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Ed Psych > Final > Flashcards

Final Flashcards

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1
Q

Self Efficacy

A

The belief in our our abilities to get something done. Sources- success, see other succeed, receive encouragement.

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2
Q

Teaching Efficacy

A

Teacher’s belief that they can reach the most difficult students.

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3
Q

Self regulated learning***

A

A student having the skill and will to learn. Uses academic skills, self-awareness, and self-control. (Knowledge, motivation, volition).

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4
Q

Volition

A

Will power and self-discipline to get shit done.

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5
Q

Social cognitive theory

A

Focuses on internal cognitive factors (Beliefs, self efficacy) that affect behavior. Stresses the importance of observational learning.

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6
Q

Intrinsic Motivation

A

Motivation that comes from within, when you do something just because you like it (internal desire to do something for its own sake).

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7
Q

Extrinsic Motivation

A

Doing something for an external reward like a pizza party.

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8
Q

Maslow’s hierarchy of needs

A

The things that students need to be in the best learning environment. You cannot move up the pyramid unless the bottom needs are met.
Order top to bottom- Self- actualization, esteem, love & and belonging, cognitive, aesthetic, safety needs, physiological needs

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9
Q

Albert Bandura**

A

Bobo doll experiment- shows that children learn through observing other’s. Social learning theory.

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10
Q

Triadic reciprocal casualty

A

Bandura’s ideas on what influences behavior (Behavior, environmental, personal)

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11
Q

Attribution Theory**

A

Describes how individual explanations, justifications, and excuses influence motivation and behavior. Causes that students attribute their successes and failures to:
Locus- location of the cause.
Stability- whether the cause is the same or can change.
Responsibility- whether you can control the cause or not.

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12
Q

Expectancy x-value theory

A

explains motivation by individual expectations for success combined with their value in their goal. The value in a task motivates the student.

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13
Q

Learning Goals

A

The point is to improve or learn. Setting these goals causes you to be more determined. (also called task or mastery goals)

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14
Q

Learning vs performance goals

A

Learning goals: what you can learn to help you in the future, more internal motivations.
Performance goals: focuses more on demonstrating ability to others, how you will do on a test, and want to get good grades rather than learn the material.

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15
Q

Test Anxiety

A

Can cause worse performance on tests, can be lessened if teachers provide practice tests

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16
Q

Gaining cooperation

A

Planning activities, having materials ready, adjusting rules for what is best. Being prepared and flexible is a great way to gain cooperation and keep students attention.

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17
Q

Benefits of direct teaching of classroom rules.

A

Helps maintain a healthy learning environment free of behavioral problems. Teachers should model the rules so students can follow.

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18
Q

Effective classroom management

A

Used to create a positive and productive place that facilitates learning.

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19
Q

Rules vs. procedures

A

Rules: what behaviors are allowed in a certain setting that are clearly specified.
Procedures: the different steps to take in a certain situation that are clear

20
Q

Consequences

A

How to deal with bad behavior. The problem should focus on the behavior and not the student.

21
Q

Withitness.

A

The ability for a teacher to know what goes on in a classroom at all times

22
Q

Kounin’s strategies

A

He observed that teachers are similar in the way they handle problems, but the way they prevent it is different.
Maintain “group focus:” Keep as many students involved as possible.
Movement management: taking the right amount of time for lessons (have a flexible pace).
Overlapping: keep track and supervise several activities at the same time

23
Q

Steps in dealing with discipline

A

Make eye contact
Try verbal hints (name drop)
Ask students if they are aware of the neg effects of their actions
Remind the students of the procedure
Plan a class activity to help everyone with this rule
Ask the student to state the rule/procedure
Tell the student to stop directly
Offer the student a choice

24
Q

How to deal with a hostile student.

A

Ask for help if the situation turns destructive and remove students not involved. Report the incident. Do not confront the students in a public space; move them to a private one to talk.

25
Q

Assertive Discipline

A

Clear, firm, and non-hostile.

26
Q

Adaptive teaching

A

Matching support to current student abilities and needs and building on strengths. Provides all students with challenging instruction and uses supports when needed, but removes these supports as students become able to handle more on their own

27
Q

Affective, cognitive, and psychomotor domains (bloom)

A

Affective: objectives that focus on attitudes and feelings.
Cognitive: memory and reasoning objective.
Psychomotor: physical ability and coordination objectives

28
Q

Blooms Taxonomy**

A

Hierarchical framework of learning objective. They go in the order of higher-order thinking.
Remembering, understanding, applying, analyzing, evaluating, creating

29
Q

Constructivist Planning

A

The teachers and students work together to make decisions about content, activities, and approaches. “Big Ideas” guide planning.

30
Q

Divergent and convergent questions

A

Divergent: questions that have multiple correct answers.
Convergent: questions have only one right answer- factual or rote questions

31
Q

Leading group discussions

A

The teacher should not have a dominant role in true group discussions. Students should ask each other questions and respond

32
Q

effective teaching relationship

A

Teachers who can combine theirknowledge of the content with knowing how to teach the content to each student’s ability

33
Q

Pygmalion in the classroom

A

Exceptional progress by a student as a result of high teacher expectations for that student

34
Q

Self-fulfilling prophesy

A

A groundless expectation that is confirmed because it has been expected. Something happens because you believe that it will

35
Q

Formative vs. summative tests**

A

Formative: tests and quizzes that take place while the lesson is still going on (Exit tickets, guided questions)
Summative: tests that are used at the end of multiple chapters or lessons that include a lot of information (Exams in ed psych, finals)

36
Q

Multiple choice test writing

A

MCQ should include distractors, the stem, and alternatives.
They are designed to test memorized facts and can also be used to apply and analyze concepts

37
Q

Scoring essays with rubrics

A

Use a clear and concise scoring rubric to determine the quality of a student’s performance. Clear instructions and guidelines help avoid low scores

38
Q

Authentic Assessment

A

Tests skills/abilities as they would be applied in the real world (counting money)

39
Q

Portfolio assessments

A

An assessment that synthesizes all the work a student has done.
Best work: collection of highest quality work.
Process: documents learning and shows progress

40
Q

Reliability**

A

The consistency of test results across multiple tests. If they are more reliable, students’ scores are more consistent

41
Q

Validity**

A

How accurately a test measures what it is intended to. (Cannot be valid if it’s not in the language of the test taker)

42
Q

relationship between grades and course objectives

A

Grades condense a great deal of information into a symbol.
Course objectives become more complex as grades go up.

43
Q

Informal assessments

A

Ungraded assessments that gather information from multiple sources to help teachers make decisions. (Exit tickets, self-assessments)

44
Q

Standard Deviation**

A

Measures how widely a test score varies from the average. The larger range of test scores accounts for a larger SD

45
Q

Norm vs. criterion-referenced testing

A

Norm reference testing: scores are compared with the average performance of others.
Criterion-referenced: scores are compared to a set standard.

46
Q

Social Cognitive theory

A

Adds cognitive factors like beliefs and self perception to the social learning theory.

Ed Psych (1 decks)

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