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PSY 204 Educational psychology > All the stuffings > Flashcards

All the stuffings Flashcards

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1
Q

What is Educational Psychology?

A

the study of how humans learn and retain knowledge, primarily in educational settings

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2
Q

Role of Educational psychology

A

provides teachers with research-based principles to guide their teaching

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3
Q

What makes a good teacher?

A

Knowing the subject matter
mastering teaching skills
intentionality mentor
ability to use 21st-century skills in technology and thoughts
knowledge of the common core-standards on what the world expects the children to be able to learn at their current stage

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4
Q

Schema

A

the pattern of thought or behavior that organizes information

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5
Q

Piaget on Accommodation

A

When you have new experiences you’ll change your schemas to accommodate the new information. This is a part of the adaption process

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6
Q

Equilibrium VS. Disequilibrium

A

Equilibrium: Keeping everything in equal status. It’s an ongoing process that refines and transforms mental structures, constituting the basis of cognitive development.
Disequilibrium: Something that challenges or conflicts with your change of thought. A mismatch between one’s thinking and one’s environment.

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7
Q

Solitary play

A

When a child plays alone

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8
Q

Cooperative play

A

children working together

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9
Q

parallel play

A

playing side-by-side on their own

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10
Q

Associative play

A

interacting with the other children-sharing, turn-taking.

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11
Q

Heteronomous Morality

A

morality imposed by society’s rules, especially found in children because they have less experience.

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12
Q

In which terms do sociologists define social status?

A

In terms of one’s income, occupation, education, and prestige in society.

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13
Q

Concrete operational stage

A

when a child begins to develop their own educational model, but don’t yet think as adults.

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14
Q

Inferred reality

A

The ability to see things in the context of other meanings

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15
Q

What are reinforcers in a classroom (3)?

A
  • making sure certain behavior is rewarded or punished
  • tell students what behaviors you want
  • reinforce appropriate behavior as soon as possible after it occurs
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16
Q

direct instruction

A

telling over the information directly.

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17
Q

Episodic memory

A

a mental movie of personal experiences

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18
Q

Semantic memory

A

Contains facts and generalized information in the form of schemata, not based on any particular aspect. You just know.

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19
Q

Procedural

A

Refers to knowing the skills to do something

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20
Q

Inert knowledge

A

ingrained within a person, don’t need to teach

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21
Q

Rote Learning

A

knowing by memorization

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22
Q

Meaningful learning

A

knowing the deeper reason behind and relates to the info that he already has, more likely to retain.

23
Q

The sequence of four activities in direct instruction flows along a logical path:

A
  1. arousing student’s interest
  2. presenting new information
  4. Making sure students know the learning thru an assessment
24
Q

Conduct learning probes

A

the various ways that teachers can ask for brief responses to the content of the lesson, such as a quiz or looking at the student’s reaction.

25
Q

Cooperative learning

A

Having students become part of the learning for them to work together.

26
Q

Robert Slavin’s QAIT model

A
  • quality of instruction, giving over in a way that will make sense to the student
  • Appropriate levels of instruction, not too difficult or too easy
  • Incentive for the listener to learn
  • Time, enough to learn the material being taught.
27
Q

Reinforcers

A

any consequence that strengthens a behavior either positive or negative that will be effective for a particular person.

28
Q

Meichenbaum’s model of self-regulated learning

A 
students can be taught to monitor and regulate their own behavior, often known as cognitive behavior modification.
What is my problem
what is my plan
am I listening to my plan
how did I do?
29
Q

strategies to manage routine misbehavior

A 
presenting interesting lessons
efficient use of class time
careful structuring of instructional activities
30
Q

How is a student’s misbehavior maintained?

A

by some reinforcer of either peer pressure, attention, boredom, wanting to waste time.

31
Q

Social integration of students with disabilities

A

peer tutoring

role of the teacher is critical to set an example for the rest of the students and have them follow suit.

32
Q

Formative evaluation

A

In order to see how the students are processing along and what’s needed for them to succeed in understanding what’s being taught.

33
Q

Summative Assessment

A

what’s the sum total result of what the student has understood, usually involves some form of an assessment.

34
Q

Problem-solving evaluation elements

A

problem organizing
procedures to solve the problem
solution
Logic specific to the detail or application of the given info

35
Q

Concurrent evidence of validity

A

the measure of how well a particular test correlates with a previously validated measure to know how reliable the test is.

36
Q

How much reliability does a quiz have?

A

students don’t always put in their full effort so not as reliable. Also, a quiz has fewer questions so each one has more value

37
Q

Which areas are impacted by the research of Educational psychology?

A

educational policies
professional development programs
teaching materials

38
Q

Piaget’s assimilation

A

the cognitive process of how we take in new information.

39
Q

Kohlberg’s stages of moral reasoning

A

Preconventional (3-7)-don’t understand the meaning of rules
conventional (8-13)-obeying rules based on what society expects
Postconvetional (adulthood)-doing what’s right for acceptance in society

40
Q

Levels of processing theory

A

suggests that learners will remember only what they process by manipulating and analyzing it.

41
Q

Duel code theory

A

suggests the importance of using both visual and verbal coding to learn bits of info.

42
Q

Constructivist methods in the content areas

A

the idea that in order to understand the material, students should feel that it’s meaningful

43
Q

Flipped classroom model

A

students do work before class on their own and in the classroom, they understand the why.

44
Q

The Premack principle

A

a way to increase less-enjoyed activities is to link them to more-enjoyed ones.

45
Q

Intellectual Disability

A

characterized by significant limitations in intellectual functioning.

46
Q

Adoptive behavior

A

focuses skills that they do have and make the best of it

47
Q

Backward-planning strategy

A

when designing a course, teachers will create an exam first to know which material to focus on.

48
Q

impact of expectations of teachers on students

A

low expectations can become a self-fulfilling prophecy, may cause students not to work so well.

49
Q

Zone of Proximal Development

A

method of instruction that a child is able to perform tasks with assistance from a knowledgeable person

50
Q

Mediation

A

The process of older children and adults helping learners by explaining, modeling, or breaking down complex skills, knowledge, and concepts.

51
Q

Scaffolding

A

building on a solid foundation. the assistance provided by more competent peers or adults

52
Q

Cooperative learning

A

children or adults can help one another learn

53
Q

Risks for school dropouts

A

impacting success with either academic failure or poor attendance
low-level occupations, unemployment, or poverty

54
Q

Why is cyberbullying worse?

A

Because one child can insult another while being anonymous.

PSY 204 Educational psychology (1 decks)

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