Test 1 Flashcards
Teacher’s Sense of Efficacy
A teacher’s belief that he or she can reach even difficult students to help them learn
Reflective
Thoughtful and inventive. Reflective teachers think back over situations to analyze what they did and why, and to consider how they might improve learning for their students
Differentiated Instruction
Teaching that takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also students’ needs
Educational Psychology
The discipline concerned with teaching and learning processes; applies the methods and theories of psychology and has its own as well
Descriptive Studies
Studies that collect detailed information about specific situations, often using observation, surveys, interviews, recordings, or a combination of these methods
Ethnography
A descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved
Participant Observation
A method for conducting descriptive research in which the researcher becomes a participant in the situation in order to better understand life in that group
Case Study
Intensive study of one person or one situation
Correlations
Statistical descriptions of how closely two variables are related
Positive Correlation
A relationship between two variables in which the two increase of decrease together
Negative Correlation
A relationship between two variables in which a high value on one is associated with a low value on the other
Experimentation
Research method in which variables are manipulated and the effects recorded
Quasi-experimental Studies
Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments.
Statistically Significant
Not likely to be a chance occurrence
Action Research
Systematic observation or tests of methods conducted by teachers or schools to improve teaching and learning for their students
Microgenetic Studies
Detailed observation and analysis of changes in a cognitive process as the process unfolds over a several day or several week period of time
Single Subject Experimental
Systematic interventions to study effects with one person, often by applying and then withdrawing a treatment
Cognitive Strategies
Directly teach knowledge and skills that support student learning and deep processing of valuable information
Metacognitive Strategies
Directly teach students to monitor, regulate, and evaluate their won cognitive processes, strengths, and weaknesses as learners; teach them about when, where, why, and how to use specific strategies
Behavioral Strategies
Directly teach students strategies and tactics for managing, monitoring, and evaluating their action, motivation, affect, and environment, such as skills in: Time management, Test Taking, Help Seeking, and Note Taking
Development
Orderly, adaptive changes we go through between conception and death and remain for a reasonably long period of time
Physical Development
Changes in body structure and function over time
Personal Development
Changes in personality that take place as one grows
Social Development
Changes over time in the ways we relate to others
Cognitive Development
Gradual orderly changes by which mental processes become more complex and sophisticated
Maturation
Genetically programmed, naturally occurring changes over time
Coactions
Joint actions of individual biology and the environment, each shapes and influences the other
Sensitive Periods
Times when a person is especially ready for or responsive to certain experiences
Organization
Ongoing process of arranging information and experiences into mental systems or categories
Adaptation
Adjustment to the environment
Schemes
Mental systems or categories of perception and experience
Assimilation
Fitting new information into existing schemes
Accommodation
Altering existing schemes or creating new ones in response to new information
Equilibration
Search for mental balance between cognitive schemes and information from the environment
Disequilibrium
In Piagets theory, the “out of balance” state that occurs when person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation
Sensorimotor
Involving the sense and motor activity 0-2 years
Object Permanence
The understanding that objects have a separate, permanent existence
Pre-operational
Begins about the time the child starts talking to about 7 years old
Concrete Operational
Begins about the first grade, to early adolescence around 11 years old
Formal Operational
Adolescence to adulthood
Decentering
Focusing on more than one aspect at a time
Egocentric
Assuming that others experience the world the way
Reversibility
A characteristic of Piagetian logical operations the ability to think through a series of steps, then mentally reverse the steps and return to the starting point
Seriation
Arranging objects in sequential order according to one aspect, such as size, weight, or volume
Neo Piagetian Theories
More recent theories that integrate findings about attention, memory, and strategy use with Piaget’s insights about children’s thinking and the construction of knowledge
Sociocultural Theory
Emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society. Children learn the culture of their community through these interactions
Scaffolding
Support for learning and problem solving. The support would be clues, remainders, encouragement, breaking the problem down into steps, providing and example or anything else that allows the student to grow in independence as a learner
Assisted Learning
Providing strategic help in the inthrall stages of learning, gradually diminishing as students gaining independence
Cognitive View of Learning
a general approach that views of learning as an active mental process of acquiring, remembering, and using knowledge
Cognitive Science
The interdisciplinary study of thinking, language, intelligence, knowledge creation and the brain
Mirror Systems
Areas of the brain that fire both during perception of an action by someone else and when performing the action
Domain Specfic Knowledge
Information that is useful in many different kinds of tasks, in information that applies to many situations
Information Processing
The human mind’s activity of taking in, storing, and using information
Sensory Memory
System that holds sensory information very briefly
Bottom up Processing
Perceiving based on noticing separate defining features and assembling them into a recognizable pattern
Top Down
Making sense of information by using context and what we already know about the situation; sometimes called conceptually driven perception
Working Memory
the information that you are focusing on at a given moment
Short term Memory
Component of memory system that holds information for about 20 seconds
Cognitive Load
The volume of resources necessary to complete
Intrinsic Cognitive Load
The resources required by the task itself, regardless of other stimuli
Extraneous Cognitive Load
The resources required to process stimuli irrelevant to the task
Germane Cognitive Load
Deep processing of information related to the task, including the application of prior knowledge to a new task or problem
Chunking
Grouping individual bits of data into meaningful larger units
Elaborative Rehearsal
Keeping information in working memory by associating it with something else you already know
Interference
Processing new information interferes or gets confused with old information
Declarative Knowledge
Verbal information; facts; knowing that something is the case
Procedural Knowledge
Knowledge that is demonstrated when we perform a task; “knowing how”
Self Regulatory Knowledge
Knowing how to manage your learning, or knowing how and when to use your declarative and procedural
Explicit Memory
Long term memories that involve deliberate or conscious recall
Implicit Memory
Knowledge that we are not conscious of recalling, but that influences our behavior or thought without our awareness
Metacognition
Knowledge about our own thinking processes
