Eipt 3483

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correctly calculation for scores

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rule

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underline main ideas with 90% accuracy

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cognitive strategy

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correctly classify trees

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concepts

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given scores and calculation, student will correctly calculate average

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application

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describe use of blooms taxonomy for instruction

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helps teacher recognize whether objectives are written at too low a level

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"deep level of processing"

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calvin uses knowledge of climate and terrain of each country to explain why crops are grown

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this process involves coding obs. into memory

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retention

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Gagnes learning outcomes

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a. verbal information
b. intellectual skills
*discrimination
*concepts (classify and ID)
*rules (state and demonstrate)
c. cognitive strategies (goal in mind)
d. attitudes (making decisions to do something)
e. motor skills (driving car)

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Blooms Taxonomy-old

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a. knowledge
b. comprehension
c. application
d. analysis
e. synthesis
f. evaluation

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Blooms Taxonomy 2001

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a. remembering
b. understanding
c. application
d. Anaylsis
e. evaluating
f. creating-synthesis

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mager-form objectives

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a. intended student behavior
b. condition which behavior occurs
c. criteria for acceptable performance

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Example of mager for objective

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given an article from local news paper, student will mark each statement with F for fact and O for opinion with 75% of statement correctly marked.

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sensory memory

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very large amounts of information
lasts 1-3 seconds

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working memory

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temporary storage
lasts about 15-20 seconds

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long term memory

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unlimited information
lasts forever

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types of knowledge in LTM

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a. declarative (statement0
b. Procedural (perform/demonstrate)
c. metacognitive (critical thinking)

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levels of processing

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a. info is processed along continum
b. processing occurs in wking memory
*deeper the processing, more elaborate connections and better we remember

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schemes

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-patterns/guide representing an event, concept or skill
-made up of propositions
*can be deemed as true and false

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schema activators

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-graphic organizers
-pictorial organizers
-verbal organizers
-analogies
-metaphors
-similes

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rote memorization

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-isolated facts
*Mnemonics
*shallow study skills
*distributed studying

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Meaningful learning

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-schema activation strategies
*emphasizes organization/structure
-teach effective study skills
-teacher questions
-advanced organizers

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expository teaching

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-structured/rule based
-uses reinforcer
a. advanced organizer
b. examples/nonexamples
c. relate back to organizer

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discovery teaching

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-student exploring based
-interactive learning
-present objective
-hypothesis
-+/- examples

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anderson's ACT* Theory

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-cognitive stage
*declarative representation
*learning tends to be slow due to "read"
*mechanical
-associative stage
*declarative statements are eliminated
*repeated and practiced

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Autonomous stage

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"automatic"
-practice becomes streamlined and automatic
-free up wking memory
*able to engage in 1+ activities
-declarative is gone

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educational implications

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-initial development of declarative
-rehearse
*allows for autonomaticity to occur
-Feedback must be provided to fix errors in declarative (associative)

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metacognitive thinking

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-knowing how we learn
*awareness of learning
*knowledge of learning/memory and strengths/weaknesses
*knowledge of usefulness of strategies for different purpose

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observational learning

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-attention: factors to effect when we pay attention
-retention: factors influencing retention
-production: factors affecting production
-Motivation/reinforcement: factors affecting it

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individual differences related to memory model

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-memory capacity
-duration of info in memory store
-process info speed
-declarative knowledge
-procedural knowledge

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social organization

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being cautious of social/ethical backgrounds and rules

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participation structure

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formal/informal rules for how to take part in an activity

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sally does well so she can be competent engineer

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identified

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janelle a A and was proud of her hardwork. she attributed her grade to her effort and ability (internal). according to self efficacy theory her beliefs affect self efficacy

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improve

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attributions best for increase in future motivation of learned helplessness

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poor strategies

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provide student with choices in activities

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consistent with recommendations

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TET which represents best example of effective way to communicate problems?

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Charles, when you tap your pencil like that you are disturbing others and making it difficult for them to work

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Best short term strategy for students bumping elbows while one person tries to take notes

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administer punishment suitable for behavior

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action possibilities

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knowledge of what can be done
beliefs about consequences

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value aspect of action

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-goals
*mastery goals: wanting to learn
*performance goals: competetion
*social solidaritary: please someone else
*internalized future utility: long term goals
*extrinsic: for rewards

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deci and ryans

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-needs
*competence
*relatedness
*self-determination
-regulation
*external-external rewards
*introjected: to avoid guilt, build ego, out do someone
*integrated: toward future goal, important domain
Identified: " "

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self efficacy

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beliefs in ones capabilities to organize and execute courses of action required t produce given attainments

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factors that influence self efficacy

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-past mastery goals (internal vs. external and stable vs. unstable)
-vicarious experiences
-social persuasion

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performance approach goals

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demonstrate high competency to self and others

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performance avoidance

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avoiding demonstrating incompetence to self or others

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learning/mastery goals

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improving/increasing competence

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internalized future utility goals

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school perceived as instrument to acheiving future goals

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extrinsic goals

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pursue extrinsic goals

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social solidarity goals

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pursue social solidarity goals. try to please others

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learned helplessness

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learned tendency of studnet to give up trying to learn

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individual accountability

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-traditional study group
*no team reward
-jigsaw
*no team score
*each team member is assigned different part of material

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group reward-no individual account.

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-group term paper/project
-learning together

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group reward-individual account

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-student teams acheivement division
*students help each other buy quiz individually
-team/games tourney
*students answer questions against other teams. which ever answer most gets more points
-team assisted individualization
*each member has individual work and goes at own pace

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interpersonal relations

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working with ppl who differ we are more likely to dispel stereotypes

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mainstreaming

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cooperation groups that include mainstreamed students with and without exceptionalities, cooper. groups have been effective in fostering both moral and social perspectives.

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self esteem

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students report liking others more and being liked by others

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voluntary minorities

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ppl who have moved more/less voluntarily to US for economic well being

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involuntary minorities

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brought to US against their will

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primary cultural differences

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diff that existed before two groups came in contact

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secondary cultural differences

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diff that arose after 2 populations came in contact

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cultural inversion

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tendency for involuntary minorities to regard certain forms of behavior

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primary cultural diff vs. secondary diff in schools

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having primary/secondary cultural differences can effect school achievement in many ways. your goals and motivation can be greatly altered due to these

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influencing change in learned helplessness

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-use persuasion to encourage participation
-assess current ability
-select moderately challenging tasks
-provide guided practice, encouragement

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teaching-learing situations

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-knowing what does/not work for yourself
-fostering knowledge of action possibilities
*state possibilities for action
*clarify consequences of expected actions
-cultured inversion
-self regulation
-exstrinsic rewards that undermine motivation
-extrinsic rewards that DONT undermine motivation

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cultural inversion

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-understand nature of problem
-minimize peer support for opposition
-teach "accomodation without assimilation"
-teach self regulation

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extrinsic rewards that undermine motivation

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-given simply for engaging in task
-given for completeing task
-that vary with performance quality

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extrinsic rewards that DONT undermine motivation

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-given for quality performance
- + verbal feedback

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types of reinforcement and punishment in operant conditioning theory

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stimulus added -> a. behavior + -> + reinforcement
-> b. behavoir - -> Type 1
stimulus - -> a. behavior - ->Type II
->b. behavior + -> - reinforcement
no consequence -> behavior - -> Exstinction

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focusing primarily on end of unit grading

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summativce

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focusing primarily on monitoring student prgress during instruction

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formative

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concept of reliability

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consistant when test is repeated

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standard deviation

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spread of scores around a mean

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which group of numbers will have the largest standard deviation

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the one with largest range

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what does % among 6th grade social studies with a score of 62 mean

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raw score was better than 62% of sixth graders

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on class report what does sharon OPI score tell us

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she is at advanced level in math

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What does jessicas score tell us about "patterns and algebraic reasoning"

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out of 100 she got 85 right

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which subtest represents worst area for susan

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perimeter and area

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best way to assess students ability to synthesize and evaluate

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essay

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multiple choice short coming

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very time consuming to write

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characteristic of authentic assessment procedure

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student performance with tasks resemble real world

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t/f portfolios foster self reflection

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T

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t/f shows knowledge compared to other

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F

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t/f shows growth over year

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T

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best for writing a short answer question

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answer ______________

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best for t/f type question

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according to carngie, education thru 12th should be manadatory

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best complies with matching

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3 answers
5 composers

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norm referenced evaluation

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evaluating performance "in terms of person's position in a reference group that has been administered the (same) assessment"
*compared to others who took the same type of tests compared to the group

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criterion-referenced evaluation

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evaluating a person's performance on an assessment in comparison "to a set performance standard"
*Rubric, measuring work against specific criteria

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placement evaluation

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-forming instructional groups
-planning instruction, where to start

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formative evaluation

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-monitoring student progress
-not for grade
-used to guide instructional decisions

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diagnostic testing

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-ID specific causes of learning problems
-used for planning remediation

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summative evaluation

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-judging the quality of final instructional outcomes
*student performance (grades)
*teaching/instruction
*the curriculum

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reliability

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the extent to which test results are consistent

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validity

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extent to which test reults are useful for their intended purpose

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observed score

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true score + Error

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why reliability and validity are important

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-to feel confident that a test's results are useful for our purpose we need evidence

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standard deviation

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subtract score from mean then square it. add all the x2 together divide by number of scores and take square root.

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why standardized tests are standard

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-they are useful for accountability reasons
-they provide norms or criteria for evaluation
-usually well constructed
-provide evidence of reliability and validity
-have clear procedures for administration and scoring

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percentile scores

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the percentage of people in the norm group the person did as well or better than