Exam 1 Flashcards
What is Diversity
Collective mixture of human beings with their similarities and differences existing and interacting together
Example of what Diversity isn’t
An example of Diversity is a crowd at a baseball stadium. There could be people of different races, ethnicities, religions, etc., but if none of the people are interacting then it is not a diverse group of people. Interaction must be present for diversity to occur.
Example of Diversity
A team of parents, teachers, and administrators of different religions, races, genders, etc., are creating an IEP for a student with a disability. Because they are interacting and collaborating, they are a diverse group.
What is Equity?
Occurs when every individual is given the accomadations and resources they need for there to be a level playing field.
Difference between Equity and Equality?
Equality is providing everyone with the same exact thing to accomplish a task, while equity is when peole are given different things to accomplish a task— but the individualized accomadations make it to where everyone is able to complete the task to the best of their abiltiy.
Example of equity
An example of equity is an entire classroom is taking a social studies test. Each student has been given the opportunity to take the test based on thier needs and preferaces. An example of equality is every studet being given a paper test and pencil.
What is Inclusion?
Inclusion is when there is a beloging enviornement where a diverse group or community are interacting with eachother and feel safe and welcomed.
What is identity?
Identitiy is the collective aspect of the set of characteristics by which a person is definitively recognized or known. Can be invisible or visble. Can be chosen or given.
Difference between invisible and visible identity
Visible are seen, like eye color and race
Invisble are not seen, beliefs and religion
Why is knowing the distinction between invisible and visible important
We have to realize that people arent just what we see
What is the difference between personal and social aspects of identity? Why is this distinction important
Personal aspects are things such as values and beliefs and social aspects are personality traits and behavior. For some, each aspect can be impacted by the other.
5 social justice stantdards within the identity domain
Pierce
- students will see sterotypes, see individuals as individuals and not as a representation of that entire group they identify with
- Students will see the unfairness at an individual level and institutionalized injustice at a societall evel
- Understand harmful impact of iases in the past, currently, and in the future
- Recognize privelege at multiple levels and its effect
- identify figures, groups,e vents, relevant to the history of social justice around the world
Example of social justice standard
First grade
5 common characteristics of a classroom based on shared inquiry and dialogue
Listening Respect Voice Trust Humanity
5 social justice standards withi the diversity domain
- Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
- Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
Annie
3. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
- Students will respond to diversity by building empathy, respect, understanding and connection.
- Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
What is Action ?
- behavior, conduct, an act of will
- heroes acting alone< communities acting together
Action Standards
Brita
1. Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.
- Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.
- Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias.
- Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure.
- Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.
What is self-regulated learning
Process we use to activate and hold our thoughts, behaviors, and emotions to reach goals
3 phases of self regulation
Forethought and planning— SMAARTLY goals
Performance Phase— doing what you have planned
Reflection phase— evaluation, reward or no reward, emotional reactions
Motivation in relate to each
Planning— what is going to motivate you through the entire process
performance— monitor progress, see what more you need to keep going
Relection— how did motivation work, motivated to continue?
SMAART-LY
Specific - what needs to be completed
Measureable - the amount/number of what needs done
Attainable - Is it a realistic goal?
Actionable - doing what is needed to complete the goal
Relevant - Why does this need completed
Timely - setting a time or date that it needs to be completed by
Learning - combination of learning and performance-based
What is sensory memory (sensory register)?
Capacity, duration, contents
What is happening in your surrounding/environment using your five senses. Not selective, attention is
C: infinite/everything
D: less than five second
Content: exact replica
What is attention and how does it influence learning and remembering
How you aim your focus. Attention is how you go from sensory register to working memory. Until you give something your attention, it has no chance of making it into your long term memory which means when you try to remember it through the process of retrieval from long-term memory to working memory again, it will be inachievable
Cocktail party phenomenon
A major concept in the Sensory Register using all the senses. One is able to focus solely on one thing and forget everything else around them, an example is talking to someone at a party. However, if you are talking for too long you might become distracted by the surroundings, what we put into working memory is selective and catches our attention
Perception and how it influences learning and remembering?
Perception is how our senses “detect” the things around us and sometimes it might not necessarily be correct but it influences how we think and view things along with how we end up remembering things. What we find important that motivates us
Working memory (short term) Capacity, duration, contents
You get things into your working memory by paying attention, still not effectively stored until you encode it into you long-term memory
C: 7 plus or minus 2 items
D: 30 seconds
Content: The jist
Central executive
Central executive: oversees the flow of information throughout the system, selecting and controlling our thoughts and behaviors and inhibiting those that might be counterproductive
Maintenence Rehearsal
Maintenance rehearsal: trying to remember something and keep it at the front of your brain for as long as it’s important (trying to remember the code to get into MyBGSU, I repeat it out loud until I have it typed in and then I forget it immediately
Long-term memory
Capacity, duration, contents
For information to be in your long-term memory ou have to successfuly encode it from working memory
C: infinite
D: infinite
Content: the jist
Explicit and implicit memory
Examples and aspects
Explicit memory: knowledge we can easily recall and explain (how you brush your teeth)
Implicitly memory: knowledge we can’t consciously recall or explain but that nevertheless affects our behavior (how your legs move when you skip)
Least effective strategy for long term memory
Rehearsal, using repitition. An example is chunking rehearsal where you memorize things like phone numbers
Effective strategy for storing information
- CONTEXT
A more effective strategy for long term memory is elaboration because you are adding in more details as you go and thinking about things in different ways through elaborative rehearsal. An example would be putting the information into your own words. - MNEMONIC DEVICES
Never eat sour worms (north, south, east, west)
What is schema
Mental filing cabinet
How we organize knowledge and make connections between different information. An example, would be when a child calls their pet dog “doggy” so they associate that with any other four legged animal until further information is provided to them
Schema development?
Schema activation?
Schema development is where your information continues to form and reform as more information is gathered about certain things and more connections are made.
Schema activation is when the information is put into context by the individual.
Retrieval
Memory lane
Remembering information stored in long-term memory
Activation
Accessing our memory and knowledge
Automaticity
Automaticity is when something has been done so many times that the response to do it becomes immediate without thought, taking up very little space in working memory. An example would be brushing your teeth or driving a car.
What is the Tip-of-the-tongue phenomenon?
Cannot recall exactly what you need to but can recall similar things.
An example of this is youre trying to tell your friend what shop you got your bracelet from on your trip to florida, you can remember what city it was in and what restaurant is next to it but the name of the shop youre having trouble accessing through retrieval
What are retrieval cues
Things in the surrounding environment that aid in recalling something. It is important because it shows that we are able to develop schemas
Retrieval causes are hints about where to “look” when searching for information in your memory. They are important because they are the “organizers” in our “filing cabinet” brain. It keeps our memory organized.
Flashbulb memories
Memories from something so shocking, surprising, etc that the memories associated with it are very vivid and clear when they are recalled. For example, someone going through a traumatic event like a car crash where they can recall exactly how the glass sounded when it broke and the screeching of the tires
What are some resons we forget things?
Negative feelings, defensice mechanism, wasnt stored properly
Reasons we miss-remember things
We could have related it into our schema in a way that isnt practical when we stored the information
What does the bio part of Bronfenbrenner’s Bioecological theory refer to?
Who the individual is
What does the ecology part of the name refer to?
The relationship an individual has within their immediate environment and the broader environments
What are the five systems
Microsystem— things closest to the individual that they interact with everyday (a. home, family, school)
Mesosystem— interactions between the different parts of a person’s microsystem (a. relationship between parents and teachers)
Exosystem— setting that does not involve the person as an active participant, but it still affects them (a. Parents workplace)
Macrosystem— cultural environment in which the person lives (a. economy, civil rights).
Chronosystem— detention of time in relation to a person’s development (a. death of a parent would effect a three year old differently than a teenager) (technology in our world today) Chronosystem is in historical time or life history.
Be able to idenitfy individual and entire process of how they interact with their life
Student
Maslows Hierarchy of needs: Humanistic view of Motivation
How many levels?
8 levels Transcendence Self-actualisation Aethetic Cognitive Esteem Belongingness and love Safety needs Biological
To figure out what “need someone is striving to fulfill what must we do?
Start at bottom and work way up
What level do you start at?
Bottom
What level do you stop at?
The person is at the level where the need is NOT fulfilled
What is the highest level a young child could reach?
Cannot go above cognitive needs except for brief periods of time
How do needs influence students motivation to learn
The student must have thier needs— such as safety, food, shelter, met before they can focus on anything else
How does this hierarchy of needs influence parents motivaiton to help their children learn
their child cannot learn to be independent unless their needs are met and they can learn
How does hierarchy influence teachers abiltiy to teach
Teacher has to make sure that all the children are on the same level to teach.
How does this hierarchy both of the therapist and client, influence the therapists ability to help client
Can slip easily between levels
