Praxis II Flashcards
Study for Elementary PLT Praxis II
Vygotsky - Culture
Culture dictates what we learn and how
Humans use tools and symbols to learn
Zone of Proximal Development
ZPD - discrepancy between mental age and level of problem solving with assistance
Three stages in speech development
Vygotsky 1. Social Speech (speech to control the behaviors of other.
- Egocentric speech (self-talk to learn)
- Inner Speech (thinking in one’s head)
Maslow
Hierachy of Needs = Physiological, safety, belonging, esteem, self-actualization
Bruner
Discovery and inquiry learning (active based on past knowledge)
Bruner 3 modes of representation
Enactive (0-1) muscle memory, motor
Iconic (1-6) symbols (mental images)
Symbolic (7 years) code/language
Bruner
readiness, spiral, filling in gaps or extending
Gardner
Multiple Intelligences Linguistic logical/mathematical spatial bodily/kinesthteic musical interpersonal intrapersonal naturalist
Theory of Inquiry
John Dewey, social & interactive process connecting to prior knowledge “do” it
Dewey
Theory of Inquiry, democracy=educating for common life, education engage and enlarge experience
Bandura
Modeling, Self-regulation
Steps in Modeling Process
Bandura
- attention - you must pay attention to learn
- retention - remember
- reproduction - translate into behavior
- motivation - motivated to imitate
Self Regulation (3 aspects)
Bandura
self-observation = accurate picture of own behavior
judgement = comparison to standards
self-response = self-rewards not punishments
Skinner
Operant conditioning & behavior modification
Operant Conditioning
Ones reaction to the world = reward/punishment
Classical Conditioning
natural occuring stimuli, associating neutral stimuli with enviornmental stimuli (pavlov dog)
Carol Gilligan
Moral development theory, feminism
Gilligan 3 stages in moral development
- preconventional = survival (selfishness)
- conventional = self-sacrifice is good (responsibility)
- post-conventional = do not hurt self or others (recognize self as person)
Behavior Modification System (operant Conditioning)
- select replacement behavior
- directly teach behavior
- reward/punish
Extinction Outburst
short-term increase of negative behavior
_____ is removal of undesireable stimuli.
negative reinforcement
operant
the behavior occuring just before the reinforcer
extinction
a behavior no longer followed by the reinforcing stimuli results in a decreased probability of that behavior occuring in the future
3 schedules of reinforcement
- continuous reinforcement = reinforced every single time.
- fixed interval schedule = set time, rate that response occurs
- variable schedule = steady rate
method of successive apporximations
shaping = building up until only most wanted behavior enforced
aversive stimulus
something one might find unpleasant
negative reinforcement
remove an already active aversive stimulus
behavior modification
extinguiish undesireable behavior by replacing reinforcer and replace with a desirable behavior by reinforcement
Gardner
8 multiple intelligences
Piaget
Stages of Cognitive Development/Schemas
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
Schemas
Piaget - skills to explore the environment to gain knowledge
assimilation
add new knowledge to existing schema (piaget)
accommodation
change existing belief (schema) Piaget
adaptation
learning = assimiliation and accommodation, change of behavior, a biological process (piaget)
Bloom
Bloom’s Taxonomy/Higher level thinking
Every student always applies understanding & knowledge (evaluation, synthesis, analysis, application, understanding, knowledge)
Kohlberg
stages of moral development
Stages of moral development
- pre-conventional =
stage 1 - obedience and punishment (socially acceptable norms)
stage 2 - individualism, instrumentalism, exchange (one’s own best interest) - conventional =
stage 3 - good girl/boy (gain approval of others)
stage 4 - law and order (law and duty) - post-conventional
stage 5 - social contract (social mutuality and welfare)
stage 6 - principled conscience (universal principle and conscience)
Erikson
8 stage sof psychosocial development
- oral sensory (trust)
- muscularanal (shame/autonomy)
- locomotor (initiative/guilt) 3-6
- latency (industry/inferiority) 6-12
- adolescence (role identity
- young adult (intimacy/isolation)
- middle adult (generativity/stagnation)
- maturity (ego integrity/despair)
8 stages of psychosocial development
Review chart
Maria Montessori
independence, freedom with limits, respect for natural psychological development
Montessori Guidelines
- mixed-age
- student choice activity
- uninterrupted blocks of time
- discovery vs. direct instruction
- specialized materials
Streminski
visual arts to learn
Kolb
experential learning/ Learning style inventory
Learning Style Inventory
Review diagram and notes in notebook
Jones
prevent behavior re-occurence/classroom management model
Classroom Management Model
Jones
- classroom structure
- limit setting (body language ie. proximity)
- using say, see, do
- incentive systems
- efficient help to individual students be positive, be brief, be gone
Magolda
theory of self-authorship, move from others making decisions to self-decision making
Watson
behaviorism - conditioning, stimuli
Gane’
conditions of learning - see notes on computer
Ausubel
advanced organizers (before learning begins) higher level of thinking
- comparative organizers
- expository organizers
Sternberg
intelligences - cognitive and processing in the environment
active vs. reflective learners
active want to do/reflective want to think about it first
sensing vs. intuitive learners
sensing is learning details/facts where intuitive want to discover possibilities and relationships
visual vs. verbal learners
seeing versus hearing/discussing
global vs. sequential learners
gobal jump around versus needing a specific logical order
Papert
reconstruction versus transmission, problem-based learning
problem-based learning
Papert
- applies to larger task/relateable to life
- ownership of problem
- task & cognitive ability match
- allow reflection = process is important part
- examples of different ideas/different context
Glasser
Choice-theory, students help make decisions about learning environment
Kounin
With it ness = instructional management
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
overlapping
how a teacher deals with two or more events that are going on in the classroom at the same time
momentum
refers to the teacher’s ability to have a steady movement or pacing throughout a lesson
smoothness
is the lesson’s continuity
group alerting
is engaging the attention of the whole class while individuals are responding
running record
records what the student reads aloud
expanding horizon approach
adding on in an expanding fashion to curriculum learning
spiral curriculum
builds progressively on information learned previously
open classroom
involves much pupil freedom and choice
scaffolding
Vygotsky - teacher breaks a complex task into smaller tasks, models the desired learning strategy, provides support, shifts responsiblity to students
Transistional bilingual education instruction
in native language with some time each day in English instruction.
two-way bilingual education instruction
Given in two languages. Goal is to to become proficient in both languages (dual-immersion/dual-language)
concrete experiences
KOLB being involved in new experience
reflective observation
KOLB watching others or developing observations about their own observations
abstract conceptualization
KOLB creating theories to explain their observations
active experimentation
KOLB using theories to solve problems and make decisions
4MAT
Bernice McCarthy Why, What, How, If (meets the needs of all learners
Hidalgo’s three levels of culture
concrete, behavioral, symbolic
objectives
observable, detectable, assessable
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
Cognitive Domain
knowledge and development of intellectual attitudes and skills
affective domain
growth in feelings or emotional areas and attitudes
psychomotor domain
manual or physical skill
three areas to consider when lesson planning
learning styles, learning modalities, multiple intelligences
concept mapping
shows relationships between concepts
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)
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.
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
Five Steps to Assertive Discipline Model
Canter
- remove negative expectations of students
- practice assertive response styles
- set limints
- follow through
- system of positive assertions
Reading First
Scientifically-based reading instruction/under NCLB provides funding for coach and scientifically based reading research. Funds k-3
Title VI
Rights of ELL’s based on civil rights act of 1964
Brown v. Board of Education
desegregation
attribution theory
social cognitive needs of the study. their emotional response to success or failure/affects motivation
Abt-Perkins & Rosen Preparing English Teachers to Teach Diverse Student Populations
- self-knowledge 2. cultural knowledge 3. linguistic knowledge 4. culturally informed teaching knowledge 5. knowledge of multicultural teaching materials and methods
Ages for Public Education under 504
3-21 years old
SQ3R
Survey, Question, read, recite, review
anchored instruction
involves provision of concrete experiences which students make connections using both new and prior knowledge.
What two forms is knowledge stored
linguistic and non-linguistic
curriculum compacting
identifying key concepts that must be learned allowing for more extension activities
standard error of measurement
the standard deviation of test scores made by a single individual who is given the same test multiple times.
Goals 2000 Report
predeccesor to NCLB Clinton - standards based performance
National Reading Panel Report
assessed ways to teach reading
A Nation at Risk Report
Reagan/ Gardner & Bell failing schools compared
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)
Constructivism
reflection on experiences and prior knowledge INTERACT WITH ENVIRONMENT
- learning as experience
- problem-based learning
- zpd
- scaffolding
- inquiry/discovery learning
McRel Instructional Strategies
Review nine strategies
Thorndike
Learning is instrumental, rewards better than punishments
Self-determination Theory
supports our natural tendency to act in a natural, self-fulfilling way
cognitive dissonance
discomfort from holding two oppposing beliefs
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
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.
reciprocal determinism
bandura - individual’s behavior influences and is influenced by both the social world and personal characteristics
vicarious learning
Bandura - see or hear something where they are not the direct learner being taught to
behaviorism
- conditioning
- intrinsic/extrinsic rewards
- reinforcement
- punishment
direct instruction
- explicit teaching
- drill and practice
- lecture
- demonstrations
- guides for reading, listening, reviewing
indirect instruction
- problem solving
- inquiry
- case studies
- concept mapping
- reading for meaning
- Cloze procedures
learning contract
written agreement between student and teacher about standards for work completion/indirect teaching
Independent instruction
learning contracts research projects learning centers computer mediated instrucdtion distance learning
experiential instruction
field trips experiments simulations role play games observations
interactive instruction
brainstorming cooperative learning groups interviews discussions peer practice debates
Complex cognitive processes
concept learning problem solving metacognition critical thinking transfer
assisting articulation
verbal and nonverbal prompting
restatment
reflective listening statements
wait time
assessment tools
rubrics analytical checklists scoring guides anecdotal notes continuums
successful collaboration requires
developing an action plan identifying stakeholders identifying the purpose of the collaboration supporting effective communication seeking support
Cooperative Learning theorist
Dewey
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
metacognition
- developing a plan of action
- maintaining or monitoring the plan
- evaluating the plan
learning how to learn
scaffolding
- provides clear directions
- clarifies purpose
- keeps students on task
- assessments to clarify objectives
- identifies sources of good information
- reduces surprise
- delivers efficiently
- creates momentum
cognitive theorists
piaget
bruner
ausubel
emotional theorists
maslow
social theorists
erikson
vygotsky
bandura
4 distinct learning styles
visual
auditory
tactile
kinesthetic
Disabilities
physical states that result in impairment
handicaps
disabilites become handicaps when they interfere with function
Cuuriculum should be differentiated in 3 ways
- content (multiple options for taking in)
- process (multiple options for making sense)
- product (multiple options for expressing what they know
Diverse learners
family background
linguistic differences
cognitive patterns
social/emotional issues
Inductive teaching method
no direct instruction, real world problem
inductive
scientific inquiry
deductive
presentation of generalization
discussion of core elements
exploration of elements
students provide relevant examples
achievment tests
assess depth of knowledge
essay prompts
bring closure and give teacher a better connection to the intellectual happenings in class
Essay
topice sentence provide details provide examples active voice conclusion
concept mapping
Novak 1960 - relationships/big GO
