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Praxis II Flashcards

Study for Elementary PLT Praxis II

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1
Q

Vygotsky - Culture

A

Culture dictates what we learn and how

Humans use tools and symbols to learn

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2
Q

Zone of Proximal Development

A

ZPD - discrepancy between mental age and level of problem solving with assistance

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3
Q

Three stages in speech development

A

Vygotsky 1. Social Speech (speech to control the behaviors of other.

  1. Egocentric speech (self-talk to learn)
  2. Inner Speech (thinking in one’s head)
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4
Q

Maslow

A

Hierachy of Needs = Physiological, safety, belonging, esteem, self-actualization

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5
Q

Bruner

A

Discovery and inquiry learning (active based on past knowledge)

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6
Q

Bruner 3 modes of representation

A

Enactive (0-1) muscle memory, motor
Iconic (1-6) symbols (mental images)
Symbolic (7 years) code/language

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7
Q

Bruner

A

readiness, spiral, filling in gaps or extending

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8
Q

Gardner

A 
Multiple Intelligences
 Linguistic
logical/mathematical
spatial 
bodily/kinesthteic
musical
interpersonal
intrapersonal
naturalist
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9
Q

Theory of Inquiry

A

John Dewey, social & interactive process connecting to prior knowledge “do” it

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10
Q

Dewey

A

Theory of Inquiry, democracy=educating for common life, education engage and enlarge experience

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11
Q

Bandura

A

Modeling, Self-regulation

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12
Q

Steps in Modeling Process

A

Bandura

  1. attention - you must pay attention to learn
  2. retention - remember
  3. reproduction - translate into behavior
  4. motivation - motivated to imitate
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13
Q

Self Regulation (3 aspects)

A

Bandura
self-observation = accurate picture of own behavior
judgement = comparison to standards
self-response = self-rewards not punishments

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14
Q

Skinner

A

Operant conditioning & behavior modification

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15
Q

Operant Conditioning

A

Ones reaction to the world = reward/punishment

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16
Q

Classical Conditioning

A

natural occuring stimuli, associating neutral stimuli with enviornmental stimuli (pavlov dog)

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17
Q

Carol Gilligan

A

Moral development theory, feminism

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18
Q

Gilligan 3 stages in moral development

A
  1. preconventional = survival (selfishness)
  2. conventional = self-sacrifice is good (responsibility)
  3. post-conventional = do not hurt self or others (recognize self as person)
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19
Q

Behavior Modification System (operant Conditioning)

A
  1. select replacement behavior
  2. directly teach behavior
  3. reward/punish
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20
Q

Extinction Outburst

A

short-term increase of negative behavior

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21
Q

_____ is removal of undesireable stimuli.

A

negative reinforcement

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22
Q

operant

A

the behavior occuring just before the reinforcer

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23
Q

extinction

A

a behavior no longer followed by the reinforcing stimuli results in a decreased probability of that behavior occuring in the future

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24
Q

3 schedules of reinforcement

A
  1. continuous reinforcement = reinforced every single time.
  2. fixed interval schedule = set time, rate that response occurs
  3. variable schedule = steady rate
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25
Q

method of successive apporximations

A

shaping = building up until only most wanted behavior enforced

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26
Q

aversive stimulus

A

something one might find unpleasant

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27
Q

negative reinforcement

A

remove an already active aversive stimulus

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28
Q

behavior modification

A

extinguiish undesireable behavior by replacing reinforcer and replace with a desirable behavior by reinforcement

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29
Q

Gardner

A

8 multiple intelligences

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30
Q

Piaget

A

Stages of Cognitive Development/Schemas

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31
Q

Stages of Cognitive Development

A

Piaget - sensorimotor 0-2 senses, motor
preoperational 2-7 one thing at a time, symbols
concrete 7-11conservation, logical, serieation,classification
formal 12+ abstract

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32
Q

Schemas

A

Piaget - skills to explore the environment to gain knowledge

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33
Q

assimilation

A

add new knowledge to existing schema (piaget)

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34
Q

accommodation

A

change existing belief (schema) Piaget

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35
Q

adaptation

A

learning = assimiliation and accommodation, change of behavior, a biological process (piaget)

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36
Q

Bloom

A

Bloom’s Taxonomy/Higher level thinking
Every student always applies understanding & knowledge (evaluation, synthesis, analysis, application, understanding, knowledge)

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37
Q

Kohlberg

A

stages of moral development

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38
Q

Stages of moral development

A
  1. pre-conventional =
    stage 1 - obedience and punishment (socially acceptable norms)
    stage 2 - individualism, instrumentalism, exchange (one’s own best interest)
  2. conventional =
    stage 3 - good girl/boy (gain approval of others)
    stage 4 - law and order (law and duty)
  3. post-conventional
    stage 5 - social contract (social mutuality and welfare)
    stage 6 - principled conscience (universal principle and conscience)
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39
Q

Erikson

A

8 stage sof psychosocial development

  1. oral sensory (trust)
  2. muscularanal (shame/autonomy)
  3. locomotor (initiative/guilt) 3-6
  4. latency (industry/inferiority) 6-12
  5. adolescence (role identity
  6. young adult (intimacy/isolation)
  7. middle adult (generativity/stagnation)
  8. maturity (ego integrity/despair)
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40
Q

8 stages of psychosocial development

A

Review chart

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41
Q

Maria Montessori

A

independence, freedom with limits, respect for natural psychological development

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42
Q

Montessori Guidelines

A
  1. mixed-age
  2. student choice activity
  3. uninterrupted blocks of time
  4. discovery vs. direct instruction
  5. specialized materials
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43
Q

Streminski

A

visual arts to learn

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44
Q

Kolb

A

experential learning/ Learning style inventory

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45
Q

Learning Style Inventory

A

Review diagram and notes in notebook

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46
Q

Jones

A

prevent behavior re-occurence/classroom management model

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47
Q

Classroom Management Model

A

Jones

  1. classroom structure
  2. limit setting (body language ie. proximity)
  3. using say, see, do
  4. incentive systems
  5. efficient help to individual students be positive, be brief, be gone
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48
Q

Magolda

A

theory of self-authorship, move from others making decisions to self-decision making

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49
Q

Watson

A

behaviorism - conditioning, stimuli

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50
Q

Gane’

A

conditions of learning - see notes on computer

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51
Q

Ausubel

A

advanced organizers (before learning begins) higher level of thinking

  1. comparative organizers
  2. expository organizers
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52
Q

Sternberg

A

intelligences - cognitive and processing in the environment

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53
Q

active vs. reflective learners

A

active want to do/reflective want to think about it first

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54
Q

sensing vs. intuitive learners

A

sensing is learning details/facts where intuitive want to discover possibilities and relationships

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55
Q

visual vs. verbal learners

A

seeing versus hearing/discussing

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56
Q

global vs. sequential learners

A

gobal jump around versus needing a specific logical order

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57
Q

Papert

A

reconstruction versus transmission, problem-based learning

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58
Q

problem-based learning

A

Papert

  1. applies to larger task/relateable to life
  2. ownership of problem
  3. task & cognitive ability match
  4. allow reflection = process is important part
  5. examples of different ideas/different context
59
Q

Glasser

A

Choice-theory, students help make decisions about learning environment

60
Q

Kounin

A

With it ness = instructional management

61
Q

withitness

A

a teacher’s ability to correct misbehaviour before it gets out of control and before other students in the class see it and also begin to do it

62
Q

overlapping

A

how a teacher deals with two or more events that are going on in the classroom at the same time

63
Q

momentum

A

refers to the teacher’s ability to have a steady movement or pacing throughout a lesson

64
Q

smoothness

A

is the lesson’s continuity

65
Q

group alerting

A

is engaging the attention of the whole class while individuals are responding

66
Q

running record

A

records what the student reads aloud

67
Q

expanding horizon approach

A

adding on in an expanding fashion to curriculum learning

68
Q

spiral curriculum

A

builds progressively on information learned previously

69
Q

open classroom

A

involves much pupil freedom and choice

70
Q

scaffolding

A

Vygotsky - teacher breaks a complex task into smaller tasks, models the desired learning strategy, provides support, shifts responsiblity to students

71
Q

Transistional bilingual education instruction

A

in native language with some time each day in English instruction.

72
Q

two-way bilingual education instruction

A

Given in two languages. Goal is to to become proficient in both languages (dual-immersion/dual-language)

73
Q

concrete experiences

A

KOLB being involved in new experience

74
Q

reflective observation

A

KOLB watching others or developing observations about their own observations

75
Q

abstract conceptualization

A

KOLB creating theories to explain their observations

76
Q

active experimentation

A

KOLB using theories to solve problems and make decisions

77
Q

4MAT

A

Bernice McCarthy Why, What, How, If (meets the needs of all learners

78
Q

Hidalgo’s three levels of culture

A

concrete, behavioral, symbolic

79
Q

objectives

A

observable, detectable, assessable

80
Q

Madalyn Hunter Method

A

Direct instruction model/Effective teaching model: 1. objectives 2. standards of performance 3. anticipatory set 4. teaching 5. guided practice 6. closure 7. independent practice

81
Q

Cognitive Domain

A

knowledge and development of intellectual attitudes and skills

82
Q

affective domain

A

growth in feelings or emotional areas and attitudes

83
Q

psychomotor domain

A

manual or physical skill

84
Q

three areas to consider when lesson planning

A

learning styles, learning modalities, multiple intelligences

85
Q

concept mapping

A

shows relationships between concepts

86
Q

holistic scoring

A

where each element of a student’s work is used to assess the total quality of the student’s work and recieves one score (RUBRIC)

87
Q

analytic scoring

A

one score is given after seperate grades are given for each element of the the student’s work based on whether the elements are correct or not and quality is not considered.

88
Q

Assertive Discipline Model

A 
Canter - "take control" model punishment escalates if behavior repeated in same day but new day wipes slate clean.
1. teachers should insist on responsible behavior 2. when teachers fail it is typically because of poor class control 3. using firm but humane control is liberating 4. teachers have basic rights as educators 5. students have basic rights as learners 6. a discipline plan clearly stated by the teachers meets these rights 7. assertive teacher is more affective than a non-assertive teacher or hostile teacher
89
Q

Five Steps to Assertive Discipline Model

A

Canter

  1. remove negative expectations of students
  2. practice assertive response styles
  3. set limints
  4. follow through
  5. system of positive assertions
90
Q

Reading First

A

Scientifically-based reading instruction/under NCLB provides funding for coach and scientifically based reading research. Funds k-3

91
Q

Title VI

A

Rights of ELL’s based on civil rights act of 1964

92
Q

Brown v. Board of Education

A

desegregation

93
Q

attribution theory

A

social cognitive needs of the study. their emotional response to success or failure/affects motivation

94
Q

Abt-Perkins & Rosen Preparing English Teachers to Teach Diverse Student Populations

A
  1. self-knowledge 2. cultural knowledge 3. linguistic knowledge 4. culturally informed teaching knowledge 5. knowledge of multicultural teaching materials and methods
95
Q

Ages for Public Education under 504

A

3-21 years old

96
Q

SQ3R

A

Survey, Question, read, recite, review

97
Q

anchored instruction

A

involves provision of concrete experiences which students make connections using both new and prior knowledge.

98
Q

What two forms is knowledge stored

A

linguistic and non-linguistic

99
Q

curriculum compacting

A

identifying key concepts that must be learned allowing for more extension activities

100
Q

standard error of measurement

A

the standard deviation of test scores made by a single individual who is given the same test multiple times.

101
Q

Goals 2000 Report

A

predeccesor to NCLB Clinton - standards based performance

102
Q

National Reading Panel Report

A

assessed ways to teach reading

103
Q

A Nation at Risk Report

A

Reagan/ Gardner & Bell failing schools compared

104
Q

Criterion Assessments

A

show what a student can do by measuring ability to perform tasks at a specific degree of difficulty on an explicit objective (summative tests & licensure tests)

105
Q

Constructivism

A

reflection on experiences and prior knowledge INTERACT WITH ENVIRONMENT

  1. learning as experience
  2. problem-based learning
  3. zpd
  4. scaffolding
  5. inquiry/discovery learning
106
Q

McRel Instructional Strategies

A

Review nine strategies

107
Q

Thorndike

A

Learning is instrumental, rewards better than punishments

108
Q

Self-determination Theory

A

supports our natural tendency to act in a natural, self-fulfilling way

109
Q

cognitive dissonance

A

discomfort from holding two oppposing beliefs

110
Q

What are a variety of strategies for helping students develop self-motivation

A

assigning valuable tasks
providing ferquent positive feedback
including students in instructional decisions
de-emphasizing grades

111
Q

standards based education theoritical standpoint

A

expectations for student performance can and should be raised and that specific goals needed to be set if achievement is to be improved. It rests on the belief that all children should have access to more challenging curriculum content and that they should be expected to learn that content at a proficient-to-high level of performance.

112
Q

reciprocal determinism

A

bandura - individual’s behavior influences and is influenced by both the social world and personal characteristics

113
Q

vicarious learning

A

Bandura - see or hear something where they are not the direct learner being taught to

114
Q

behaviorism

A
  1. conditioning
  2. intrinsic/extrinsic rewards
  3. reinforcement
  4. punishment
115
Q

direct instruction

A
  1. explicit teaching
  2. drill and practice
  3. lecture
  4. demonstrations
  5. guides for reading, listening, reviewing
116
Q

indirect instruction

A
  1. problem solving
  2. inquiry
  3. case studies
  4. concept mapping
  5. reading for meaning
  6. Cloze procedures
117
Q

learning contract

A

written agreement between student and teacher about standards for work completion/indirect teaching

118
Q

Independent instruction

A 
learning contracts
research projects
learning centers
computer mediated instrucdtion
distance learning
119
Q

experiential instruction

A 
field trips
experiments
simulations
role play
games
observations
120
Q

interactive instruction

A 
brainstorming
cooperative learning groups
interviews
discussions
peer practice
debates
121
Q

Complex cognitive processes

A 
concept learning
problem solving
metacognition
critical thinking
transfer
122
Q

assisting articulation

A

verbal and nonverbal prompting
restatment
reflective listening statements
wait time

123
Q

assessment tools

A 
rubrics
analytical checklists
scoring guides
anecdotal notes
continuums
124
Q

successful collaboration requires

A 
developing an action plan
identifying stakeholders
identifying the purpose of the collaboration
supporting effective communication
seeking support
125
Q

Cooperative Learning theorist

A

Dewey

126
Q

Bruner

A

learning is an ACTIVE process in which learners construct new ideas or concepts based upon their current or past KNOWLEDGE. (discovery/inquiry)
readiness, spiral, gaps

127
Q

metacognition

A
  1. developing a plan of action
  2. maintaining or monitoring the plan
  3. evaluating the plan
    learning how to learn
128
Q

scaffolding

A
  1. provides clear directions
  2. clarifies purpose
  3. keeps students on task
  4. assessments to clarify objectives
  5. identifies sources of good information
  6. reduces surprise
  7. delivers efficiently
  8. creates momentum
129
Q

cognitive theorists

A

piaget
bruner
ausubel

130
Q

emotional theorists

A

maslow

131
Q

social theorists

A

erikson
vygotsky
bandura

132
Q

4 distinct learning styles

A

visual
auditory
tactile
kinesthetic

133
Q

Disabilities

A

physical states that result in impairment

134
Q

handicaps

A

disabilites become handicaps when they interfere with function

135
Q

Cuuriculum should be differentiated in 3 ways

A
  1. content (multiple options for taking in)
  2. process (multiple options for making sense)
  3. product (multiple options for expressing what they know
136
Q

Diverse learners

A

family background
linguistic differences
cognitive patterns
social/emotional issues

137
Q

Inductive teaching method

A

no direct instruction, real world problem

138
Q

inductive

A

scientific inquiry

139
Q

deductive

A

presentation of generalization
discussion of core elements
exploration of elements
students provide relevant examples

140
Q

achievment tests

A

assess depth of knowledge

141
Q

essay prompts

A

bring closure and give teacher a better connection to the intellectual happenings in class

142
Q

Essay

A 
topice sentence
provide details
provide examples
active voice
conclusion
143
Q

concept mapping

A

Novak 1960 - relationships/big GO

Praxis II Elementary PLT (1 decks)

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