Theorists and Theories Flashcards
Piaget
assimilation
accommodation
equilibrium
disequlibrium
assimilation
(Piaget) children understand new information in light of existing concepts
accomodation
(Piaget) children must revise their concepts in light of new information
equilibrium
(Piaget) Everything in the child’s world makes sense
disequlibrium
(Piaget) child encounters a discrepant bit of information that creates confusion and arouses curiosity
Vygotsky
emphasized language and social interactions in his theory of cognitive development. His is not a stage theory; rather, argues that cognitive development advances incrementally. He was the first
social constructivist (one who believes that students create their own knowledge under social
guidance, which may or may not be an accurate representation of external reality). He argued that
human thought begins in young children as overt speech that they use to plan, cope, recall, and
rehearse. Most utterances of children, including those that guide their behavior, are borrowed
from their social environment (e.g., parents, teachers, friends, and older siblings). As they mature,
children’s overt speech becomes covert (private) thoughts, but still remain vital in directing their
behavior.
Modeling speech
(Vygotsky) teachers should not only demonstrate steps of problem solving or components of a skill, they should also provide students with accompanying speech that describes what they are doing and why they are doing it, which will help guide students’ behavior when they engage in independent practice
Scaffolding
(Vygotsky) different forms of social support teachers provide for students engaged in problem solving or other tasks, which includes prompts (reminders), encouragement, modeling, feedback, short of solving the problem for the child
Zone of proximal development
(Vygotsky) the edge of a child’s knowledge or problem solving competency; the point at which a child can only succeed with scaffolding provided by another more skilled individual; the optimal point at which learning can occur and is unique to each child for each task
Information processing theory of cognitive development
postulates that cognitive dev occurs incrementally in the form of gradual increases in knowledge and skill. Emphasizes the steps students use in solving a problem (the mental activities that underlie problem solving)
Metacognition
(Information processing theory of cognitive development)
children’s knowledge of and control over their own thought processes
Erikson
As children advance physically and cognitively, society increasingly makes social demands on them.
8 stages: industry v inferiority (6-12) set/achieve long-term goals;
As a major socialization institution of society, schools affect children’s social dev over across many of these stages.
Each stage characterized by a conflict, successful resolution of which contributes to autonomy and happiness in adulthood. Unsuccessful resolution can have persistant, negative consequences on future dev
Identity vs confusion
(Erikson) n (adolescence): Society’s main expectation for adolescents is that they
define themselves with regard to what societal adult role (career) they will pursue. Ideally, the
choice should involve an extended search followed by a commitment. Those who are identity
achieved emerge from adolescence having explored and found the adult role that best matches their
interests and abilities. Identity diffused individuals enter adulthood unsure of what role they want
to pursue and have not actively explored possibilities. This is considered a negative outcome.
Adolescence in moratorium are unsure of what role they want to fulfill in adulthood but are
actively searching, an outcome that is quite common but positive. Identify foreclosure applies to
those who select a role to satisfy the expectations of others (e.g., being forced into the family
business) or society rather than through their own exploration. Frustration and resentment often
occur at some point in the foreclosed individual. Educational Implications: Middle and high
school teachers should encourage students to recognize their interests and aptitudes and explore
career options to match them.
Kohlberg
Moral development
Three levels
Preconventional: (egocentric) Punishment obedience, instrumental relativist
Conventional level: (concrete operational thinking) goodboy/nice girl (perspectives of others); law & order (authority)
Postconventional level: (formal operations, abstract principles, hypothetical thinking) social contract (relative to time/place and by consensus); universal ethical principle (transcendent)
psychometric view of intelligence
(Binet) IQ test. Describing how well a child’s test compares with peers.
multiple intelligence
(Howard Gardner)
8 varieties of intelligence: verbal, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic
Constuctivism
Based on Vygotsky’s theory of cognitive development and the writings of Dewey
(1910), it concerns how students make sense of new experiences with their current knowledge.
Constructivism acknowledges the active role students must play in their learning if it is to occur
deeply, to endure, to be enjoyable, and to transfer to contexts beyond the classroom.
6 principles of constructivism
- Students must perceive
that the material to be learned is important. - They must act on the information at a deep level.
- It is crucial that they relate new material to information already contained in their long-term
memories. - Students will continually check and update their understandings based on new
experiences. - New learning does not automatically transfer to new contexts to which it might
apply.
6. Finally, students become autonomous learners if they become aware of the process of learning itself (metacognition), including strategies for consolidating new material and for checking their understanding
7 Recommendations for Learner-Centered Instruction
- Frequent
teacher-student interaction should occur. - Cooperative learning activities should be interspersed among other engaging instructional formats.
- Students should be actively involved with
learning. - Teachers should provide prompt, constructive and encouraging feedback on students’
performance. - Teachers should keep students focussed on learning, not on the fear of
embarrassment, which might result in highly competitive or non-tolerant classroom environments. - Teachers should communicate high expectations and provide the scaffolding necessary to
enable the students to achieve these expectations. - Finally, teachers should respect diverse
talents and ways of learning (take into individual differences into account).
Bloom’s Taxonomy of Cognitive Learning Objectives
- Knowledge: The information from a lesson has entered memory, but is not necessarily
understood. - Comprehension: The information is not only in memory but is also understood. Evidence of
this can be the student’s ability to paraphrase it accurately. - Application: The ability to use what has been learned and understood in authentic (real-world)
contexts. - Analysis: The ability to identify the component parts of a situation or context.
- Synthesis: Competence in bringing fragments or elements of a learning situation together to
form meaningful patterns or unified wholes. Examples would include comparing and contrasting
theories of learning or summarizing the highpoints of what they just read. - Evaluation: Competence in making critical judgments about a work or product or performance.
Examples include critiquing a short story, a musical piece, or a scientific experiment.
reciprocal teaching
small-group teaching method based on principles of question generation; through instruction and modeling, teachers foster metacognitive skills primarily to improve the reading performance of students who have poor comprehension.
Playing teacher
cognitive apprenticeship
process by which learner gradually acquires expertise through interaction with an expert (adult or more advanced peer)
top-down processing
begin with complex problems to solve & then work out or discover basic skills required
discovery learning
constructivist approach to teaching in which students are encouraged to discover principles for themselves
self-regulated learning
students who have knowledge of effective learning strategies and how and when to use them
mediated learning
Based on Vygotsky’s assisted learning; approach in which the teacher guides instruction by scaffolding to help students master and internalize the skills that permit higher cognitive functioning
student teams-achievement divisions (STAD)
cooperative learning method for mixed-ability groupings involving team recognition and group responsibility for individual learning.
Points added up for meet or exceeded earlier performance
Jigsaw
cooperative learning model in which students are assigned to six-member teams to work on academic material that has been broken down into sections for each member
Jigsaw
cooperative learning model in which students are assigned to six-member teams to work on academic material that has been broken down into sections for each member
group study methods
cooperative learning method in which students primarily work together to help one another master a relatively well-defined body of information or skills
Cooperative learning methods, to be successful, needs to…
recognition/reward for groups that do well
must be individual accountability
Beyer’s 10 critical-thinking skills
- Distinguishing between verifiable facts and value claims
- Distinguishing relevant from irrelevant information, claims, or reasons
- Determining the factual accuracy of a statement
- Determining the credibility of a source
- Identifying ambiguous claims or arguments
- Identifying unstated assumptions
- Detecting bias
- Identifying logical fallacies
- Recognizing logical inconsistencies in a line of reasoning
- Determining the strength of an argument or claim.
Beyer’s 10 critical-thinking skills
- Distinguishing between verifiable facts and value claims
- Distinguishing relevant from irrelevant information, claims, or reasons
- Determining the factual accuracy of a statement
- Determining the credibility of a source
- Identifying ambiguous claims or arguments
- Identifying unstated assumptions
- Detecting bias
- Identifying logical fallacies
- Recognizing logical inconsistencies in a line of reasoning
- Determining the strength of an argument or claim.
Cooperative integrated reading and composition (CIRC)
comprehensive program for teaching reading and writing in upper elementary grades: series of activities (read to each other, make predictions, summarize stories, write responses)
Learning Together
cooperative learning model in which students in four- five-member heterogeneous groups work together on assignments
group investigation
cooperative learning model in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects, and then make presentations to the whole class on their findings
