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47 Cards in this Set
- Front
- Back
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Physical development during the play years
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Height and weight increase
Body becomes more muscular Body proportions become more adult-like Gross motor skills improve dramatically Fine motor skills begin to develop |
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Cognitive development during play years
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Brain develops faster than any part of the body
Brain attains 90% of its adult weight Coordination between 2 sides of the brain improves Abilities related to numbers, memory, and problem solving develop Language skills improve dramatically |
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Socio-emotional development during play years
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Self-concept emerges
Initiate new activities especially when praised Engage in more complex imaginative play Likes to please others, is afraid of rejection and disapproval Sense of gender and racial identity emerges Begin to develop friendships Play is more constructive and cooperative Development of empathy |
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Physical development during school years
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Fine motor skills and coordination are refined
Balance improves |
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Cognitive development during school years
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Move toward more abstract thinking
Develop reasoning skills Can learn through language and logic rather than only experience Has longer attention span |
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Socio-emotional development during school years
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Grows more independent
Craves affection from parents and teachers More aware that others have different feelings Understands the difference between right and wrong Can be overly dramatic Friendships become more important |
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Erik Erikson's developmental theories
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Stages of psychosocial development. Describes impact of social experiences across lifespan. Each stage of development is about overcoming a conflict. Success or failure impacts overall functioning.
Play years: Initiative vs. Guilt: Children begin asserting control over their environments. Success at this stage leads to a sense of purpose. Young children begin new projects and activities but feels guilty if his/her efforts result in failure or criticism. School Age Years: Industry vs. Inferiority- Children are dealing with new social and academic demands. Success leads to a sense of competence while failure leads to a sense of inferiority. |
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Erik Erikson source
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Childhood and Society
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B. F. Skinner's developmental theories
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A child’s environments influences their behavior. Children experiences either positive or negative consequences for their behaviors and modify behaviors accordingly to maximize positive consequences. Development is a reaction to rewards, punishment, stimuli, and reinforcement. Operant conditioning.
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B. F. Skinner source
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About Behaviorism
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Piaget's developmental theories
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Children are in pre-operation stage during play years. Being able to mentally act on objects (considering before doing rather than relying on trial-and-error). Children learn symbolic thinking. Thinking is egocentric. Children learn through imitation and play and this helps them build up symbolic images.
Children transition to concrete operations stage during schools years. Processes developed during this time are seriation (ordering objects by a trait), classification, decentering (takes in multiple aspects of a problem to solve it, reversibility, conservation, elimination of egocentrism. Childhood ends with the formal operations stage. Children are able to think abstractly, reason logically, and draw conclusions |
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Piaget source
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Handbook of Child Psychology
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Trend in American Education- Increased emphasis on preschool
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1.Increasing emphasis on preschool
a.Between 1970 and 2006 preschool attendance increased 36%. b.The Condition of Education 2008 by US Dept of Education |
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Trend in American Education-
Accountability for schools and teachers |
a.No Child Left Behind law
requires states to measure student achievement and inform the public about student achievement. b. Schools not making progress must take corrective actions |
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Trend in American Education- Inclusion of Students with Disabilities
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a.Students with disabilities have to be provided with a free appropriate public education under the Individuals with Disabilities Education Act. Act requires public schools to create an Individualized Education Plan for qualifying students. IEP must place student in the least restrictive environment.
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Trend in American Education- Dramatic increase in English language learner population
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a.Between 1996 and 2006 the number of US students with limited English proficiency increased by a little over 50%.
b.National Center for Education Statistics, Common Core of data |
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Trend in American Education- Incorporation of technology
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a.Digital Natives, Digital Immigrants by Marc Prensky
b.Today’s students have spent their entire lives surrounded by computers, cell phones, digital music players, etc. Today’s teachers aren’t as technologically savvy as their students. |
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Five trends in American education
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1. Increased emphasis on preschool
2. Accountability for students and teachers 3. Inclusion of students with disabilities 4. Dramatic increase in English language learner population 5. Incorporation of technology |
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Benefits of internet in the classroom to teachers and students
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Teacher benefits
Collaboration, sharing ideas and information Access to thing you couldn’t otherwise present in the classroom Up to date information Communication with parents, colleagues, experts Student benefits Authentic audiences to write to Up to date information Wide range of information |
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Precautions and teacher policy for internet in the classroom
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Precautions
Keeping students away from predators Equity in use of technology Accuracy of information Policy Communication only with people the student personally knows and others the teacher identifies as safe Email sent through a teacher-monitored address Use information from subscription sites (world book online, united streaming) Teach students how to evaluate sources of information Set up schedules to allow equal access to computers by all students Avoid gender specific websites Make some computer time collaborative to appeal to girls |
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Pre-experimental research design, diagram, strengths, and weaknesses
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Follow basic experimental steps but don’t include a control group.
One group pretest posttest study- A single group is measured before and after being exposed to a treatment O1 X O 2 Pretest Treatment Posttest Strengths- Researcher knows if any change occurred due to the use of a pretest and posttest. Only one group means less time and money needed for the study. Weaknesses- Because there is no control group the researcher doesn’t know if any changes observed are because of the treatment |
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True experimental research design, diagram, strengths, and weaknesses
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Subjects are randomly assigned to treatment groups. There is a control group that does not receive the treatment.
Randomized Pretest-Posttest Control Group Design- Two groups of subjects are used. Random assignment is used to form the groups. Both groups are measured twice, a pretest and a posttest. R O X1 O Randomization Pretest Treatment Posttest R O X2 O Randomization Pretest Treatment Posttest Strengths- The pretest helps researchers see if the two groups are really similar. Pretest helps measure the amount of change over time. Use of a control group helps researcher determine if changes are due to the treatment rather than an extraneous variable. Weaknesses- Pretest may alert participants of what the study is about, changing the results. More than one group means more time and money required to carry out the study. |
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Quasi-experimental research design, diagram, strengths, and weaknesses
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Researchers use a treatment and a control group but do not randomize group assignment.
Matching-Only Prestest-Posttest Control Group Design- Researcher uses an experimental and a control group. Researcher matches the subjects in the groups on certain variables Treatment Group O M X1 O Pretest Matching Treatment Posttest Control Group O M X2 O Pretest Matching Treatment Posttest Strengths- Works well when intact groups must be used. Pretest and posttest allow researcher to see change over time. Matching helps increase group equivalence. Weaknesses- Because subjects are already in in-tact groups, researcher cannot match for all variables. More than one group requires more time and money to carry out the study. |
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Ex Post Facto research design, diagram, strengths, and weaknesses
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When researchers try to determine the cause of differences that already exist between groups.
Basic Causal-Comparative Design- Two or more groups are selected that differ on a particular variable and then compared on another variable. Group Independent Variable Dependent Variable I C O Group possesses characteristic Measurement II -C O Group doesn’t possess characteristic Measurement Strengths- Works when the group difference variable can’t be manipulated (like ethnicity). Works when the variable shouldn’t be manipulated for ethical concerns Weaknesses- Groups are already formed so the researcher cannot manipulate them to make them equivalent. |
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Environmental correlate impacts and strategies for instruction
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Home environment- satisfying relationships, intellectual stimulation, exposure to reading and writing at home, poverty
School Environment- relationships with teachers, level of success experienced, and appropriate instruction Social environment- level of success with peers, reading problems go along with problems with social skills Cultural environment- different levels of value placed on school Strategies: send home reading materials, maintain high expectations, be sensitive and inclusive of cultural differences, teach students social skills, create a respectful classroom environment, instruct at an appropriate level, create many opportunities for success. |
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Emotional correlate impacts and strategies for instruction
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Experiencing repeated failure leads to emotional problems that impede reading. Learning block- students avoid a painful experience, refusal to participate. Learned Helplessness- Students think their efforts don’t influence their success, they refuse to try. Anxiety- Students are afraid of trying and making a mistake, drains their energy for concentrating on learning.
Strategies: Teach in small groups so students can receive more attention to their struggles. Frequently reassure and encourage students, designing learning experiences where students can be successful, create a classroom culture of respect. Break up tasks into achievable chunks. Have students help choose their own learning activities and evaluation procedures. |
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Strategies to encourage life-long enjoyment of reading
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Exposure to a wide variety of genres
Read-alouds (access to text they couldn’t read themselves) Expose students to series books (if they like one, they’ll probably like the others) Teacher and student book talks Organize classroom library so students can find something they like Feature authors and illustrators students might not have heard of Visit public library Literary events: visit author, read-in, incentive programs |
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Nature, purpose, and necessity of National Standards in Science Education
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Nature- Tells what kids need to know to be scientifically literate. (means the knowledge and understanding of science concepts and processes needed to make personal decisions, participate in the community and be economically productive.)
-Standards are written for all students -Built on the premise that science is an active process. -emphasis on science process skills. -Emphasis on understanding major concepts in science rather than memorizing facts. Purpose- criteria for local, state, and national level groups can use to decide if decisions will lead to a scientifically literate society. -coordination, consistency, and coherence for the science education community. Necessity- People need scientific knowledge to make decisions daily. To be a responsible citizen you need scientific knowledge. More jobs are demanding science skills. |
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Role of National Standards in Science Education in public and private schools
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Should guide science content and pedagogy choices
science as inquiry science process skills science for all students hands on and minds on |
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How California incorporates National Standards in Science Education
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Most of the bullets under the standards start with “students know…” sounds more like facts than understanding big concepts
Standards do include process skills Students are only involved in developing and testing their own questions in grades 5 and 8 Many standards are about big concepts such as “materials come in different forms” Introduction states that a highlight of the standards are an early introduction of scientific facts and terms at the elementary level…not good. |
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Rationale for content area reading instruction
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-You have to use different skills to read material from different disciplines.
International Reading Association, Adolescent Literacy Position Statement -Reading is a primary tool for acquiring knowledge in content areas Content Area Reading by Vacca and Vacca |
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Implementing content area reading instruction
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Tradebooks
Anticipation Guides Readers theater Graphic organizers Think aloud Cloze KWL Reading guide |
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Social studies concepts and content for Kindergarten
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Myself and the People Around Me (Culture, Individual Identity, Individuals, Groups & Institutions)
-Students are exposed to different kinds of people, They are developing individual identity in relation to peers and family -Cultural characteristics of students in class -Family relationships/roles -Discovering personal strengths and setting goals -Good citizenship in classroom and school -School and community workers |
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Social studies concepts and content for 1st grade
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Living And Working Together (Production, Distribution and Consumption, Power, Authority and Governance, Civic Ideals and Practices)
-Students are beginning to think about needs and wants, they are interested in fairness -Needs and wants -Producers and consumers -Rights and responsibilities at home and school -Needs of Individuals and Needs of Groups -Making and following rules |
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Social studies concepts and content for 2nd grade
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My Favorite People and Places (People, Places, and Environments, Individuals, Groups, and Institutions)
-Students can build knowledge about their immediate surroundings -My Neighborhood (including maps and landforms) -Historical heroes -Groups children are a part of -Cooperation and Conflict within groups |
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Social studies concepts and content for 3rd grade
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Where We Came From and Where We Are Going (Time Continuity and Change, Global Connections, Science, Technology, and Soceity,
-My family’s history -My community in the past -Timelines -Tools from the past and present, tools for the future |
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Social studies curriculum resource
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Curriculum Standards for Social Studies, National Council for the Social Studies
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Math Principles and Standards: Equity
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All students should have high quality math instruction. Teachers should present reasonably challenging content and provide appropriate accommodations. Complies with IDEA and Vygotsky
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Math Principles and Standards: Curriculum
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Curriculum must be coherent, focused on important mathematics, and well articulated across grade levels. Ideas are built on one another. Focus on important mathematics prepares students to continue problem solving in a variety of settings.
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Math Principles and Standards: Teaching
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Effective teaching involves understanding what students know and what they need to learn. Teachers must have a deep understanding of content knowledge and continually enhance and refresh their skills.
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Math Principles and Standards: Assessment
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Supports learning of important mathematics. Should inform and guide teachers in instructional decisions. Feedback from assessment helps students set their own goals. Assessment methods should convey what kind of mathematical knowledge and performance is valued.
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Math Principles and Standards: Learning
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Conceptual understanding is the goal of mathematics instruction. New information is built on previous knowledge.
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Math Principles and Standards: Technology
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Helps support deep understanding of math. Helps support student investigations. Allows students to focus on decision making, problem solving, reflection, and reasoning.
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Relationship between cultural background and reading deficiency
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-Many minorities live in poverty
Less money to support kids Less time to spend with kids Stress in the home which negatively impacts kids Suspicion mistrust of schools -Cultural expectations Hispanic culture traditionally expects schools to provide a comprehensive education (they do less at home) Parents plan to move back to country of origin, don’t care about making connections in US Male dominant cultures, female teachers Different communication styles (Delpit, Other People’s Children) Language Barriers |
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Ideal program for helping at-risk students learn to read
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Partnering with parents
Help families meet basic needs Send home learning materials Learning opportunities in a variety of modalities Explicit instruction Respect home languages and dialects while developing standard English Extra time and opportunity Investigate communication styles of cultures represented in classrooms Mentors from child’s own culture Develop basic skills but incorporate higher level thinking skills Connections to real life Ongoing professional development and collaboration |
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Components and resources for language arts curriculum
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Components-
Reading, Writing, Speaking, Listening Resources- Leveled text sets Big books Leveled student assessment tool Charts of poems and chants Content area books Trade books for classroom libraries Materials for spelling instruction (magnetic letters, trays of sand) Recorded books |
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Strategies for exemplary language arts program
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Phonemic and phonological awareness activities
Teacher demonstrations (strategy instruction) Systematic phonics Flexible small group instruction Writer’s workshop Opportunities to practice listening and speaking |
