then internalized by individuals. -Vygotsky believed that social interaction and language directly cause development, whereas --Piaget believed that social interaction and language are primarily mechanisms for disrupting equilibrium. -Vygotsky believed that development occurs when leaners acquire the cognitive tools needed to function within a particular culture, whereas -Piaget viewed cognitive development as occurring largely outside the boundaries of particular culture

Nature

individuals are born with a pre-determined "blueprint" of information that determines our ceiling of capabilities

Experimental Research

Def: A type of research used to answer causal research question: Does something cause an effect? -You control everything and manipulate the independent variable -Dependent variable is the outcome -The procedures must remain the same for causality through statistical calculations.

Define physical development

Describes changes in size, shape, and functioning of our bodies

Mixed Methods Research

A research design that combines quantitative and qualitative methods

Deep conceptual understanding

To know the content really well and able to apply it to real world circumstances

Microsystem

the environmental layer that most directly affects the child, such as family, peers, school, and neighborhood

Nurture

(Who, what, where, when, why) shape our abilities to learn new information and to gain a deep understanding

ULTIMATE TEACHING GOALS

1.Be meta-cognitive and self-regulated learners 2.Gain a deep conceptual understanding of the material and can apply that material outside of the school walls (transfer and application)

Describe the role of peers in social development

>Attitudes and values -Choice of friends matter >Emotional support -collaborative identities -cliques >Social Development -practice social skills and gives feedback PEERS ARE THE MOST POWERFUL INFLUENCE OF ADOLESCENTS (variation exists)

Qualitive Research

Attempts to describe complex educational phenomena in a holistic fashion using non-numerical data (words and pictures) as an alternative to quantitative research... Questions are broad and general... Data= words or images... Analyses= Descriptions & Themes EX= words, interviews, using observations & taking down running records.

Describe basic brain development, physiology, and neuroplasticity

Basic Brain development: The basic wiring of the brain is similar for all members of a species; differences are the result of variation individual's brain cells. Foundation of the mind and thinking, the brain is exposed to experiences. Makes it possible to communicate by directing language. Tries to make sense of our experiences. Physiology: The neurons are the basic learning units of the brain and are central to cognitive development. Neurons are composed of a cell body together with axons, branches that extend from the cell body and send messages to other nerve cells. Dendrites are shorter branches that also extend from the cell body and receive messages from other neurons. Synapses is tiny spaces between neurons that allow messages to be transmitted from one to another. Neuroplasticity: The brains ability to change in structure. Learning to read, even in illiterate faults, results in neuroplastic changes in individual's brains. Learning makes your brain change

Differentiate between nature and nurture and explain their influences on development

Both nature and nurture influence our development as learners. The way that you naturally are and the way that you experience the world help you grow along the way

Compare and contrast effective vs. ineffective learning, and describe deep conceptual understanding

Effective learning: Ways and styles of teaching that makes your students understand the content you are trying to teach. Ineffective learning: Ways and styles that do not work on getting the content communicated and understood by the students. Deep conceptual understanding: To know the content really well and able to apply it to real world circumstances

Describe characteristics of effective teachers and provide examples of each

Commitment to Learners Skilled Decision-Makers Reflective Practitioners Expertise ---> Professional Knowledge Commitment to Learners- When teachers show compassion and that they truly care about how well their students do, it makes the students want to try more. Skilled Decision-Makers- Teachers make so may decisions throughout the day (800) and messing up one could hurt a child so easily, so being a skilled-decision maker is important. Reflective Practitioners- They also need to take advice from others so they can grow and improve as teachers. Expertise -->Professional Knowledge- Lastly, they need to know what they are teaching to be able to do it correctly and efficiently. -- Teachers gain expertise from Experience, Intentional Study, Practice, Reflection, and Research

Mesosystem

Composed of interactions between elements of the microsystem (Home, school, neighborhood, religious setting)

Exosystem

Includes societal influences, such as parents' jobs, school system, and workplace conditions, which influence both the microsystem and mesosystem. (Local industry, Mass media, parent's workplace, local government, school board)

List the three principles of development and explain the implications for each

Development depends on both heredity and the environment: -maturation: genetically driven, age-related changes in individuals, plays an important role in development. High schoolers thinking is more advanced than others, growing up in supportive families and schools that provide rich experiences consistently thrive. Development proceeds in orderly and predictable patterns: -Development is relatively systematic and predictable. (ex. we babble before we talk), exist in all human beings. People develop at different rates: -While development is usually in order, the rate which individuals progress varies. These differences influence our interaction with our students and the effectiveness of our instruction.

Descriptive Research

Def- A type of research that has the goal of describing what, how, or why something is happening. (Quan. or Qual. or a mix). Purpose- Describes a phenomenon. Example- KY dept. of Edu. school report cards. Does Not- Allow us to predict future events, allow us to explain what causes something, describe relationships among variables, allow us to draw major conclusions nor inferences. PAINTS A PICTURE

Correlational Research

Def- A type of research that seeks to establish an association or correlation between two or more variables. The fact that 2 or more variables are associated does not necessarily mean that one is a cause of the other(s). (Quantitative- uses numerical data & stats)... Correlation does not = Causation.

Define "development", identify different types of development, and justify why it is important for teachers to know about development

Development: the changes that occur in all of us as we go thought our lives Physical Development: describes changes in the size, shape, and functioning of our bodies and explains why we could Personal, social, and emotional development: refers to changes in our personalities, the way we interact with others, and the ability to manage our feelings It is important for teacher to know about development because they will have students that are constantly changing, and they needed to know what stage they are at to help teach them properly and benefit them personally.

Describe the key tenets of Piaget's theory of cognitive development (ex. drive for equilibrium, adaptation, importance of experience, stages of cognitive development) and explain how the theory would apply to teaching and learning

Drive for equilibrium: When our experiences make sense and our world is predictable, we arrive at a condition. State of cognitive order, understanding, and predictability. When are able to explain a new experience using our existing understanding The more experience/equilibrium the more you learn Adaptation: Being able to be open to change and change in the way that you are thinking. To not be concrete in your learning. Accommodation and assimilation Importance of experience: The more experience you go throughout your life, the more you learn. The more you read and socialize with people, the more you learn Stages of cognitive development: Sensorimotor Stage (sense and motor movements), Preoperational Stage (Operation or mental activity, conservation, centration, egocentrism), Concrete Operational Stage (the ability to think logically when using concrete materials, marks another advance in children's thinking), Formal Operational Stage (think abstractly, systematically, and hypothetically) Apply to teaching and learning: 1. Provide concrete experiences that represent abstract ideas 2. Help students link the concrete representations to the abstract idea 3. Use social interaction to help students refine their understanding 4. Design learning experiences as brides to more advanced development

Describe the Essential Self-Regulation model and outline specific methods teachers use to students' self-regulation and foster metacognition

ESSENTIAL SELF-REGULATION MODEL: <--Metacognition --> •Planning •- Analyze Task & Self •- Set Goals •- Identify & Select-Strategies •Application •- Implement Strategies •- Monitor Effort & Progress •Reflection •- Evaluate Outcome(s) (Self-Regulatory & Metacognitive Processes/Skills are DEVELOPED over time.)

Self-esteem/worth

How we feel about ourselves

Self concept

How we think about ourselves

Describe the different types of professional knowledge that expert teachers possess and provide examples of each.

Knowledge of Content Pedagogical Content Knowledge General Pedagogical Knowledge Knowledge of Learners and Learning Knowledge of Content- ◦Have an advanced understanding of the information you will teach. ◦Procedural and conceptual. Pedagogical Content Knowledge (PCK)- ◦An understanding of how to teach the content to your specific students and understanding what makes topics easy or hard for students. Includes subject-specific motivation. (DOMAIN-SPECIFIC) Specific strategies or instructional methods used to help students understand SPECIFIC content General Pedagogical Knowledge- ◦Understanding the essential principles of instruction (e.g., general motivation, models of instruction, classroom management, assessment) (CONCEPTS THAT TRANSCEND ACROSS ALL DISCIPLINES) ◦Strategies or instructional method used in any context regardless of content. Knowledge of Learners and Learning- ◦Understanding of the learning process, how development and experience plays a role in learning, how students' unique characteristics make them different, and the interplay of it all as it influences teaching decisions and learning outcomes. ◦Foundation of teacher's beliefs about what makes people different and how they learn.

Describe different types of research, explain how research and theory contribute to teachers' professional knowledge

Quantitative Research: Refers to the systematic, empirical investigation of phenomena using numerical data and statistical techniques... Questions are narrow and specific... Data = numbers... Analyses = Statistics... EX= time, scales, distance, measurement. Qualitive Research: Attempts to describe complex educational phenomena in a holistic fashion using non-numerical data (words and pictures) as an alternative to quantitative research... Questions are broad and general... Data= words or images... Analyses= Descriptions & Themes EX= words, interviews, using observations & taking down running records. Descriptive Research: Def- A type of research that has the goal of describing what, how, or why something is happening. (Quan. or Qual. or a mix). Purpose- Describes a phenomenon. Example- KY dept. of Edu. school report cards. Does Not- Allow us to predict future events, allow us to explain what causes something, describe relationships among variables, allow us to draw major conclusions nor inferences. PAINTS A PICTURE Correlational Research: Def- A type of research that seeks to establish an association or correlation between two or more variables. The fact that 2 or more variables are associated does not necessarily mean that one is a cause of the other(s). (Quantitative- uses numerical data & stats)... Correlation does not = Causation. Experimental Research: Def: A type of research used to answer causal research question: Does something cause an effect? (Quantitative). -You control everything and manipulate the independent variable -Dependent variable is the outcome -The procedures must remain the same for causality through statistical calculations. Design-Based Research: Research involving collaborative efforts between researchers and practitioners with the goal of solving real world problems -Conducted in real-world contexts -Design & test educational interventions -Might use mixed methodology (Quan./Qual.). -Uses mult. iterations (trials). -The key here is a collaboration between researchers (like Dr.Duffin) and practitioners (classroom teachers). We would work together to try and answer a problematic question we could intervene by using different programs. Helps contribute to theory & practice. Action Research: Research conducted by teachers or other school officials designed to answer a specific school-or classroom- related question A type of research in which the researcher (ie., the teacher is the researcher) takes an involved role as a participant in planning & implementing change. KEY- Who is doing the research RESEARCH YOU WILL DO ON A REGULAR BASES IN UR CLASSROOM. TYPE OF ASSIGNMENT!! Mixed Methods Research: A research design that combines quantitative and qualitative methods Students' increased achievement when they're frequently assessed using motivation theory- simply, they study harder when they know they're going to be assessed

Personal, social, and emotional development

Refers to change in our personalities, the ways we interact with others, and the ability to manage our feelings

Quantitative Research

Refers to the systematic, empirical investigation of phenomena using numerical data and statistical techniques... Questions are narrow and specific... Data = numbers... Analyses = Statistics... EX= time, scales, distance, measurement.

Action Research

Research conducted by teachers or other school officials designed to answer a specific school-or classroom- related question A type of research in which the researcher (ie., the teacher is the researcher) takes an involved role as a participant in planning & implementing change. KEY- Who is doing the research RESEARCH YOU WILL DO ON A REGULAR BASES IN UR CLASSROOM. TYPE OF ASSIGNMENT!!

Design-Based Research

Research involving collaborative efforts between researchers and practitioners with the goal of solving real world problems -Conducted in real-world contexts -Design & test educational interventions -Might use mixed methodology (Quan./Qual.). -Uses mult. iterations (trials). -The key here is a collaboration between researchers (like Dr.Duffin) and practitioners (classroom teachers). We would work together to try and answer a problematic question we could intervene by using different programs. Helps contribute to theory & practice.

Describe the key tenets of Vygotsky's Sociocultural Theory of cognitive development (ex. role of cultural, language, and social interaction, specific requirements needed for learning at the social level, internalization and private speech) and explain how the theory would apply to teaching and learning (ex. targeting zone of proximal development; designing optimally challenging tasks; scaffolding tools)

Role of cultural: The role of social interaction, language, and culture on the child's development mind. What you grow up learning because of the environment that you are in Language: The more skilled we are with language, the more effective our interaction will be. Gives us access to cognitive tools Social interaction: Directly promotes development and thinking. Appears first on the social level and later on in the individual level. Requirements needed for learning at the social level: 1. You are interacting with a more knowledgeable other 2. You are engaging in meaningful activities with the more knowledgeable other 3. You are highly engaged with the knowledgeable other in the meaningful activity Internalization: The process of incorporating external, society-based ideas into individual cognitive structures. Helping our students internalize the important idea in our culture is one of our most important roles Private Speech: Self-talk that guides individual thinking and action. Helps us control our emotions, which, when combined with thinking and problem-solving forms the beginning of self-regulation Apply to teaching and learning: 1. Embed learning activities in culturally authentic contacts 2. Involve students in social interaction and encourage them to use language to describe the developing understanding 3. Create learning activities that are in learners'' zones of proximal development 4. Provide instructional scaffolding to assist learning and development Targeting zone of proximal development: A range of tasks that an individual cannot yet do alone but can accomplish when assisted by others. "The distance between the actual development as determined through problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" Designing optimally challenging tasks: Knowing where your students are at in their development and using your own knowledge and knowledge from other students to make connections and continue to learn/develop Scaffolding tools: Assistance that helps leaning complete tasks they cannot accomplish independently

Define self-regulation and metacognition, explain how the two work together, and create personal examples of using metacognition and self-regulation in learning.

Self-Regulation: The ability to direct and control our actions, thoughts, and emotions to reach academic and personal goals (staying in and completing homework) Metacognition: Our awareness of and control over our cognitive process (To have a planner that helps remind you of the homework to do) Self-regulation and metacognition strategies work through learners monitoring and evaluating their own learning strategies

Differentiate between self-esteem, self-worth, self-concept, and self-efficacy (the "self") describe how they develop over time, and describe the research patterns of each when considering motivation and learning

Self-esteem (self-worth): An emotional reaction to, or an evaluation of, the self, and is an additional component of identity; How we feel about ourselves (ex. I feel good about myself and who I am) Self-Concept: A cognitive appraisal of our academic, physical, and social competencies; How we think about ourselves (ex. I think I am good at History) Self-Efficacy: The belief that one is capable of accomplishing a specific task; What we believe about ourselves in terms of our specific abilities in a given domain (our confidence) to achieve a specific goal

Explain how self-regulation and metacognition works together

Self-regulation and metacognition strategies work through learners monitoring and evaluating their own learning strategies

Explain how metacognition and self-regulation contribute to deep conceptual understanding

Self-regulation is the ability to control thoughts and actions to achieve personal goals and respond to environmental demands. Self-regulating individuals take deliberate control over their engagement in daily activates. With this is would push students to work harder and get a deep meaning of the content. Metacognition has two different types, meta-attention and meta-memory. Meta-attention is the awareness of and ability to pay attention. Meta-memory is our awareness of and control over our memory strategies. So, if you improve and maintain both of these it will give you the tools to get a deep conceptual understanding of the content.

Use neuroscientific research to refute common brain-based myths

Students learn most effectively when they receive information in their preferred learning style: "The most prevalent neuromyth in education is the idea that students have different learning styles". No evidence exists to support the idea that attempts to adapt instruction to students' preferred learning styles increase learning. Some people are "right brained" whereas others are "left-brained.": Left and right hemispheres of the cortex have different functions, but the two hemispheres work as an integrated whole, and efforts to teach of abundant evidence to the contrary, both of these neuromyths remain widespread and tend to be enduring.

Describe the role of the learning sciences in teachers' professional development.

The Learning Sciences is an interdisciplinary research area that focuses on the systematic study of learning and teaching, human development, and educational technology as well as the application of research to design educational innovations and interventions.

Self-Regulation

The ability to direct and control our actions, thoughts, and emotions to reach academic and personal goals (staying in and completing homework)

Define development

The changes that occur in all of us as we go through our lives

Macrosystem

The cultural in which a child develops, and it influences all the other systems (Dominant beliefs and ideologies)

Define cognitive development

The development of thinking

Describe Bronfenbrenner's Bioecological Theory and use it to explain the role of contact in human learning

There are 4 layers of the Bioecological theory, microsystem, mesosystem, exosystem, and macrosystem. Microsystem: the environmental layer that most directly affects the child, such as family, peers, school, and neighborhood. Mesosystem: Composed of interactions between elements of the microsystem (Home, school, neighborhood, religious setting) Exosystem: Includes societal influences, such as parents' jobs, school system, and workplace conditions, which influence both the microsystem and mesosystem. (Local industry, Mass media, parent's workplace, local government, school board) Macrosystem: The cultural in which a child develops, and it influences all the other systems (Dominant beliefs and ideologies) Everyone around you makes you who you are, including the teacher. So, it is important that we provide the experiences that will contribute to this development. We should model courtesy, support for those less fortunate than we are, and tolerance for others' opinions. We also model healthy emotions, and through our teaching help develop the social skills needed to succeed in today's world

Describe Baumrind's model for parenting, extend the model to conceptualize different teaching styles, and describe specific teacher characteristics and student outcomes within each facet if the model

There are 4 types of parenting: Authoritative Parents: firm and high standards, caring, supportive, responsive, and consistent; Teacher: push kids to do the best, rememberable, constructive; Students: strive to achieve, ownness, conscientiousness, agreeableness, respectful, creative Authoritarian Parent: high expectation but tend to be cold and unresponsive; Teacher: Controlling, harsh, "alpha", selfish, no remorse, no emotions; Student: shy, scared, not confident, doubtful, struggling Permissive: warm but hold few expectations for their children, who tend to be immature, compulsive, and unmotivated; Teacher: immature, nice/more like a friend, bonds; Students: troubled, disagreeable, no motivation, careless, friendly, only there cause they have to be Uninvolved: few expectations for their children and are unresponsive; Teacher: care less, unsupportive, no intentions, no motivation, unresponsive; Student: sad, disappointed, disagreeable, closed/unreal life matters We can use these as different teaching styles and be an authoritative, authoritarian, permissive, and an uninvolved teacher.

Effective learning

Ways and styles of teaching that makes your students understand the content you are trying to teach.

Ineffective learning

Ways and styles that do not work on getting the content communicated and understood by the students.

Self efficacy

What we believe about ourselves in terms of specific abilities in a given domain to achieve a specific goal

Uninvolved

few expectations for their children and are unresponsive; Teacher: care less, unsupportive, no intentions, no motivation, unresponsive; Student: sad, disappointed, disagreeable, closed/unreal life matters

Authoritative Parents

firm and high standards, caring, supportive, responsive, and consistent; Teacher: push kids to do the best, rememberable, constructive; Students: strive to achieve, ownness, conscientiousness, agreeableness, respectful, creative

Authoritarian Parent

high expectation but tend to be cold and unresponsive; Teacher: Controlling, harsh, "alpha", selfish, no remorse, no emotions; Student: shy, scared, not confident, doubtful, struggling

Permissive

warm but hold few expectations for their children, who tend to be immature, compulsive, and unmotivated; Teacher: immature, nice/more like a friend, bonds; Students: troubled, disagreeable, no motivation, careless, friendly, only there cause they have to be