Students as Learners (Cirrus) Flashcards
metacognition
thinking about the learning process
operant conditioning
provides rewards or punishment as a motivation for desired performance
classical conditioning
learning a response to stimuli or the environment
attribution theory
external and internal
if someone makes a mistake they’ll think the cause is external but if others make mistakes, they’ll think the cause is internal
basic interpersonal communication skills (BICS)
conversational English
cognitive academic language proficiency (CALP)
a student’s ability to comprehend academic vocabulary in English
cognitive dissonance theory
uneasiness is felt when an individual has conflicting thoughts
cognitive domain
deals with acquiring intellect/knowledge
cognitive processes
involve acquiring new knowledge and skills and being able to apply new learning to new situations and draw conclusions from it
differentiation
providing curricula for students based on their individual needs, including learning styles and level
Thorndike’s law of effect
ties learning to rewards and punishments
Thorndike’s law of exercise
what is not practiced lose strength
Thorndike’s law of readiness
individuals will learn when they are ready; rushing causes resistance
IEP
individualized lesson plan
outlines the student’s learning goals and identifies the accommodation and modifications that will be offered to the student
annual meeting for each SPED student
intellectually gifted
students with an IQ greater than 130
moral domain
deals with the acquisition of morals and values
psychomotor/physical domain
deals with all aspects of motor skill development
positive reinforcement
encouraging a behavior to continue or improve by providing the student with something he or she values
Ex: praise, recognition, or rewards
negative reinforcement
something unpleasant is taken away in response to a wanted behavior
affective/social domain
includes emotions, motivation, and attitudes
zone of proximal development (ZPD)
the space between what a child can of independently and the learning goal
Piaget’s stages of cognitive development
- sensorimotor
- peoperational
- concrete operational
- formal operational
sensorimotor stage
0-2 years old
infants know the world mostly in terms of their sensory impressions and motor activities
develop object permanence
pre operational stage
2-7 years old
a child learns to use language but does not yet comprehend the mental operations of concrete logic
symbolic play, can’t abstractly or see from another’s perspective
concrete operational stage
7-11 years old
children gain the mental operations that enable them to think logically about concrete events
thinking logically, making inferences, viewing thing from more than one perspective
formal operational stage
11-adulthood
think abstractly, transfer knowledge, mentally process information
Kohlberg’s stages of moral development
- pre conventional
- conventional
- post conventional
pre-conventional morality
the child’s behavior is governed by the consequences of the behavior
stage 1: child behaves to avoid punishment
stage 2: more than one POV and authority isn’t always right
conventional morality
the child’s behavior is governed by conforming to the society’s norms of behavior
stage 3: child behaves to be socially accepted
stage 4: child behaves to feel good about doing his part to keep society running smoothly
post-conventional morality
the person’s behavior is governed by moral principles that have been decided on by the individual and that may be in disagreement with accepted social norms
stage 5: laws are usually in the best interest of society but there are times when individual circumstances create a gray area
stage 6: people determine what is right or wrong based on their own moral principles; not concerned about fitting in or consequences; not everyone reaches this stage
