Ed Psych Exam

Question 1

Cognitive Dissonance

Answer 1

We see why want to see. When our beliefs, and opinions are disconfirmed and contradicted.

Question 2

Intrinsic Motivation

Answer 2

Autonomy, mastery, purpose, refers to engaging activity for sheer enjoyment, rather than external rewards/incentives.

Question 3

Extrinsic Motivation

Answer 3

Based on desires to earn rewards (grades, recognition, achieve expectations)

Question 4

Proximity

Answer 4

controlling where students sit and who sits by who. Teacher position by students, allow students to stay focused.

Question 5

Feedback

Answer 5

information given to a student about their performance relative to learning goals and outcomes.

Question 6

Scaffolding

Answer 6

Where the teacher gradually removes guidance & support as students learn and become more competent.

Question 7

Backwards Design

Answer 7

Prioritization of the unintended outcome before looking at the topics covered. Design lesson around final test/quiz.

Question 8

Prior Knowledge

Answer 8

Constructivism. Information that a learner already knows before learning new content. It lays the foundation of learning.

Question 9

Zone of Proximal Development

Answer 9

Vygotsky: The space between what a learner can do without assistance and what a learner can do with guidance.

Question 10

Constructivism

Answer 10

construct/build knowledge as they go through social discourse and experience. Big focus on students’ prior knowledge.

Question 11

Compassion Fatigue

Answer 11

Physical, Emotional, and Psychological impact of helping others, often through experiencing stress of trauma.

Question 12

Self-Efficacy

Answer 12

Belief in one’s ability to succeed in specific situations or achieve specific goals.

Question 13

Metacognition

Answer 13

Reflection of awareness of one’s awareness of one’s thought process and an understanding of the patterns behind them.

Question 14

Self-Regulation

Answer 14

Ability to monitor and control our behaviors, emotions, or thoughts, altering them in accordance with the demands of the situation.

Question 15

Formative Assessment

Answer 15

Low-stakes checkpoints that provide teachers & students with immediate feedback on student comprehension. Helps identify gaps in students learning.

Question 16

Window Of Tolerance

Answer 16

Window Wide: Regulated, able to manage emotions, adequate sleep, etc.

Window Narrow: Disregulated (Hypo/Hyper-arousal), can’t handle a lot as you could with wide, chronic challenges.

Takes 15 minutes for amygdala to go back to thinking brain.
Yelling back at someone yelling at you, will never work.
Bottom part of the brain gets stronger after each chronic stress experience.
1 stable carrying adult helped students through trauma.

Question 17

The 3 R’s

Answer 17

Regulate: we must help the child to regulate and calm their fight/flight/freeze responses.

Relate: we must relate and connect with the child through attuned and sensitive relationships.

Reason: we can support the child to reflect, learn, remember, articulate, and become self-assured.

Question 18

Regulation Plan/ How Teachers Help Students Regulate

Answer 18

• have a time to reset
• 4-6-8 Breath
• Full inhale & exhale before responding
• Listen to students
• Be reflective & empathetic in responses

Question 19

Memory Model

Answer 19

senses/stiumli –> working memory –>attention –> short term memory (rehearsal, maintenance and elaboration) –> encoding/processing –> Long Term (transfer/retrieve)

Question 20

Multiple Intelligences

Answer 20

• What matters is if the content is taught at it’s best modality, not at the student’s best modality.
  * teachers need to focus on the content’s best
  modality, not the students.
• Multiple intelligence helps students enjoy learning but they don’t learn better
  * Dual Coding: receiving info in all ways.
• Topics that are taught may call for a different modality or multiple intelligence.

Question 21

Spacing

Answer 21

revisit information, not cramming

Question 22

Interleaving

Answer 22

switching between topics or changing order of topics

Question 23

Retrieval Practice

Answer 23

Bringing learned information to mind from long-term memory writing everything you already know out about a topic.

Question 24

Elaboration

Answer 24

adding something to a memory or connecting to prior knowledge; increases memory or understanding.

Question 25

Concrete Examples

Answer 25

Graphics organziers, pictures, illustrations, diagrams, experiences, models, labs.

Question 26

Dual Coding

Answer 26

• Use multiple examples and combined modalities
• words and pictures; diagram cartoons and graphic organizers

Question 27

Strategy #8

Answer 27

Teaching that feelings come and go

Question 28

Strategy #11

Answer 28

Making a point to enjoy each other

Question 29

Strategy #12

Answer 29

Argue with a “we” in mind

Question 30

Strategy #4

Answer 30

Move it or Lose It: Moving the Body

Question 31

Concept #1

Answer 31

Create opportunities that involve students interest but also involve learning (11)

Question 32

Concept #2

Answer 32

Provide opportunities for movement to help handle feelings of being overwhelmed, excited, possibly angry, etc.

Question 33

Motivation

Answer 33

Intrinsic Motivation:
- engaging in activity out of sheer enjoyment rather than rewards
- Examples: participate in extracurricular, improve on skills to do better

Extrinsic Motivation:
- motivation is based on desire to earn rewards
- Examples: financial gain, good grades, money

Autonomy:
- need to feel free of external constraints on behavior
- Examples: managers have autonomy in how they run their offices

Mastery:
- firm understanding: apply the skill
- Example: getting a driver’s license.

Purpose:
- aiming for an intended desire and result
- Example: striving to succeed in a future career

Dan Pink (Autonomy, Mastery, Purpose)