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33 Cards in this Set
- Front
- Back
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Describe the difference between teaching and learning (SG1)
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Teaching is presenting information to a group of people through presentations, lectures or demonstrations of a given subject/ topic; educating, while learning is what teachers want their students to do in the class room. Learning is the input of what the teacher is outputting. Being able to understand knowledge from others given to the student or students. Absorbing information to the extent of understanding it
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What are some examples of an expert teacher? (SG1)
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Teachers who know how to take advantage of a mistake from students and use it as an teaching moment to further relieve the confusion that students had in a math problem for example. There is a technique that has been evolving through their teaching career. The knowledge of their subjects are more deep than a novice teacher that allows for more conversation in the classroom. An expert teacher knows how to teach in a variety of ways to accommodate different student learning methods.
▪ 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 ▪ Their mental images facilitate their learning ▪ Assess students frequently and reflect on results. |
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What are the characteristics of a novice teacher? (SG1)
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A novice teacher does not have the big ideas relevant to theories that come with years of teaching. There is a lack of questioning skills to challenge their students' brains. At times there are no reflections on certain events in classrooms, like test scores, why student A behaves in a certain manner. Instead of being proactive about any kind of scenario they are reactive.
* Do not infer accurately * Can't automatically distinguish 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 understand and improve learning. (SG1)
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1. Descriptive studies
2. Correlation Studies 3. Experimental Studies * Descriptive studies are studies in which events are described in a particular class. These studies may also include survey results, interview responses, sample of actual class dialogue, or audio/video recordings. * Correlation studies have to do with the relationship between two events or measurements. A positive correlation is where the two events increase or decrease together. A negative correlation is when one factor increases andthe other factor decreases or the other way around. * Experimental studies are used to study cause and effect. They use a research method in which variables are manipulated and the effects are recorded. |
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Describe Piaget's stages of intellectual development - including key terms. Stage 1? (SG2)
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Stage 1 (birth-2yrs) - Sensorimotor - A child begins to interact with the environment.
Object permanence - the understanding that objects exist in the environment whether they perceive them or not. Imitation E.g.: A child does not need to see the mother combing her hair before combing a teddy bear's head. |
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Describe Piaget's stages of intellectual development - including key terms. Stage 2? (SG2)
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Stage 2 (2-7 yrs) - Pre-operational - a child represents the work symbolically.
Symbolic representation - (semiotic function) ability to use symbols - language, pictures, signs, or gestures to represent actions or objects. Perceptual Centration - tendency of young children to focus attention on only 1 salient aspect of an object, situation, or problem at a time Irreversibility - difficult for childern to think backwards. Egocentrism - to C the world and the experiences of others from their own view point. |
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Describe Piaget's stages of intellectual development - including key terms. Stage 3? (SG2)
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Stage 3 (7-11 yrs) - Concrete Operations - child learns the rules such as conversation.
Reversibility - the ability to reverse a process mentally Decentration - can consider more than 1 aspect of an object Conservation - ability to recognize that properties don't change although form changes |
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Describe Piaget's stages of intellectual development - including key terms. Stage 4? (SG2)
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Stage 4 (11yrs & up) - Formal Operations - an adolescent can surpass the concrete situation and think about the future.
Hypothetico-deductive reasoning - a formal-operations problem solving strategy in which an individual begins by identifying all the factors that might affect a problem & then reduces & systematically evaluates specific solutions. adolescent egocentrism - they know that other people may have differing perceptions & beliefs; they just become very focused on their own ideas. |
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What is Vygotsky's Zone of Proximal Development? (SG2)
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The area between the child's current development level "as determined by independent problem solving" and the level of development that the child could achieve "through adult guidence or in colaboration with more capable peers." Somewhere between what the student already knows and what the student isn't ready to learn
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What is the difference between Piaget and Vysotsky view's of development and learning? (SG2)
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* Piaget believes development PUSHES learning. As a child develops they automatically move into the next stage of development.
* Vygotsky believes that learning PULLS development. If you work with a child you can pull them into the next stage of development. |
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Describe Piaget's 3 mental processes in Child Development.(SG2)
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* The first mental process in child development in organization where the thoughts and behaviors are arranged into a coherent system or structures. These systems or structures are called schemes, which are mental systems of perception or experience. For example, sucking through a straw or eating.
* The second mental process, adaptation, is a person’s ability to adjust or adapt to their environment. Adaptation involves two processes - assimilation and accommodation.Assimilation is the fitting new information into a current scheme and accommodation is changing existing schemes with new information. * The third mental process is equilibrium. This is a search for a balance. If an event or situation fits a scheme then equilibrium is in place, but if it doesn’t fit we change our schemes until there is the right amount of equilibrium. |
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Describe the 4 processes of Human Development.(SG2)
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Human development cab be divided into
1. Physical Development (changes in an individuals body) 2. Personal Development (changes in an individual's personality) 3. Social Development (changes in the way an individual relates to others) 4. Cognitive Development (Changes in thinking) |
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What is Bronfenbrenner's Bio-ecological Model of Human Development? (SG3)
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It is a description of the nested social and cultural contexts that shape development. Every person develops within a microsystem, inside a mesoststem, embedded in an exosystem, all of which are part of a the macrosystem of the culture.
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What is Bronfenbrenner's Bio-ecological Model of Human Development? (SG3) (Description of each model)
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In the microsystem R the person's immediate relationships & activities.4 a child, it might B the immediate family, friends, or teachers & the activities of play school. Relationships in the microsystem R reciprocal,the flow in both directions.The child affects the parent & the parent influences the child,4 example. The mesosystem is the set of interactions and relationships among all the elements of the microsystem.the family members interacting with each other or with the teacher. Again,all relationships R reciprocal,the teacher influences the parents & the parents affect the teacher, & these interactions affect the child. The Exosystem includes all the social settings that affect the child, even though the child is not a direct member of the systems. Examples R the teachers' relations with admin & the school board, parents' jobs,community resources for health, employment,or recreation,or the family's religious affiliation.The Macrosystem is the larger society-it values, laws, trads.
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Describe the Eight Stages of Erikson's Theory of Psychosocial Development? (SG3)
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1.Trust Vs Mistrust(B-1yr): How babies are treated will impact their development in trust or mistrust to others. 2. Autonomy v. shame and doubt(1-3yr): Important for child to explore their environment to establish inde. from parents. If discouraged they can feel doubt and/or shame. 3.Initiative vs Guilt(3-6yr):Take on grownup tasks, operates on environment, + feel about themselves or Guilt 'getting in the way' 4. Industry v. Inferiority(6-12): Self-confidence,Win recognition through production or feel inferiority 5. Identity vs. role confusion(12-19):discover themselves, sexuality, or no integration in social roles and diffuse. 6. Intimacy v. isolation(19-25yr): close psychological relationship with person or be isolated, alone. 7. Generativity v. stagnation(25-50):Concerned with future generations Career v Family-not resolved leads to dead end feel 8. Integrity v. despair: accepting your time is ending, life is short.
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Describe Piaget's Framework of Moral Reasoning.(SG3)
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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. For Elementary kids, rules are sacred Morality of Cooperation: (Older Kid Morality) Adolescents know that rules are not "carved in stone". These kids know that rules provide general guidelines. |
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What are Kohlberg's Stages of Reasoning? (SG3)
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lv. 1 - Preconventional Morality - judgments made B4 children understand the conventions of society. Stage.1: Punishment & Obedience Orientation St. 2: Instrumental Exchange Orientation Lv. 2- Conventional Morality - based on rules or conventions of society.St. 3: The Interpersonal Conformity Orientation.Focuses on the expectations of others. B nice or good, looking 4 approval of others.St. 4: The Law-&-Order Orientation-conventions of society have been established so that society functions. Laws R necessary.Lv. 3 - Post-Conventional Morality St. 5: The Prior Rights & Social Contract Orientation Laws R open 2 evaluation. Laws should not B obeyed simply because they R law,but because there is agreement between individual & society that the laws guarantee a person's rights. E.G: when a person's life depends on breaking the law.St. 6: The Universal Ethical Principles Orientation-principles that determine moral behavior R self-chosen. Equali, justice and ethics are principles to the person
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Summarize Gilligan's Theory of Gender-based Morality. (SG3)
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Carol Gilligan raised issues regarding the type of people Kohlberg interviewed, only males. Males view Morals from a right of justice (rightness/wrongness) and Females from a position of caring. (morality of caring)
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. |
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Explain ways teachers can help children develop social skills. (SG3)
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* Value and accept all pupils, for their attempts as well as their accomplishments.
* Create a climate that is physically and psychologically safe for students. * Become aware of your own person biases (everyone has some) and expectations. * Model appropriate methods of self-criticism, perseverance and self-award. * Help students set clear goals and objectives; brainstorm about resources they have for reaching their goals. * Encourage students to take responsibility for their reactions to events; show them that they have choices in how to respond. * Highlight the value of different ethnic groups--their cultures and accomplishments. |
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Explain 'self concept' and 'self esteem'. (SG3)
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Self-concept generally refers 2 individuals' knowledge 4 beliefs about themselves--their ideas, feelings attitudes, 4 expectations. We could consider self-concept 2 be our attempt 2 explain ourselves 2 ourselves, 2 build a scheme (in piaget's terms) that organizes our impressions, feelings 4 beliefs about ourselves. But this model or scheme is not permanent, unified, or unchanging. Our self-perceptions vary from situation 2 situation from one phase of our lives 2 another. Self-Esteem is an affective reaction,an evaluative subject of self-worth,4 example,feeling good about ur 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 U are- for example, the belief that U are a good basketball player. Self-esteem is considered one aspect of self-concept,the evaluative part. Self-esteem is influenced by whether the future around U values potential capabilities.
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How did Alfred Binet & Theodore Simon contribute to education? (SG4)
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Alfred Binet was the person who formulated the first measure of intelligence in 1904. His test measured the range of skill and performances. He also introduced the terms chronological and mental age. Together with Theodore Simon they worked to create 58 tests to help determine a mental age for test subjects, children. Called the Stanford-Binet test, it added the intelligence quotient or IQ score.
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What is the difference between fixed and incremental intelligence? (SG4)
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Fixed intelligence is the idea of gaining intelligence through heredity. It is based on the intelligence of ones parents and is set on the day of conception. When tested it is seen as a way of testing their abilities. In times of failure the child feels helpless. On the contrast, incremental intelligence is developed overtime which allow them to perform and attempt to improve their skills and abilities. In the eyes of failure there is a sense of wanting to get better. “If I work harder I can master this!” (lesson 4)
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Describe Howard Gardner's multiple intelligences. (8) (SG4)
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* Linguistic (verbal) (Sensitive to different functions of language, rhythm, sounds)
* Musical (ability to produce and appreciate rhythm, pitch and timbre; music expression) * Spatial (can perceive the visual spatial world accurately and to perform transformations one's initial perceptions. * Logical-mathematical (ability to handle long chains of reasoning) numerical patterns. * bodily-kinesthetic (movement) (ability to one's body movements and handle objects skillfully) * Interpersonal (understanding others) ( respond appropriately to moods, temperaments and desires of other people) * Intrapersonal (understanding self) (knowledge of one's strengths, weaknesses, desires, and intelligence. * Naturalist (observing and understanding natural and human made patterns and systems)(to understand systems and to define categories, to make distinctions in the natural world.) |
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Describe an environment where students engage in activities for their specific intelligence. (SG4)
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This could be certain classes in schools like band, art, photography, dance class.
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Explain how you will integrate the multiple intelligences into your classroom. (SG4)
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Teaching music will allow me to integrate musical intelligence by allowing them to produce rhythms, pitch and timbre into music expression that will hopefully be appreciated. Music at times has poem like abilities in that it is an expression of a feeling, happy or sad which helps them understand the language of music. Also, bodily-kinesthetic intelligence comes right on hand with musical intelligence in that the student must have control of breathing and their body in order to successful perform a piece of music.
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Explain Sternberg's Theory of Triarchic Intelligence. (SG4)
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Robert Sternberg’s method of understanding intelligence is a cognitive process approach. He explains that intelligence comes in three forms: Analytical, Creative and Practical. Analytical intelligence is when someone demonstrates the ability to compare, analyze, make judgments, and can evaluate a situation. This can be considered intelligent behavior. Creative intelligence is when someone demonstrates the ability to invent, design, and create. These characteristics help an individual to cope with new situations. Practical intelligence is when someone demonstrates the ability to apply and put something into practice. (Further explanation of Creative Explanation on Evernote file.)
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Recognize and explain the formula for 'intelligence quotient'. (SG4)
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Lewis Terman brought this test to Stanford University and revised it as the Stanford-Binet test. He also came up with a formula for intelligence quotient:
IQ = Mental age/Chronological age X 100 The current tests still use 100 as the average score for the intelligence test, but the current method of giving an IQ score is based on norms and standard deviations. The Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC) have fourteen subtests used to calculate the final IQ score. Intelligence is generally defined as one's capacity to learn. According to some intelligence theorists, IQ can be boiled down to a single score. Charles Spearman called this a "g score" and felt a high g score enables someone to have stronger specific skills, which he labeled "s scores". This single score makes it easy to visually compare IQ scores of different people. Below is a chart that visually depicts a usual display of a range of IQ scores. |
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Describe what "culture" means. (SG5)
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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? (SG5)
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A.Cultural Diversity: A shared way of life shared by a group who has similar views in religion, language, behavior and even food preference.B.Socioeconomic status diversity: The status of income, or class within a family. There are low and high socioeconomic statuses.
C.Race and Ethnicity Diversity: Each meaning different aspects of a society, race is a biological term used to describe individuals while ethnicity is a description of someone’s nationality or culture such as Cuban, European, Mexican just to name a few.d.Language Diversity: Language is what helps the teacher and student to communicate and share cultural traits. There are four ways that academic achievement is influenced through bilingualism: 1.Additive Bilingualism 2.Subtractive Bilingualism 3. Limited English Proficiency 4. Dominant Bilingualism |
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How does poverty impact a student's ability to learn?
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Poor childern read less and spend more time watching TV. Usually there is less access to books, computers, libraries, trips, or museums. These home and neighboorhood resources seem to have the greatest impact on children's achievement when school is not in session. If not taken to these places over the summer there may be a risk of lowering academic scores at school in the fall. This is not the case for ALL students in poverty.
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How do you avoid being partial to one specific group of students?
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* Treat everyone equally.
* Listen to everyone equally, those who ask questions too. * Welcome any student into your classroom as a guidance to their success. |
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Describe strategies to help you work with culturally diverse students.
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1. coach those students and have them work with the section leaders on the music.
2. Learn the meanings of the different behaviors of my students and work with them equally. 3. I would give them feedback, not on their grammar, but on their progress of their music and if needed incorporate the student’s language appropriately. 4. Use the whiteboard to clarify terms in the music, which are sometimes in Latin (students may raise their hands if they know the word and can explain. 5. Explore different kinds of cultures through music performances (Mexican music, Operas in France, Andian music in Peru) |
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Describe a lesson plan to integrate multicultural education into your classroom.
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I would use the textbook "Mariachi music in America" as a guide to teaching mariachi music in the United States compared to Mexico. Examples in class will include performances from videos, internet or a local performer in town. We will also introduce the instruments used in mariachi groups and if possible, show real ones.
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