Learning and teaching

Question 1

extrensic motivation

Answer 1

succeed because of outside rewards - grades , praise , approval

Question 2

intrinsic motivation

Answer 2

succeed because of inside rewards- pleasure of learning

Question 3

expectancy theory

Answer 3

leaning towards activities that the person sees as important and which and which we see as being able to have some degree of success in

Question 4

attribution theory

Answer 4

we seek to explanations for unexplained problems. we make attributions about causes we assume have an effect on our motivation

Question 5

mastery goals

Answer 5

have a desire to master the material
- more likely with criterion referenced grading
- leads to a more adaptive outcome

Question 6

performance goals

Answer 6

our desires is to outperform those around us
- normative grading

Question 7

that is the purpose of the “reinforcer”

Answer 7

the more immediately the reinforcement or feedback is given the more effect it has

Question 8

the cognitive learning theory

Answer 8

focuses on acquisition of internal mental structures and processes , sometimes termed “schemata” and “cognitive operations “ respectively, that are necessary for successful performance

Question 9

constructivism perspective

Answer 9

by reflexing on our experiences we construct our own understanding of the world around us . we individually come up with our systems to make sense of our experiences

Question 10

developmental theory

Answer 10

came out of piaget’s theory implies passing through a series of stages one leading to another and the learner must be ready to achieve competence

Question 11

brain based learning

Answer 11

learning engages the whole physiology and happen both at the conscious and unconscious levels

Question 12

multiple intelligence

Answer 12

many types of intelligences are more prone to one another

Question 13

global learners

Answer 13

learn in large jumps absorbing material randomly without understanding connections and than suddenly it all clicks

Question 14

sequential learner

Answer 14

understands the material in a linear step where they logically build from the previous one

Question 15

reflective learner

Answer 15

• prefer to think and contemplate on their own
• “lets think about it first” people
• they don’t necessarily like a completely passive process but do need the active component like their counterpart

Question 16

Active Learner

Answer 16

• needs active counterpart and learns best by doing
  they are “lets try it out people”

Question 17

expository instruction

Answer 17

verification of predetermined results , stresses manipulation skills . requires the student to follow very specific directions

Question 18

inquiry instruction

Answer 18

students construct their knowledge by formulating their own problem from the information given. gives the student more autonomy

Question 19

discovery instruction

Answer 19

“guided inquiry” the teacher creates the setting by using prescribes outcomes and directs the students toward those outcomes

Question 20

problem based learning

Answer 20

creates a context for students to generate their own questions but the context is highly influenced by the instructors input, so that the student is lead down a constructed path so to speak and acquire knowledge in the process

Question 21

expert

Answer 21

organizes the material so that the hands on work best illustrates the theories or content material and so that the experiences develop cognitive strategies

Question 22

socializing agent

Answer 22

assisting students to find where they might best fit and serve society

Question 23

facilitator

Answer 23

we challenge the student to questions preconceived knowledge and new knowledge to develop their mastery and to overcome anxiety and fears that makes them defensive but instead to create freedom to question and be wrong

Question 24

ego ideal

Answer 24

the student comes to see us as worthy model beyond the cognitive mastery. Example admiring a teachers passion