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30 Cards in this Set
- Front
- Back
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What is the difference between teaching and learning? |
If a student does not learn the information, the teacher did not teach. Teaching is the layered approach to expanding current knowledge of or learning a new concept. Teachers should plan with a focus on good questioning, checks for understanding, proactive responses to potential challenges, scaffolding, creating learner curiosity and motivation, DI ideas ready, and so on. Learning is the retention of a concept through engagement and practice.
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What are some examples of an expert teacher?
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Infer accurately, Distinguish between relevant and irrelevant information, Comprehend meaning behind classroom activity, Are proactiveIdentify instructional and classroom management problems, Have complex, elaborate and interconnected mental imagesPossess good questioning skills, Their mental images facilitate their learning, Assess students frequently and reflect on results. |
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What are the characteristics of a novice teacher?
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Do not infer accurately, Can't automatically discriminate relevant from irrelevant information, Have trouble "reading between the lines" of classroom activity, Are reactive, Have problems with complex classroom phenomena, Do not possess sophisticated theories of teaching, Lack questioning skills, Their planning facilitates the construction of their schema, Assess infrequently and do not reflect on results
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Define 3 models of research studies to understand and improve learning.
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Descriptive studies will describe a situation through data.The data could be survey results, interview responses, test scores, simplyobserving a situation, and so on. In other words, nothing is manipulated.Results are simply recorded for an analysis. For example, I recently gave myclasses an end-pf-year survey of mostly Likert scale responses with a fewsentence responses. Students gave opinions of the class and my teaching style.This is a descriptive study because observations are simply recorded. Anexperimental study is not simply observing as something is manipulated. Thereis a plan to test a theory. A dependent variable is steady while an independentvariable is manipulated. For example, let’s say I gave the same survey to allof my classes with a twist. Two out of five classes I was extremely encouraging as students worked, similar to a fitnessinstructor. Students are the dependent variable as the teacher is theindependent variable. Other dependent variables are the content and activities.I could then check if there was an effect by the teaching style on finalgrades. Here, I am essentially searching for a correlation, aka a relationshipbetween the variables. Is there a positive correlation of as a teacherencourages student grades increase compared to the non-overly encouragingclassroom? Or is there a negative correlation of the more a teacher didencouraging actions the lower students grades were. Perhaps the teachercomments were a superfluous distraction to students work. I love reviewing godresearch on education, whether it is a descriptive, experimental, orcorrelational study.
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Describe Piaget's stages ofintellectual development - including key terms.
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The sensorimotor stage of birth - 2 is about imitation and object permanence...child combing the hair of the doll.
The pre-operational stage of 2-7 refers to ACTIONS based on learning with children developing skills such as language and drawing. symbolic representation, perceptual concentration, irreversiblity, and egocentrism are benchmarks. The concrete operational stage is benchmarked with reversibility, decentration recognizing objects, and conservation to understand when change is necessary. The formal operational stage is where thinking logically begins. |
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What is Vygotsky's Zone of Proximal Development?
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Vygotsky believed that if a parent or teacher worked with a child-by providing a stimulating environment or possibly teaching the child-the child could move "up" to the next level of development. ZPD is the difference between what a learner can do without help and what he or she can do with help
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What is the difference between Piaget and Vysotsky view's of development and learning?
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Piaget believes development PUSHES learning, while Vygotsky believes that learning PULLS development. nature vs. nurture. Paiget develop children reach different cognitive abilities at specific times in life. Vysotsky believe you had an adult model and guide your learning. |
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Describe Piaget's 3 mental processes in Child Development.
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Scheme is the grouping of actions into one process. For example, the process a doctor’s appointment from checking in to see the doctor to leaving the office. Society has created structures for most of life’ activities. A scheme is a way to execute that action, as schemes are a way to function in society. Assimilation is the term for relating a new experience to an existing scheme / structure. Perhaps learning how to function in a third grade class is an example of assimilation. Students would combine past experiences of structure in lower grades to understand the scheme of the new, advanced class. A student here is adding to the scheme of how to behave in school. Accommodation is where existing schemes are altered or a new one is created. In the above example, perhaps the child creates an entirely different scheme / structure for the new third grade class. Even though similarities may occur, two different set of normal actions are learned for the two dissimilar settings. The idea is a new scheme is created from an existing one(s) to understand how to function in society.
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Describe the 4 processes of Human Development.
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???? Not mentioned in the text or online write up. Please help. |
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What is Bronfenbrenner's Bio-ecological Model of Human Development?
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Social and cultural contexts shape development. Every person develops within a microsystem (the person's surroundings, place and people), inside a mesosystem (the set of interactions and relationships between everything in the microsystem), embedded in an exosystem (all social settings including or excluding the child), and are all part of the macrosystem (the larger society - its values, laws, conventions, and traditions) of the culture.
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Describe the Eight Stages of Erikson's Theory of Psychosocial Development?
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Stage 1 (birth-18 months) - Trust vs. Mistrust - Trust is developed by constant interaction, especially physical, between the child and others.
Stage 2 (18 months-3 years) - Autonomy vs. Shame and Doubt - If the child is encouraged to explore his/her environment, if attempts to dress are uninterrupted, if the mess made while pouring cereal is tolerated, then the crisis will more likely be resolved in the direction of autonomy, a sense of independence. Stage 3 (3-6 years) - Initiative vs. Guilt - If you have ever watched a child "nurse" a doll, or "fix" the clock, you have observed a child in the initiative stage. If children's interactions and questions are recognized and answered sincerely, they will come away with a positive feeling about themselves. If you ignore them or make them feel as if they are annoying, it will have an adverse effect on learning. Stage 4 (6-12 years) - Industry vs. Inferiority - If children are encouraged and praised and experience early success in school, they will likely develop a sense of industry / an eagerness to produce. Stage 5 (adolescence) - Identity vs. Role Diffusion - Identity is a sense of well-being, a feeling of knowing where one is going, and an inner-assuredness. If the nature of the adolescent's interactions is positive, a sense of self-confidence and stability is instilled. Whether fulfilling the roles of a friend, child, student, leader, boyfriend, or girlfriend the adolescent feels at ease. Stage 6 (young adulthood) - Intimacy vs. Isolation - The young adult's personality is influenced by efforts to establish intimacy or will be lead towards isolation. Stage 7 (young adulthood-middle age) - Generativity vs. Stagnation - Generativity is a concern for future generations. Childbearing and nurturing occupies the feelings and thoughts of people at this stage. Career vs. family becomes an issue here. Stage 8 (later adulthood-old age) - Integrity vs. Despair - Integrity is a sense of understanding how one fits into one's culture and accepting that one's place is unique. An inability to accept one's sense of self at this stage leads to despair. |
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Describe Piaget's Framework of Moral Reasoning.
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There is a little kid morality of Morality of Constraint. Here rules define what is right and wrong, who is the authority, and should be obeyed. Children progress to the older kid morality of Morality of Cooperation where rules are not carved in stone, used as general guidelines, and intentions come are a major factor. |
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What are Kohlberg's Stages of Reasoning?
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Level I - Preconventional Morality, birth to 9 years - children avoid punishment and good behavior yields benefits. Level II - Conventional Morality, 9 to young adulthood - judgement based on rules of society. First, someone focuses on the expectations of others, being nice. Then, as society is established laws are deemed necessary. Level III - Post-Conventional Morality adulthood - person believes in a self-determined set of morality. First laws become open to evaluation with the relationship to society analyzed. Then, principles are chosen for the self-set of beliefs. |
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Summarize Gilligan's Theory of Gender-based Morality.
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Level 1 - Orientation toward self-interest. Woman focuses on what's best for herself.
Level 2 - Identification of goodness with responsibility for others. Focuses on sense of responsibility for others and a capacity for self-sacrifice. Level 3 - Highest level. Focusing on the dynamics between self and others. Achieves an understanding that her actions must reflect both a concern for self and a concern for others. |
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Explain ways teachers can help children develop social skills.
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group projects, public speaking assignments, random selection for class participation, constant areas to collaborate from sharing thoughts to notes, as well as ensuring a stable hidden curriculum to teach speaking order and so on. |
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Explain 'self concept' and 'self esteem.'
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self concept - individuals' knowledge and beliefs about themselves - their ideas, feelings, attitudes, and expectations.
self esteem - the value each of us places on our own characteristics, abilities, and behaviors. |
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How did Alfred Binet & Theodore Simon contribute to education?
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TheParis Public School System felt teaching students without knowing a baseline ofinformation for placement was archaic. Alfred Binet and his associate, TheodoreSimon, created a set of tests to determine a child’s intellectual skills ormental age. They gathered 58 tests, several for each age group from 3 – 13years old. A participant was given the mental age of the test they passed themost items on. For example, if someone passed most of the test that most 8 yearolds pass, failing a greater portion of tests most 9 years olds pass, then theparticipant would receive a mental age of 8. When Lewis Terman brought thistest to Stanford University, the Standford-Binet was created with the conceptof an intelligence quotient (IQ) score. This part of history is conceivablysomething we all should be aware of. 0e�I8a<�V
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What is the difference between fixed and incremental intelligence?
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Fixed intelligence is the idea that an IQ is purely based onnature, decided at birth. There is a fixed level of intelligence for everyone.Here, performance is a test of ability, and a failing / struggling learnerwould feel helpless. The lack of accomplishing the text is based on a lack ofability in this theory. Incremental intelligence is the idea that an IQ isdeveloped over time, giving belief to the effect of nurture. As a result, alearner would view performance as a means of improving his or her skills andabilities. Failing / struggling learners tend to believe harder work will leadto skill mastery. I will remind my students of incremental intelligence.
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Describe Howard Gardner's multiple intelligences.
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Gardner felt there was more to gauge a person's intelligence that just assess his or her math and writing skills. There were other symbol systems that play a role in learning that many cultures imply instead of writing and math. Thus, there are 8 intelligences of kinesthetic, musical, naturalist, existential, interpersonal, intrapersonal, visual, logical, and verbal. |
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Describe an environment where students engage in activities for their specific intelligence.
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I attempt to it every intelligence in a unit. When teaching vocabulary students hear me say the word, repeat it, write it down, read it, relate to the real world, and create an example. I find an example of the word in music when possible. |
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Explain how you will integrate the multiple intelligences into your classroom.
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I attempt to it every intelligence in a unit. When teaching vocabulary students hear me say the word, repeat it, write it down, read it, relate to the real world, and create an example. I find an example in music when possible.
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Explain Sternberg's Theory of Triarchic Intelligence.
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Intelligence comes in three forms: 1 Analytical...when someone shows the ability to compare, analyze, make judgments, and evaluations, 2 Creative...when someone shows the ability to invent, design, and create, and 3 Practical...when someone shows the ability to apply and put something into practice. |
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Recognize and explain the formula for 'intelligence quotient'.
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A person’s IQ is calculated with this formula: IQ = mental age / chronological age * 100.
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Describe what "culture" means
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Culture: A way of life in which people share a common language and similar values, such as: Religion, Habits of thinking, Artistic expression, Patterns of social and interpersonal relations
Macroculture: A larger shared national culture representing the core values of a society. Microculture: Groups within cultures that share particular values. They share many, but not all, of the dominant values, such as Knowledge, Skills, Symbols, Perspective. |
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What are the four areas of diversity?
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Cultural Diversity: Culture is a way of life in which people share a common language and similar values.
Socioeconomic Status Diversity: The status of family is society. This status could include income, education or occupation.Race and Ethnic Diversity: Race is a category used to differentiate groups of people based upon biological differences, not cultural differences. Ethnicity is the identity of a group of people who have a common national origin, religion, or traditions. Language Diversity: Language is the way that teachers are able to communicate with students and vise versa. |
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How does poverty impact a student's ability to learn?
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background knowledge, exposure to the arts and other cultures, tutoring resources, access to preschool, proper nutrition, supplies including a computer, and absorbing the actions and values on the surroundings. |
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How do you avoid being partial to one specific group of students?
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treat everyone the same, call on everyone equally, spend time with each student an appropriate amount of time
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Describe strategies to help you work with culturally diverse students.
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Get to know the customs, traditions, and values of the students
Learn the meaning of different behaviors for your students Provide a range of ways to learn material to accommodate a range of learning styles |
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Describe a lesson plan to integrate multicultural education into your classroom.
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We discuss some major international holidays and the effect on the economy. For example, we analyze local effects of Valentine's Day, as well as Single's Day in China used as a Cyber Monday. We also have each student present a foreign country to the class in a PPT. |
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30? Did I miss a question? |
30? Did I miss a question? |
