Praxis II Flashcards
Study for Elementary PLT Praxis II
1
Q
Vygotsky - Culture
A
Culture dictates what we learn and how
Humans use tools and symbols to learn
2
Q
Zone of Proximal Development
A
ZPD - discrepancy between mental age and level of problem solving with assistance
3
Q
Three stages in speech development
A
Vygotsky 1. Social Speech (speech to control the behaviors of other.
- Egocentric speech (self-talk to learn)
- Inner Speech (thinking in one’s head)
4
Q
Maslow
A
Hierachy of Needs = Physiological, safety, belonging, esteem, self-actualization
5
Q
Bruner
A
Discovery and inquiry learning (active based on past knowledge)
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
7
Q
Bruner
A
readiness, spiral, filling in gaps or extending
8
Q
Gardner
A
Multiple Intelligences Linguistic logical/mathematical spatial bodily/kinesthteic musical interpersonal intrapersonal naturalist
9
Q
Theory of Inquiry
A
John Dewey, social & interactive process connecting to prior knowledge “do” it
10
Q
Dewey
A
Theory of Inquiry, democracy=educating for common life, education engage and enlarge experience
11
Q
Bandura
A
Modeling, Self-regulation
12
Q
Steps in Modeling Process
A
Bandura
- attention - you must pay attention to learn
- retention - remember
- reproduction - translate into behavior
- motivation - motivated to imitate
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
14
Q
Skinner
A
Operant conditioning & behavior modification
15
Q
Operant Conditioning
A
Ones reaction to the world = reward/punishment
16
Q
Classical Conditioning
A
natural occuring stimuli, associating neutral stimuli with enviornmental stimuli (pavlov dog)
17
Q
Carol Gilligan
A
Moral development theory, feminism
18
Q
Gilligan 3 stages in moral development
A
- preconventional = survival (selfishness)
- conventional = self-sacrifice is good (responsibility)
- post-conventional = do not hurt self or others (recognize self as person)
19
Q
Behavior Modification System (operant Conditioning)
A
- select replacement behavior
- directly teach behavior
- reward/punish
20
Q
Extinction Outburst
A
short-term increase of negative behavior
21
Q
_____ is removal of undesireable stimuli.
A
negative reinforcement
22
Q
operant
A
the behavior occuring just before the reinforcer
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
24
Q
3 schedules of reinforcement
A
- continuous reinforcement = reinforced every single time.
- fixed interval schedule = set time, rate that response occurs
- variable schedule = steady rate
25
method of successive apporximations
shaping = building up until only most wanted behavior enforced
26
aversive stimulus
something one might find unpleasant
27
negative reinforcement
remove an already active aversive stimulus
28
behavior modification
extinguiish undesireable behavior by replacing reinforcer and replace with a desirable behavior by reinforcement
29
Gardner
8 multiple intelligences
30
Piaget
Stages of Cognitive Development/Schemas
31
Stages of Cognitive Development
Piaget - sensorimotor 0-2 senses, motor
preoperational 2-7 one thing at a time, symbols
concrete 7-11conservation, logical, serieation,classification
formal 12+ abstract
32
Schemas
Piaget - skills to explore the environment to gain knowledge
33
assimilation
add new knowledge to existing schema (piaget)
34
accommodation
change existing belief (schema) Piaget
35
adaptation
learning = assimiliation and accommodation, change of behavior, a biological process (piaget)
36
Bloom
Bloom's Taxonomy/Higher level thinking
Every student always applies understanding & knowledge (evaluation, synthesis, analysis, application, understanding, knowledge)
37
Kohlberg
stages of moral development
38
Stages of moral development
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)
39
Erikson
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)
40
8 stages of psychosocial development
Review chart
41
Maria Montessori
independence, freedom with limits, respect for natural psychological development
42
Montessori Guidelines
1. mixed-age
2. student choice activity
3. uninterrupted blocks of time
4. discovery vs. direct instruction
5. specialized materials
43
Streminski
visual arts to learn
44
Kolb
experential learning/ Learning style inventory
45
Learning Style Inventory
Review diagram and notes in notebook
46
Jones
prevent behavior re-occurence/classroom management model
47
Classroom Management Model
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
48
Magolda
theory of self-authorship, move from others making decisions to self-decision making
49
Watson
behaviorism - conditioning, stimuli
50
Gane'
conditions of learning - see notes on computer
51
Ausubel
advanced organizers (before learning begins) higher level of thinking
1. comparative organizers
2. expository organizers
52
Sternberg
intelligences - cognitive and processing in the environment
53
active vs. reflective learners
active want to do/reflective want to think about it first
54
sensing vs. intuitive learners
sensing is learning details/facts where intuitive want to discover possibilities and relationships
55
visual vs. verbal learners
seeing versus hearing/discussing
56
global vs. sequential learners
gobal jump around versus needing a specific logical order
57
Papert
reconstruction versus transmission, problem-based learning
58
problem-based learning
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
Glasser
Choice-theory, students help make decisions about learning environment
60
Kounin
With it ness = instructional management
61
withitness
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
overlapping
how a teacher deals with two or more events that are going on in the classroom at the same time
63
momentum
refers to the teacher's ability to have a steady movement or pacing throughout a lesson
64
smoothness
is the lesson's continuity
65
group alerting
is engaging the attention of the whole class while individuals are responding
66
running record
records what the student reads aloud
67
expanding horizon approach
adding on in an expanding fashion to curriculum learning
68
spiral curriculum
builds progressively on information learned previously
69
open classroom
involves much pupil freedom and choice
70
scaffolding
Vygotsky - teacher breaks a complex task into smaller tasks, models the desired learning strategy, provides support, shifts responsiblity to students
71
Transistional bilingual education instruction
in native language with some time each day in English instruction.
72
two-way bilingual education instruction
Given in two languages. Goal is to to become proficient in both languages (dual-immersion/dual-language)
73
concrete experiences
KOLB being involved in new experience
74
reflective observation
KOLB watching others or developing observations about their own observations
75
abstract conceptualization
KOLB creating theories to explain their observations
76
active experimentation
KOLB using theories to solve problems and make decisions
77
4MAT
Bernice McCarthy Why, What, How, If (meets the needs of all learners
78
Hidalgo's three levels of culture
concrete, behavioral, symbolic
79
objectives
observable, detectable, assessable
80
Madalyn Hunter Method
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
Cognitive Domain
knowledge and development of intellectual attitudes and skills
82
affective domain
growth in feelings or emotional areas and attitudes
83
psychomotor domain
manual or physical skill
84
three areas to consider when lesson planning
learning styles, learning modalities, multiple intelligences
85
concept mapping
shows relationships between concepts
86
holistic scoring
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
analytic scoring
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
Assertive Discipline Model
```
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
Five Steps to Assertive Discipline Model
Canter
1. remove negative expectations of students
2. practice assertive response styles
3. set limints
4. follow through
5. system of positive assertions
90
Reading First
Scientifically-based reading instruction/under NCLB provides funding for coach and scientifically based reading research. Funds k-3
91
Title VI
Rights of ELL's based on civil rights act of 1964
92
Brown v. Board of Education
desegregation
93
attribution theory
social cognitive needs of the study. their emotional response to success or failure/affects motivation
94
Abt-Perkins & Rosen Preparing English Teachers to Teach Diverse Student Populations
1. self-knowledge 2. cultural knowledge 3. linguistic knowledge 4. culturally informed teaching knowledge 5. knowledge of multicultural teaching materials and methods
95
Ages for Public Education under 504
3-21 years old
96
SQ3R
Survey, Question, read, recite, review
97
anchored instruction
involves provision of concrete experiences which students make connections using both new and prior knowledge.
98
What two forms is knowledge stored
linguistic and non-linguistic
99
curriculum compacting
identifying key concepts that must be learned allowing for more extension activities
100
standard error of measurement
the standard deviation of test scores made by a single individual who is given the same test multiple times.
101
Goals 2000 Report
predeccesor to NCLB Clinton - standards based performance
102
National Reading Panel Report
assessed ways to teach reading
103
A Nation at Risk Report
Reagan/ Gardner & Bell failing schools compared
104
Criterion Assessments
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
Constructivism
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
McRel Instructional Strategies
Review nine strategies
107
Thorndike
Learning is instrumental, rewards better than punishments
108
Self-determination Theory
supports our natural tendency to act in a natural, self-fulfilling way
109
cognitive dissonance
discomfort from holding two oppposing beliefs
110
What are a variety of strategies for helping students develop self-motivation
assigning valuable tasks
providing ferquent positive feedback
including students in instructional decisions
de-emphasizing grades
111
standards based education theoritical standpoint
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
reciprocal determinism
bandura - individual's behavior influences and is influenced by both the social world and personal characteristics
113
vicarious learning
Bandura - see or hear something where they are not the direct learner being taught to
114
behaviorism
1. conditioning
2. intrinsic/extrinsic rewards
3. reinforcement
4. punishment
115
direct instruction
1. explicit teaching
2. drill and practice
3. lecture
4. demonstrations
5. guides for reading, listening, reviewing
116
indirect instruction
1. problem solving
2. inquiry
3. case studies
4. concept mapping
5. reading for meaning
6. Cloze procedures
117
learning contract
written agreement between student and teacher about standards for work completion/indirect teaching
118
Independent instruction
```
learning contracts
research projects
learning centers
computer mediated instrucdtion
distance learning
```
119
experiential instruction
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field trips
experiments
simulations
role play
games
observations
```
120
interactive instruction
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brainstorming
cooperative learning groups
interviews
discussions
peer practice
debates
```
121
Complex cognitive processes
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concept learning
problem solving
metacognition
critical thinking
transfer
```
122
assisting articulation
verbal and nonverbal prompting
restatment
reflective listening statements
wait time
123
assessment tools
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rubrics
analytical checklists
scoring guides
anecdotal notes
continuums
```
124
successful collaboration requires
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developing an action plan
identifying stakeholders
identifying the purpose of the collaboration
supporting effective communication
seeking support
```
125
Cooperative Learning theorist
Dewey
126
Bruner
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
metacognition
1. developing a plan of action
2. maintaining or monitoring the plan
3. evaluating the plan
learning how to learn
128
scaffolding
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
cognitive theorists
piaget
bruner
ausubel
130
emotional theorists
maslow
131
social theorists
erikson
vygotsky
bandura
132
4 distinct learning styles
visual
auditory
tactile
kinesthetic
133
Disabilities
physical states that result in impairment
134
handicaps
disabilites become handicaps when they interfere with function
135
Cuuriculum should be differentiated in 3 ways
1. content (multiple options for taking in)
2. process (multiple options for making sense)
3. product (multiple options for expressing what they know
136
Diverse learners
family background
linguistic differences
cognitive patterns
social/emotional issues
137
Inductive teaching method
no direct instruction, real world problem
138
inductive
scientific inquiry
139
deductive
presentation of generalization
discussion of core elements
exploration of elements
students provide relevant examples
140
achievment tests
assess depth of knowledge
141
essay prompts
bring closure and give teacher a better connection to the intellectual happenings in class
142
Essay
```
topice sentence
provide details
provide examples
active voice
conclusion
```
143
concept mapping
Novak 1960 - relationships/big GO
