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56 Cards in this Set
- Front
- Back
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Intelligence
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-Adaptation to environment
- Abstract reasoning - Problem solving/decision making - Speed of processing |
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Mastery Learning
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Idea that all students can learn curricular material if given sufficient time
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Meaningful Learning
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Actively forming new knowledge structures by:
1. Selecting relevant info 2. organizing info into a coherent structure 3. integrating info with relevant prior knowledge |
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Discovery Learning
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Encourages students to actively discover and internalize a concept, rule, or principle through exploration of info
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Expository teaching
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Goal is not to have students independently discover learned content but to ensure new info with be integrated into memory in a meaningful way.
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Inquiry Learning
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form of situated learning in which students construct knowledge and develop problem solving skills
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Cooperative learning
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Involves students working together to achieve a shared goal
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Recognition Network
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Specialized to receive and analyze info
1. Sense and assign meaning to pattern (voices, words, faces, formulas) 2. Normal variations in recognition 3. Ex) Low visual acuity, limited understanding of English |
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Strategic Network
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Enable us to plan, execute, and monitor actions and skills
1. Normal variations in motor skill, organization, coordination, thinking 2. Ex) poor writing mechanics |
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Affective Network
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Evaluate patterns and assign emotional significance
1. Normal variation in confidence, persistence, motivation, values 2. Ex) low risk taker, easily discouraged, daydreams |
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How to help Recognition Network
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1. Present info in a variety of ways (visual, auditory, graphs)
2. Evaluate in a variety of ways |
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How to help Strategic Network
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1. Active Learning
2. Opportunities for practice 3. Feedback 4. Incubation time 5. Scaffold |
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How to help Affective Network
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1. Interest
2. Support/Scaffold 3. Level of Challenge 4. Meaningful context |
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Examples of Linguistic Intelligence
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Poet, writer, storyteller....
Activities: write a poem, short story |
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Examples of Logical-mathematical intelligence
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Mathematician, scientist, logician
Activities: Design and conduct an experiment on... Describe the patterns in... |
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Examples of Spatial intelligence
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Hunter, scout, guide, artist
Activities: Illustrate, draw or sketch Chart, map or graph |
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Examples of Bodily-kinesthetic intelligence
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actor, athlete, mime, dancer
Activities: sing a song, indicate rhythmical patterns |
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Examples of Interpersonal intelligence
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pastor, counselor, administrator, teacher
Activities: Use social skills to learn about Teach someone about |
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Examples of Intrapersonal intelligence
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religious leader, counselor, psychotherapist, writer
Activities: Write a journal entry on Assess your own work in |
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Examples of Naturalistic intelligence
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Naturalist, hunter, scout, farmer, environmentalist
Activities: Create observation notebooks of Use observational tools to explore |
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Sternbergs theory of Successful Intelligence
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1. Analytical abilities
2. Creative abilities 3. Practical abilities |
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Analytical abilities
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involve identifying and defining problems, choosing strategies, monitoring the outcome.
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Creative abilities
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Involves generating novel ideas for solving problems. Often generate ideas that are unpopular and must convince others to value their ideas
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Practical abilities
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Involves applying knowledge to real-life contexts, implementing options and making them work. People learn better by relating info to their own lives
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IQ score factors
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1. Heredity
2. Environment 3. Socioeconomic status 4. Race 5. Gender |
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Jigsaw Method
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-Designed to interdependence and cooperation among students from culturally diverse backgrounds.
-Each group becomes an "expert" and teach other groups their subject |
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Procedural Knowledge
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Knowledge concerning HOW to perform a certain skill or task
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Conceptual Knowledge
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A form of mental representation that reflects an understanding of declarative knowledge
WHY |
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Utilizational Knowledge
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When to solve
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Back-up Strategies
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Any strategy that is not a retrieval strategy
Yield correct answers more often |
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Retrieval Strategies
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Associations
Used for easier problems |
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Skills in learning Math
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Counting Moving
Measuring Calculating Shaping Proving Forming Puzzling Estimating Grouping |
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Power of Estimation
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Less emphasis on calculation
Leads to greater chance of correct answer being chosen Representative of real world math |
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Criticisms of teaching math in a constructive perspective
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1. Context- cannot solve problems out of regular context
2. Insufficient understanding of concept and procedure from student 3. Teacher misdiagnosis 4. Cultural Biases 5. Expecting students to lean on their own (Need a master guide) |
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Definition of Science
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1. Pursuit of knowledge about nature and the world
2. A way of looking at the world and seeking explanations 3. A way of problem solving and using results to explain phenomena |
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Conceptional Change
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1. Students bring their own experiences
2. Form their own ideas 3. Can be a great resource for ?'s 4. Can create challenges for changing misinformed ideas |
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Inquiry Based Learning
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1. Ask
2. Investigate 3. Create 4. Discuss 5. Reflect |
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Why are questions important in Science?
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Questions are meaningful and important to the learners
Communication and Reflection Application of ideas in new and multiple contexts |
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Stage 0
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1. Pre-Literacy Concepts (Birth-6)
Learn how books work Emergent spelling Large spoken vocabulary Recognize words/letters |
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Stage 1
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1. Phonological Recording Skills (6-7)
Phonemic awareness |
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Stage 2
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1. Reading Fluency (7-8)
Visual based retrieval Phonetic approach |
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Stage 3
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1. Reading to learn (9-13)
Comprehension |
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Stage 4
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1. Continue to read to learn (14-18)
Multiple perspectives Appreciation of different styles |
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What effects reading comprehension
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1. Automatization
2. Working memory capacity 3. Organized content knowledge 4. Metacognitive Monitoring 5. Flexibility with strategies |
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Comprehension Building
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1. Reciprocal reading
2. Dialogic Reading 3. Marginalia 4. SQR^3 |
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Marginalia
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What we write in the margins of books and papers
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SQR^3
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How to approach text
Survey-Question-Read-Recite-Review |
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Abilities of Skilled Readers
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1. Perceive whole words
2. Lexical Access is automatized 3. Use grammatical cues to create mental representations |
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Knowledge Telling
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Writing down ideas in whatever order they come in, with little regard for effective communication
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Knowledge Transforming
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Expressing ideas on paper in a way that a reader can readily understand
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Graphomotor Skills
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Visual-Perceptual skills
Orthographic coding Motor Planning and Execution Kinesthetic Feedback Visual-Motor Coordination |
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Why is Reviewing difficult?
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Utilizes:
Critical Reading Skills Problem Solving Decision Making |
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Development of good writers
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1. Planning (Outline)
2. Translating (Plans to words) 3. Reviewing 4. Monitoring (Utilized metacognition) 5. Base Knowledge 6. Knowledge Transforming |
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How to become a better writer
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1. Staying true to the plan
2. Being able to generate sufficient content 3. Organizing Material 4. Mechanics 5. Revision |
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Characteristics of good writers
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1. Write quickly
2. Better at spelling and grammer 3. Better Readers 4. Greater genre base knowledge 5. More Planning time 6. Multiple Revisions 7. Consistent Monitoring |
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Bereiter & Scardmalia 1982
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Best-Group with the full scribe
Scribe at a 4th-6th grade pace Worst- No scribe/usual |
