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94 Cards in this Set
- Front
- Back
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Define locus of causality.
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the location--internal or external--of the cause of behavior
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Define extrinsic motivation.
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motivation created by external factors such as rewards and punishments
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Define intrinsic motivation.
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motivation associated with activities that are their own reward
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Define deficiency needs.
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maslow's four lower-level needs, which must be satisfied first
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Define learned helplessness.
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the expectation , based on previous experiences with a lack of control, that all ones' efforts will lead to failure
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Define failure accepting students.
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students who believe their failures are due to low ability and there is little they can do about it
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Define problem based learning.
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methods that provide students with realistic problems that don't necessarily have right answers
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Define authentic task.
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tasks that have some connection to real-life problems that students will face outside of the classroom
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Define time on task.
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time spent actively learning
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Define allocated time.
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time set aside for learning
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Define classroom management.
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techniques used to maintain a healthy learning environment, relatively free of behavior problems
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Define participation structures.
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rules defining how to participate in different activities.
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Define self management.
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management of your own behavior and acceptance of responsibility for your own actions.
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Define procedures.
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prescribed steps for an activity
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Define rules.
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statements specifying expected and forbidden behaviors; do and don'ts
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Define instructional objective.
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clear statement of what students are intended to learn through instruction
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Define behavioral objective.
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instructional objectives stated in terms of observable behaviors
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Define taxonomy.
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classification system
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Define direct instruction/explicit teaching.
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systematic instruction for mastery of basic skills , facts, and information
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Define convergent questions.
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questions that have a single correct answer
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Define divergent questions.
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questions that have no single correct answer
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Define exceptional students.
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students who have abilities or problems so significant that they require special education or other services to reach their potential goal
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Define disorder.
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a broad term meaning a general disturbance in physical or mental functioning
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Define disability.
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the inability to do something specific such as walk or hear
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Define handicap
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a disadvantage in a particular situation, sometimes cause by a disability
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Define the theory of multiple intelligences.
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In Gardner's theory of intelligence, a person's with separate abilities: logical-mathematical, linguistic, musical , spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist
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Define triarchic theory of successful intelligence.
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a three-part description of the mental abilities (thinking processes, coping with new experiences, and adapting to context) that lead to more or less intelligent behavior
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Define intelligence quotient (IQ).
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score comparing mental and chronological ages.
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Define flexible grouping.
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grouping and regrouping students based on learning needs
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Define grouping within-class ability.
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system of grouping in which students in a class are divided into two or three groups based on the ability in an attempt to accommodate student differences
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Define tracking.
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system of grouping in which students are assigned to classes based on their measured ability or their achievements
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Define least restrictive environment.
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(LRE) educating each child with peers in the regular classroom to the greatest extent possible
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Define inclusion.
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the integration of all students, including those with severe disabilities, into regular classes
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Define the Joplin Plan.
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arrangement wherein students are grouped by ability in particular subjects, regardless of their ages or grades
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Define learning preference.
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a preferred way of studying and learning, such as using pictures instead of text, working with other people versus alone, learning in structure or unstructured situations and so on.
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Describe the student Hopeless harry.
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-won't even start the assigment
-says I don't understant or this is too hard. -when he has correct answers he says its because he guessed and doesn't really know -spends most of his time staring into space and is falling behind |
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Describe the student safe sarah.
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-checks with you on every step
-wants to be perfect -she won't risk getting a B -if its not required or on the test, she is not interested |
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Describe the student defensive diane.
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-doesn't have her homework again
-she pretends to be working, but spends most of her time making fun of the assignment or trying to get answers from other students when you turn your back -she is afraid to try because she doesn't want to fail and fears that everyone will know she's dumb |
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Describe the student anxious amy.
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-a good student in most subjects, but freezes on certain tests and "forgets" everything she knows when she has to answer questions in class
-her parents expect her to pursue a particular career but she is not good at that subject |
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What is Maslow's major contribution to Ed. Psych?
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-suggested that humans have a hierarchy of needs ranging from lower-level needs for survival and safety to higher-level needs for intellectual achievement and finally self-actualization (self-fulfillment)
-gives us a way at looking at the whole student |
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What are some criticisms of Maslow's theory?
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-people do not always appear to behave as the theory would predict
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What is Bernard Weiner's contributions to Ed. Psych?
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-responsible for relating attribution theory to school learning
-most of the attributed causes for successes or failures can be characterized in term of three dimensions: -locus (location of the cause--internal or external to the person) -stability (whether the cause is likely to stay the same in the near future or can change) -controllability (whether the person can control the cause) *these three dimensions affect expectancy and value *if success or failure is attributed to internal factors, success will lead to pride and increased motivation, whereas failure will diminish self-esteem |
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Define motivation.
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-an internal state that arouses, directs, and maintains behavior
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What are the four approaches used to describe 'motivation'.
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1. behavioral
-motivation stems from incentives and rewards in the classroom -if we are continually reinforced, we may develop habits or tendencies to act in certain ways -extrinsic motivation 2. humanistic -emphasize intrinsic sources for motivation such as "self-actualization" -motivate using people's inner resources--self-esteem, competence -Maslow's hierarchy of needs 3. cognitive -emphasize intrinsic motivation -behavior is determined by our thinking -regulated by goals, expectations, attributions, schemas, and plans 4. sociocultural -emphasize participation in communities of practice -being members of a community in which learning is valued -engaged participation in learning communities; maintaining identity through participation in activities of a group |
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How can extrinsic and intrinsic motivation be identified?
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-determine by the locus of causality for the action whether it is internal or external
-teachers must encourage and nurture intrinsic motivation, while making sure that extrinsic motivation supports learning |
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Explain Maslow's hierarchy of needs and motivation.
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-made up of lower-level needs for survival called deficiency needs and higher-level needs for intellectual achievement called being needs and finally self-actualization
-four lower-level needs: survival, safety, belonging, self-esteem -three higher-level needs: intellectual achievement, aesthetic appreciation, self-actualization *when these needs are met, a person's motivation does not cease but increases to seek further fulfillment *being needs can never be completely filled |
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Explain attribution theory.
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-describes how the individual's explanations, justifications, and excuses about self or others influence motivation
*Bernard Weiner focused on this |
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Define anxiety and explain its impact on motivation.
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-general uneasiness, a feeling of self-doubt, and sense of tension
-anxiety can be both a cause and an effect of school failure -cognitively causes negative thoughts -affectively cause upset stomach, fear, sweaty palms, etc. -interferes with learning at three points: focusing attention, learning, and testing *can cope with this using problem solving, emotional management, and avoidance |
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Define tenacity.
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exhibiting persistence
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Define self-efficacy.
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-beliefs about personal competence in a particular situation
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Effects of learned helplessness?
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-causes three types of deficits: motivational, cognitive, and affective
-students who feel hopeless will be unmotivated and reluctant to attempt work -their pessimistic views cause them to miss opportunities to practice and improve -students tend to suffer depression, anxiety, and listlessness |
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Explain mastery-orientated students.
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-students who focus on learning goals because they value achievement and see ability as improvable
-don't fear failure, so they take risks set hard goals -strong sense of self-efficacy |
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Explain failure avoiding students.
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-students who avoid failure by sticking to what they know, by not taking risks, or by claiming not to care about their performance
-procrastinate -any grade above passing is a success -set low goals or may adopt self-defeating strategies |
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Effects of authentic tasks.
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-using these real-life tasks students are more likely to see the genuine utility of the value of the work and are also more likely to find the tasks meaningful and interesting
*problem based learning is an example of using these tasks -students take real life roles like doctors, scientists, etc. which makes them realize it's their problem |
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What were Laurence Steinberg's results after studying the roles of parents, peers, and community contexts on school achievement?
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-40% of students were just going through the motions of learning
-90% had copied someone else's homework -66% had cheated on a test in the last year *this lack of investment is due in part to peer pressure *peers provide incentives for certain activities and ridicule others, which creates a school culture that affects the way the teachers behave *peers not parents are the chief determinants of how intensely they are invested in school and how much effort they devote to their education |
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Define cooperative learning.
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-arrangement in which students work in mixed-ability groups and are rewarded on the basis of the success of the group
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What are some examples of cooperative learning?
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-4,5,6 person groups for review or rehearsing information or practice
-2 to 4 person groups for problem solving, discussions, or computer learning -assign roles |
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What is the purpose of cooperative learning?
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-group discussions help participants rehearse, elaborate, and expand their knowledge
-supports information processing and memory -interactions in groups can create the cognitive conflict and diequilibrium that lead an individual to question his or her understanding and try out new ideas -social interaction is important for learning becaue higher mental functions such a reasoning, comprehension, and critical thinking originate in social interactions and are then internalized by individuals -provides the social support and scaffolding that students need to move learning forward |
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What are the cautions when using cooperative learning?
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-misconceptions or wrong ideas can be inforced or the best ideas may be combined to construct superficial understanding
-students who arrive at wrong answers may be more confident that they are right -ideas of low-status students might be ignored while high-status students' ideas might be reinforced regardless of the merit of their ideas -socializing may take precedence over learning -students may depend on "expert" in the group--learning is passive -speed and finishing early can take precedence over thoughtfulness and learning |
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How can violence in schools be prevented?
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-teach acceptance and compassion through direct and indirect means
-move slowly and deliberately toward the problem situation -be respectful -be brief -avoid power struggles -inform the student of the expected behavior and the negative consequences as a choice or decision for the student to make. then withdraw from the student and allow some time for the student to decide |
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How can teachers respect and protect students from school violence?
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-Five ideas
-everyone needs to respect and protect the rights of others -violence is not acceptable -the program targets the violence-enabling behaviors of staff, students, and parents such as denying, rationalizing ,justifying, or blaming others for violence -there is a clear definition of what constitutes violence that distinguishes two kinds of violence--bully/victim violence and violence that arises from normal conflicts -adult centered prevention that improves the school climate and student centered interventions that give students choices and clear consequences *service learning |
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What are some warning signs of violence in school?
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Immediate signs
-loss of temper on daily basis -frequent physical fighting -increase in risk-taking behavior -carrying weapon -increase in use of drugs or alcohol -threats Over time -a history of violent or aggressive behavior -failing to acknowledge the feelings or rights of others -poor school performance -feeling rejected or alone -trouble controlling feelings like anger -having been a victim of bullying -withdrawal from friends and usual activites |
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What is the definition of service learning?
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-an approach to combine academic learning with personal and social development for secondary and college students
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What are some examples of service learning?
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-direct service (tutoring, serving meals at homeless shelters
-indirect service (collecting food for shelters, raising money) -advocacy (design and distribute posters about a food drive, write newspaper articles) |
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What are Doyle's contributions about creating learning environments?
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-classes have distinctive features the influence their inhabitants no matter how the students or the desks are organized or what the teacher believes about education
-teachers should achieve order and harmony by gaining and maintaining student cooperation in class activities -be organized prepared, give clear signals, smooth transitions, make appropriate behavioral and academic demands of the students -students will learn what they practice and think about |
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What are Carolyn Evertson's contributions to Ed. Psych?
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-identified 4 general stages of classroom management by age related needs
1. k-elementary- direct teaching of classroom rules and procedures is important 2. middle-elementary- new procedures for a particular activity may have to be taught directly, and the entire system still needs monitoring and maintenance 3. End of elementary- deal productively with these disruptions and to motivate students who are becoming less concerned with teachers' opinions and more interested in their social lives 4. end of high school- manage the curriculum, fit academic material to students' interests and abilities, and help students become more self-managing |
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What are Caroll Weinstein's contributions to Ed. Psych?
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-teachers should establish routines to cover the following areas
1. administrative routines, such as taking attendance 2. student movement, such as entering and leaving or going to the bathroom 3. housekeeping, such as watering plants or storing personal items 4. routines for accomplishing lessons, such as how to collect assignments or return homework 5. interactions between teacher and student, such as how to get the teacher's attention when help is needed 6. talk among students, such as giving help or socializing |
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What is another contribution by Evertson to rules?
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Rules for elementary school.
1. respect and be polite to all people- give clear explanations like no hitting, teasing, etc. 2. be prompt and prepared- highlights importance of academic work in class 3. listen quietly while others are speaking 4. obey all school rule-reminds students that these exist in your classroom as well |
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What is Emmer's contribution to rules in the classroom/
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Rules for secondary school
1. bring all needed materials to class- specify what this is 2. be in your seat and ready to work 3. respect and be polite to all people 4. respect other people's property 5. listen and stay seated while someone else is speaking 6. obey all school rules |
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What are Elias and Schwab's contributions to ed. psych?
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-use natural or logical consequences to support social/emotional development by doing the following
-response should address the problem as behavior, not the student -emphasize to students that they have the power to choose their actions and thus avoid losing control -encourage student reflection, self-evaluation, and problem-solving--avoid teacher lecturing -help students identify and give a rationale for what they could do differently next time in a similar situation *before this can happen, students need to be able to trust the teacher and the situation |
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What are the 7 categories of penalties for students/
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1. expressions of disappointment
2. loss of privileges 3. exclusion from the group 4. written reflections on the problem 5. detentions 6. visits to the principal's office 7. contact with parents |
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What are the goals for classroom management?
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1. more time for learning- keep students engaged
2. access to learning -make sure students understand participation structures (rules defining how to participate in different activities) -make sure everyone knows how to participate in class activities 3. management for self-management -teach students how to take responsibility for their actions |
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Difference between rules and procedures?
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-procedures are steps for an activity
-rules are merely do's and don'ts -they are usually written down unlike procedures and posted (should be positive and observable) |
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what should occur during the first weeks of class to be successful?
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-have specific and easily understood procedures and rules
-follow through with consequences and rules -do not vary procedures -set the tone for the rest of the year |
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What are Bloom's contributions to ed. psych?
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-developed a taxonomy, or classification system, of educational objectives
-objectives are divided into three domains: cognitive, affective, and psychomotor |
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What are the 6 basic objectives in Bloom's cognitive domain?
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1. Knowledge: remembering or recognizing something without necessarily understanding, using ,or changing it
2. Comprehension: understanding the material being communicated without necessarily relating it to anything else 3. Application: using a general concept to solve a particular problem 4. Analysis: Breaking something down into parts 5. Synthesis: creating something new by combining different ideas 6. Evaluation: judging the value of materials or methods as they might be applied in a particular situation |
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What are the objectives of Bloom's affective domain?
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1. Receiving: being award of or attending to something in the environment
2. Responding: showing some new behavior as a result of experience 3. Valuing: showing some definite involvement or commitment 4. Organization: integrating a new value into one's general set of values, giving it some ranking among one's general priorities 5. Characterization: acting consistently with the new value |
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What are the objectives of the psychomotor domain?
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1. student-orientated (emphasis on what the student is expected to do)
2. Descriptive of an appropriate learning outcome (both developmentally appropriate and appropriately sequenced, with more complex objectives following prerequisite objectives) 3. Clear and understandable (not too general or too specific) 4. Observable (avoid outcomes you can't see such as "appreciating" or "realizing" |
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What are Vito Perrone's contributions to constructivist planning?
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-identify "ideas, themes, and issues that provide the depth and variety of perspective that help student s develop significant understandings" to move them toward goals in a way that respects their interests, etc.
-use a topic map ass a way of planning -this makes the focus on the processes of learning and the thinking behind the products |
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What are Rosenshine's contributions to ed. psych?
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-says students learn from teachers that are clear, warm, and enthusiastic
-his approach is direct instruction or explicit teaching -has 6 teaching functions |
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What are Rosenshine's six teaching functions?
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1. Review and check the previous day's work
2. Present new material. 3. Provide guided practice. (question students, give practice problems) 4. Give feedback and correctives based on student answers. Reteach if necessary. 5. Provide independent practice. (seatwork, group work, homework) 6. Review weekly and monthly to consolidate learning. |
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What are Rosenthal and Jacobson's contributions to teacher expectations?
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-suggested the existence of a "Pygmalion effect" or self-fulfilling prophecy in the classroom (a groundless expectation that leads to behaviors that then make the original expectation come true)
-study: told teachers that certain students would make great gains and they did |
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What did Greta Morine-Dershimer say about planning?
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-with experience comes coordination of levels of planning to incorporate the state and district curriculum standards
-collaboration with teachers is important -utilize lesson study- teachers as a group develop, test, improve, and retest lessons until they are satisfied with the final version |
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What are Gronlund's contributions to objectives for learning?
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-defines instructional objectives as intended learning outcomes
-clear statement of what students are intended to learn through instruction -believes that an objective should be state first in general terms |
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What is the pygmalion effect?
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-expeptional progress by a student as a result of high teacher expectations for that student; named for mythological king, Pygmalion, who made a statue, then caused it to be brought to life
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What are the three research ideas that emerged for planning?
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1. planning influences what students will learn, because planning transforms the available time and curriculum materials into activities, assignments, and tasks for students--times is the essence of planning
2. teachers engage in several levels of planning--by the year, term, unit, week, and day 3. plans reduce--but do not eliminate--uncertainty in teaching . planning must allow flexibility |
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Describe the ideas the start with the specific vs. start with the general and who believes them.
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1. Robert Mager; objectives out to describe what students will be doing when demonstrating their achievement and how teachers will know they are doing it (behavioral objectives)
-a good objective has 3 parts: -describes intended student behavior -lists the conditions under which the behavior will occur -gives the criteria for acceptable performance on the test 2. Gronlund- start with general -cognitive objectives (understand, solve, appreciate, etc.) -then move to some sample behaviors to clarify -presents and defends the research project before a group |
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What are Howard Gardner's contributions to intelligence?
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-theory of multiple intelligences- there are at least eight separate intelligences
-but there may be more -intelligence is the ability to solve problems and create products or outcomes that are valued by a culture and has a biological base |
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What are Alfred Binet's contributions to measuring intelligence?
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-his tests allowed mental age (a performance that represents average abilities for that age group) to be measured
-became stanford-binet test -tests IQ -individual and given orally *he believed that having an objective measure of learning ability could protect students from poor families who might be forced to leave school because they were victims of discrimination and assumed to be slow learners |
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Define intelligence testing.
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-administering test that ask questions that predict achievement in school
-objective -group vs. individual IQ tests |
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What are learning styles?
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-characteristic approaches to learning and studying
-deep-processing approach( learning activities as a means for understanding some underlying concepts or meanings) vs. surface-processing (focuses on memorizing the learning material, not understanding them) |
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Explain section 504.
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-a part of civil rights law that prevents discrimination against people with disabilities in programs that receive federal funds, such as public schools
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What is an IEP?
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Individualized education program
-annually revised program for an exceptional student, detailing present achievement level, goals, and strategies, drawn up by teachers, parents, specialists, and (if possible) the student. |
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Define gifted student.
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-a very bright, creative, and talented student
-produce work that is original and advanced for their age, potentially of lasting importance -high IQ scores- academically gifted |
