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Praxis Practice > PLT > Flashcards

PLT Flashcards

1
Q

Vygotsky says what about culture?

A

Culture dictates what we learn and how

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2
Q

Zone of Proximal Development

A

discrepancy between mental age and level of problem solving with assistance

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3
Q

Stage one of Vygotsky’s speech development

A

Social Speech: speech to control the behaviors of other

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4
Q

Stage two of Vygotsky’s speech development

A

Egocentric speech: self-talk to learn

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5
Q

Stage three of Vygotsky’s speech development

A

Inner Speech: thinking in one’s head

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6
Q

Physiological needs is what stage in Maslow’s hierarchy of needs? What does it entail?

A

Stage one, these are biological requirements for human survival

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7
Q

Safety needs is what stage in Maslow’s hierarchy of needs? What does it entail?

A

Stage two, people want to experience order, predictability, and control in their lives.

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8
Q

love and belongingness needs is what stage in Maslow’s hierarchy of needs? What does it entail?

A

Stage three, a human emotional need for interpersonal relationships, affiliating, connectedness, and being part of a group.

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9
Q

Esteem needs is what stage in Maslow’s hierarchy of needs? What does it entail?

A

Stage four, self-worth, accomplishment, and respect.

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10
Q

Self-actualization needs is what stage in Maslow’s hierarchy of needs? What does it entail?

A

Stage five, refers to the realization of a person’s potential, self-fulfillment, seeking personal growth, and peak experiences.

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11
Q

Maslow’s Deficiency needs

A

love needs, physiological needs, and safety needs. Deficiency needs arise due to deprivation and are said to motivate people when they are unmet.

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12
Q

Maslow’s Growth needs

A

self-esteem needs, self-actualization needs. Growth needs stem from a desire to grow as a person and are achieved through intellectual and creative behaviors.

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13
Q

Bruner’s theory

A

Learners go from a tangible, action-oriented stage of learning to a symbolic and abstract stage of learning (build new knowledge upon knowledge already learned

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14
Q

Bruner’s first mode of representation

A

Enactive representation (0-1 year): action-based

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15
Q

Bruner’s second mode of representation

A

Iconic representation (1-6 years): image based

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16
Q

Bruner’s third mode of representation

A

Symbolic representation (7 years +): language based

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17
Q

Bruner’s readiness

A

Teachers should not base what a child learns on their cognitive stage of development

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18
Q

Bruner’s Spiral Curriculum

A

Structuring the learning of information so that complex ideas can be taught at a simplified level first, the re-visited at complex levels later on

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19
Q

Bruner’s Discovery learning

A

Learners construct their own knowledge and do this by organizing and categorizing information using a coding system (construct their knowledge for themselves)

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20
Q

Bruner’s role of a teacher

A

Facilitate the learning process by giving students the information they need without organizing it for them

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21
Q

Bruner’s Scaffolding

A

The steps taken to reduce the degrees of freedom in carrying out some tasks so that the child can concentrate on the difficult skills

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22
Q

Gardner’s multiple intelligences theory

A

People are not born with all of the intelligence they will ever have

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23
Q

Gardner’s linguistic intelligence

A

Word-smart, strength with written and spoken language

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24
Q

Gardner’s Logical-Mathematical Intelligence

A

Number/reasoning smart, Strength with numbers and abstract problems

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25
Q

Gardner’s Spatial Intelligence

A

Picture smart, Strength with recognizing and manipulating patterns

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26
Q

Gardner’s Bodily-Kinesthetic Intelligence

A

Body smart, Strength with using one’s own body

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27
Q

Gardner’s Musical Intelligence

A

Music smart, Strength with understanding, composing, and performing music

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28
Q

Gardner’s Interpersonal Intelligence

A

People smart, Strength with understanding other people

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29
Q

Gardner’s Intrapersonal Intelligence

A

Self-smart, Strength with understanding yourself

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30
Q

Gardner’s Naturalist Intelligence

A

Nature smart, Strength with identifying and understanding components of the natural world

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31
Q

John Dewey’s Theory of Inquiry

A

People learn and grow as a result of their experiences and interactions with the world and students learn best when their interests are engaged

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32
Q

Bandura’s Social Learning Theory

A

Considers how both environmental and cognitive factors interact to influence human learning and behavior

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33
Q

Bandura’s Observational Learning

A

Behavior is learned from the environment through the process of observing other people

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34
Q

Bandura’s Attention

A

The individual needs to pay attention to the behavior and its consequences and form a mental representation of the behavior

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35
Q

Bandura’s Retention

A

How well the behavior is remembered

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36
Q

Bandura’s Reproduction

A

The ability to perform the behavior that the model demonstrated

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37
Q

Bandura’s Motivation

A

The will to perform the behavior

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38
Q

Skinner’s Operant Conditioning

A

Occurs when a learner’s behavior is followed by a consequence, or reinforcement

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39
Q

Skinner’s Positive Reinforcement

A

A response or behavior is strengthened by rewards, leading to the repetition of desired behavior

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40
Q

Skinner’s Negative Reinforcement

A

strengthens behavior because it stops or removes an unpleasant experience

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41
Q

Skinner’s Punishment

A

Either directly applying an unpleasant stimulus or removing a rewarding stimulus

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42
Q

Gilligan first stage of moral development

A

preconventional = survival (selfishness)

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43
Q

Gilligan second stage of moral development

A

conventional = self-sacrifice is good (responsibility)

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44
Q

Gilligan third stage of moral development

A

post-conventional = do not hurt self or others (recognize self as person)

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45
Q

Behavior Modification

A

Replace undesirable behavior with desirable behavior through reinforcement

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46
Q

The sensorimotor stage is what stage in Piaget’s Stages of Cognitive Development? What is the main goal?

A

Stage one, ranges from birth to 2 years, object permeance- knowing that an object still exists, even if it’s hidden

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47
Q

The preoperational stage is what stage in Piaget’s Stages of Cognitive Development? What is the main goal?

A

Stage two, ranges from 2 to 7 years, symbolic thought- ability to make one thing stand for something other than itself

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48
Q

The concrete operational stage is what stage in Piaget’s Stages of Cognitive Development? What is the main goal?

A

Stage three, ranges from 7 to 11 years, logical thought- child can work things out internally in their heads

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49
Q

The formal operational stage is what stage in Piaget’s Stages of Cognitive Development? What is the main goal?

A

Stage four, ranges from 12 and over, scientific reasoning- the ability to think about abstract concepts, and logically test hypotheses

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50
Q

Piaget’s Schema

A

Children are born with a very basic mental structure on which all subsequent learning and knowledge are based

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51
Q

Piaget’s Operations

A

More sophisticated mental structures which allow us to combine schemas in a logical way

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52
Q

Piaget’s Adaption

A

The process by which a child changes its mental models of the world to match more closely how the world actually is

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53
Q

Piaget’s Assimilation

A

Solving new experiences using existing schemata

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54
Q

Piaget’s Accomodation

A

Changing existing schemata in order to solve new experiences

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55
Q

Piaget’s Equilibration

A

When our existing schemas can explain what we perceive around us

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56
Q

Piaget’s Disequalibrium

A

When we meet a new situation that we cannot explain, it provides motivation for learning

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57
Q

Blooms Taxonomy

A

A system of hierarchical models used to categorize learning objectives into varying levels of complexity

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58
Q

What is the first level of Blooms Taxonomy? What does it entail?

A

Knowledge : recalling information or knowledge

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59
Q

What is the second level of Blooms Taxonomy? What does it entail?

A

Comprehension : making sense out of information

60
Q

What is the third level of Blooms Taxonomy? What does it entail?

A

Application : using knowledge in a new but similar form

61
Q

What is the fourth level of Blooms Taxonomy? What does it entail?

A

Analysis : taking knowledge apart and exploring relationships

62
Q

What is the fifth level of Blooms Taxonomy? What does it entail?

A

Synthesis : using information to create something new

63
Q

What is the sixth level of Blooms Taxonomy? What does it entail?

A

Evaluation : critically examining relevant and available information to make judgments

64
Q

Preconventional Morality is what level of Kohlberg’s Stages of Moral Development? What does it entail?

A

Level One, 3 to 7 years old, moral reasoning based on reward and punishment

65
Q

Conventional Morality is what level of Kohlberg’s Stages of Moral Development? What does it entail?

A

Level Two, 8 to 13 years old, Moral reasoning is based on external ethics

66
Q

Postconventional Morality is what level of Kohlberg’s Stages of Moral Development? What does it entail?

A

Level Three, Adulthood, Moral reasoning is based on personal ethics

67
Q

Trust vs mistrust is what stage of Erikson’s Stages of Psychosocial development? What does it entail?

A

Stage one, Ages 0 to 1, trust that basic needs will be met

68
Q

Autonomy vs shame is what stage of Erikson’s Stages of Psychosocial development? What does it entail?

A

Stage two, Ages 1 to 3, develop a sense of independence in many tasks

69
Q

Initiative vs Guilt is what stage of Erikson’s Stages of Psychosocial development? What does it entail?

A

Stage three, Ages 3 to 6, take initiative on some activities and may develop guilt when unsuccesful

70
Q

industry vs inferiority is what stage of Erikson’s Stages of Psychosocial development? What does it entail?

A

Stage four, Ages 7 to 11, develop self confidence when competent or self inferiority when not

71
Q

identity vs confusion is what stage of Erikson’s Stages of Psychosocial development? What does it entail?

A

Stage five, Ages 12 to 18, experiment with and develop identity and roles

72
Q

lateral thinking

A

addressing problems by imagining solutions that cannot be arrived at logically

73
Q

Stream of consciousness

A

a narrative style that tries to capture a characters thoughts in a realistic way

74
Q

Conjecture

A

Inferences or judgements based on inconclusive or incomplete evidence

75
Q

Creative thinking

A

involves combining information to develop new understanding, concepts, or ideas

76
Q

Scoring Guide

A

Assigns points to different levels of student performance

77
Q

What is one limitation of a scoring guide

A

It may be overwhelming for students

78
Q

What are some cognitive characteristics of intellectually gifted students?

A

Ability to generate original ideas,

79
Q

Family Educational Rights and Privacy Act of 1974

A

Protection and rights for the family regarding educational records

80
Q

Title IX of the education amendments

A

No one should be excluded or be subject to discrimination due to gender

81
Q

Every Student Succeeds act

A

provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps

82
Q

Standardized Test

A

Provides information about student’s performance in comparison to others in his or her grade level

83
Q

Absolute Grading

A

Teacher pre-specifies the standards for performance

84
Q

Relative Grading Standard

A

Basing a students grade on overall student performance

85
Q

Performance Assessment

A

Requires students to demonstrate what they know through open ended tasks

86
Q

Formative Assessment

A

designed to provide feedback during the instructional process to allow the teacher to adjust instruction to address students’ needs

87
Q

Relating classroom activities to the various needs and interests of children and families reflects and promotes…

A

reflects a family-centered program and promotes parental partnership with the school

88
Q

Informal assessment

A

Allows the teacher to check individual understanding

89
Q

Portfolio Assessment

A

A collection of student work accumulated over a period of instruction

90
Q

What is a paraeducator and what do they do?

A

A professional who works alongside teachers. They provide resources and assistance to students and families

91
Q

Connectivism Learning Theory

A

Promotes learning that happens outside of an individual, usually through technology

92
Q

Behaviorism Learning Theory

A

All behaviors are learned through interaction with the environment

93
Q

Cognitivism Learning Theory

A

Learning involves the transformation of information in the environment into knowledge that is stored in the mind. Learning occurs when new knowledge is acquired or existing knowledge is modified by experience.

94
Q

Self-efficacy

A

An individuals beliefs in their ability to complete a task or achieve a goal

95
Q

Attribution

A

Perceptions about the causes of success and failure

96
Q

Extrinsic Motivation

A

Motivation to participate in an activity based on the idea that you will receive something positive for doing it

97
Q

Cognitive Dissonance

A

When new information is presented that is unfamiliar to their existing knowledge

98
Q

Watsons Behavioral Theory

A

Behaviors are learned through interaction with the environment through conditioning

98
Q

Watsons Behavioral Theory

A

Behaviors are learned through interaction with the environment through conditioning

99
Q

Watsons Classical Conditioning

A

Learning by association and involves the conditioning of innate bodily reflexes with new stimuli

100
Q

Thorndike’s Law of Effect

A

Any behavior that is followed by pleasant consequences is likely to be repeated or negative consequences is likely to be stopped

101
Q

ESL students will continue to need what during their transition out of the ESL program?

A

Scaffolding

102
Q

An inviting and inclusive school environment promotes

A

in-depth learning and enhances students’ physical and emotional well-being

103
Q

Procedural memory

A
104
Q

Long-term memory

A
105
Q

Implicit memory

A
106
Q

Short-term memory

A

Involved the ability to recall information for a relatively short time

107
Q

Norm-referenced assessment

A

Used to compare a student’s performance to a predefined population

108
Q

Summative assessment

A

designed to evaluate students’ understanding at the end of the unit

109
Q

Aptitude assessment

A
110
Q

Diagnostic assessment

A

assess a student’s skills and knowledge levels to determine areas of strength and weakness

111
Q

Intrinsic motivation occurs when

A

someone wants to do something, usually to benefit themselves in some way

112
Q

Negative motivation is

A

something that someone wants to avoid

113
Q

Positive motivation is

A
114
Q

Extrinsic Motivation involves

A

doing something because you want to earn a reward or avoid punishment

115
Q

A learning objective is observable and measurable when

A

it focuses directly on what the student should know and be able to do by the time the lesson is completed

116
Q

Criterion-referenced score indicates

A

how well a student understands the specific learning outcomes that are being measured

117
Q

The school librarian looks at

A

curriculum, assignments, and learning in terms of the information resources, processes, and technologies required for student success

118
Q

Cognitive Domain

A
119
Q

Affective Domain

A
120
Q

Psychomotor Domain

A
121
Q

Peer observation encourages

A

reflection on teaching practices

122
Q

Socratic Instructional Model

A
123
Q

Direct Instructional Model

A

Teacher-centered and involves the teacher giving instruction with little to no input from the students

124
Q

Indirect Instructional Model

A
125
Q

Integrated Instructional Model

A
126
Q

Active listening

A
127
Q

Coaching Strategy

A
128
Q

Reciprocal teaching

A
129
Q

Mentoring programs have a positive effect on

A

teacher job satisfaction and commitment

130
Q

A sequence curriculum component

A

deals with the order in which the constituent materials will be taught

131
Q

A scope curriculum component

A

deals with the breadth of what will be taught in a subject

132
Q

Under copyright laws, teachers may not

A

make copies of works intended to be “consumable” in the course of a study

133
Q

Under copyright laws, teachers may

A

make copies or display copyrighted material as long as it is relevant to the course of study

134
Q

National and state learning standards

A

set uniform expectations for all students and provide a foundation for defining the knowledge and skills students need in a given subject area

135
Q

Scaffolding involves

A

the use of specialized teaching strategies geared to support learning when students are first introduced to a new subject

136
Q

Scaffolding gives students a

A

context, motivation, and foundation from which to understand the new information

137
Q

Guided thinking

A
138
Q

Interim Assessments

A
139
Q

Cognitive theory focuses on

A

the interrelatedness of information

140
Q

Themes offer students

A

a way to understand new concepts by providing them with a mental organizing scheme with which to approach new ideas

141
Q

Transfer

A

the ability to apply learning from one context to another context that shares similar skills or characteristics

142
Q

Patterning

A
143
Q

Self-motivation refers to

A

motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual, rather than relying on any external pressure

144
Q

interest survey

A
145
Q

self-evaluation

A
147
Q

Watsons Behavioral Theory

A

Behaviors are learned through interaction with the environment through conditioning

Praxis Practice (2 decks)

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