HGC Final Exam CH. 10-12 Flashcards
4 theorists who supported constructivism
John Dewey
Jean Piaget
Lev Vygotsky
Jerome Bruner
Bruner’s theory
Discovery learning
4 Claims of Constructivism
- Meaningful learning is the active creation o knowledge from personal experience
- Social Interaction and the negotiation of understanding with others can help learners
- Self-Regulation is a key to successful learning
- Authentic problems provide realistic contexts that contribute to the transfer of knowledge
T/F Construction of ideas is strongly influenced by prior knowledge
T
3 variations of constructivism
- Cognitive Constructivism
- Social Constructivism
- Critical Constructivism
Form of constructivism that focuses on cognitive processes that take place in individuals
Cognitive Constructivism
Form of constructivism that emphasizes the role of culture and social interaction in meaningful learning
Social Constructivism
Form of constructivism that emphasizes the role of cultural myths and how they influence learning environment
Critical Constructivism
Says that the teacher models a cognitive process that students are to learn and then gradually turns responsibility for executing the process to students as they become more skilled
Cognitive Apprenticeship
Occurs when students are given learning asks in realistic contexts
Situated Learning
Said too much school learning emphasizes rote learning that isn’t applicable outside of the classroom and said students need to learn how to problem-solve
Jerome Bruner
Says students should have the opportunity to view ideas and problems in multiple ways
Multiple Perspectives
T/F Teaching from a constructivist perspective is the only orientation to learning you will ever need
F, it is very time consuming and places high demands on learners, so you will need other learning orientations
3 types of problems in Constructivism
- Well-structured
- Ill-Structured
- Issues
A problem that is clearly formulated, solved by specific procedure, and evaluated by an agreed upon standard
Well-structured problems (ex. math equations)
A problem that is complex, has few cues to solution procedures, and less-definite criteria for measurement
Ill-Structured Problems (ex. how to increase voter turn-out, how to raise wages for teachers)
An ill-structured problem that arouses strong feelings and drives people into opposing camps at to the nature of and solution to the problem
Issues (ex. gun control, capital punishment)
Presents students with complex, authentic problems and requires them to ID and locate info needed to solve it
PBL (Problem-Based Learning)
Steps to helping students become good problem solvers
- Realize a problem exists
- Understand nature of the problem
- Compile relevant information
- Formulate and carry out a solution
- Evaluate the Solution
T/F Well-Structured problems may only call for steps 2,4, and 5 of the problem solving stages
T
When students independently apply knowledge and skills to similar but new info
Transfer of Learning
Transfer of learning where previous learning makes later learning easier
Positive Transfer (ex. someone who is a violin player can learn how to read accordion music faster than someone who can’t read music at all)
Argues that the greater the degree of similarity is between the tasks’ stimulus and response (ex. riding a bike and riding a motorcycle), the greater amount of learning transfer there will be
Theory of Identical Elements (Thorndike and Woodworth)
Transfer of learning where previous learning interferes with later learning
Negative Transfer (ex. a tennis player who learns how to play racquetball may confuse the rules)
Transfer of learning where prior learning has no effect on new learning
Zero transfer (ex. knowing how to diagram a sentence can’t help you with calculus)
Transfer of learning that occurs due to specific similarities between two tasks
Specific Transfer
Transfer of learning that occurs due to the use of the same cognitive strategies such as mnemonic devices
General Transfer
Transfer of learning that occurs when previously learned knowledge and skills are used soon on a highly similar task
Near Transfer (ex. the math concepts learned at the beginning of a chapter help you do the ones at the end)
Transfer of learning that occurs when previously learned knowledge i used on later for dissimilar tasks
Far Transfer (ex. using basic knowledge of math to calculate interest on a loan)
T/F Specific/General Transfer are more contemporarily called Low-Road and High-Road Transfer
F; Near/Far
Transfer that occurs when a previously learned skill is automatically applied to a similar current task
Low-Road Transfer (ex. a student can do 2 row addition and is able to do 3 and 4 row without needing explanation)
Transfer of learning that occurs when people transfer prior knowledge and skills over longer times to new situations that differ from the first
High-Road Transfer (ex. Learning how to problem solve)
T/F A teacher who teaches students how to formulate for a variety of tasks in the future with similar problems would be teaching low-road and high-road transfer
T
the selection, persistence, intensity, and direction of behavior
Motivation
Occurs when the learner does something to earn external rewards
Extrinsic Motivation
Occurs when the learner does something to experience inherently satisfying results
Intrinsic Motivation
This view says that motivation is based on reinforcers
Behaviorist
This view says that motivation is people’s sense of self-efficacy and thee models to which they are exposed
Social Cognitive
A student who observes an older sibling doing well and benefiting in school and strives to do the same is exhibiting this view of motivation
Social Cognitive
What are some limitations of the behaviorist view of motivation
- changes in behavior may be temporary
- students may develop materialistic attitudes towards learning
- extrinsic rewards could lesson students’ intrinsic motivation
View of motivation that is based on Piaet’s principles and says children possess an inherent desire to maintain a sense of organization and equilibration
Cognitive Development View of Motivation
View that says motivation is influenced by inherent need to balance excitation of success against the fear of failure
The Need for Achievement
4 factors that influence motivation
Ability
Effort
Task Difficulty
Luck
3 types of beliefs about ability
- Entity Theorists
- Incremental Theorists
- Mixed Theorists
Belief about ability wherein students describe intelligence as a thing with fixed characteristics
Entity Theorists
Belief about ability wherein students believe intelligence can be improved gradually by refining and acquiring thinking skills
Incremental Theorists
Belief about ability wherein students believe the other 2 theories, dependent upon different subjects
Mixed Theorists
Individuals who experience periodic states of intense concentration, sustained interest, and enjoyment of an activity are in this state regarding motivation
Flow and Engagement
Limitations of Cognitive Views of Motivation
- It is not always easy to get students to see answers
- The need for achievement view lacks efficient and objective instruments for measuring its strength
- Changing students’ attributions can be a difficult, time consuming task
This theorist agrees with the Humanistic View of Motivation
Abraham Maslow
Says motivation is influenced by fulfilling different levels of need
Maslow’s Theory of Growth Motivation
Levels of Maslow’s Hierarchy of Needs (bot to top)
Physiological Safety Belonging/Love Esteem Self-Actualization
T/F On Maslow’s Hierarchy, the only one considered a growth need is Physiological Needs
F, the first four are deficiency needs (only motivate when not being meet), and Self-Actualization is the only growth need (people strive to satisfy it)
Types of Self-Perceptions that play a role in Motivation
- Identity
- Self-Esteem/Self-Worth
- Self-Concept
- Self-Efficacy
Self-Perception that is the non evaluative picture people have of themselves
Identity (ex. I am _____)
self-Perception that includes the global evaluative judgments we make of ourselves; describes how you feel about your identity
Self-Esteem (ex. I am a good person; I am happy with myself)
Self-Perception that includes the evaluative judgments someone makes of their competence in specific areas; past-oriented
Self-Concept (ex. I’m good at sports.)
Self-Perception that includes the beliefs someone has about how capable they are
Self-Efficacy (Ex. I believe I can learn how to use a computer program)
Approach to classroom management where student compliance is the main goal; makes heavy use of rewards/punishments
Authoritarian
Approach to classroom management that imposes minimal control and allows students to make basic decisions; gains control by having students like you
Permissive
Approach to classroom management where the goal is for students to learn how to regulate their own behavior; set rules but adjust as students show abilities to regulate their own behavior
Authoritative
Theorist behind “with-it-ness” and maintaining smoothness in classroom activities while also coping with overlapping situations in the classroom
Jacob Kounin
Influence Techniques
Planned Ignoring Signals Proximity/Touch Interest Boosting Humor Helping over Hurdles Program Restructuring Antiseptic Bouncing Physical Restraint (EL only) Direct Appeals Criticism and Encouragement Defining Limits Post situational Follow up Marginal Use of Interpretation
T/F Boys are more likely to bully than girls
F, Girls are (usually rumors, property destruction, name-calling)
Boys are more physical
Bullying Characteristics (3)
- More likely to be hyperactive, impulsive, aggressive when provoked
- Receive less support from teachers and other students
- More likely to have witnessed domestic violence; less likely to have close relationships with mom
T/F Boys are more likely than girls to become hostile towards school because of academic failure
T
