Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
32 Cards in this Set
- Front
- Back
|
Describe thevarious types of exceptional learners. |
The term Exceptional Learnersrefers to a wide range of learners spanning from students with disabilities togifted learners. The terms used to refer to exceptional learners have changedover time. In the past, we referred to children with disabilities as"disabled children". A more current description is "childrenwith disabilities". |
|
|
What are the legalaspects of working with disabled children including IDEA, IEP, LRE andinclusion? |
IDEA. It started in 1975 asthe education of the handicapped act, and it was revised in 1990, 1997, and2004 Individuals with disabilities Education Improvement Act. At the mostgeneral level, the law now requires states to provide a free appropriate publiceducation (FAPE) for all students with disabilities who participate in specialeducation. Zero reject. Law also applies to kids with communicative diseases Individualized Educationprogram. Each student is unique and need a special program to make progress.The IEP is an agreement between parents and the school about the services thatwill be provided. IEP includes present academic student achievement, measurablegoal for the year, a statement of special education, a percentage of how muchpart of the program the student won’t be in the regular classroom, a statementon how much child would participate in the child not left behind, transitionalservices after 14. LRE. Least restrictive environment. The lawrequires states to develop procedures for educating each child in the RE- withtheir peers in the regular classroom to the greatest extends possible. Movingchildren from mainstreaming to integration. |
|
|
From least to most restrictive environments, whatplanning, placement, and services are available? |
The continuum of services.Residential programs, Self-contained classroom, resource room, inclusion. |
|
|
Describe the characteristics of gifted learners(include the four methods used for educating children). |
Children and youth withoutstanding talent perform or show the potential for performing at remarkablyhigh levels of accomplishment when compared with others of their age,experience, or environment. These children and youth exhibit high capacity orexhibit high capability in intellectual, creative, or artistic areas, possessan unusual leadership abilities or excel in academic areas. Acceleration, enrichment,sophistication, novelty. |
|
|
Describe the characteristics of gifted learnersand include one method of educating children who are gifted learners. |
Children and youth withoutstanding talent perform or show the potential for performing at remarkablyhigh levels of accomplishment when compared wih others of their age,experience, or environment. These children and youth exhibit high capacity orexhibit high capability in intellectual, creative, or artistic areas, possessan unusual leadership abilities or excel in academic areas. Acceleration, enrichment,sophistication, novelty. |
|
|
Explain the 2 options School districts follow fordetermining a student’s eligibility under the category of learningdisabilities. |
Step 1: Determination of Underachievement Does the student fail to achieve adequately for his age inone or more of the following eight areas: Oral expressionListening comprehensionWritten expressionBasic reading skillReading fluency skillsReading comprehensionMathematics calculationMathematics problem solvingStep 2: Determination of Response to Interventions or aPattern of Strengths and Weaknesses (or Both) |
|
|
What is behaviorism? |
Behaviorism is a school ofthought that focuses on the observable behavior, instead of on mental orcognitive processes. Those who believe in behaviorism believe that an externalstimulus occurs and then the organism responds. Behaviorists believe that"nothing happens" inside the brain prior to a response. In theirview, the brain is like a black box. No thinking or reasoning (as we think ofit today) is occurring that creates the response. |
|
|
What is the Hawthorne Effect? |
If too much is given, itloses its impact. Be careful when you use it, that you do not over use it. Whenyou over use a reinforcer and it loses its motivating effect, it is called theHawthorne Effect. An example of this is when a teacher gives stickers tostudents as a reward for working quietly. This reward is given every singleday. Eventually, the stickers are "old hat" and not very exciting ormotivating. The stickers no longer entice children into working quietly. Over-justificationis giving too large of a reinforcement after a behavior. This can confuse astudent and actually decrease the behavior in the future. For instance, a childcomes from a school that gives large prizes (like a trip to the amusement park)at the end of the year for the number of books read. If this student goes to aschool with smaller reinforcers, the student may not bother to continue toread. |
|
|
Describe Skinner's Schedules of Reinforcement. |
- Continuous. Responding continuous to some behavior. - Intermittent. It's continent on some schedule or combination of schedules. |
|
|
How are Skinner's Schedules of Reinforcement andbehaviorism incorporated in our schools today? |
It's used in classrooms as classroom management as the teaching of procedures and routines. Basically training student. |
|
|
What is Thorndike's Law of Effect. |
Any action that produces a"satisfying state of affairs" will be repeated in a similarsituation. Likewise, any action followedby an "annoying state of affairs" is less likely to be repeated. There are two importantrelations between a behavior and its consequences. The consequence is contingentupon the response, which means that it occurs only when the response occurs. |
|
|
Describe Bandura's Social Cognitive Theory. |
He focus on social influences.Social learning theory was anearly neobehavioral theory that expanded behavioral views, reinforcement and punishment directly after bx. Insocial learning theory, seeing another person, a model, reinforced or punishedcan have similar effects on the observer’s bx. Social cognitive expands sociallearning theory to include cognitive factors such as beliefs, expectations, andperceptions of self. Enactive learning is learningby doing and experiencing the consequences of your actions. Vicarious learningis learning by observing which challenges the behaviorist idea that cognitivefactors are unnecessary in an explanation of learning. |
|
|
Explain 'continuous' and 'intermittent'reinforcement. |
Students would learn a newbehavior faster if they were reinforced for every correct response. This iscalled continuous reinforcement. After the new behavior is learned, it’s betterto maintain if it’s reinforced intermittently instead of continuous. In termsof classroom management the use of continuous reinforcement would help teachersat the beginning of the school year to teach and practice classroom routineswith their students. Once students master routines teachers can rehearse themusing intermittent reinforcement. |
|
|
Define each element of Skinner's schedules ofreinforcement. |
- punishment. Decreasing orsuppressing behavior. Two types of punishment: presentation when the appearanceof a stimulus following thebehavior suppresses of decreases the bx; removal punishment removes the stimulus- Contiguity. Association oftwo events because of repeating pairing- Stimulus. Event thatactivates bx- Response. Observablereaction t a stimulus.- Classical conditioning.Association of automatic responses with new stimuli- Respondents. Responses-Neutral stimulus. Stimulusnot connected to a response.- Unconditioned Stimulus.Stimulus that automatically produces an emotional or physiological response.Unconditional response.Naturally occurring emotional or physical response.- Conditionedstimulus. Stimulus that evokes an emotional or physiological response afterconditioning.- Conditionedresponse. Learned response to a previously neutral stimulus. |
|
|
Explain 'positive' and 'negative' reinforcers. |
Positive reinforcement occurswhen the behavior produces a new stimulus. Pecking on the red key producingfood for a pigeon. Positive reinforcement occur even when the bx enforced isnot positive (falling out of a chair) When the consequence that strengths a bxis the addition of a new stimulus is defined as positive reinforcement. Theopposite when the consequence that strengths the bx is the disappearance of thestimulus is called negative reinforcement ie. Seat belt buzzer as soon you putit on the sound stops. |
|
|
How does the brain process information? |
INFORMATION PROCESSING THEORYis based on a computer metaphor that assumes humans can process information inmuch the same way as computers do.From the environment, alearner receives stimulation, which then activates receptors in the brain.Humans have a receptor for each of the five senses.When someone pays attentionto something in the sensory register, it enters short-term memory (STM).Short-term memory can hold about 7 items for less than thirty seconds withoutrehearsal or practice.If a person rehearses orelaborates on the information in the short-term memory, it moves into long-termmemory (LTM) where it is stored. Long-term memory seems to have no limit in itsstorage capacity, although there is sometimes difficulty in retrievinginformation stored in LTM to STM. |
|
|
What are the methods of rehearsing or elaboratinginformation to enhance retention?What is CHUNKING? |
In 1956 George Millerdiscovered that human beings are capable of remembering seven things "plusor minus 2". This concept has been referred to as the Magic #7. If youthink about it, seven concepts or seven items are not many to remember at onetime. So, Miller began chunking information together to try and determine ifthe brain could expand the number of items it could remember at one time. |
|
|
What is Metacognition? What are some ways toimprove children's metacognition? |
Metacognition is thestrategic application of declarative, procedural and conditional knowledge toaccomplish goals and solve problem. Metacognition has three metacognitiveskills to regulate thinking and learning: planning, monitoring and evaluating.Planning involves deciding how much time to give to a task, which strategies touse. Monitoring is the awareness of how I am doing. Evaluating involves makingjudgments about the processes and outcomes of learning and thinking and actingon those judgments. Younger children can be taught to use organization toimprove memory, but they probably wont apply the strategy if they are notreminded. This skill deveop late in childhood. |
|
|
List the knowledge factors of ’metacognition’. |
- Declarative. It’s aknowledge that can be declared, through words and symbol systems of all kindssuch as sign language, musical notation, mathematical symbols etc. It is“knowing that” something is the case. Declarative knowledge can be veryspecific (the atomic weight of a chemical element), generic (plants usesoxygen), personal preferences (likes or dislikes), or rules.- Procedural. It’s about“knowing how” to do something. It is knowledge in action. Procedural knowledgedemonstrates declarative knowledge. - Conditional knowledge. It’sthe “when and why” you apply declarative and procedural knowledge. |
|
|
Define 'chunking' and 'mnemonics' in short-termmemory. |
Chunking and mnemonics arestrategies that help to retain information. George Miller, 1956, discover thathumans are capable of remember seven things plus or minus 2. As a way to helpthe brain to remember more than 7 items, Miller started chunking informationtogether. This concept is important for a teacher. Teachers should plan ingiving students information that is hooked into something that helps them toremember to improve short-term memory.Mnemonics are memory aids.Mnemonics are phrases, words, sentences or any memory aid that help one toremember what has been learned. Teachers use mnemonics to help children toretain information. |
|
|
Explain 'implicit' and 'explicit' categories inlong-term memory. |
- Explicit.It’s knowledge from long-term memory that can be recalled and consciouslyconsidered. We are aware of these memories, we know w can remember them.Implicit memory, it’s knowledge that we arenot conscious of recalling, but that influences behavior or thought without ourawareness. These parts of memory are associated with different parts of thebrain |
|
|
Explainhow environment relates to a student's learning and who is responsible for thisbeing a factor. |
Theenvironment is the source of input into the information-processing system ofthe learner. The environment is external to the learner; it is not consideredas an internal event or process of learning. Stimulation and information enter the system from the environment. Theenvironment provides feedback to the learner concerning the adequacy of aresponse and reinforcement of the response. The environment portion of thiscognitive process is the only place that you, as a teacher, have a directimpact. You will be responsible for arranging the environment so learning canoccur. -Storing and receiving information in long term memory.Tocreate implicit and explicit memories one of the important requirements is thatyou integrate new information with knowledge already store in long-term memory:elaboration, organization, and context play role |
|
|
What are the six categories of Bloom's Taxonomy? |
LEVEL 1: KNOWLEDGEThe recall of factsstudent focus=remembering,usually by roteLEVEL 2: COMPREHENSIONFirst level of understanding:translating information into one's own wordsstudent focus=know how tocommunicate understandingLEVEL 3: APPLICATIONUsing information in a newsituationexample: use math formulaLEVEL 4: ANALYSISBreaking information downinto small partsExample: identify characters,plot and setting in a storyLEVEL 5: SYNTHESISConstructing something new byputting together several pieces of information into anew whole.Example: draft an essay,design a scientific experiment, or choreograph a danceLEVEL 6: EVALUATIONJudgment based on criteria ofvalue of worth |
|
|
What is the difference between teacher-centeredinstruction and student-centered instruction? |
Teacher-Centered InstructionTeacher-Centered Instructionis where the teacher has a high level of control over the teaching and learningprocess. A form of teacher-centeredinstruction is called Direct Instruction where the teacher's goals are clearand the teacher controls the pace of the lesson and the materials that arepresented (term Direct Instruction coined by Barak Rosenshine, 1979, 1986).Although, the term Teacher-Centered Instruction is used to describe this methodof instruction, it does not mean that the students are not actively involved.Students are expected to be very involved during a teacher-centered activity,but the teacher is responsible for the goals and outcomes as well as thematerials and pace of the lesson.Student-Centered InstructionStudent-Centered instructionmoves the focus of the learning activity away from the teacher and toward thestudents. The teacher is now looked upon as a facilitator rather than a boss.As Johnson and Johnson (1994) indicate, the teacher is not a sage on the stagein this method. Student-Centered instructionincludes small group work, cooperative learning, and peer teaching. |
|
|
What are the eight elements of Madeline Hunter'seffective instruction? |
1. Anticipatory Set 2. Objective and Purpose 3. Input 4. Modeling 5. Checking for Understanding 6. Guided Practice 7. Closure 8. Independent Practice |
|
|
How will you incorporate Bloom's Taxonomy and EEIin your instruction when you teach? |
Bloom's Taxonomy can be used to plan instruction. As a teacher you first decide what outcomes you expect from your students at the end of the lesson. You need to determine if the purpose of your lesson is for your students to know, comprehend, apply, synthesize, or evaluate a certain topic. Next, you write performance objectives. |
|
|
Read & review information needed to writeInstructional objectives. |
All instructional objectives should have 3 elements:Performance, Condition, Standard. Performance means a description of the behavior that your students are expected to perform. The behavior must be measurable and observable. Condition is a description of the circumstances under which the performance will be carried out. Standard refers to a description of the criteria for acceptance of performance as sufficient to master the objective. |
|
|
What are the components of Maslow's Hierarchy ofNeeds? |
Maslow defined seven levelsof human needs:- Deficiencyneeds. When basic needs are notmet they are called deficiency needs. There are four levels: survival, safety,belonging and self-esteem.- Beingneeds (higher-order needs). There are three levels: intellectual achievementaesthetic appreciation and self-actualization. When these needs are met aperson motivation never ceases. Unlike deficiency needs, being needs can neverbe completely filled. The most successful you are, the greatest your desire tobe better. This information helps you asa teacher because academics and learning won’t happen until students’ basicneeds are met. |
|
|
Describe the impact of teacher's expectations onstudent learning. |
There have been numerousstudies conducted on teacher expectations and the impact this has on studentlearning. One study states that at the beginning of the school year one teacherwas given her student roster. She noticed that next to each student's name wasan IQ score. She was amazed to find that she had been given a class of all verybright students with IQs from 130 and up. She worked very hard this particularyear. She found it challenging, but her students performed very well. At theend of the year, after her students had all succeeded remarkably, she mentionedto the principal how pleased she was to have been given the brightest students.The principal looked rather quizzically at her and asked why she thought that.She told the principal about the roster and the IQ scores next to each name.The principal chuckled and said, "Those weren't the IQ scores; they werethe student's locker numbers!" Due to the teacher's highexpectations of the students, she obviously communicated this expectation tothe students, but she also worked harder herself in keeping the studentschallenged and motivated. |
|
|
What is the link between student beliefs,motivation, and success in school? |
Students who are successfulin academic tasks develop a belief in their ability to continue working atachieving such accomplishments. This is referred to as"self-efficacy" (Bandura, 1977, 1982). They tend to believe in theirability to perform successfully in the future. They will continue trying evenin the face of adversity. However, once a student has worked hard and notsucceeded, that student will not put forth the effort required to perform wellthe next time. There are many sources ofself-efficacy: Self-observationWhen you succeed, you tend tobelieve you can succeed again.Observation of othersYou tend to believe inyourself when others believe in you.Verbal EncouragementPraise from others (teachers,parents, friends) encourages you to believe in yourself.Verbal encouragement can alsocome from within as "self-talk". Emotional eventSome type of emotional eventcan spur you on to succeed under great odds. |
|
|
Summarize the conditions in the ARCS model thatimpact motivation. |
Keller developed this model.The model establishes four conditions for a learner to be motivated: attention,relevance, confidence and satisfaction.- Attention:Attention drives learning and in order for learning to occur children must putattention.- Relevance:It means that the material presented to the students is important. In otherwords how this information would help them later.- Confidence:If students experience success they can build confidence. Teachers can helpstudents to set goals that are achievable and help students to buildconfidence.- Satisfaction:This is when students’ expectations about learning are met. Motivation could bethrough intrinsic or extrinsic rewards. |
|
|
Describe 'intrinsic motivation' and 'extrinsicmotivation' in the context of student motivation. |
- Extrinsic.Learners work for external reasons: money, praise, pleasing others, avoidingpunishment.- Intrinsic:Learners work from internal reasons: pleasure, enjoyment, and curiosity. If a student is motivated by intrinsic rewards,he or she will feel satisfied with a job well done. If a student is motivatedby extrinsic rewards this student will feel satisfied when he or she receives agood grade and/or praise from parents and teachers. |
