Test 3 Flashcards
intersectionality
intersection of identities, example soccer and running
Identities
social, shifting, temporary construction, performative,
stereotypes
belief that certain attributes are characteristics of members of particular groups
prejudice
a negative (or positive) attitude towards a certain group that is applied to its individual members
discrimination
denial of equal treatment and opportunity of members of a particular group based on their membership in that group
social identity
our self-concepts formed by being members of various social groups based on intergroup behaviors rathers than interpersonal ones
stereotype threat
situational predicament in which people are or feel themselves to be at risk of conforming negative stereotypes about their social group
identity salience
the likelihood that the identity will be invoked in diverse situations
code-switching
occurs when a speaker alternates between 2 or more ways of speaking in a single conversation
nature
developed from forces in nature (uncontrollable things like place born, family, hair color, etc.)
institutional
positions we occupy in society that are granted to us
discourse
an identity that is produced and reproduced in the ways in which people talk to and about others in dialogue
affinity
experiences we have had within certain sorts of “affinity groups”, participation in practices
stereotype exception-to-the-rule
when people see or interact with a person that doesn’t conform to a particular stereotype, they make an exception for that particular person
culture
the knowledge, values, traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment
cultural capitol
refers to the non-financial social assets that promote social mobility beyond economic means
analogical problem solving
noticing, mapping, applying
transfer
applying knowledge or skills in new ways, new situations, or familiar situation but new context
vertical transfer
knowledge of previous topic is essential to aquire new knowledge
lateral transfer
knowledge of previous topic may be helpful, but is not essential, to learn a new topic
positive transfer
what is learned in one context enhances learning in a different setting (PowerPoint, and Presi)
negative transfer
what is learned in one context interferes with learning in another (mac and pc)
near transfer
old and new concepts are similar, overlap between situations
far transfer
old and new context are not similar, little overlap
low road transfer
transfer of well-established skills happens in an automatic or almost automatic fashion
high road transfer
purposeful and effortful formulation of ideas about relations and connection amoung contexts (not automatic)
well-defined problems versus ill-defined problems
one answer versus lots of possible answers
3 parts of a problem
goal, givens, operations
trial and error
guessing and checking
insight
sudden awareness of a likely solution
heuristic
mental shortcut
algorithm
sequence of operations
brainstorming
thinking up as many possible answers as possible
means-end analysis
breaking down the problem
working backwards
starting at the goal and working backwards toward the problem
analogies
drawing an analogy between the current situation and another previously solved situation
motivation
an internal state that arouses us to action
extrinsic motivation
an environmentally created reason to engage in an action or activity
intrinsic motivation
the inherent desire to engage in an activity and to exercise and develop ones capacities
situated motivation
motivation is partly a function of the learning environment
situational interest
psychological state characterized by effort, attention, and affect
personal interest
a pre-disposition to re-engage with certain content
the ideal self
goals are related to who we want to be
the actual self
goals are related to who we think we are
mastery goal
focused on acquiring knowledge or mastering a skill
performance-approach goal
want to display competency and garner approval
performance-avoidance goal
doesn’t want to display incompetency and receive unfavorable judgement
types of goals
work-avoidance, social, career,
goal intersectionality
goals overlapping
growth mindset versus fixed minset
hard work versus intelligence
how to praise a growth mindset
focus on effort
self-efficacy
belief in one’s ability to succeed tasks
learned helplessness
the belief that we can’t change the course of negative events, that failure in inevitable and insurmountable
content knowledge
knowing ‘what’ to teach
pedagogical content knowledge
knowing “how” to teach
key principles of expertise
fluent retrieval, meaningful patterns, content and access to knowledge, organization of knowledge, expertise and pedagogical content knowledge, adaptive expertise and flexible approaches
4 goals of assessments
assist learning and increase motivation (student)
measure individual student achievement (student)
evaluate programs and inform instructional decisions (teacher)
develop meta cognition (student)
measurement
assigning a numeric value
assessment
information gained relative to a goal
evaluation
making judgements
assessment (what is)
a tool designed to observe students behavior and produce data that can be used to draw reasonable inferences about what students know
observation
things students do, say, or create
interpretation
tools used for measurement
cognition
theories and assumptions of learning
formal assessment
planned, announced ahead of time
informal assessment
spontaneous, day to day observations
formative assessment
assessment for learning, occurs on a daily basis
summative assessment
occurs at the end of a period, assessment of learning
norm-referenced assessment
compares students to other students and puts them on a curve, encourages competition
criterion-referenced assessment
compares students to a predetermined criteria
traditional assessment
school tests, standardized tests
authentic assessment
meaningful activities that require real world application of knowledge like portfolios, exhibitions, demonstrations, preformances
reliability
consistency of the assessment
validity
how well the assessment measures what it claims to
fairness
unbiased so that all students have an equal likelihood of success
MOOC
Massive Open Online Course
games as content
gamers play games to learn domain-specific content like math or history
games as bait
gamers play games to have fun and learn as a side effect.
games as assessments
games can adjust difficulty as the student answers questions
games as architecture for engagement
games are socially situated learning environments that motivate students to be interested
4 key elements to games
core problem, characters and setting, activities and deliverables, simulation tool
