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Spring 2023 > EDU 210 Final Exam > Flashcards

EDU 210 Final Exam Flashcards

1
Q

Piaget

A

Cognitive Development

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2
Q

Erikson

A

Psychosocial Development

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3
Q

Vygotsky

A

Zone of Proximal Development

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4
Q

Skinner

A

Operant Conditioning

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5
Q

Badura

A

Social Cognitive Theory

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6
Q

Bruner

A

Constructivism

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7
Q

Maslow

A

Hierarchy of Needs

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8
Q

What is trauma?

A

An event or series of events that effects people

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9
Q

What are 4 things that can happen to the brain when drama occurs

A
  1. Enhanced threat perception system
  2. Pre-frontal cortex carries less volume
  3. Midline structure becomes blunt
  4. Hippocampus loses volume
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10
Q

List 3 ways to support students with drama

A
  1. Identify triggers and needs
  2. Be available - emotionally and physically
  3. Respond, don’t react
  4. Listen, don’t avoid topics
  5. Be consistent and predictable (safe environment)
  6. Build the support system
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11
Q

List the three levels of culture, emotional charge, and examples

A
  1. Surface - low emotional charge - music, clothes, food
  2. Shallow - strong emotional charge - nonverbal communication, eye contact
  3. Deep - intense emotional charge - worldview, core beliefs, group values
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12
Q

Define culturally responsive teaching

A

An educator’s ability to understand the wants and needs of students with all kinds of backgrounds

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13
Q

List 3 ways we can validate every student and their cultures in our classroom

A
  1. Be their ally
  2. Establish a stable environment
  3. Never stop learning
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14
Q

Define poverty

A

The extent one does without resources

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15
Q

List 3 resources one can acquire that provide emotional stability

A
  • Financial
  • Emotional
  • Support systems and role models
  • Access to healthcare
  • Physical and mental capabilities
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16
Q

The more resources a person has…

A

The more a person feels: stability, community, prosperity, abundance

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17
Q

The less resources a person has…

A

The more a person feels: crisis, Isolation, poverty, survival

18
Q

How can you best serve students in poverty

A
  • give students a voice
  • find the why
  • never stop learning
19
Q

What is intrinsic motivation? Give an example

A

From within - If there is a personal benefit

20
Q

What is extrinsic motivation? Give an example

A

From around you - “If I get this done I can…”

21
Q

What is internal locus of control? Give an example

A

You make things happen - “look what I can do!”

22
Q

What is external locus of control? Give an example

A

Things happen to you - putting the blame on something outside of your control

23
Q

Label the Maslow’s Hierarchy of Needs

A

(Bottom to top)
- Physiological
- Safety
- Love/Belonging
- Esteem
- Self-actualization

24
Q

Explain how Maslow’s Hierarchy of Needs works

A

Lower on the pyramid= essential to life
Higher on the pyramid= intellectual

25
Q

Four types of engagement for motivation. Describe each

A
  1. Absorbent- Love the task; I do it for myself (reading)
  2. Interested- I don’t mind the task; I’ll do it if I need to. If I took the reward away, would you still do it? (working out)
  3. Compliance- I’ll do the task, but if you give me the option to stop ill take it (board games)
  4. Non-compliant- I don’t like the task; no amount of extension motivation will make me try (watching a movie)
26
Q

What does “Maslow before Bloom” mean

A

You have to meet all of the Hierarchy of Needs before you can be an effective learner. However, if not all needs are met, learning doesn’t stop completely, just not effectively.

27
Q

List and explain the four component es of FISH philosophy

A
  1. Play- allow time to have fun
  2. Be there- be fully present and leave your personal life at home
  3. Make their day- make them walk away in a better mood than they came in
  4. Choose your attitude- you are able to make the choice to be happy
28
Q

Explain the importance of having a conflict management plan

A

Do that you are able to get past the conflict and focus on why the students are at school – to learn!

29
Q

What is the role of assessment in the classroom?

A
  • Support student learning
  • Inform teaching
  • Determine who has met their learning goals
  • Evaluate programs/curriculum
30
Q

What is formative assessment?

A

Monitor student learning process

31
Q

What is summative assessment?

A

Evaluate student learning at the end

32
Q

Why do we use classroom assessment?

A

To observe and collect data

33
Q

Why do we use standardized testing?

A

To compare scores with others

34
Q

What is the importance of valid, reliable, and unbias when it comes to tests? What are the dangers?

A
  • Students could be placed in non-accurate groups
  • Not be able to excel in other areas that require higher test score
35
Q

Fives steps in conflict management plan

A
  1. De-escalate
  2. Private meeting
  3. Address the problem
  4. Give choices
  5. Consequence or follow up
36
Q

UDL

A

Universal design learning - planning for everyone to have equal learning before the students get there

37
Q

I.E.P.

A

Individual Education Program - legal plan to educate those with special needs

38
Q

I.D.E.A.

A

Individuals with disabilities education improvement act - protects people with disabilities

39
Q

Least restrictive environment

A

Putting students in the most appropriate and least restrictive environment

40
Q

Responsible inclusion

A

In a classroom that they re getting things out of

41
Q

FAPE

A

Free, appropriate public education - public schools must educate everybody

42
Q

RTI

A

Responce to Intervention
1- universal screening
2- process monitoring
3- apply practices
4- database discusion
5- attention

Spring 2023 (15 decks)

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