Chapters 1-3 Flashcards
The study of learners, learning, and teaching
Educational Psychology
Define an effective teacher.
A teacher that not only knows their subjects but also can communicate their knowledge to students.
The link between what a teacher wants students to learn and students’ actual learning.
pedagogy or instruction
doing things for a reason, on purpose.
intentionality
teachers that constantly think about the outcomes they want for their students and about how each decision they make moves children toward those outcomes
intentional teachers
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
teacher efficacy
a logical and systematic approach to the many dilemmas that are found in practice and research
critical-thinking skills
The standards that emphasize problem solving, technology, active discussion, writing, speaking, college and career readiness, classic texts, real-world math problem solving
Common Core Standards
the relationship between factors
principle
principles that have been thoroughly tested and found to apply in a wide variety of situations
Laws
set of related principles and laws that explains a broad aspect of learning, behavior, or another area of interest
theory
Research + Common Sense =
Effective Teaching
The steps to put effective teaching into practice:
- Be a consumer of relevant research
- Teach intentionally
- Share your experience
Researchers can create special treatments and analyze their effects
experiment
confidently attribute any differences they find to the treatment themselves
internal validity
creating special programs to study schools, teachers, or students
treatments
anything that can have more than one value, such as age, sex achievement level, or attitude
variables
to carefully examine obvious as well as less obvious questions
the goal of research in educational psychology
ensured that the two groups were a essentially equivalent before the experiment began
random assignment
researchers create a highly artificial and controlled setting for a very brief period of time
laboratory experiments
instructional programs are evaluated over relatively long periods in real classes and conditions
randomized field experiment
a single student’s behavior may be observed for several days
single-case experiment
most frequently used research method in educational psychology; the researcher studies variables as they are to see whether they are related
correlational study
when one variable is high the other tends also to be high
positive correlation
when one variable is high the other tends to be low
negatively correlated
no correspondence between variables
uncorrelated variables
survey or interview
descriptive research
observation of a social setting over an extended period of time
ethnography
form of descriptive research that is carried out by educators in their own classrooms or schools.
action research
steps to carry out an action research project
- start with a good question (one you care abound addresses an important problem)
- find out what’s already known on the topic
- plan how you’ll collect data
- carry out your study
- interpret your findings
What must you become before becoming an intentional teacher?
certified teacher
refers to how people grow, adapt, and change over the course of their lifetime
development
understanding how students think and how they view the world
effective teaching strategies
assume that development occurs in a smooth progression as skills developed and experiences are provided by caregivers and the environment
continuous theories of development
What does continuous theories emphasize?
the importance of environment rather than heredity in determining development
focuses on inborn factors rather than environmental influences to explain change over time
discontinuous theories of development
most influential developmental psychologist in the history of psychology
Piaget
proposes that a child’s intellect, or cognitive ability, progresses through four distinct stages
cognitive development
patterns of behavior or thinking
schemes
process of adjusting schemes in response to the environment by means of assimilation and accommodation
adaption
process of understanding a new object or event in terms of an existing scheme
assimilation
modifying an existing schema in light of new information or a new experience
accommodation
restoring balance
equilibration
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
constructivism
the earliest stage where babies and young children explore the world by using their senses and motor skills
sensorimotor
inborn behaviors
reflexes
children must learn that objects are physically stable and exist even when the objects are not in the child’s physical presence
object permanence
children have great ability to think about things and can use symbols to mentally represent objects (ages 2-7)
preoperational stage
paying attention to only one aspect of a situation
centration
the ability to change direction in one’s thinking to return to a starting point
reversibility
believing that everyone sees the world exactly as they do
egocentric
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
concrete operational stage
seeing things in the context of other meanings
inferred reality
arranging things in a logical progression
seriation
the ability to infer a relationship between two objects on the basis of knowledge of their respective relationships with a third object
transitivity
the ability to deal with potential or hypothetical situations; the form is separate from the content
formal operational stage
an education that are suitable for students in terms of their physical and cognitive abilities and their social and emotional needs
developmentally appropriate education
- a focus on the process of children’s thinking, not only its products
- recognition of the crucial role of children’s self-initiated, active involvement in learning activities
- a deemphasis on practices aimed at making children adult like in their thinking
- acceptance of individual differences in developmental progress
the main teaching implications drawn from Piaget
Russian psychologist whose theory is now a powerful force in developmental psychology; suggests that learning precedes development
Vygotsky
the symbols that cultures create to help people think, communicate, and solve problems
sign system
able to think and solve problems without the help of others
self-regulation
talk to self when faced with difficult tasks
private speech
tasks that a child has not yet operand but is capable of learning at a given times
zone of proximal development
older children and adults help learners by explaining, modeling, or breaking down complex skills, knowledge, or concepts
mediation
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.
scaffolding
emphasizing the interconnectedness of the many factors that influence a child’s development
bioecological approach
preschoolers’ knowledge and skills related to reading
emergent literacy
Who postulated four stages of cognitive development through which people progress between birth and young adulthood?
Piaget
What are Piaget’s 4 stages of cognitive development?
- sensorimotor stage (birth to 2 years)
- preoperational stage (2 - 7 years)
- concrete operational stage (7 - 11 years)
- formal operational stage (11 - adulthood)
Who viewed cognitive development as an outgrowth of social development through interaction with others and the environment?
Vygotsky
Who created a bioecological model to describe how family, school, community’s and cultural factors impact a child’s development?
Bronfenbrenner
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?
Erik Erikson
The 8 stages of Erikson’s personal and social development:
- Trust versus mistrust (birth-18 months)
- Autonomy versus Doubt (18 months-3 years)
- Initiative versus guilt (3 to 6 years)
- Industry versus inferiority (6 to 12 years)
- Identity versus role confusion (12 to 18 years)
- Intimacy versus isolation (young adulthood)
- Generativity versus self-absorption (middle adulthood)
- Integrity versus despair ( late adulthood)
Who believed that cognitive structures and abilities develop first?
Piaget
stage of “moral realism” or “morality of constraint”; being subject to rules imposed by others
heteronomous morality
“morality of cooperation”; arises as a child’s social world expands to include more and more peers
autonomous morality
Who believed in a stage theory of moral reasoning?
Kohlberg
What are Kohlberg’s three levels of moral reasoning?
- Preconventional Level - rules are set down by others
- Conventional Level - individuals adopts rules and will sometimes subordinate own needs to those of the group
- Postconventional Level - people define own values in terms of ethical principles they have chosen to follow
voluntary actions toward others such as caring, sharing, comforting, and cooperating
prosocial behaviors
play that occurs alone
solitary play
children engaged in the same activity side by side but with very little interaction or mutual influence
parallel play
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
associative play
occurs when children join together to achieve a common goal
cooperative play
includes the way in which we perceive our strengths, weaknesses, abilities, attitudes, and values
self-concept
refers to how we evaluate our skills and abilities
self-esteem
key word regarding personal and social development
acceptance
3 ways to help children develop social skills
- reinforcing appropriate social behavior
- modeling
- coaching
the tendency to think about what is going on in one’s own mind and to study oneself
reflectivity
James Marcia’s 4 identity statuses
- Foreclosure - never experienced an identity crisis; established an identity on the basis of their parents’ choices
- Identity diffusion - no occupational direction nor an ideological commitment of any kind
- Moratorium - experiment with occupational and ideological choices but have not het made definitive commitments to either
- Identity achievement - signifies a state of identity consolidation in which adolescents have made their own conscious, clear cut decisions about occupation and ideology
