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;
30 Cards in this Set
- Front
- Back
|
What is teaching? |
Teaching involves explaining information to someone else. It requires planning, problem solving, developing instructions, and decision making. |
|
|
What is learning? |
Learning is how knowledge is understood and applied. |
|
|
Examples of an expert teacher |
Infer accurately, distinguish between relevant and irrelevant information , comprehend meaning behind classroom activity, are proactive, identify instructional and classroom management problems, have complex, elaborate and interconnected mental images, possess good questioning skills, facilitate learning through their mental images, and assess students frequently and reflect on results |
|
|
Examples 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 or good questioning skills, their planning facilitates the construction of their schema, they assess infrequently and do not reflect on results. |
|
|
What are the three models of research to understand and improve learning |
descriptive, experimental, and correlation studies |
|
|
What are descriptive studies |
collect detailed info about specific situations using observation, surveys, and interviews or a combination of above |
|
|
What are correlation studies |
statistical description of how two variables are related, positively or negatively |
|
|
What are experimentation studies |
Variables are manipulated and effects are recorded. |
|
|
What are Piaget's 3 mental processes in Child Development. |
Scheme, assimilation, and accommodation |
|
|
What is scheme |
A mental picture of a process, mental structure, or concept. They are ways of acting and provide the basis for mental operations. Knowledge is derived from going through the process. EX: going to a restaurant or sports game |
|
|
What is assimilation |
Assimilation is a way mental processes change to accommodate new experiences. When experiencing something new, we basically use background knowledge to reference the new experience to something we know or are comfortable with. The scheme that we know changes or assimilates to the new situtation. |
|
|
What is accomodation |
A person's way of understanding is forced to change to fit a new experience. Existing schemes are modified or new ones are created as a result of new experiences. Perhaps a child who has played team basketball switches to baseball. The scheme of basketball would need to be modified so as baseball scheme could be created, as the sports are played in two different ways. |
|
|
Zone of Proximal Development |
It is the difference between what a child can do without help and what he/she can potentially do with help. |
|
|
Differences between Piaget's and Vygotsky's views |
Piaget believes development pushes learning and learning can not occur until certain capabilities have been developed while Vygotsky believes learning occurs in the zpd and is pulled by development. Working with a child can bring him to the next stage. |
|
|
What are Piaget's stages of intellectual development? |
Sensorimotor, preoperational, concrete operational, and formal operational |
|
|
What is the preoperational stage |
Acting without logically thinking. Language, our most important symbol system, grows tremendously during the preoperational stage. Children's' vocabularies increase several thousand percent. (Using language to symbolize objects does not mean that children can think logically about them) |
|
|
What is the concrete operational stage |
This is the first stage of operational thought during which children develop skills of logical reasoning, but only about problems that are concrete. This is a hands-on stage.
EX: Separating shapes or colors |
|
|
What is the formal operational stage |
Logical thinking begins, children begin to reason realistically about the future and to deal with abstract reasoning, or the ability to think. |
|
|
What is the sensorimotor stage |
a baby begins to interact with the environment and obtain a basic knowledge of objects through their senses. The reflexes that newborns use to build schemes are the starting point for cognitive development. The intellectual changes that occur during the sensorimotor period are quite dramatic. |
|
|
What are the four processess of human development |
Sensorimotor stage - birth to 2 years Preoperational 2 - 7 years Concrete operational 7 - 11 years Formal operational 11 years and up |
|
|
Bronfenbrenner's Bio-ecological Model of Human Development |
Every person develops within a microsystem (family, school activities, teacher) inside a mesosystem (the interactions among all the microsystem elements), embedded in an exosystem (social settings that affect the child, even though the child is not a direct member-community resources, parent's work place); all are part of the macrosystem (the larger society with its laws, customs, values). |
|
|
Eight Stages of Erikson's Theory of Psychosocial Development |
Stage 1 (birth-18 months) - Trust vs. Mistrust - If the constancy of interaction between the infant and others meets the basic needs of the infant, then trust is developed. Stage 2 (18 months-3 years) - Autonomy vs. Shame and Doubt - If the child is encouraged to explore his/her environment, if attempts to dress are uninterrupted, if the mess made while pouring cereal is tolerated, then the crisis will more likely be resolved in the direction of autonomy, a sense of independence. Stage 3 (3-6 years) - Initiative vs. Guilt - If you have ever watched a child "nurse" the family dog, or "fix" the clock, you have observed a child in the initiative stage. If children's interactions and questions are recognized and answered sincerely, they will come away with a positive feeling about themselves. Stage 4 (6-12 years) - Industry vs. Inferiority - If children are encouraged and praised and experience early success in school, they will likely develop a sense of industry, which is an eagerness to produce. Stage 5 (adolescence) - Identity vs. Role Diffusion - Identity is a sense of well-being, a feeling of knowing where one is going, and an inner assuredness. If the nature of the adolescent's interactions is positive, a sense of self-confidence and stability is instilled. Whether fulfilling the roles of a friend, child, student, leader, boyfriend, or girlfriend the adolescent feels at ease. Stage 6 (young adulthood) - Intimacy vs. Isolation - The young adult's personality is influenced by efforts to establish intimacy or a close psychological relationship with another person. Stage 7 (young adulthood-middle age) - Generativity vs. Stagnation - The term generativity refers to a concern for future generations. Childbearing and nurturing occupies the feelings and thoughts of people at this stage. Typical issues people face at this time are career vs. family. Stage 8 (later adulthood-old age) - Integrity vs. Despair - integrity is a sense of understanding how one fits into one's culture and accepting that one's place is unique. An inability to accept one's sense of self at this stage leads to despair. |
|
|
Describe Piaget's Framework of Moral Reasoning |
Morality of Constraint: (Little Kid Morality) Rules define what is right and what is wrong. Rules are established by authoritative people. Rules should be obeyed. Morality of Cooperation: (Older Kid Morality) Adolescents know that rules are not "carved in stone". These kids know that rules provide general guidelines. |
|
|
Summarize Gilligan's Theory 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 both a concern for self and a concern for others. |
|
|
Ways teachers can help children develop social skills. |
Cooperative learning, after school activities, share weekends on Monday, be aware of recess interaction, peer learning and tutoring |
|
|
self concept |
individuals' knowledge and beliefs about themselves - their ideas, feelings, attitudes, and expectations |
|
|
self esteem |
the value each of us places on our own characteristics, abilities, and behaviors. |
|
|
fixed intelligence |
Fixed intelengence believes that intelligence is overwhelmingly a product of heredity, which means that children's intelligence is largely determined by that of their parents and is set the day they are conceived. |
|
|
incremental intelligence |
Incremental intelligence believes that intelligence is shaped mostly by factors in a person's social environment, such as the amount a child is read to and talked to. |
|
|
culture |
A way of life in which people share a common language and similar values, such as: religion, thinking, artistic expression, patterns of social and interpersonal relations |
