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EDUC 3810 > EDUC 3810 > Flashcards

EDUC 3810 Flashcards

1
Q

List the 5 systems in Brofenbrenner’s model

A
  1. Child
  2. Microsystem
  3. Exosystem
  4. Macrosystem
  5. Mesosystem
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2
Q

What does the Charter guarantee regarding education?

A

Equal right to education without discrimination of ethnic/national origin, colour, religion, sex, age, mental/physical disability

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3
Q

What is SES and how is it related to school outcomes?

A

SES- Socio economic status and it’s defined by parental income, parental education and parental work status.

The parental attitude toward schooling is related to student success. If the parent doesn’t care, then the child won’t care. The same applies for the opposite

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4
Q

What are the 6 risk factors? Explain each

A
  1. SES- parental attitude toward schooling
  2. Family structure- bigger family, less spacing between children
  3. Minority status- dropouts, expulsion, failure to meet minimum standards in math or reading
  4. Few friendships- children need at least one friend to be resilient ; children who know at least one person tend to do better
  5. Children in care- 66% of children in care don’t graduate from HS
  6. Children with special needs- are at greater risk
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5
Q

What is an SLO? GLO? GBD? BLM?

A

Student Learning Outcome
General Learning Outcome
Grade Band Description
Black Line Masters

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6
Q

What is a Gronlund Style Behavioural Objective?

A

After an activity where students are exposed to the content and an activity where the students practice the skill with teacher feedback, students will verb the content on an assessment activity

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7
Q

What are the 3 steps of a Triple A lesson plan?

A

Activate- hook, check prior learning, what they’re learning
Acquire- content exposure, active feedback
Apply- students will verb the content on an assessment activity

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8
Q

Levels of Bloom’s Taxonomy

A

Knowledge- list, label
Comprehension- explain, summarize
Application- solve, build
Analysis- compare, classify
Synthesis- create, design
Evaluate- criticize, justify

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9
Q

What verbs need replacing and which level are they found at?

A

Identify and recognize at the knowledge level

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10
Q

List 4 rules for classroom setup

A
  1. Ensure students can see displays
  2. Ensure you can see all your students
  3. Keep high traffic areas free of congestion
  4. Keep materials accessible
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11
Q

What are the differences between rules and procedures?

A

Rules- standards of behaviour; what is the goal?
Procedure- behaviour toward a specific outcome; how do we do it?

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12
Q

What is the recommended number of rules for a class room and why?

A

Between 4-8 rules is recommended. 3 rules is too general and broad but 9 rules is too specific

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13
Q

What are the 7 different procedures needed in the classroom?

A
  1. Movement- fountains, washroom; to make and move group
  2. Centres- how many kids? When?
  3. Communication- participation indicator for help, quiet chatter level
  4. Getting help- indicator for help; lineup, friend, hand
  5. When work is completed- more work, centres
  6. Transitions- directions, only necessary time, don’t wait, warning
  7. Emergency- dictated by school; loco parentis
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14
Q

What is Cohen’s d? What number is small? Medium? Large?

A

Effect size
Small= 0.2
Med= 0.4
Large= 0.6

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15
Q

What is the difference between causal
and correlational findings?

A

Causal- a control group must be in place and must be controlled in experimental design
Correlational findings- determine if one variable is caused by another variable; yes or no

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16
Q

What additional information is provided from meta-analytic design?

A

Tells us how much

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17
Q

What are 5 classroom strategies with small effect size?

A
  1. Retention
  2. Ability groups
  3. Mentoring
  4. Co-teaching
  5. Homework
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18
Q

What are 5 classroom strategies with large effect size?

A
  1. Concept mapping
  2. Classroom behaviour
  3. Reciprocal teaching
  4. Classroom discussion
  5. Formative assessment
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19
Q

What are 4 ways to organize direct instruction?

A
  1. Whole/part- introduce whole and then each part. Knowledge structure is clear. Strongest research support
  2. Sequential- use the same structure found in the real world
  3. Combination- like a web. Allows students to see how parts fit together
  4. Rule-example-rule
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20
Q

What are the 5 types of direct instruction

A
  1. Pure- teacher talks for up to an hour. Students listen and take notes
  2. Chalk talk- use of board
  3. Guided notetaking- teacher provides outline
  4. Combined- teacher asks questions
  5. Mini lecture- lecture of 15 minutes combined with other strategies
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21
Q

What are ways to respond to incorrect answers?

A

Careless- controversy as some say the answer should be remediated and that by saying that the answer is wrong will inhibit others from answering
Lack of knowledge- remediate by giving hints, probes or asking questions

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22
Q

What are ways to respond to correct answers?

A

Quick and firm- affirm answer, ask another question, or move onto another student
Hesitant- give immediate but positive feedback. Review relevant factors in support of answers

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23
Q

What are the 4 benefits of direct instruction?

A
  1. Timing- teacher can control content covered
  2. Control- perceived higher engagement
  3. Common frame of reference- ensures logical presentation and coverage of core material
  4. East to asses learning
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24
Q

What are the 5 deficits of direct instruction?

A
  1. Poor note takers benefit less
  2. Can be boring and lack of student interaction
  3. Ignores individual differences
  4. Difficult to ensure it’s on target for everyone
  5. Fosters lower level thinking skills
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25
Q

List and explain 4 keys to presentation

A
  1. Enthusiasm- animation, facial expressions, gestures
  2. Descriptive language- give greater detail or repeat difficult material, varied examples
  3. Variety- divide lesson into parts and add variety
  4. Avoid distracting gestures- um/uh, pacing, throat clearing
26
Q

What are the 5 steps of direct learning?

A
  1. Review and check (activate)
  2. Present and Structure (acquire)
  3. Guided Practice
  4. Feedback and correctives
  5. Independent practice
27
Q

What are the 3 components of indirect learning?

A
  1. Using students experience- related topics to students interests
  2. Conceptual movement- inductive vs deductive thinking
  3. Questions- extend understanding and guide inquiry
28
Q

What are the differences between type 1 learning and type 2 learning?

A

Type 1 learning teaches lower level of Bloom’s taxonomy and based on transmission of knowledge; direct teaching
Type 2 learning teaches higher levels of Bloom’s taxonomy and based on construction of knowledge; indirect teaching

29
Q

What is the teacher’s role in discussion?

A

To serve as a moderator by stating the topic, providing information as needed, reviewing ideas, narrating pace, asking for/giving examples, redirecting

30
Q

What is the teachers role in questioning?

A

To extend understanding and use students response to guide inquiry

31
Q

What is the difference between inductive and deductive conceptual movement? Give an example

A

Inductive is bottom up reasoning that beings with one or more observations and generates a theory/generalization. Deductive reasoning is top down reasoning that begins with a theory and tests individual observations to see if they support/fail to support that theory. An example would be Trugs and Mokes

32
Q

How much talking is done be the teacher during discussion?

A

88%

33
Q

Give 3 types of large group discussion

A

Teacher-directed conversation: teachers draws out ideas and encourages multiple perspectives (controversial)
Open-ended: teacher joins in rather than mediates discussion, can turn into debates, students decide direction
Posing challenging questions: questions lead to questions; challenging student beliefs

34
Q

Give 3 types of small group discussion

A

Brainstorming: all ideas recorded non-evaluatively, roles are given, suggestions should build on others ideas, leader prompts the shy members
Role playing: process oriented, encourages multiple perspectives taking
Simulation: recreation of real-life events, can change attitudes/behaviours and motivate students, will increase decisions making and interaction

35
Q

What is the goal of divergent questioning?

A

Elicit more information from the students in order to extend thinking

36
Q

What is schema?

A

A mental structure to help us understand how things work

37
Q

How does divergent questioning affect schema?

A

Divergent questioning allows students to learn what their peers believe and how their own beliefs coincide or disagree

38
Q

How is questioning used in type 1 and type 2 learning?

A

Type 1- check prior knowledge, check learning progress, check for understanding
Type 2- activate students learning, encourage student participation, encourage deductive reasoning

39
Q

Compare convergent and divergent questioning

A

Convergent- the goal is to elicit a correct answer. The end result is through gathering sorting data, students are led to a predetermined endpoint
Divergent- the goal is to elicit more information to extend thinking. The end goal is to build on lower level questions

40
Q

What is self directed learning?

A

It teaches students to think about their thinking. It actively engages students to foster development of independent reasoning, problem- solving and critical thinking

41
Q

What is the teacher’s role in relation to meta-cognition?

A

Provide information about mental strategies for recall and comprehension and model when/how to use them

42
Q

Describe Vygotsky’s theory

A
  1. Scaffolding- process of providing support, like cues or hints, that move the learning through the ZPD
  2. ZPD(Zone of Proximal Development)- the zone between what the learner can do independently and what they can do with scaffolding
  3. Humanism- the relationship between the learner and the teacher based on trust that allows the learner to grow toward independence
43
Q

What are the 3 main practical applications of self-directed learning?

A
  1. Demonstration- used when showing is better than telling; 5 steps of focus attention, explanation of importance, relation of demonstration to existing knowledge, steps thought out loud and give aids
  2. Cognitive strategies- 2 kinds: memory oriented that help us remember, information and comprehension that help us understand
  3. Problem solving
44
Q

Give an example of each of the memory oriented strategies

A

Mnemonics: BEDMAS
Acrostic: Never Eat Soggy Wieners
Loci: Knights Can Ask Another Soldier Everything

45
Q

What are the 5 steps in the IDEAL model?

A

I-identify the problem
D- define/represent the problem
E- explore possible strategies
A- act on the selected stratgies
L- look back and evaluate

46
Q

What is the difference between algorithms and heuristics?

A

Algorithms- step by step procedures for specific problems
Heuristics are general strategies

47
Q

What are the 5 types of heuristics?

A
  1. Means- end: break the complex problem into smaller parts
  2. Working backwards: used when goal state is clear but the beginning isn’t
  3. Analogical thinking: limits solution strategies to those used in similar problems
  4. Solve a simpler version: make the numbers smaller, solve, then looks for a pattern
  5. External representations- drawings, graphics, verbalization that help us visualize the problem
48
Q

What factors hinder problem based learning ?

A
  1. Functional fixedness- limiting thinking to common use of object
  2. Lack of flexibility- the person is so immersed in the problem that they can’t step back and reflect
  3. Response set- using one strategy successfully and then being unable to switch to a new one
49
Q

What are the 3 main types of learning environments?

A
  1. Individual- students compete against self and success criteria
  2. Competitive- students compete for limited rewards; in order for a student to reach their goals, others must not meet theirs
  3. Co-operative- in order for students to succeed, others must succeed as well
50
Q

What are Slavin’s 5 elements of co-op learning?

A

A-accountability
F- face to face interaction
I- interdependence
S- scaffolding/social skills
H- heterogenous groupd

51
Q

Describe the steps of STAD

A
  1. Teacher-led instruction
  2. Heterogenous group work
  3. Quiz
  4. Improvement points
  5. Team recognition
    After: Adjust base score
52
Q

Describe the steps of TGT

A
  1. Teacher-led instruction
  2. Heterogenous group work
  3. Tournament
  4. Improvement points
  5. Team recognition
    After: Bumping
53
Q

Describe the steps of Jigsaw 2

A

1a. Exposure to content through print/media
b. Expert groups
2. Heterogenous group work
3. Quiz
4. Improvement points
5. Team recognition
After: Adjust base score

54
Q

What are Kagan’s method’s of co-op learning?

A
  1. Numbered heads together- each group has 1-4 members and are given a number. Teacher asks whole class questions and small group chat ensues. Teacher calls a number and only students with that number can answer
  2. Think-pair-share: teachers pair students before class. Students are asked a question in class. They think and discuss their answer then one person is chosen to answer
55
Q

What is Cohen’s method of co-op learning?

A

Discussion groups- Students are placed in heterogenous groups. A controversial issue is discussed. Goal is not to debate but gain a deeper understanding

56
Q

What is a teaching philosophy?

A

Set of principles that guide professional action

57
Q

What 4 beliefs affect teaching philosophies?

A
  1. Teaching as an art/science
  2. Beliefs about students
  3. Beliefs about knowledge
  4. What is worth knowing
58
Q

List the 7 types of teaching philosophies

A
  1. Behaviourism
  2. Perennialism
  3. Essentialism
  4. Progressivism
  5. Existentialism
  6. Indigenous Education
  7. Social Reconstructions
59
Q

Compare behaviourism and perennialism

A

Behaviourism- the result of natural forces. The teacher’s role is to identify desired behaviour and reward it. Students will repeat awarded behaviour and avoid consequential behaviour
Perennialism- students should acquire knowledge of unchangeable principles. The curriculum should focus on student’s intellectual growth in Arts and Sciences. Students should be exposed to greatest representative “great works”

60
Q

Compare essentialism and progressivism

A

Essentialism- knowledge is temporal and students need a core of knowledge to be productive. Systemic discipline and transmission of knowledge. Teachers teach through hardwork, discipline and respect for authority and suppression of unproductive instincts
Progressivism- the basis of curriculum should be the students interests, not academic discipline. The role of education is to ensure positive growth of society. The role of teacher is the facilitator

61
Q

Compare existentialism and indigenous education

A

Existentialism- the curriculum provides students with freedom to ask questions. Teacher’s role is to help students define their roles. We define out own existence
Indigenous ed- importance of inter-relationships between people and the land as identity foundation. The focus is on community and collaboration. Ancestral knowledge is passed down throughout songs and stories by elders

62
Q

What is social reconstruction?

A

The role of schools is change in current social order. Students gain and construct knowledge. Students learn that they have control and responsibility for social reforms

EDUC 3810 (1 decks)

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