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61 Cards in this Set
- Front
- Back
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National Board For Professional Teaching Standards
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NBPTS-independent, nonprofit organization of educators, administrators, and political and business leaders whose mission is to establish clear and measurable standards for what accomplished teachers should know and be able to do and to identify those teachers through a voluntary system of certification.
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NBPTS 5 propositions
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1) Teachers are committed to students and their learning.
2)Teachers know the subjects they teach and how to teach those subjects to students. 3)Teachers are responsible for managing and monitoring student learning. 4)Teachers think systematically about their practice and learn from experience. 5)Teachers are members of learning communities. |
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TEACHERS FOR A NEW ERA
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A program funded by the Carnegie Corporation to facilitate the development of exemplary teacher education programs.
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PSYCHOLOGY
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the scientific study of behavior and mental processes
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CONSTRUCTIVISM
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Two people can read the same passage yet construct entirely different interpretations of its meaning.
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EPIGENETIC PRINCIPLE
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In fetal development, certain organs of the body appear at certain specified times and eventually combine to form a child. Erikson hypothesized that just as the parts of the body develop in interrelated ways in a human fetus, so the personality of an individual forms as the ego progresses through a series of interrelated stages.
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TRUST VS. MISTRUST
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Birth to 1 year
Is their world safe, dependable, or is their care inadequate, inconsistent? |
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AUTONOMY VS. SHAME AND DOUBT
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2-3 years preschool
autonomy-willingness and ability to direct one's behavior vs. self-doubt ex: potty training Allow lots of free play |
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INITIATIVE VS. GUILT
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4-5 years pre k-k
adds to autonomy the quality of undertaking, planning, and attacking a task for the sake of being active and on the move vs. quilt about acting on their own Want them to make decisions. Give them options |
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INDUSTRY VS. INFERIORITY
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6-11 years elementary
recognition develops a sense of industry they feel successful and "can do" Help them be successful |
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IDENTITY VS. ROLE CONFUSION
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12-18 years
goal is developing the roles and skills that will prepare adolescents to take a meaningful place in society, knowing who they are and where they are going. Danger in this stage is role confusion-having no clear conception of appropriate types of behavior that others will react to favorably. Be a role model |
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INTIMACY VS. ISOLATION
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young adult hood
needs to establish close and committed intimate relationships and partnerships, failure to do so will lead to a sense of isolation |
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GENERATIVITY VS. STAGNATION
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middle age
generativity is primarily the concern of establishing and guiding the next generation if unwilling or unable to guide the next generation they become victims of stagnation and self-absorption. |
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INTEGRITY VS. DESPAIR
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old age
integrity is the acceptance of one's one and only life cycle as something that had to be and that, by necessity, permitted of no sub-situations. Despair expresses the feeling that the time is now short, too short for the attempt to start another life and to try out alternate roads to integrity. |
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WHY IS GRADING ON THE CURVE BAD?
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It forms competition between students. Negatively impacts the sense of industry. It also guarantees that some students have to receive failing grades regardless of their actual level of performance.
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IDENTITY
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An optimal sense of identity is experienced merely as a sense of psychosocial well-being. Its most obvious concomitants are a feeling of being at home in one's body, a sense of knowing where one is going and an inner assuredness of anticipated recognition from those who count.
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PSYCHOSOCIAL MORATORIUM
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a period marked by a delay of commitment.
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IDENTITY STATUSES
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four styles or processes for handling the psychosocial task of establishing a sense of identity. James Marcia developed this idea as a way to test scientifically the validity of Erikson's notions about identity.
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4 TYPES OF IDENTITY STATUSES
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Identity Diffusion
Foreclosure Moratorium Identity achievement |
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IDENTITY DIFFUSION
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Crisis: not yet experienced. Little serious thought given to occupation, gender roles, values.
Commitment: weak. Ideas about occupation, gender roles, values are easily changed as a result of positive or negative feedback. Characteristics: Not self-directed, disorganized, impulsive, low self-esteem, alienated from parents; avoids getting involved in school work and interpersonal relationships. |
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FORECLOSURE
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Crisis: Not experienced. May suffer doubts about identity issues.
Commitment: Strong. Has accepted and endorsed the values of his or her parents. Characteristics: Close-minded, authoritarian, low in anxiety; has difficulty solving problems under stress; feels superior to peers; strong identification with and more dependent on parents and other authority figures for guidance and approval than in other statuses. |
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MORATORIUM
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Crisis: Partially experienced. Has given some thought to identity-related questions.
Commitment: Weak. Has not achieved satisfactory answers. Characteristics: Anxious, dissatisfied with school; changes majors often, daydreams, engages in intense but short-lived relationships; may temporarily reject parental and societal values. |
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IDENTITY ACHIEVEMENT
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Crisis: Fully experienced. Has considered and explored alternative positions regarding occupation, gender roles, values.
Commitment: Strong. Has made self-chosen commitments to at least some aspects of identity. Characteristics: Introspective; more planful, rational, and logical decision, making than in other identity statuses; high self-esteem; works effectively under stress; likely to form close interpersonal relationships. Usually the last identity status to emerge. |
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Dusek (1987)
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Did research on androgyny. People are more successful if gender has both male and female characterists
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ASSIMILATION
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New experience is fitted into existing scheme
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ACCOMMODATION
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Scheme is created or revised to fit new experience
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EQUILIBRATION
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tendency to organize schemes to allow better understanding of experience
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ORGANIZATION
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tendency to systematize processes
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ADAPTATION
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tendency to adjust to environment
the process of creating a good fit or match between one's conception of reality |
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SCHEME
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organized pattern of behavior or thought
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CONSTRUCTIVISM
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to solve a problem, we have to search our memory for information that can be used to fashion a solution. Using info can mean experimenting, questioning, reflecting, discovering, inventing, and discussing. This process of creating knowledge to solve a problem and eliminate a disequilibrium is referred to as constructivism.
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INVARIANT FUNCTIONS
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organization and adaptation are what Piaget call invariant functions. these thought processes function the same way for infants, children, adolescents, and adults.
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PROGRESSION OF SCHEMES
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schemes for infants and toddlers are sensory and motor in nature, they are often referred to as habits or reflexes
schemes in early childhood gradually become more mental in nature; during this period they are called concepts or categories schemes for late adolescence or early adulthood are complex and result in what we call strategic or planful behavior |
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PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
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stage: sensorimotor
Age: birth to 2 years Characteristics: Develops schemes primarily through sense and motor activities. Recognizes permanence of objects not seen. preoperational: age 2-7 years Characteristics: Gradually acquires ability to conserve and decenter but not capable of operations and unable to mentally reverse actions. Concrete operational: |
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PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
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stage: sensorimotor
Age: birth to 2 years Characteristics: Develops schemes primarily through sense and motor activities. Recognizes permanence of objects not seen. preoperational: age 2-7 years Characteristics: Gradually acquires ability to conserve and decenter but not capable of operations and unable to mentally reverse actions. Concrete operational: |
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EDUCATIONAL PSYCHOLOGY
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study of how different factors affect the classroom behavior of both teachers and students
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TEACHING IS A COMPLEX ENTERPRISE
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because it requires a wide range of knowledge and skills
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RESEARCH THAT INFORMS TEACHERS
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research in educational psychology offers many useful ideas for improving classroom instruction.
1) using more advanced students to tutor less advanced students 2)giving positive reinforcement to students whose performance meets or exceeds the teacher's objectives and giving corrective feedback to students whose performance falls short of the teacher's objectives 3) communicating to students what is expected of them and why 4) requiring students to respond to higher-order questions ...page 6 |
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COURSEWORK AND COMPETENCE
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teachers who have had more professional training are generally more effective
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LIMITATIONS OF UNSYSTEMATIC OBSERVATION
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unsystematic observations may lead to false conclusions
ex: grade retention |
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STRENGTHS OF SCIENTIFIC OBSERVATION
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person acquires more trustworthy information because they follow scientific methods. Sampling, control, objectivity, publication, replication
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BASIC PRINCIPLE OF ERIKSON'S THEORY
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the theory encompasses the life span, highlights the role of the person and culture in development.
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EGOCENTRISM
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assumption that others see things the same way
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CONCRETE OPERATIONAL STAGE
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child is capable of mentally reversing actions but generalizes only from concrete experiences
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FORMAL OPERATIONAL STAGE
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child is able to deal with abstractions, form hypotheses, engage in mental manipulations
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ADOLESCENT EGOCENTRISM
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one's thoughts and actions are as central to others as to oneself
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CONSERVATION PROBLEMS
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those that test the ability to recognize that certain properties stay the same despite a change in appearance or position
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PERCEPTUAL CENTRATION
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the strong tendency to focus attention on only on characteristic of an object or aspect of a problem or event at a time
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DECENTRATION
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the ability to think of more than one quality at a time
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IRREVERSIBILITY
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do not understand problems like
4+5=9; 9-5=4 |
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ADOLESCENT EGOCENTRISM
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the inability to differentiate between the world as the adolescent thinks it should be and the world as it actually is
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SPONTANEOUS CONCEPTS
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they learn various facts and concepts and rules as a by-product of playing and communicating with parents and playmates
ex: native language |
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SCIENTIFIC CONCEPTS
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are the psychological tools that allow us to manipulate our environment consciously and systematically
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EMPIRICAL LEARNING
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refer to the way in which young children acquire spontaneous concepts
most observable characteristics of objects and events are noticed and used as a basis for forming general concepts |
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THEORETICAL LEARNING
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involves using psychological tools to learn scientific concepts
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ZONE OF PROXIMAL DEVELOPMENT (ZPD)
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the difference between what a child can do on his own and what can be accomplish with assistance
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SCAFFOLDING
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helping students answer difficult questions or solve problems by giving them hints or asking leading questions
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MICROWORLDS
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simulated learning environments
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MICROCOMPUTER-BASED LEARNING
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one or more sensors are attached to a microcomputer to generate graphs of such physical phenomena as temperature, sound, motion, and electromotive force
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COGNITIVE APPRENTICESHIP
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a mentor works closely with a learner to develop the learner's cognitive skills
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TELEMENTORING
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when this master-apprentice relationship occurs on a computer network
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