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Educational Psychology 250 > Understanding Learning and Teaching > Flashcards

Understanding Learning and Teaching Flashcards

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1
Q

What is the goal of all teaching?

A

Helping students learn and develop

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2
Q

What are the factors that have the most impact on students’ learning?

A

Curriculum and available materials, Standards, Class Size, The Teacher

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3
Q

What is the content that students study?

A

Curriculum

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4
Q

Statements describing what students should know or be able to do at the end of a period of study.

A

Standards

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5
Q

The number of students in a class.

A

Class size

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6
Q

Which factor has the most impact on student learning?

A

THE TEACHER

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7
Q

People’s professional knowledge and skills, social abilities, and personality attributes that contribute to a nation’s cultural and economic advancement.

A

human capital

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8
Q

People who are highly knowledgeable and skilled in a particular domain

A

“expert” teachers

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9
Q

What is Educational Psychology?

A

The academic discipline that focuses on the scientific study of human learning and teaching

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10
Q

What is the content of Educational Psychology?

A

It focuses on the professional knowledge you will acquire.

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11
Q

What is Professional Knowledge?

A

The knowledge and skills unique to an area of study.

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12
Q

How do learners construct knowledge?

A

Based on what they already know, and their emotions, beliefs and expectations all influence the process.

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13
Q

Teaching expertise requires knowledge of content and …

A

how to make the content meaningful to students

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14
Q

Is it acceptable to critique students?

A

Yes, it sets expectations and communicates that are capable learners, but only periodically and well-time criticism can enhance motivation.

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15
Q

What is the knowledge of content?

A

know basic facts and unique characteristics about the content

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16
Q

An Understanding of how to represent topics in ways that make them understandable to learners, as well as understanding of what makes specific topics easy or difficult to learn

A

Pedagogical Content Knowledge

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17
Q

How do we develop Pedagogical Content Knowledge?

A

Examples, Case studies and vignettes, simulations, models

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18
Q

real world, concrete instances

A

case studies

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19
Q

shorter case studies intended to make complex topics more understandable and meaningful.

A

Vignettes

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20
Q

Imitations of real world process or systems

A

Simulations

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21
Q

These allow students to visualize what they can’t directly observe.

A

Models

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22
Q

Involves understanding instructional strategies and classroom management that apply to all subject matter areas and topics.

A

General Pedagogical Knowledge

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23
Q

Instructional Strategies are a form of General Pedagogical Knowledge which involves the ability to…

A

know how to organize lessons, engaging students in learning activities and checking for understanding

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24
Q

What are examples of instructional strategies?

A

careful planning, organizing instruction and questioning skills.

25
Q

Classroom environment that is Safe, orderly and focused on learning.

A

Classroom management

26
Q

How do we construct classroom management?

A

Know how to plan, implement, and monitor rules and procedures, organize groups and intervene when misbehavior occurs.

27
Q

Should one stop disruptions quickly?

A

No, it’s impossible to maintain an orderly classroom if we wait for misbehavior to occur.

28
Q

an understanding of the learning process and how students learn and develop

A

knowledge of learners and learning.

29
Q

What are developmental differences

A

age-related changes in students’ thinking, personalities and social skills exist

30
Q

What is Developmentally Appropriate Practice?

A

the instruction that matches teacher actions to the capabilities and needs of learners at different developmental levels.

31
Q

Name the five areas that provide guidance for teachers.

A

cognition and learning, motivation, social context - interpersonal relations, and emotional well=being, classroom management, assessment

32
Q

Refers to thinking, thought- often sustained thought- which includes beliefs, perceptions, and expectations

A

Cognition

33
Q

the process whereby goal-directed activity is instigated and sustained

A

motivation

34
Q

the actions that teachers take to establish an environment that spports academic learning, self-regulation and social and emotional development

A

classroom management

35
Q

processes involved in making decisions about our students’ learning progress

A

classroom assessment

36
Q

deliberately contemplating one’s own experiences and knowledge to regulate one’s thinking

A

reflective practice

37
Q

process of systematically gathering information in attempts to answer professional questions

A

research

38
Q

Different types of research in education.

A

quantitative, qualitative, mixed methods, action and design-based research.

39
Q

efers to the systematic, empirical investigation of phenomena using numerical data and statistical techniques

A

quantitative research

40
Q

attempts to describe complex educational phenomena in a holistic fashion using non-numerical data

A

qualitative research

41
Q

Examples of qualitative research

A

interviews, focus groups, observations, and case studies to describe the phenomena it is investigating.

42
Q

research that combines quantitative and qualitative methods.

A

Mixed methods Research

43
Q

research conducted by teachers or other school officials designed to answer a specficic school, or classroom, related question.

A

action reasearch

44
Q

researching involving collaborative efforts between researchers and practitioners with the goal of solving real world problems

A

design-based research

45
Q

a set of related patterns that researchers use to explain and predict events in the world

A

theory

46
Q

statements that describe what students should know or be able to do at the end of a prescribed period of study

A

standards

47
Q

state- led effort initiated in 2009 to establish a single set of clear educational standards for all states in essential content areas

A

Common Core Stated Standards Initiative

48
Q

process of requiring students to demonstrate that they have met standards as measured by standardized tests

A

accountability

49
Q

What is the Praxis Series

A

test most widely used for teacher licensure (theory into practice),

50
Q

What is included in the Praxis tests?

A

Core Academic Skills for Educators (Core), Subject Assessments, Content Knowledge for Teaching Assessments

51
Q

Knowledge and skills in reading, writing and math

A

Core Academic Skills

52
Q

subject-specific content knowledge and general and subject-specific teaching skills needed for beginning teaching

A

Subject Assessments

53
Q

subject- specific content knowledge with a focus on specialized knowledge used in K-12 teaching.

A

Content Knowledge

54
Q

What does the Principles of Learning and Teaching tests measure?

A

General Pedagogical knowledge at one of four grade levels.

55
Q

What are the four grade levels?

A

Early Childhood, K-6, 5-9 , and 7-12.

56
Q

What type of questions does the Principles of Learning and Teaching test include?

A

multiple choice, short constructed response items based on information provided in classroom case studies

57
Q

how many distinct ethnic groups live in the US as of 2017?

A

nearly 300

58
Q

certain to have students in your schools and classes with very diverse backgrounds

A

Learner diversity

59
Q

a device that includes a display screen connected to a computer and projector which allows information displayed on the screen to be manipulated with special pens or hands, stored in the computer, and recovered later for further use.

A

interactive whiteboard

Educational Psychology 250 (2 decks)

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