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Theories of Teaching & Learning > Chapters 1-3 > Flashcards

Chapters 1-3 Flashcards

1
Q

The study of learners, learning, and teaching

A

Educational Psychology

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2
Q

Define an effective teacher.

A

A teacher that not only knows their subjects but also can communicate their knowledge to students.

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3
Q

The link between what a teacher wants students to learn and students’ actual learning.

A

pedagogy or instruction

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4
Q

doing things for a reason, on purpose.

A

intentionality

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5
Q

teachers that constantly think about the outcomes they want for their students and about how each decision they make moves children toward those outcomes

A

intentional teachers

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6
Q

a teacher’s impact on students is the belief that what he or she does makes a difference; the heart of what it means to be an intentional teacher

A

teacher efficacy

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7
Q

a logical and systematic approach to the many dilemmas that are found in practice and research

A

critical-thinking skills

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8
Q

The standards that emphasize problem solving, technology, active discussion, writing, speaking, college and career readiness, classic texts, real-world math problem solving

A

Common Core Standards

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9
Q

the relationship between factors

A

principle

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10
Q

principles that have been thoroughly tested and found to apply in a wide variety of situations

A

Laws

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11
Q

set of related principles and laws that explains a broad aspect of learning, behavior, or another area of interest

A

theory

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12
Q

Research + Common Sense =

A

Effective Teaching

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13
Q

The steps to put effective teaching into practice:

A
  1. Be a consumer of relevant research
  2. Teach intentionally
  3. Share your experience
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14
Q

Researchers can create special treatments and analyze their effects

A

experiment

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15
Q

confidently attribute any differences they find to the treatment themselves

A

internal validity

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16
Q

creating special programs to study schools, teachers, or students

A

treatments

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17
Q

anything that can have more than one value, such as age, sex achievement level, or attitude

A

variables

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18
Q

to carefully examine obvious as well as less obvious questions

A

the goal of research in educational psychology

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19
Q

ensured that the two groups were a essentially equivalent before the experiment began

A

random assignment

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20
Q

researchers create a highly artificial and controlled setting for a very brief period of time

A

laboratory experiments

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21
Q

instructional programs are evaluated over relatively long periods in real classes and conditions

A

randomized field experiment

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22
Q

a single student’s behavior may be observed for several days

A

single-case experiment

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23
Q

most frequently used research method in educational psychology; the researcher studies variables as they are to see whether they are related

A

correlational study

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24
Q

when one variable is high the other tends also to be high

A

positive correlation

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25
Q

when one variable is high the other tends to be low

A

negatively correlated

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26
Q

no correspondence between variables

A

uncorrelated variables

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27
Q

survey or interview

A

descriptive research

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28
Q

observation of a social setting over an extended period of time

A

ethnography

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29
Q

form of descriptive research that is carried out by educators in their own classrooms or schools.

A

action research

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30
Q

steps to carry out an action research project

A
  1. start with a good question (one you care abound addresses an important problem)
  2. find out what’s already known on the topic
  3. plan how you’ll collect data
  4. carry out your study
  5. interpret your findings
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31
Q

What must you become before becoming an intentional teacher?

A

certified teacher

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32
Q

refers to how people grow, adapt, and change over the course of their lifetime

A

development

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33
Q

understanding how students think and how they view the world

A

effective teaching strategies

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34
Q

assume that development occurs in a smooth progression as skills developed and experiences are provided by caregivers and the environment

A

continuous theories of development

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35
Q

What does continuous theories emphasize?

A

the importance of environment rather than heredity in determining development

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36
Q

focuses on inborn factors rather than environmental influences to explain change over time

A

discontinuous theories of development

37
Q

most influential developmental psychologist in the history of psychology

A

Piaget

38
Q

proposes that a child’s intellect, or cognitive ability, progresses through four distinct stages

A

cognitive development

39
Q

patterns of behavior or thinking

A

schemes

40
Q

process of adjusting schemes in response to the environment by means of assimilation and accommodation

A

adaption

41
Q

process of understanding a new object or event in terms of an existing scheme

A

assimilation

42
Q

modifying an existing schema in light of new information or a new experience

A

accommodation

43
Q

restoring balance

A

equilibration

44
Q

a view of cognitive development as a process in which children actively build systems of meaning and understandings of reality through their experiences and interactions

A

constructivism

45
Q

the earliest stage where babies and young children explore the world by using their senses and motor skills

A

sensorimotor

46
Q

inborn behaviors

A

reflexes

47
Q

children must learn that objects are physically stable and exist even when the objects are not in the child’s physical presence

A

object permanence

48
Q

children have great ability to think about things and can use symbols to mentally represent objects (ages 2-7)

A

preoperational stage

49
Q

paying attention to only one aspect of a situation

A

centration

50
Q

the ability to change direction in one’s thinking to return to a starting point

A

reversibility

51
Q

believing that everyone sees the world exactly as they do

A

egocentric

52
Q

reflects this earthbound approach that children can form concepts, see relationships, and solve problems, but only as they involve objects and situations that are familiar

A

concrete operational stage

53
Q

seeing things in the context of other meanings

A

inferred reality

54
Q

arranging things in a logical progression

A

seriation

55
Q

the ability to infer a relationship between two objects on the basis of knowledge of their respective relationships with a third object

A

transitivity

56
Q

the ability to deal with potential or hypothetical situations; the form is separate from the content

A

formal operational stage

57
Q

an education that are suitable for students in terms of their physical and cognitive abilities and their social and emotional needs

A

developmentally appropriate education

58
Q
  1. a focus on the process of children’s thinking, not only its products
  2. recognition of the crucial role of children’s self-initiated, active involvement in learning activities
  3. a deemphasis on practices aimed at making children adult like in their thinking
  4. acceptance of individual differences in developmental progress
A

the main teaching implications drawn from Piaget

59
Q

Russian psychologist whose theory is now a powerful force in developmental psychology; suggests that learning precedes development

A

Vygotsky

60
Q

the symbols that cultures create to help people think, communicate, and solve problems

A

sign system

61
Q

able to think and solve problems without the help of others

A

self-regulation

62
Q

talk to self when faced with difficult tasks

A

private speech

63
Q

tasks that a child has not yet operand but is capable of learning at a given times

A

zone of proximal development

64
Q

older children and adults help learners by explaining, modeling, or breaking down complex skills, knowledge, or concepts

A

mediation

65
Q

providing a child with a great deal of support during the early stages of learning and then diminishing support and having the child take on increasing responsibility as soon as she or he is able.

A

scaffolding

66
Q

emphasizing the interconnectedness of the many factors that influence a child’s development

A

bioecological approach

67
Q

preschoolers’ knowledge and skills related to reading

A

emergent literacy

68
Q

Who postulated four stages of cognitive development through which people progress between birth and young adulthood?

A

Piaget

69
Q

What are Piaget’s 4 stages of cognitive development?

A
  1. sensorimotor stage (birth to 2 years)
  2. preoperational stage (2 - 7 years)
  3. concrete operational stage (7 - 11 years)
  4. formal operational stage (11 - adulthood)
70
Q

Who viewed cognitive development as an outgrowth of social development through interaction with others and the environment?

A

Vygotsky

71
Q

Who created a bioecological model to describe how family, school, community’s and cultural factors impact a child’s development?

A

Bronfenbrenner

72
Q

Whose work is called a psychosocial theory because it relates principles of psychological and social development and hypothesized that people pass through eight psychosocial stages in their lifetimes?

A

Erik Erikson

73
Q

The 8 stages of Erikson’s personal and social development:

A
  1. Trust versus mistrust (birth-18 months)
  2. Autonomy versus Doubt (18 months-3 years)
  3. Initiative versus guilt (3 to 6 years)
  4. Industry versus inferiority (6 to 12 years)
  5. Identity versus role confusion (12 to 18 years)
  6. Intimacy versus isolation (young adulthood)
  7. Generativity versus self-absorption (middle adulthood)
  8. Integrity versus despair ( late adulthood)
74
Q

Who believed that cognitive structures and abilities develop first?

A

Piaget

75
Q

stage of “moral realism” or “morality of constraint”; being subject to rules imposed by others

A

heteronomous morality

76
Q

“morality of cooperation”; arises as a child’s social world expands to include more and more peers

A

autonomous morality

77
Q

Who believed in a stage theory of moral reasoning?

A

Kohlberg

78
Q

What are Kohlberg’s three levels of moral reasoning?

A
  1. Preconventional Level - rules are set down by others
  2. Conventional Level - individuals adopts rules and will sometimes subordinate own needs to those of the group
  3. Postconventional Level - people define own values in terms of ethical principles they have chosen to follow
79
Q

voluntary actions toward others such as caring, sharing, comforting, and cooperating

A

prosocial behaviors

80
Q

play that occurs alone

A

solitary play

81
Q

children engaged in the same activity side by side but with very little interaction or mutual influence

A

parallel play

82
Q

much like parallel play but with increased levels of interaction in the form of sharing, turn-taking, and general interest in what others a doing

A

associative play

83
Q

occurs when children join together to achieve a common goal

A

cooperative play

84
Q

includes the way in which we perceive our strengths, weaknesses, abilities, attitudes, and values

A

self-concept

85
Q

refers to how we evaluate our skills and abilities

A

self-esteem

86
Q

key word regarding personal and social development

A

acceptance

87
Q

3 ways to help children develop social skills

A
  1. reinforcing appropriate social behavior
  2. modeling
  3. coaching
88
Q

the tendency to think about what is going on in one’s own mind and to study oneself

A

reflectivity

89
Q

James Marcia’s 4 identity statuses

A
  1. Foreclosure - never experienced an identity crisis; established an identity on the basis of their parents’ choices
  2. Identity diffusion - no occupational direction nor an ideological commitment of any kind
  3. Moratorium - experiment with occupational and ideological choices but have not het made definitive commitments to either
  4. Identity achievement - signifies a state of identity consolidation in which adolescents have made their own conscious, clear cut decisions about occupation and ideology

Theories of Teaching & Learning (2 decks)

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