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28 Cards in this Set
- Front
- Back
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Describe the difference between teaching andlearning.
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Teaching is noteffective at least learning happens. To teach is to impart knowledge or skill, while to learn is to acquire knowledge or skill by study. The two words are antonyms of one another. A teacher could be very knowledgeable, but need to be effective for learner to learn. |
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What are some examples of an expert teacher?
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Those are teachers that have a rich store of well-organizedknowledge about the many specific situations of teaching. This includeknowledge about the subjects they teach, their students, general teachingstrategies, subject specific ways of teaching, settings for learning,curriculum materials, and the goals of education.
Teachers need tobe reflective, thoughtful and inventive. |
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What are the characteristics of a novice teacher? |
- 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 understandand improve learning. |
The first typeis descriptive in which the researcher attempts to document what is actuallyoccurring. The study may be eitherqualitative (descriptions in words) or quantitative (descriptions innumbers). The researcher has no controlover the phenomena of study, but simply records what is observed or reported.
The second typeof study is referred to as correlational. In this study, the research relates the level of one variable to acorresponding level of another variable in an attempt to discover anyrelationships between them. The purposeof this type of study is to predict the level of one variable by knowing thelevel of a second variable. Theresearcher has only moderate, if any, control over the variables in this typeof study. The correlational study is themost often used study in educational psychology as well as in many areas of thesocial and behavioral sciences.
The third typeof study is referred to as experimental. In this type of study, the researcherrandomly assigns subjects to at least two groups (experimental and control). Inthe experimental group, the researcher manipulates the level of one(independent) variable and observes the corresponding change, if any, in thelevel of another (dependent) variable. The purpose of this type of study is to determine if there is a causalrelationship between the two variables. |
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Describe Piaget's stages of intellectualdevelopment - including key terms. |
Preoperational Stage
Operation refersto actions based on logical thinking. Children developsuch skills as language and drawing ability. Children'sactions are not always logical, so Piaget calls this the pre-operational stage.
BENCHMARKS OFTHIS STAGE Symbolicrepresentation PerceptualCentration Irreversibility Egocentrism Example: When ayoung child (or a child with a communication disorder) makes up their own signs Themost important symbol system is language, which grows tremendously during thepreoperational stage. Children's' vocabularies increase several thousandpercent. - Concrete Operational Stage This is thefirst stage of operational thought during which children develop skills oflogical reasoning, but only about problems that are concrete. This is ahands-on stage. BENCHMARKS OF THIS STAGE: Reversibility Decentration-canconsider more than one aspect of an object Conservation-abilityto recognize that properties do not change although form changes Formal Operational Stage This is thestage of development where thinking logically begins. At this time,children begin to reason realistically about the future and to deal withabstract reasoning, or the ability to think. Adaptation: Adjustment to the environment * Schemes: Mental systems or categories of perception and experience. * Assimilation: fitting new information into existing schemes. * Sensorimotor: Involving the senses and motor activity * Goal-directed actions: deliberated actions toward a goal. * Reversible thinking backward from the end to the beginning. * Decentering: Focusing on more than one aspect at a time. * Egocentric: Assuming than others experience the world the way you do. * Classification: Grouping objects into categories. |
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What is Vygotsky's Zone of Proximal Development? |
The zone ofproximal development is the area where the child cannot solve a problem alone,but can be successful under adult guidance or in collaboration with a moreadvanced peer. |
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What is the difference between Piaget andVysotsky view's of development and learning? |
Piaget: learningcannot occur until certain capabilities have been developed, Vigotsky:Learning occurs in the zone of proximal development.
Piaget believesdevelopment PUSHES learning. As a child develops they automatically move intothe next stage of development.
Vygotskybelieves that learning PULLS development. If you work with a child you can pullthem into the next stage of development. Therefore, your social interactionwith a child helps them progress |
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Describe Piaget's 3 mental processes in Child Development.
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Scheme: Piaget proposedthat schemes are ways of acting on the world and they provide the basis formental operations. In other words, from your actions you derive some knowledgeabout an object. Schemes havealso been described as modes of organizations Assimilation: One way in which mental constructs, such as schemes, change is to simplyincorporate new experiences into existing structures. Accommodation: Accommodation isthe process where a person's way of understanding is forced to change to fitthe new experience. Existing schemes are modified or new ones are created as aresult of new experiences. |
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Describe the 4 processes of Human Development. |
The four processes that enable the transition from one cognitive stageto another are assimilation, accommodation, disequilibrium, and equilibration. Educatorsgenerally view these processes as an explanation of cognitive learning processes,not just those that lead to major shifts in cognitive ability. Accommodation: Occurs when a person must change existing schemes to respond to a new situation. Assimilation: Occurs when a person use their existing schemes to make sense of events in their world. Equilibration: It's the act of searching for balance. The process works like this: If we apply a particular scheme to an event and the scheme works, then equilibrium exists. If the scheme doesn't produce a satisfying result, then the disequilibrium exists and we become uncomfortable. |
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What is Bronfenbrenner's Bio-ecological Model of HumanDevelopment? |
The bio aspect of the model recognizes that people bringtheir biological selves to the developmental process. The ecological partrecognizes that social contexts in which we develop are ecosystems because theyare in constant interaction and influence each other. Every person lives withina microsystem, inside a mesosystem, embedded in an exosystem, all of which area part of the macrosystem- like a set of rusian painted dolls, nested oneinside the other. In the microsystem are the person’s immediate relationshipsand activities. For a child, it might be the immediate family, friends, orteachers and the activities of play and school. Relationships in themicrosystem are reciprocal. The mesosystems is the set of interactions andrelationships among all the elements of the Microsystems. The exosystemincludes all the social settings that affect the child, even though the childis not a direct member of the systems. i.e teachers relationships withadministrators. The macrosystem is the larger society – its values, laws,conventions and traditions. Bronfenbrenner has at least 2 lessons for teachers, first,influences in all social systems are reciprocal. Second, there are many dynamicforces that interact to create the context for individual development. |
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Describe the Eight Stages of Erikson's Theoryof Psychosocial Development?
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Stage 1 Trust v Mistrust (Birth - 1 year) The treatment babies receive has a huge impact on theirdevelopment. They will either trust people or mistrust them. If the constancy of interaction between the infant andothers meets the basic needs of the infant, then trust is developed. If, however, the interactions lack warmth and caring and thebasic needs of the infants go unsatisfied, the infant will learn to mistrustthose around him or her. Autonomy v Shame and Doubt(1-3y) This is the time that the child enters toddlerhood. It is important for the toddler to explore his or herenvironment in an effort to establish some independence from parents. If the child is encouraged to explore his/her environment,if attempts to dress are uninterrupted, if the mess made while pouring cerealis tolerated, then the crisis will more likely be resolved in the direction ofautonomy, a sense of independence. On the other hand, if the toddler's attempts at exploringhis or her environment are discouraged, the toddler is likely to develop doubtsabout his or her ability to deal with the environment. Depending on the adultcaregiver's reaction to the toddler's mistakes, the child may develop feelingsof shame. Initiative vs Guilt (3-6y) This is a stage where the child attempts to undertakegrown-up tasks. If you have ever watched a child "nurse" thefamily dog, or "fix" the clock, you have observed a child in theinitiative stage. Erikson explained that the initiative stage is when thechild "operates on the environment". Due to the increased linguistic abilities of preschoolchildren, their explorations often take the form of questions to adults. If children's interactions and questions are recognized andanswered sincerely, they will come away with a positive feeling aboutthemselves. If children's efforts to explore or if their questions aretreated like a nuisance, children may feel guilty about "getting in theway". Industry vinferiority (6-12y) This is the time that children enter school and focus ontheir ability to win recognition through performance. The concept that children need lots of praise andencouragement during this stage is consistent with Erickson's view ofpsychological development at this stage. If children are encouraged and praised and experience earlysuccess in school, they will likely develop a sense of industry, which is aneagerness to produce. If children's efforts are treated as unworthy - they willdevelop a sense of inferiority. *Children need to gain self-confidence through successfulperformance. Identity v Roleconfusion (12-19y) The most notable characteristic of adolescence centers onthe youth's attempt to discover his or her identity. Adolescents work atdiscovering those things that make them unique. Identity is a sense of well-being, a feeling of knowingwhere one is going, and an inner assuredness. An important aspect of an adolescent's sense of identity is: *His or her emerging sexuality. Adolescents experience dramatic physical maturation and anincrease in relationships with the opposite sex. If the nature of the adolescent's interactions is positive,a sense of self-confidence and stability is instilled. Whether fulfilling theroles of a friend, child, student, leader, boyfriend, or girlfriend theadolescent feels at ease. If the nature of the interactions is negative, the studentis not allowed to integrate his or her various social roles into a unitary,stable view of self and this leads to a sense of diffusion. The adolescent who feels torn apart by what he or sheperceives as inconsistent expectations exhibits role diffusion. The adolescentis unable to develop a clear sense of self. Intimacy v Isolation(19-25y) The young adult's personality is influenced by efforts toestablish intimacy or a close psychological relationship with another person. This is typically the time that young adults strike out ontheir own - off to college, move away from home or get a job. Failure to establish a close relationship with another leadsto a sense of isolation or a feeling of being alone. Generativity vStagnation (25-50y) The term generativity refers to a concern for futuregenerations. Childbearing and nurturing occupies the feelings andthoughts of people at this stage. Typical issues people face at this time are career vs.family. Unsuccessful resolution leads to a sense of stagnation, thefeeling that one's life is at a dead-end. Integrity v Despair(50y +) According to Erikson, integrity is a sense of understandinghow 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 stageleads to despair. The feeling that life is too short and that alternate roadsto integrity are no longer open |
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Describe Piaget'sFramework of Moral Reasoning. |
Piaget's Story Negative There was a little boy called Julian. His father had goneout and Julian thought it would be fun to play with his father's inkwell. Firsthe played with the pen, and then he made a little blot on the tablecloth. There was a little boy called Augustine. He noticed hisfather's inkwell was empty. One day when his father was away Augustine thoughthe would fill it up to help his father, so he would find it full when he camehome. But while he was opening the inkbottle, he made a big blot on thetablecloth. Piaget would then ask children: "Who was the naughtiest?" "Were Julian and Augustine equally guilty?" From this technique Piaget decided there were two types ofmoral thinking: Morality ofConstraint: (Little Kid Morality) Rules define what is right and what is wrong. Rules are established by authoritative people. Rules should be obeyed. For students in elementary school, rules are sacred!! Thereis no allowance made by young children. The intention of the act made nodifference. Examples: Story: Mick's kindergarten teacher told the students tonever get out of line. Mick's knee goes out so... children will not get out ofline to go tell the nurse/teacher. Story: Kids told never to get out of their seat withoutraising their hands There is a fire drill. The students left classroom but theyare missing three students. When they went back, three were still in theirseats. If you become an elementary school teacher, make sure youwrite specific rules because your students will follow them. Morality ofCooperation: (Older Kid Morality) Adolescents know that rules are not carved in stone. These kids know that rules provide general guidelines. This age group would judge Augustine not as guilty as Julianbecause his intentions were honorable. If you become a high school teacher, or teach adults, haveyour students help you make the rules. Make rules that are more general. Example of a rule for elementary school could be: Keep your hands to yourself Example of that same rule for high school students wouldneed to be: Don't touch others' property or respect others' property |
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What areKohlberg's Stages of Reasoning? |
Kohlberg, during his graduate studies, became fascinated withPiaget's view of moral development. He used Piaget's technique of making up astory and questioning people about it. The difference was that he used adultsas well as children. Kolhberg's Story In Europe a woman was near death from cancer. One drug mightsave her, a form of radium a druggist in the same town had recently discovered.The druggist was charging $2,000 - ten times what the drug cost him to make.The sick woman's husband, Heinz, went to everyone he knew to borrow the money,but he could only get together about half of what it would cost. He told thedruggist that his wife was dying and asked him to sell it cheaper or let himpay later, but the druggist said "No". The husband got desperate andbroke into the man's store to steal the drug for his wife. Should the husbandhave done that? Why? By classifying the responses Kohlberg developed three levelsof moral reasoning: Level I:Preconventional Morality (Birth - 9 Years) This refers to the judgments made before children understandthe conventions of society. Children base their judgments on two things: Avoiding punishment Good behavior yields some kind of benefit This level is broken into two stages: Stage 1: Punishment and Obedience Orientation Stage 2: Instrumental Exchange Orientation Level II:Conventional Morality (9 years - young adulthood) Refers to judgments based on the rules or conventions ofsociety. Behaviors that maintain the social order. The reasons for thesejudgments are to impress others. This level also contains two stages: Stage 3: The Interpersonal Conformity Orientation Focuses on the expectations of others Be nice or good, looking for approval of others Stage 4: The Law-and-Order Orientation The conventions of society have been established so thatsociety can function. Laws are necessary In Level II a typical response to Heinz's situation is thatstealing is against the law, if everyone did what Heinz did, our society wouldfall apart. Level III:Post-Conventional Morality (Adulthood) Through careful thought and reflection, the postconventionalthinker arrives at a self-determined set of principles or morality. Again, this level contains two stages: Stage 5: The Prior Rights and Social Contract Orientation Laws are open to evaluation Laws should not be obeyed simply because they are law, butbecause there is mutual agreement between the individual and society that theselaws guarantee a person's rights. In this level, a typical answer to Heinz'sproblem is, "Sometimes laws have to be disregarded". An example wouldbe: when a person's life depends on breaking the law. Stage 6: The Universal Ethical Principles Orientation The principles that determine moral behavior areself-chosen. The principles unify a person's belief about equality, justice,and ethics. In this level, a typical answer to Heinz's problem is,"An appropriate decision must take into account all of the factors in thesituation. Sometimes, it is morally right to steal". |
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SummarizeGilligan's Theory of Gender-based Morality. |
Carol Gilligan, from Harvard University, raises importantissues regarding the types of people Kohlberg interviewed. Kohlberg interviewed only males about their thinking onmoral dilemmas. So, Gilligan concludes that Kohlberg's perspective on moraldevelopment is more characteristic of males than of females. Malesview morality from a position of rights of justice. (Rightness/wrongness) Femalesview morality from a position of caring (morality of caring) Giveconsideration of the responsibilities of one person to another So, Gilligan (1982) studied the morality of females byinterviewing women who were confronted with an actual moral dilemma. The moraldilemma that was posed to women was: Would you or would you not have an abortion? Based on the responses to this dilemma from women, Gilligandeveloped levels of gender-based morality. 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 botha concern for self and a concern for others |
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Explain waysteachers can help children develop social skills. |
Teacher need to care. They need a firm structure in school.Teachers that set clear limits, and consistent, enforce rules but notpunitively, respect students and show genuine concern. As a teacher you can beavailable to talk about personal problems without requiring that your studentsdo so. Journals for kids. |
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Explain 'selfconcept' and 'self esteem.' |
Refers to individuals’ knowledge about themselves-theirideas, feelings, attitudes, and expectations. Self -concept is our attempt toexplain ourselves to ourselves, to build a scheme that organizes ourimpressions, feelings, and beliefs about ourselves. But this model or scheme isnot permanent, unified, or unchanging. Our self-perceptions vary from situationto situation and from one phase of our lives to another. Self-esteem is anaffective reaction – an evaluative judgment of self-worth- for example, feelinggood about your basketball skills. If people evaluate themselves positively –if they like what they see – we say that they have high self-esteem. Self-concept is a cognitive structure,a belief about who you are – for example a belief that you are a goodbasketball player. Sometimes self-esteem is considered one aspect of self-concept– the evaluative part. Self-esteem is influenced by whether the culture aroundyou values your particular characteristics and capabilities. Some times theconcept is used interchangeably but there is a conceptual difference. |
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How did Alfred Binet & Theodore Simon contribute to education?
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Alfred Binet was asked to find a wayto identify students in the early years of school that were at risk to fail init (school). Binet and Simon measured not only school achievement, but theintellectual skills children need to succeed in school. One of the mostimportant contributions of Binet and Simon was the concepts of mental age andchronological age. Binet and Simonidentified 58 tests after trying many of them. Later, Binet test was revised byStanford University and they formulated the IQ (Intelligence Quotient) concept.Stanford-Binet test has been revised five times, and deviation concept wasintroduced because it was not accurate to use only IQ scores for olderchildren. |
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What is the difference between fixed and incremental intelligence? |
The difference between fixed andincremental is that fixed intelligence is inherited and cannot be changed oraltered whereas incremental intelligence is influenced by experience andenvironment. If children believe thatintelligence is fixed, they see their performance as a test of ability, andfeel helpless when they fail. If children believe intelligence isincremental, they see their performance as a way to improve their skills andabilities, and they tend to master skill when they faced failure. |
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Describe Howard Gardner's multiple intelligences. |
Gardner contends that an intelligence is the ability tosolve problems and create products or outcomes that are value by a culture.Gardner created 8 intelligences: - Logical-mathematical(scientist, mathematician) Sensitivity to, and capacity to discern, logical ornumerical patterns; ability to handle long chains of reasoning. - Linguistic(poet, journalist) sensitivity to the sounds, rhythms, and meaning of words;sensitivity to the different functions of language. - Musical(composer, musician) abilities to produce and appreciate rhythm, pitch, andtimbre, appreciation of the forms of musical expressiveness. - Spatial(Navigator, sculptor) Capacities to perceive the visual-spatial worldaccurately and to perform transformations on one’s initial perceptions. - Bodily-kinesthetic(dancer, athlete) abilities to control one’s body movements and to handleobjects skillfully. - Interpersonal(Therapist, salesman) Capacities to discern ad respond appropriately to themoods, temperaments, motivations, and desires of other people. - Intrapersonal(personal with detailed, accurate self-knowledge) Access to one’s own feelingsand the ability to discriminate among them and draw on them to guide behavior,knowledge of one’s own strengths, weaknesses, desires, and intelligence. - Naturalist(Botanist, farmer, hunter) Abilities to recognize plants and animals, to makedistinctions in the natural world to understand systems and define categories. |
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Describe an environment where students engage in activities for their specific intelligence. |
- Logical-mathematical (scientist, mathematician) - Linguistic (poet, journalist) - Musical (composer, musician) - Spatial (Navigator, sculptor) - Bodily-kinesthetic (dancer, athlete) - Interpersonal (Therapist, salesman) - Intrapersonal (personal with detailed, accurateself-knowledge) - Naturalist (Botanist, farmer, hunter) |
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Explain how you will integrate the multiple intelligences into your classroom. |
Cultivating those skills and capabilities that are valued inthe community and in the broader society. Approaching a concept, subject matter, and discipline in avariety of ways. Spend a significant amount of time on key concepts. Personalization of education. Taking human differenceseriously. |
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Explain Sternberg's Theory of Triarchic Intelligence. |
Sternbergand Gardner are contemporaries of one another.Sternberg criticized Gardner'sapproach. He believed that Gardner's theory is merely a theory of talents.Sternberg attempted to separate talents from intelligence. RobertSternberg’s method of understanding intelligence is a cognitive processapproach. He explains that intelligence comes in three forms: Analytical 2. Creative |
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Recognize and explain the formula for 'intelligence quotient'. |
Lewis Terman brought this test toStanford University and revised it as the Stanford-Binet test. He also came upwith a formula for intelligence quotient: IQ = Mental age/Chronological age X100 The IQ score was computed bycomparing the mental-age score to the person’s actual chronological age. The current tests still use 100 asthe average score for the intelligence test, but the current method of givingan IQ score is based on norms and standard deviations. The Wechsler AdultIntelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children(WISC) have fourteen subtests used to calculate the final IQ score. |
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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 |
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What are the four areas of diversity? |
Learners, socioeconomic status, race and ethnic, andlanguage. |
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How does poverty impact a student's ability to learn? |
Children in poverty face hardships on a daily basis that canbe difficult to understand for a teacher who has never experienced theseconditions. It is not uncommon for children to come to school hungry and withno lunch money. Too often people begin to assume that feelings associated withlow social class lead a student to lowered ambition or lack of desire toimprove him/herself, but many studies found no evidence to support this. |
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How do you avoid being partial to one specific group of students?
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By knowing about their culture. If we make assumptions we arebringing our own prejudice and bias. By treating everybody equally (Establishequality), by promoting integration, and avoinding stereotypes. |
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