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68 Cards in this Set
- Front
- Back
Piaget's Stages |
Sensory-Motor Pre-Operational Concrete Operational Formal Operational |
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Sensory Motor |
Birth to 2 |
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Pre-Operational |
2 to 7 |
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Concrete Operational |
7 to 11 |
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Formal Operational |
12 to adulthood |
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Assimilation |
Making sense of the world by fitting new information into preexisting themes. |
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Accommodation |
Changing existing knowledge to make sense of new information |
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Egocentrism |
The belief that others experience the world as you do. |
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Classification |
Grouping objects together by category |
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Conservation |
Amount remains the same even if appearance or arrangement is changed |
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Equilibration |
Searching for a balance among new and existing information by organizing or adapting |
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Disequilibration |
Occurs when a person realizes their way of thinking is not working. |
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Object Permanence |
The understanding that objects have a separate, permanent existance. |
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Reversible Thought |
Thinking backwards, From end to beginning |
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Seriation |
Orderly arrangements from small to large |
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Collective Monologue |
Self directed talk within a group without any interaction with others |
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Vygotsky's Sociocultural Perspective |
Every function in a child's development happens twice: first at a social level, and later at an individual level. |
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Private Speech |
Child regulates behavior by using self talk |
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Instructed Learning |
Clear statement of what students are expected to learn through instruction. |
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Scaffolding |
Support with prompts and structures to aid in completing a task. |
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Zone of Proximal Development |
Time in which a child can master a task with support from a more capable other |
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Erikson's Stages |
Basic Trust Vs. Mistrust Autonomy Vs. Shame/Doubt Initiative Vs. Guilt Industry Vs. Inferiority Identity Vs. Role Confusion Intimacy Vs. Isolation Generativity Vs. Stagnation Ego Integrity Vs. Dispair |
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Self-Concept |
Individual's knowledge and beliefs about themselves |
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Self-Esteem |
Feeling of self-worth that incorporates all self-concepts |
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Kohlberg's Moral Development Stages |
Pre-conventional Stage Conventional Stage Post-convetional stage |
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Pre-Conventional Stage |
Own needs are basis for judgment |
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Conventional Stage |
Expectations of laws, rules, and society determine judgement |
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Post-Conventional Stage |
Personal principles determine judgment |
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Gardner's Theory of Multiple Intelligences |
1. Logical-Mathematical 2. Linguistic 3. Musical 4. Spacial 5. Body-Kinestetic 6. Interpersonal 7. Intrapersonal 8. Naturalist |
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Spearman's Theory of Intelligence |
Intelligence can be determined by General Intelligence or "G-Factor" |
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G-Factor |
Overall ability to perform mental tasks |
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Sternberg's Triarchy Theory |
1. Analytic Intelligence/Computational Intelligence 2. Creative Intelligence/Experimental Intelligence 3. Practical Intelligence/Contextual Intelligence |
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I.E.P. |
Individualized Education Program- Written if a disorder adversely impacts a child's educational performance, determined by a team of professionals. |
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RtI |
Response to Intervention- To ensure students receive research based instruction and support as soon as they demonstrate a need for it. |
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504 Plan |
Vocational Act of 1973- Special accommodations for those who need them (especially those with medical needs or ADHD) to participate in school activities. Disability but substantially limit participation. |
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Metalinguistic Awareness |
Understanding ones use of language, and understanding how language works. |
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Inside-Out Skills |
Knowledge of letter names, sounds, decoding, syntax, spelling, writing |
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Outside-In Skills |
Connecting meaning to words, telling stories, understanding that books tell stories, concepts of print |
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Immersion |
Mix students who are learning a second language with native speakers |
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Sheltered Instruction |
Teaching ELL students buy putting concepts into context to make them understandable |
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Balanced Bilingualism |
Adding a second language capability without losing your heritage language |
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Academic Language |
The range of language used in schools, encompassing subject matter, abstract concepts, and words. |
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Banks Dimensions of Multicultural Integration |
Context Integration Knowledge Construction Process Prejudice Reaction Equity Pedagogy Empowering School Culture and Social Structure |
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Context Integration |
Use of content and examples from a variety of cultures to illustrate concepts |
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Knowledge Construction Process |
Implicit cultural assumptions within discipline influence the way knowledge in constructed within it |
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Prejudice Reaction |
Modify student attitudes |
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Equity Pedagogy |
Match teaching styles to students learning styles |
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Empowering School Culture and Social Structure |
Create a school community thats empowers students from all groups |
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Elements of a Resilient Classroom |
Students may thrive and actively engage in school despite circumstances Two strands of elements are important: Self Agency Strand Relationship Strand |
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Self Agency Strand |
1. Academic self-efficiency (belief in own ability to learn) 2. Behavioral self-control/Self-regulation 3. Academic determination (set goals and follow through) |
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Relationship Strand |
1. Caring student-teacher relationships 2. Effective peer relationships 3. Effective home-school relationships |
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Participation Structures |
Appropriate ways to engage in each class activity |
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Erikson Stage 1. |
Basic Trust Vs. Mistrust |
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Basic Trust Vs. Mistrust |
Birth - 18 months The infant must learn a first loving, trusting relationship with it's caregiver or will develop a sense of mistrust. |
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Erikson Stage 2. |
Autonomy Vs. Same/Doubt |
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Autonomy Vs. Shame/Doubt |
18 months - 3 years The child's energies are directed toward the development of physical skills, including walking, grasping, controlling the sphincter. The child learns control but may develop shame/doubt if not handled correctly. |
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Erikson Stage 3. |
Initiative Vs. Guilt |
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Initiative Vs. Guilt |
3 - 6 years The child continues to become more assertive and and take more initiative but may be too forceful, which can lead to feelings of guilt. |
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Erkison Stage 4 |
Industry Vs. Inferiority |
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Industry Vs. Inferiority |
6 - 12 years The child must deal with the demands of learning new skills or risk a sense of inferiority, failure, or incompetence |
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Erikson Stage 5 |
Identity Vs. Role Confusion |
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Identity Vs. Role Confusion
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Adolescence The teenager must gain identity in occupation, gender roles, politics, and religion. |
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Erikson Stage 6 |
Intimacy Vs. Isolation |
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Intimacy Vs. Isolation
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Young Adulthood The young adult must develop intimate relationships or suffer feelings of isolation |
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Erikson Stage 7 |
Generativity Vs. Stagnation |
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Generativity Vs. Stagnation
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Middle Adulthood Each adult must find some way to satisfy and support the next generation. |
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Erikson stage 8 |
Ego Integrity Vs. Despair |
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Ego Integrity Vs. Despair
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Late Adulthood The culmination is a sense of acceptance in oneself and a sense of fulfillment. |