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Issues in Learning & Teaching > Final - Attachment/Attunement/Embodied Minds > Flashcards

Final - Attachment/Attunement/Embodied Minds Flashcards

1
Q

Do learning styles exist?

A

no

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2
Q

What is true instead of learning styles?

A
  • People have preferences for learning styles, but they don’t effect learning
  • might have better PROCESSING or MEMORY for one sense
  • so RECALL can be a bit effective, but that’s not the same as learning
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3
Q

Most of what you learn is stored in terms of _____

A

meaning

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4
Q

is meaning tied a particular sense?

A

no

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5
Q

In order to retain something, we need to…

A
  • organize it in a way that’s meaningful
  • make connections to it
    • connect to own experiences & context
    • make up examples
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6
Q

the best way to learn something is…

A

…totally dependent on the content itself!! There is no one answer! (you learn visual information visually, etc)

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7
Q

Do all things have a ‘best sense’ for learning?

A

no, some are multisensory (i.e. symphony, football game)

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8
Q

What is secure attachment?

A

Good at using mother as a secure base

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9
Q

What is the name of the attachment test?

A

Strange Situation

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10
Q

What does a secure child do for the strange situation?

A

cry when she leaves, ignore the environment, then is receptive to being soothed when she returns. Slowly becomes engaged in environment again as child calms down.

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11
Q

What does an ambivalent child do for the strange situation?

A

Cry when she leaves, then remain sullen when back. hands to face, at sides, turning away.

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12
Q

What is another name for ambivalent?

A

resistant BUT means anxious!!

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13
Q

What does an avoidant child do for the strange situation?

A

angry, throws toys

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14
Q

What are children supposed to learn from interactions with caregivers

A
  • how to trust and reach out in times of difficulty

- how to regulate oneself (emotion, behaviour, attention)

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15
Q

What is the difference between Anxious-Ambivalent and preoccupied?

A

child v adult name

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16
Q

kinds of knowledge (from a pedagogical viewpoint)

A

rigid bits - facts - help them get to know
can figure it out - prompt them
needs to become automatic - create repeated exposure

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17
Q

4 kinds of learning

A

Automaticity
Application
Strengthening
Making New Sense

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18
Q

Automaticity

A 
practice (training reflexes)
FEELS fun (flow/play)
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19
Q

Application

A

demonstrate (using knowledge to accomplish something)

FEELS consolidating

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20
Q

Strengthening

A

Assimilation (from what you do know to what you don’t yet know - scaffolding?)
FEELS affirming

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21
Q

Making New Sense

A

Accommodation (from ‘huh’ to ‘aha’)

FEELS threatening/exhilerating

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22
Q

use multiple intelligence strategies for

A

adding MEANINGFUL stuff

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23
Q

Manage Attention:

A
  • what’s emotionally salient draws our attention or shuts us down
  • highlight the important
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24
Q

Co-occurance matters

A

stories and triggers tie things together

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25
Q

consider levels of ______

A

abstraction

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26
Q

affect =

A

emotion!

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27
Q

emotions are _____’s mental fuel

A

cognition

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28
Q

behaviours are ______ expression

A

emotion’s

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29
Q

early attachments shape

A
  • what’s meaningful
  • what we pay attention to
  • our learning preferences
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30
Q

goal of understanding attachment as teacher

A
  • understand self
  • understand students
  • relate in attuned ways
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31
Q

what are the attachment styles in children

A

secure
anxious-ambivalent
anxious-avoidant
disorganized-disoriented

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32
Q

what are the attachment styles in adults

A

secure
preoccupied (anxious/ambivalent)
dismissive (anxious/avoidant)
unresolved/disorganized

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33
Q

what is psychic equivalence

A

associated with preoccupied type
belief that what is in the mind is what is real
(perception = fact)
caused by parents not differentiating reaction from reality when reflecting emotion back
i.e. caregiver has SAME emotional experience
TOO REAL

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34
Q

what is pretense

A

reflection/symbolism that is not real enough

35
Q

things associated with secure attachment

A

effective coping
self-efficacy in coping
regulation
comfortable reaching out
comfortable with display of distress without exaggeration
successful problem solving
optimistic beliefs about distress management

36
Q

things facilitated by secure attachment

A 
hope
optimism
autonomy
curiosity
trust
feelings of interconnectedness
37
Q

2 things we need from relationshiop

A

secure base

safe haven

38
Q

percentages

A

65 - secure
20-25 - avoidant
10 - preoccupied
2-3 disorganized

39
Q

teachers - safe haven/secure base

A 
avoidant = subject
anxious = kids
40
Q

when does the attachment system get activated

A

threats

41
Q

what do we do when threatened?

A

seek proximity to attachment figure

42
Q

when we seek attachment figure, what do we do if they are not properly responsive?

A

become distressed, then seek proximity if appropriate

43
Q

what do we seek if soothing is unavailable?

A

proximity

44
Q

what do we do if proximity is available (3rd module)

A

hyperactivate threat and attachment cues

45
Q

if proximity not available?

A

deactivating strategies and distance from threat cues

46
Q

what is attunement?

A

the gift of security

47
Q

what do infants of depressed parents do

A
  • not upset by still-face experiment
  • engage with and are more upbeat with strangers
  • bring out depressed behaviour in non-depressed adults
48
Q

what are the 5 coping strategies that happen with depressed mothers (babies) within 6 months

A
  • imitate depressed emotions to be with her
  • try to coax and charm
  • give up, become fascinated with inanimate world
  • start humouring the forced affect and play along
  • self-regulate, self-stim, self-manipulate
49
Q

what do we learn if not attunement?

A

coping strategies

50
Q

what system are these things built into?

A

limbic system

51
Q

what are attuned responses (3)

A
  • contingent
  • marked
  • containing
52
Q

what is contingent

A

noticing! contingent on the child: you exist!

53
Q

what is marked?

A

not an exact replica

  • marked by adult’s acknowledgement
  • you exist…and i do too! (as someone separate and discoverable)
  • you are neither responsible for me, nor omnipotent
54
Q

what is containing?

A

the ‘holding environment of a safe-enough world’ reflected in the adult
holding space, belonging
your mind is held in my mind

55
Q

3 phrases to sum up attuned responses

A

I give you audience
You do not determine me
I will keep you safe in the world

56
Q

sense-making

A

given vs made

57
Q

what are transitional objects?

A

the mother and not the mother

58
Q

what are elements of culture as transitional objects

A

given AND made: given to you and made your own

59
Q

what happens when we make sense?

A

two thing can be thought together and there is joy…or trepidation

60
Q

given AND made as pedagogy

A

Given + what do you Make of this + space + how can I help?

61
Q

Questions to ask

A

how do we play here to make shared meaning

what would an attuned teacher do?

62
Q

What percentage of Canadians are foreign-born?

A

20-ish

63
Q

UDL: 3 networks

A

Affective - why - interests, meaning
Recognition - what - different ways to learn
Strategic - how - different ways to express

64
Q

what is the reward for sense-making?

A

sense-making is its own reward

65
Q

what does UDL do

A

remove or reduce barriers for all students to ensure equity

66
Q

Affective - keyword, opportunities

A

why - ENGAGEMENT

  • opportunities to self-regulate
  • opportunities to take interest
67
Q

what do you need to set up for a decentralized (self-regulating) classroom?

A

enabling constraints - how much freedom? where is the boundary?

68
Q

experience and avoidance

A

The thing you haven’t done is the thing you are ‘not good at’…is the thing you avoid -> learned helplessness

69
Q

preoccupation with self can lead to what?

A

worry

70
Q

the thoughts that you suppress are the ones that become

A

most salient

71
Q

teachers can differentiate through ___x___ according to ______

A

content
process
product
environment

72
Q

teachers can differentiate through ______ according to __x____

A

interests
readiness
learner profile

73
Q

what’s the alternative to learning styles

A

learner PROFILES

74
Q

favourite learning preference?

A

DOING, followed by seeing and working with others

75
Q

mastery approach

A

learn everything deeply, build knowledge base

76
Q

mastery avoidance

A

avoid misunderstanding deep concepts & patterns (avoid mastery fuckup)

77
Q

performance approach

A

do it better and faster than classmates

78
Q

performance avoidance

A

avoid appearing incompetent

79
Q

how to help struggling learners

A
  • keep them interested
  • help them feel successful
  • draw on strenghts
80
Q

absolute keys for struggling learners, teach

A
  • big ideas
  • key concepts
  • governing principles
81
Q

accommodation vs modification

A 
accommodation = HOW we teach
modification = WHAT we teach
82
Q

What should you consider for UDL lesson plannig

A

what is the task? what is the barrier?

83
Q

what is the single biggest predictor of academic success from a literacy point of view?

A

vocabulary

84
Q

3 tiered model of vocab

A

conversational - high utility/general academic(cross boundaries i.e. experiment) - subject specific

Issues in Learning & Teaching (3 decks)

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