Test 1 Flashcards
What is a concept?
a big broad idea that can be broken down into smaller concepts (building blocks)
assimilation
fitting information into an existing scheme
accommodation
when new information that does not fit into an existing scheme is modified or a new one is made
sensory motor
- sense and movement on their own terms/ speed
- learn senses
- Piaget
STEM
science, technology, engineering, mathematics
principles of school math
the higher your expectations the more you will receive
A curriculum is more than just a collection of activities
none
constructivism
building on the knowledge you already have
object permanence
the realization that objects exist even when they are out of sight
object recognition
the ability to identify objects using previously acquired information such as color, shape, and size
Piaget
- sensory motor
- preoperational
- 2-7-preconcepts, all 4 legged animals are dogs
- use symbolic behavior
- use language as a communication measure - concrete-7-11
- manipulatives - formal-11-up
- informal
seriation
putting items in a logical sequence (preoperational)
classifying
grouping or sorting according to properties such as size, shape, color, use (preoperational)
awareness
a broad recognition of objects, people, events, and concepts that develops from experience
exploration
the construction of personal meaning through sensory experiences with objects, people, events or concepts: DAP, manipulation, construction
inquiry
learners compare their constructions with more of the culture, commonalities are recognized, generalizations are made that are more like those of an adult
utilization
learners can apply and use their understandings in new settings/situations
- awareness
- exploration
- inquiry
- utilization
the learning cycle
process skills
Label for math concepts such as classifying, comparing and measuring
Math concepts are needed to solve problems in science
autonomy
independence, own decisions
Vygotsky
ZPD
challenge with guidance
scaffolding
building on knowledge you already have
4 elements of development
cognitive-thinking, remembering social-role in society/interactions with others emotional-how child feels about own self physical-growth of body Vygotsky
naturalistic
major mode of learning, exploration (child initiated)
informal structure
add to the exploration and inquiry phases (initiated by adult or child)
structured
directed instruction
-prepared lessons
metacognition
thinking about thinking
divergent thinking
- diverse
- several answers
convergent thinking
- ideas merge
- only one right answer
Blooms
Lower order thinking skills -Knowledge(real, remembering) -comprehension -application Higher order thinking -analysis(breaking it down) -synthesis(put things together to form something new) -evaluation(making a decision)
classical conditioning
respondent behavior-Pavlov
-respondent to a stimulus
operant conditioning
-iniating behavior
-can change behavior
Skinner
punishment Skinner
consequences for unacceptable behavior
extinction
if you don’t provide any reinforcement the behavior disappears
