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Theories and Frameworks Flashcards

1
Q

7 Domains of PPST

A

Domain 1: Content Knowledge and Pedagogy
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum and Planning
Domain 5: Assessment and Reporting
Domain 6: Community Linkages and Professional Engagement
Domain 7: Personal Growth and Professional Development

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2
Q

Multiple Intelligences

A

Howard Gardner

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3
Q

BILLS MINE

A

Multiple Intelligences

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4
Q

Cognitive Structures

A

Charles Letteri

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5
Q

The Cognitive Structures are:

A
  • Analysis
  • Focusing
  • Comparative Analysis
  • Narrowing
  • Complex Cognitive
  • Sharpening
  • Tolerance
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6
Q

to breakdown information to component parts

A

Analysis

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7
Q

to select relevant or important information without being distracted

A

Focusing

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8
Q

compare information and make proper choices

A

Comparative Analysis

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9
Q

identify and place new information into categories

A

Narrowing

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10
Q

integrate complex information into existing cognitive structure

A

Complex cognitive

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11
Q

the ability to maintain distinctions

A

Sharpening

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12
Q

deal with ambiguous of unclear information without getting frustrated

A

Tolerance

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13
Q
  • Law of Readiness
  • Law of Exercise
  • Law of Effect
A

Edward Lee Thorndike

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14
Q

Cognitive Framework

A

Weintein and Mayer

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15
Q

the ability to remember names or words

A

Basic Rehearsal Strategies

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16
Q

making appropriate choices

A

Complex Rehearsal Strategies

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17
Q

relating two or more items

A

Basic Elaboration Strategies

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18
Q

analyzing or synthesizing new information with old information

A

Complex-elaboration Strategies

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19
Q

Categorizing, grouping, or ordering new information

A

Basic Organizational Strategies

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20
Q

Arranging in hierarchical order

A

Complex-organizational strategies

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21
Q

checking progress

A

comprehension monitoring

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22
Q

Being relaxed, yet alert and attentive

A

Affective strategies

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23
Q

KCAASE

A

Bloom’s Cognitive Domain

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24
Q

RUAAEC

A

Anderson’s Revised Taxonomy

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25
Q

Three Domain’s of Knowledge

A

Kendall and Marzano

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26
Q
  • Information (Declarative Knowledge)
  • Mental Procedures (Procedural Knowledge)
    -Psychomotor (Motor Skills)
A

3 Domains of Knowledge

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27
Q

Affective Domain

A

David Krathwol

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28
Q

RRVOC

A

Affective Domain

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29
Q

show willingness to attend [only listen]

A

Receiving

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30
Q

active participation [ask questions]

A

Responding

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31
Q

displays definite involvement [argue, defend]

A

Valuing

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32
Q

integrated a new value [did something]

A

Organization

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33
Q

acts consistently according to the value

A

Characterization

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34
Q

Psychomotor Domain

A

Anita Harrow

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35
Q

Occur involuntarily

A

Reflex movements

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36
Q

innate movement pattern

A

Basic Fundamentals

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37
Q

can translate stimulus received through senses

A

Perceptual abilities

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38
Q

developed basic movements that are essential to the development of the highly skilled

A

Physical activities

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39
Q

developed more complex movements

A

Skilled movements

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40
Q

communicate through body movements

A

Non-discursive communication

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41
Q

3 Levels of Learning Psychomotor Domain

A

Moore’s

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42
Q

carry out rudiments of the skill

A

Imitation

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43
Q

perform skills independently

A

Manipulation

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44
Q

perform the skill accurately

A

Precision-highest level

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45
Q

Developmental Tasks

A

Robert Havighurst

46
Q

Involves tremendous growth

A

Pre-natal Stage (Conception to Birth)

47
Q

3 periods of Pre-natal stage

A
  • germinal
  • embryonic
  • fetal
48
Q
  • takes place in the first two weeks after conception
  • creation of the Zygote
A

Germinal Period

49
Q
  • 2 to 8 weeks after conception
  • zygote will become embyro
A

Embryonic Period

50
Q
  • last from about 2 months after conception to 9 months when the infant is born
A

Fetal Period

51
Q
  • extreme helplessness
  • birth to 2 weeks
52
Q
  • decreasing dependency — achieve enough body control to become independent
  • 2 weeks to 2 years
A

Babyhood Stage

53
Q

The Preschooler Years
.- 3 to 5 years old

A

Early Childhood

54
Q

6 - 12 years [achieving personal independence]

  • Achievement becomes a more central theme of the child’s world
A

Middle and Late Childhood

55
Q
  • transition age from childhood to adulthood
  • independence and identity
  • emotional and independence
  • preparing for marriage and family life
A

Adolescence [13-18 years old]

56
Q
  • 19-29 years old
  • age of adjustment
  • establishing personal and economic independence, selecting a mate
A

Early Adulthood

57
Q

30 to 60 years old
- initial physical and mental decline are experienced
- assisting the next generation

A

Middle Adulthood

58
Q

61 years and above

  • adjustment to decreasing strength and health
  • retirement
A

Late Adulthood

59
Q

Psychosocial Theory

A

Erik Erikson

60
Q

Too much of the negative aspect of the task

A

Malignancy

61
Q

Too much positive

A

Maladaptation

62
Q

Trust Vs. Mistrust (Infancy)

birth to 1 1/2 years

A
  • Hope
  • Sensory Maladjustment [maladaptation]
  • Withdrawal [malignancy]
63
Q

Overly trusting

A

Sensory Maladjustment

64
Q

Depression, paranoia, psychosis

A

Withdrawal

65
Q

Autonomy vs. Shame and Doubt (Toddlers)

18 months — 2 to 3 years

A
  • willpower or determination
  • impulsiveness
  • compulsiveness
66
Q

Can do attitude

A

Willpower or determination

67
Q

Jumping into things without proper consideration

A

Impulsiveness

68
Q

Feels as if everything must be done perfectly

A

Compulsiveness

69
Q

Initiative vs. Guilt (Preschool Years) (Early Childhood)

3 to 5 years

A
  • Courage or Ability to take risks
  • Ruthlessness
  • Inhibition
70
Q

The capacity for action despite a clear understanding of your limitations and past failings

A

Courage or Ability to take risks

71
Q

Heartless, unfeeling they don’t care who they step on

A

Ruthlessness

72
Q

The fear that if they fail, they will be blamed. “nothing ventured, nothing lost “

A

Inhibition

73
Q

Industry vs. Inferiority (Elementary)

6 to 12 years

(Middle late Childhood)

A
  • Competency
  • Narrow Virtousity
  • Inertia
74
Q

Edgar Dale’s Cone of Experience

A

Verbal Symbols
Visual Symbols
Recordings, Radio, and Still Pictures
Motion pictures
Educational Television
Exhibits
Study Trips
Demonstration
Dramatized Experiences
Contrived Experiences
Direct Purposeful Experiences

75
Q

In Dale’s Cone of Experience, we remember 10% of what we

A

READ (reading)

76
Q

In Dale’s Cone of Experience, we remember 20% of what we

A

HEAR (hearing words)

77
Q

In Dale’s Cone of Experience, we remember 30% of what we

A

SEE (seeing)

78
Q

In Dale’s Cone of Experience, we remember 50% of what we

A

SEE and HEAR (watching a movie and demonstration)

79
Q

In Dale’s Cone of Experience, we remember 70% of what we

A

SAY (giving a talk)

80
Q

In Dale’s Cone of Experience, we remember 90% of what we

A

DO (doing a dramatic presentation)

81
Q

Define and evaluate technology integration

A

Technology Integration Matrix

82
Q

5 Levels of Technology Integration

A
  • entry
  • adoption
  • adaptation
  • infusion
  • transformation
83
Q
  • deliver curriculum content
  • drills and practices
  • passively received

ex. Uses ppt

A

Entry Level

84
Q
  • use technology in a conventional way
  • begin to utilize technology
  • opportunities to apply technology (from time to time)

CONVENTIONAL and PROCEDURAL

A

Adoption Level

85
Q
  • select and modify
  • conventional independent use
  • some student choice
A

Adaptation Level

86
Q

Full independent choice

A

Infusion Level

87
Q
  • beyond the limitation
  • worldwide audience
  • unconventional use of tools
A

Transformation Level

88
Q

Actively engaged

A

Active learning

89
Q

Collaborate with others

A

Collaborative

90
Q

Build understanding

A

Constructive

91
Q

Solve real-world problems

92
Q

set goals, plan activities, monitor progress, and evaluate results

A

Goal-directed

93
Q

Offer visual stimulation and appeal to the aesthetics

A

Decorative

94
Q

Encourage students to perform better

A

Motivational

95
Q

Disseminate information

A

Informational

96
Q

Invite students to respond and participate

A

Instructional

97
Q

Conveys the message quickly and clearly

A

Effective Communication

98
Q

Colors and arrangement catch and hold interest

A

Attractiveness

99
Q

Objects are arranged — stability

100
Q

Repeated shapes or colors or use of borders holds display together

101
Q

The style and approach entice learners to be involved

A

Interactivity

102
Q

Letters and illustrations can be seen from a good distance

A

Legibility

103
Q

Free from grammar errors

A

Correctness

104
Q

Well constructed — securely attached

A

Durability

105
Q

ASSURE MODEL

A
  • analyze learners
  • state objectives
  • select methods, media, and materials
  • utilize methods, media, and materials
  • require learner participation
  • evaluate and revise
106
Q

Usually display a historical time period, nature, scene, fictional situation

107
Q

A table that contains objects and or scenes related to the current season

A

Nature Table

108
Q

Can display information written with chalk

A

Writing board

109
Q

A large tablet or pad of paper, usually on a tripod

A

Flip Chart

110
Q

A multi-board series of 3 or 4 rectangular boards joined together

A

Zigzag Board

111
Q

A collection of many different types of items and materials put up on a wall to make an interesting and informative display

A

Wall Display

112
Q

Consist of two parallel, horizontal poles tied loosely together with rope

A

Rope and Pole Display Board

Professional Education (5 decks)

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