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PPR > Promoting Student Learning > Flashcards

Promoting Student Learning Flashcards

1
Q

Four Domains of Human Development

A
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2
Q

Four main domains of development

A

cognitive - knowledge and intellectual skills
physical - body growth and movement
social - interactions with people and the environment
emotional - processing and understanding feelings

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3
Q

Delayed development in one domain ____

A

can affect growth in another.

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4
Q

Development within the domains must progress

A

together to a degree because without development in one area, the other areas can be hindered from moving forward.

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5
Q

Positive factors influencing student development

A

parental care/attention
appropriate discipline
healthy diet
physical activity
socialization
access to educational material at home

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6
Q

Negative factors influencing student development

A

instability at home
abuse/neglect
poor nutrition
lack of activity
lack of socialization
lack of educational materials

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7
Q

Low socioeconomic status and development

A

Low socioeconomic status is not a negative factor, but children living in poverty are more likely to be affected by negative factors like food scarcity.

Regardless of socioeconomic standing, any child growing up in a home that does not promote academic learning and socialization might be stunted in their cognitive and social development.

Humans develop physically

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8
Q

The domains are intertwined

A

and affected both positively and negatively by outside factors

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9
Q

cognitive development is the process children go through in terms of their

A

thinking and reasoning skills

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10
Q

Stages of Cognitive Development

A

Sensorimotor (0-2)
Preoperational (2-7)
Concrete operational (7-11)(1st grade - Adolescence)
Formal operational (12+ years)

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11
Q

Sensorimotor Characteristics

A

Comprehend the world through objects and gain object permanence (an object exists, even if it is not in sight)

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12
Q

Pre-operational Characteristics and Class implications

A

Egocentric thought (assume others see, hear, and feel exactly as they do)
Symbolic thought (ability to make one thing stand for something else) (language)
Do not use logic to combine or separate ideas

Need many hands-on activities since students are not able to conceptualize processes or ideas.
Direct instruction should always be paired with experiments and activities to reinforce the concept.

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13
Q

Concrete Operations Characteristics and class implications

A

Start to picture mentally how things work and do not need to always see or physically manipulate objects to understand them
use inductive reasoning to draw conclusions based on observations
several new mental abilities are developed, including conservation (understanding that things can stay the same in quantity even if their appearance changes)

Hands-on activities are still beneficial when introducing a new idea but are not needed as much for students to understand the material

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14
Q

Formal operations

A

abstract thought and can manipulate ideas in the mind without reliance on concrete manipulation
deductive reasoning used to form hypotheses about the world and test them in systematic manner to reach a conclusion.

mathematical calculations, creative thinking, abstract reasoning

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15
Q

While stages of cognitive development are predictable,

A

children progress at their own rate, and the progression from one stage to another is gradual and not instantaneous.

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16
Q

why is it important to understand cognitive development

A

so teachers can teach in the way their students are ready to learn

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17
Q

Social development occurs throughout an individual’s life as they grow and experience

A

new relationships. Family and peers are the most influential group on a child’s development.

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18
Q

What (at home) can negatively impact social development

A

divorce, moving homes, lack of attention, or stress from other changes

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19
Q

How to promote social development in the classroom

A

provide different activities to encourage social development such as recess and centers to explore social interactions. They also need structured time to work on tasks like group projects.

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20
Q

Preschool social development milestones

A

express emotions
soothe themselves
cooperate
awareness of other’s emotions
maintain eye contact

Concerns include no interest in others, avoidance of eye contact, and rocking themselves or self-stimulating

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21
Q

Elementary social development milestones

A

wants to please others
thrive on friendship
recognize different types of relationships

concerns include inability to control self and few to no friendships

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22
Q

Secondary social development milestones

A

reject other’s opinions
recognize bullying
openly share emotions

concerns include withdrawal or significant change in personality

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23
Q

Students who learn appropriate social skills tend to have

A

greater academic success and higher levels of personal satisfaction.

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24
Q

Physical Development preschool characteristics

A

grow rapidly
lose chubbiness from infancy and toddlerhood and develop a leaner appearance
develop fine motor skills (using pencils, crayons, scissors, etc.)
continue to develop gross motor skills (balancing on one foot, skipping)

25
Q

Physical Development elemenatary

A

growth slows
proportions become less child-like and more adult like
males and females have similar body shapes and proportions
fine and gross motor skills become more refined

26
Q

Physical development secondary

A

adolescent growth spurts leads to a significant increase in height and weight
students go through puberty, the physical process of sexual maturation
onset of growth spurts and puberty typically occurs earlier for females than males

27
Q

Negative Impacts of Physical Development on Learning

A

Poor nutrition, lack of sleep, lack of exercise, drug exposure, and physical abuse

28
Q

Poor nutrition and physical development

A

delayed development because the cells in their bodies do not have adequate energy to grow
proper nutrition is especially important during periods of rapid growth

29
Q

lack of sleep and physical development

A

can decrease the release of growth hormones and hinder physical development

30
Q

lack of exercise and physical development

A

can negatively impact muscle development

31
Q

being smaller than peers affect

A

interactions and self-esteem, touching on the social and emotional domains

32
Q

Emotional development refers to the

A

progression humans go through as they learn to identify and respond to feelings throughout their lives. It is closely linked to social development.

33
Q

Emotional development preschool milestones and concerns

A

show and verbalize basic emotions
throw temper tantrums when frustrated (although these should be decreasing)
begin to show independent emotions

concerns include uncontrollable temper tantrums and unable to identify happy and sad

34
Q

Emotional development elementary milestones and concerns

A

understand embarrassment, show empathy, begin developing their own identity

concerns include inability to control self, and few to no friendships.

35
Q

Emotional development secondary

A

developing a sense of self
show a wide range of emotions
proud of successes

concerns include withdrawal or significant change in personality

36
Q

Students are set up for success when they learn appropriate ways to express

A

their emotions and understand the emotions of others.

37
Q

To promote emotional development, teachers can

A

model appropriate emotional responses to a variety of situations. Teachers can also help students identify and name emotions to increase their emotional intelligence.

38
Q

Teachers can use books to promote discussion of characters’ emotions and responses, and they can facilitate

A

role-play scenarios where students act out different situations and practice exhibiting relevant emotional responses.

39
Q

It is the responsibility of the classroom teacher to deliver instruction at the appropriate

A

Developmental level for the student. This ensures that concepts and instructional techniques are within the range of what the students are cognitively capable of understanding.

40
Q

As teacher plans lessons, discussions, and projects, they should consider

A

The developmental characteristics of their students’ ages while also being on the lookout for students who are not performing within the expected range.

41
Q

How to approach teaching sensorimotor (0-2 yrs)

A

Students react to sensory experiences like shaking a rattle or making sounds to get attention.

Peek-a-boo to work toward mastering object permanence (knowing objects don’t disappear when they are hidden behind something else)

42
Q

How to approach teaching pre-operational

A

language development, beginning to think symbolically

role-playing and pretending to be someone else or a familiar character

43
Q

How to approach teaching concrete operational

A

Understand logical reasoning, not yet understanding abstract thought

practice examining a situation from several different viewpoints.

44
Q

How to approach teaching formal operations

A

thinking abstractly

Thinking “outside the bos” to solve problems

45
Q

figurative language will be challenging for students who are still in the

A

concrete operational stage

46
Q

Risky behaviors

A

adolescents think they are different from everybody else which may lead to a mindset that no one understands how they feel, and consequently, promotes a feeling of isolation. It can also lead to risky behavior because students think only other people are affected by dangerous behavior.

47
Q

Adolescents are more likely to partake in

A

reckless driving, illegal substances, or crimial acts because they do not feel they will reap the consequences of these actions

48
Q

Teachers can support students in making positive choices by

A

teaching them the facts about the consequences of risky behaviors.

49
Q

Peers and development. Since many adolescents are not fully able to consider viewpoints of others, they

A

might think everyone around them is as interested and as aware of their physical changes as they are. When they walk into a room, they often feel everybody is analyzing them with the same scrutiny they give themselves.

50
Q

Teachers need to be aware of a strong sense of peer

A

acceptance when interacting with students and assigning group projects. Teachers should be cognizant of this mindset, and be hesitant to address students in a negative or embarrassing manner.

51
Q

Child Development and Play stages

A

Unoccupied, solitary, spectator/onlooker, parallel play, associate play, cooperative play.

52
Q

unoccupied play (0-3 mo.)

A

infants make seemingly random movements that have no clear purpose
observe others without acting
helps set the stage for future exploration

53
Q

solitary play (3 mo - 2 years)

A

play alone with limited interactions among peers

54
Q

spectator/onlooker play (2- 2 1/2)

A

observe other children playing, but do not play with them

55
Q

parallel play (2 1/2 - 3 years)

A

play alongside other children, but not in cooperation with them

56
Q

Associate play (3-4 years)

A

play in cooperation with other children in a loosely organized manner
develop preferences for playing with certain children

57
Q

cooperative play (4+ years)

A

cooperate in a play activity where they share ideas about the activity

play becomes more organized

58
Q

importance of play

A

important for brain development, but also free play and guided play provide opportunities for students to reinforce their learning. Play also encourages problem-solving skills. In addition, it helps build a classroom culture of kindness and respect where students feel comfortable enough to ask questions and take risks.

59
Q

Group projects thar esult in presentations to the class

A

keep students at the center of learning activities and increase their interactions with peers in a positive manner

PPR (12 decks)

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