Ed Psych Exam Flashcards
Cognitive Dissonance
We see why want to see. When our beliefs, and opinions are disconfirmed and contradicted.
Intrinsic Motivation
Autonomy, mastery, purpose, refers to engaging activity for sheer enjoyment, rather than external rewards/incentives.
Extrinsic Motivation
Based on desires to earn rewards (grades, recognition, achieve expectations)
Proximity
controlling where students sit and who sits by who. Teacher position by students, allow students to stay focused.
Feedback
information given to a student about their performance relative to learning goals and outcomes.
Scaffolding
Where the teacher gradually removes guidance & support as students learn and become more competent.
Backwards Design
Prioritization of the unintended outcome before looking at the topics covered. Design lesson around final test/quiz.
Prior Knowledge
Constructivism. Information that a learner already knows before learning new content. It lays the foundation of learning.
Zone of Proximal Development
Vygotsky: The space between what a learner can do without assistance and what a learner can do with guidance.
Constructivism
construct/build knowledge as they go through social discourse and experience. Big focus on students’ prior knowledge.
Compassion Fatigue
Physical, Emotional, and Psychological impact of helping others, often through experiencing stress of trauma.
Self-Efficacy
Belief in one’s ability to succeed in specific situations or achieve specific goals.
Metacognition
Reflection of awareness of one’s awareness of one’s thought process and an understanding of the patterns behind them.
Self-Regulation
Ability to monitor and control our behaviors, emotions, or thoughts, altering them in accordance with the demands of the situation.
Formative Assessment
Low-stakes checkpoints that provide teachers & students with immediate feedback on student comprehension. Helps identify gaps in students learning.
Window Of Tolerance
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.
The 3 R’s
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.
Regulation Plan/ How Teachers Help Students Regulate
- have a time to reset
- 4-6-8 Breath
- Full inhale & exhale before responding
- Listen to students
- Be reflective & empathetic in responses
Memory Model
senses/stiumli –> working memory –>attention –> short term memory (rehearsal, maintenance and elaboration) –> encoding/processing –> Long Term (transfer/retrieve)
Multiple Intelligences
- 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.
Spacing
revisit information, not cramming
Interleaving
switching between topics or changing order of topics
Retrieval Practice
Bringing learned information to mind from long-term memory writing everything you already know out about a topic.
Elaboration
adding something to a memory or connecting to prior knowledge; increases memory or understanding.
