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EP final exam Flashcards

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1
Q

Know about discipline and the mildest intervention.

A

Teachers need to take into account the reason behind the students acting out and take the appropriate action for the benefit of that child.

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2
Q

Know about intentional teachers and what they do.

A

Intentional teachers do things for a reason, on purpose. They will think about the outcomes of their students and how their teaching will move students to their goal. Maximum learning does not happen by chance; it depends on the teaching choices made in the classroom.

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3
Q

What makes a good teacher?

A

Knowing the subject matter, mastering teaching skills, be intentional, incorporate 21st century skills and themes.

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4
Q

What is pedagogy?

A

Pedagogy is the study of teaching and learning with applications to the instructional process.

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5
Q

What does it take to have effective teaching?

A

Effective teaching takes research and common sense.

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6
Q

What is development?

A

Development is orderly and lasting growth, adaptation, and change over the course of a lifetime.

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7
Q

nature

A

Nature is when development is predetermined at birth, by heredity and biological factors

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8
Q

nurture

A

Nurture is when development is affected by experience and other environmental factors.

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9
Q

Piaget and his stages

A

A. Sensorimotor (birth- 2 years):
B. Preoperational (2-7 years):
C. Concrete operational (7-11 years):
D. Formal operational (11 years- adulthood):

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10
Q

Schemes or mental patterns

A

mental patterns that guide behavior

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11
Q

Equilibrium

A

the process of restoring balance between present understanding and new experiences.

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12
Q

Assimilation

A

understanding new experiences in terms of existing schemes.

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13
Q

Accommodation

A

modifying existing schemes to fit new situations.

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14
Q

Developmentally appropriate materials according to Piaget

A

instruction felt to be adapted to the current developmental status of children, rather than their age alone.

  • a focus on the process of children’s thinking, not only on its products.
  • Recognition of the crucial role of children’s self-initiated, active involvement in learning activities.
  • A de-emphasis on practices aimed at making children adult-like in their thinking
  • Acceptance of individual differences in developmental progress.
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15
Q

A child’s oral development and what influences this.

A

Oral language development is influenced by the amount and quality of talking parents do with their children. Oral development requires learning not only words but the rules of word and sentence structure.

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16
Q

How should you promote literacy development in young children?

A
  1. Reading to them,
  2. surrounding them with books,
  3. providing props to act out stories,
  4. making writing materials available,
  5. be encouraging about reading and writing,
  6. be responsive to children’s questions about letters, words, and spellings.
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17
Q

Vygotsky and what he thought affected our learning

A
  • According to Vygotsky, learning precedes development. Learning involves the acquisition of signs by means of information from others and deliberate teaching.
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18
Q

Know about Erikson’s stages that deal with children from Pre-K to adolescence.

A

Stage 1: Trust vs. Mistrust (birth-18 months)
Stage 2: Autonomy vs. Doubt (18 months-3 years)
Stage 3: Initiative vs. Guilt (3-6 years)
Stage 4: Industry vs. Inferiority (6-12 years)
Stage 5: identity vs. role confusion: (12-18 years)

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19
Q

Know Kohlberg’s stages

A

I. Preconventional Level
II. Conventional Level
III. PostConventional Level

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20
Q

What are some ways to teach morality?

A

Demonstration/example, talking about values and how to treat others, reward good behavior

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21
Q

Who are delinquents most likely to be?

A

low achievers who have been given little reason to think they can succeed; usually delinquency happens in groups

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22
Q

Understand the differences that might be brought about because of cultural diversity in dealing with students.

A

language, beliefs, attitudes, ways of behaving, food preferences

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23
Q

What is cultural diversity?

A

cultural diversity is the existence of a variety of culture or ethnic groups within a society

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24
Q

What factors influence cultural background?

A

Socioeconomic Status, religion, home language, gender, group
identities, and experiences

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25
Q

What is true about boys and education?

A

boys are more likely to be in special education, to be held back, drop out, and be in trouble with the law; boys ARE showing imporovement
in rates of graduating college and going to college, it is just a slower increase than girls.

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26
Q

What is resilience and how is it developed?

A

Resilience: characteristic of learners that allow them to overcome
factors such as low SES to succeed in school and life.
Developed: supportive school communities, safe and orderly
environments, positive teacher-student relationships

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27
Q

What are things a teacher can do to help with cultural diversity?

A

use fairness and balance, use information from various cultures, involve parents, avoid stereotypes and do not allow bullying, avoid
resegregation and offensive assignments
Use Content Integration: bringing in examples, data, etc. from other cultures

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28
Q

Know about Pavlov and his dogs salivating. What is the neutral stimulus in his experiment?

A

Pavlov conditioned a dog to salivate when he rang a bell. The neural stimulus is the Bell

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29
Q

What is an extinction burst?

A

the increase in levels of a behavior in the early stages of extinction

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30
Q

What does Skinner teach in Behavior Modification?

A

Operant Conditioning: The use of pleasant or unpleasant consequences to control the occurrence of behavior
The behavior that is reinforced and rewarded will increase

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31
Q

How do you retain information?

A

Information-processing theory- cognitive theory of learning that describes the processing, storage and retrieval of knowledge in the mind.

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32
Q

How do we use our brain in learning?

A

Our brain operates on information, organizes, it for storage or discarding, and connects it to other information

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33
Q

What enhances a person’s working memory?

A

Rehearsal- repeating something over and over again in order to memorize it, also splitting things to be remembered into categories and then remembering smaller lists.

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34
Q

How do you help students process information into working memory

A
  1. Paired-associative learning
  2. Serial learning
  3. Free recalling
  4. Imagery
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35
Q

What are some ways to help gain students’ attention and to learn?

A
  • Use cues that class is about to begin (raise or lower voice to signal), use gestures, repetition, or body position to communicate the same message.
    - Increase emotional content
    - Unusual, inconsistent, or surprising stimuli
    - “This will be on the test, so pay special attention on what I am about to say”
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36
Q

What is needed in presenting new material?

A
  • Lesson structure- lessons should be logically organized
  • Lesson emphasis- teachers should give clear indications about the most important elements of the lesson by saying, for example, “It’s particularly important to note that…”
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37
Q

What does direct instruction include?

A
  • State learning objectives and orient students to the lesson
  • Review prerequisites
  • Present new material
  • Conduct learning probes
  • Provide independent practice
  • Assess performance and provide feedback
  • Provide distributed practice and review
38
Q

What are effective uses of direct instruction and independent practice?

A

Direct instruction

  • State learning objectives
  • Orient students to the lesson
  • Review prerequisites
  • Present new material
  • Conduct probes
39
Q

What research says about controversial issues in the classroom.

A

-It is important for students to discuss and understand controversial issues instead of simply receiving and rehearsing information or skills

40
Q

What is the constructivist view of learning?

A

Theories that state learners must individually discover and transform complex information, checking new information against old rules and revising rules when they no longer work

41
Q

methods of cooperative learning

A
  1. Student Teams-Achievement Divisions (STAD),
  2. Cooperative Integrated Reading and Composition (CIRC),
  3. Jigsaw,
    4 Learning together,
  4. group investigation,
  5. Cooperative Scripting,
  6. Peer-Assisted Learning Strategies (PALS)
42
Q

Discuss a self-regulated learner and problem solving skills.

A

Self-Regulated Learner: students who have knowledge of effective learning strategies and how and when to use them; Problem solving skills include: means-end analysis and extracting relevant information; IDEAL (Identify problems and opportunities, Define goals and represent the problem, Explore possible strategies, Anticipate outcomes and act, Look back and learn)

43
Q

What theorists would be considered constructivist?

A

Piaget and Vygotsky

44
Q

cooperative learning.

A

Students will more easily discover and comprehend difficult concepts of they can talk with each other about the problems.

45
Q

seatwork and learning probes

A

work that students are assigned to do independently during class; Seatwork is typically both overused and misused. Research shows that time spent receiving instruction directly from the teacher is more productive than time spent in seatwork.

46
Q

Know research on within-class ability grouping vs. between-class grouping.

A

Between class ability grouping is ineffective because concentrating on low achieving students in low-track classes seems to be harmful because it exposes them to too few positive role models. Within-class ability grouping is the preferred technique.

47
Q

Discuss Carroll’s model of school learning

A

QAIT: Quality of Instruction, Appropriate levels of instruction, Incentive, and Time

48
Q

What is differentiated instruction and an example.

A

Differentiated instruction: an approach to teaching that adapts the content, level, pace, and products of instruction to accommodate different needs of diverse students in regular classes; Example: Ask a diverse class to write a biography on Gandhi but provide materials on Gandhi at different reading levels

49
Q
  1. Know about tutoring and at risk students
A

Research shows that peer tutoring increases the achievement of both the tutor and tutee. One-to-one adult-to-child tutoring is one of the most effective instructional strategies known.

50
Q
  1. What is motivation and why is it important? What do we do to help students in their motivation to learn?
A

Computer-based instruction has few effects on reading achievement and small positive effects on math and other subjects. Some researchers say that computers are no more effective than other instructional methods. Computer-based learning has been proved to be beneficial when used with well-specified cooperative learning approaches

51
Q
  1. What is the best way to praise?
A

Contingent praise- praise that is effective because it refers directly to specific task performance, being specific (giving praise for specific behaviors not just goodness), and being credible (giving praise sincerely for good work)

52
Q
  1. Know Maslow’s Hierarchy of Needs.
A
  1. self actulization
  2. esteem
  3. love/belonging
  4. safety
  5. psychology
53
Q

Self-regulated students

A

students who are highly motivated to learn something are mote likely than other students to consciously organize their learning plan out a learning plan and retains the information they obtain

54
Q

Learned helplessness

A

the expectation, based on experience, that ones actions will ultimately lead to failure)

55
Q

Anxiety of students

A

main source of anxiety in school is fear of failure, these students may freeze up when under pressure

56
Q

Teacher expectations/research on this

A

(students live up (or down) to the expectations that their teachers have for them, there is evidence that students in schools whose teachers have high expectations achieve more than those in other schools)

57
Q

Effort vs ability

A

no student should have an easy time achieving the maximum reward, it is important to reward students for effort, for doing better than what they have done in the past, or making progress, rather than getting a high score, not all students are capable of achieving high scores but all are equally capable of exerting effort

58
Q

Success and motivation

A

attribution theory- a theory of motivation that focuses on how people explain the causes of their own successes or failures. therefore when a student does well in an activity they are likely to attribute their success to their own effort or ability; but when they do poorly, they believe that their failure is based on factors over which they had no control

59
Q

Performance oriented/learning oriented

If learning is easy

A

Performance oriented- the goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades. Learning oriented- students who are motivated primarily by desire for knowledge acquisition and self improvement

60
Q

Students at risk:

A

Students at risk: students who are subject to school failure because of their own characteristics and/or because of inadequate responses to their needs by school, family, or community

61
Q

Peer tutoring

A

tutoring of one student by another;

62
Q

Cross-age tutoring

A

tutoring of a younger student by an older one

63
Q

Vicarious Learning

A

learning based on observation of the consequences of other’s behaviors

64
Q

Self-Efficacy

A

the extent and strength of one’s belief in one’s own ability to complete tasks and reach goals

65
Q

Learning probes

A

a method, such as questioning, that helps teachers find out whether students understand a lesson.

66
Q

examples of learning probes

A
  1. Asking questions,
  2. wait time,
  3. calling order,
  4. and all-pupil response

theses are all important factors to consider in learning probes.

67
Q

Wait time

A

3 seconds

68
Q

Calling order

A

Best to ask the class as a whole first then a randomly chosen student

69
Q

All-pupil response

A

Ask the entire class when there is only one correct answer

70
Q

Students at risk often

A
  1. Come from impoverished or single-parent homes,
  2. have marked developmental delays,
  3. experience aggressive or drawn behavior;
71
Q

Education Programs for Students at risk:

A
  1. compensatory programs,
  2. early intervention programs,
  3. special education
72
Q

Compensatory education

A

programs designed to prevent or remediate learning problems among students from lower socioeconomic status communities

73
Q

-Paired-associative learning

A

learning of items in linked pairs so that when one member of a pair is presented, the other can be recalled

74
Q

Serial learning

A

memorization of a series of items in a particular order

75
Q

Free recalling

A

learning of a list of items in any order

76
Q

Imagery

A

mental visualization of images improve memory

77
Q

Within-Class Ability Grouping

A

a system of accommodating student differences by dividing a class of students into two or more ability groups for instruction in certain subjects

78
Q

Between-Class Grouping

A

the practice of grouping students in separate classes according to ability level;

79
Q

I. Preconventional Level of Kohlberg’s stages

A

Stage 1: punishment and obedience orientation- physical consequences
determine goodness or badness
Stage 2: Instrumental Relativist Orientation- what is right is what satisfies
one’s own needs

80
Q

II. Conventional Level of Kohlberg’s stages

A

adopts rules, but changes them to suit needs
Stage 3: good boy-good girl- whatever helps/pleases others in what is good
Stage 4: “Law and Order”- doing right is one’s duty

81
Q

III. PostConventional Level of Kohlberg’s stages

A

People define own values
Stage 5: Social Contract- right is defined in terms of individual rights (laws
can be changed for the good of the society)
Stage 6: Universal Ethical Principle- right is defined by decision of
consequence according to self-chosen ethical principles

82
Q

Erikson’s Stage 1:

Trust vs. Mistrust (birth-18 months)

A

mother’s behavrios can make the child feel loved and trusting or frustrated,
rejected and cause mistrust

83
Q

Erickson’s Stage 2:

Autonomy vs. Doubt (18 months-3 years)

A

autonomy: the ability to do things for themselves parents need to be permissive, but have a guiding hand

84
Q

Erickson’s Stage 3:

Initiative vs. Guilt (3-6 years)

A

allowing a child to be free to run, jump, play, and letting the child figure out what kind of person to become vs. them feeling guilty about their nature

85
Q

Erickson’s Stage 4:

Industry vs. Inferiority (6-12 years)

A

success bring a sense of industry and a “failure” brings a feeling of inadequacy
you are entering school at this stage

86
Q

Erickson’s Stage 5:

identity vs. role confusion: (12-18 years)

A

“Who Am I?” is the main question children rely more heavily on peers than parents

87
Q 
Piaget 
Sensorimotor stage (birth- 2 years)
A

formation of concept of “object permanence” and gradual progression from reflexive behavior to goal-directed behavior

88
Q

Piaget:

Preoperational (2-7 years)

A

development of the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered.

89
Q 
Piaget
Concrete operational (7-11 years)
A

improvement in ability to think logically. New abilities include the use of operations that are reversible. Thinking is decentered, and problem solving is less restricted by egocentrism. Abstract thinking is not possible.
.

90
Q 
Piaget
Formal operational (11 years- adulthood)
A

abstract and purely symbolic thinking possible. Problems can be solved through the use of systematic experimentation.

91
Q

Vygotsky’s zone of proximal development

A

the level of development immediately above a person’s present level. It is something a child can not yet accomplish alone but could with assistance from peers or adults.

92
Q

Some teachable moments given by Vygotsky are:

A

the zone of proximal development, emphasize scaffolding, and cooperative learning

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