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67 Cards in this Set
- Front
- Back
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Vygotsky |
Importance of culture Higher and lower mental functions Central role of language Zone of Proximal Development |
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Bruner |
Principles Discovering and inquiry learning |
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Dewey |
Education must engage with experience Thinking and reflection Concern with interaction and environments for learning Passion for democracy, for educating Cooperative learning |
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Maslow |
Hierarchy of Needs |
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Gardner |
Multiple Inteligences |
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Bandura |
Modeling Self-regulation Behavior Self-observation Judgment Self-response |
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Skinner |
Operant conditioning Modification |
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Piaget |
Schemas Assimilation Accommodation Adaptation Stages of cognitive development |
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Social Theorists |
Erikson Vygotsky Bandura |
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Emotional Theorist |
Maslow |
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Moral Theorists |
Kohlberg Gilligan |
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Cognitive Theorists |
Piaget Bruner Ausubel |
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Kohlberg's Stages of Moral Development |
Pre-conventional Conventional Post-conventional |
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Pre-conventional |
(1) Obedience and Punishment (2) Individualism, Instrumentalism, and Exchange |
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Conventional |
(3) "Good boy/girl" (4) Law and Order |
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Post-conventional |
(5) Social Contract (6) Principled Conscience |
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Erik Erikson's Stages of Psychosocial Development |
Oral-Sensory Muscular-Anal Locomotor Latency Young Adulthood |
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Oral-Sensory |
Birth to 12-18 months Trust vs. Mistrust Important Event-->feeding |
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Muscular-Anal |
18 months to 3 years Autonomy vs. Shame/Doubt Important Event-->Toilet training |
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Locomotor |
3 to 6 years Initiative vs. Guilt Important Event-->Independence |
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Latency |
6 to 12 years Industry vs. Inferiority Important Event-->School |
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Young Adulthood |
19 to 40 years Intimacy vs. Isolation Important Event-->Love relationships |
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Student as Diverse Learners |
Cognitive styles Learning styles Value of understanding styles Multiple intelligence Performance modes Gender difference Cultural expectations and styles |
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Cognitive Styles |
Preferred way an individual processes info. Denotes tendency to behave in certain way Usually described as a personality dimension that influences attitudes, values, and social interaction |
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Learning Styles |
Approaches to or ways of learning Four distinct learning styles--visual, auditory, tactile, kinesthetic Seem to be inborn, inherited, and influenced by family experiences |
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Value of Understanding Styles |
What kind of instructional strategies/methods would be most effective? Useful in terms of creating teacher awareness of individual differences in learning |
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Multiple Intelligence |
Verbal/Linguistic Logical-Mathematical Visual/Spatial Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalist |
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Performance Modes |
Concrete operational thinkers Visual and aural learners |
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Gender Difference (Females) |
Emphasize memorization Perform well in reading, poor in math Express emotions with words |
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Gender Difference (Males) |
Learn more by elaboration strategies Perform well in math, poor in reading Express emotions through actions |
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Areas of Exceptionality in Student Learning
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Visual and perceptual difficulties Special physical or sensory challenges Learning disabilities ADD/ADHA Functional mental retardation |
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Visual and Perceptual Difficulties |
Those whose senses remained impaired after treatment and correction |
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Special Physical or Sensory Challenges |
Related to physical skills such as hand use, trunk control, mobility, or have medical conditions that affect strength and stamina |
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Learning Disabilities |
Unable to process information that can result in attention, perception, or memory deficits |
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ADHD |
Term used to describe individuals who show poor attention due to distractibility, hyperactivity, and impulsivity |
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Functional Mental Retardation |
Characterized by both below- average intellectual ability and deficits in adaptive behavior |
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Legislation and Institutional Responsibilities |
Americans with Disabilities Act (ADA) Indivudals with Disabilities Act (IDEA) Inclusion, Mainstreaming, and "Least Restrictive Environment" Individual Education plan (IEP) |
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Americans with Disabilities Act (ADA) |
No person, by any reason of his or her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any services, programs, or activities of an entity covered by the law. |
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Individuals with Disabilities Education Act (IDEA) |
Ensure all children and youth with disabilities in the U.S. access to a free, appropriate public education. |
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Mainstreaming |
Inclusion of special students in the general educational process for any part of the school day |
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"Least Restrictive Environment" |
Most appropriate educational placement that is closest to the mainstream |
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Individual Education Plan (IEP) |
Written educational plan that specifies a special student's current levels of educational performance, annual goals, and short-term instructional objectives; prepared by a team that includes the students' parent(s), teacher(s), and, if appropriate, the student. |
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Approaches for Accommodating Various Learning Styles, Intelligences, or Exceptionalities |
Differentiated instruction Alternative Assessments Testing Modifications |
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Differentiated Instruction Based on these Beliefs: |
Students differ in their learning profiles Classrooms in which students are active learners, decision makers, and problem solvers are more natural and effective Covering information takes a backseat to making meaning out of important ideas |
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Differentiated Instruction Curriculum should be Differentiated in Three Areas: |
Content: multiple options for taking in info. Process: Multiple options for making sense of the ideas Product: Multiple options for expressing what they know |
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Alternative Assesments |
Any type of assessment in which students create response to a question or task Can include short-answer questions, essays, performance assessment, oral presentations, demonstrations, exhibitions, and portfolios |
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Testing Modifications |
Cannot be used or score enhancement "Test the way you teach" Should be documented |
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Process of Second Language Acquisition, and Strategies to Support the Learning of Student for whom English is not a First Language |
English immersion instruction is completely in English English as second language may be same as immersion but also may have some support for individuals using their native language Transitional bilingual education is in student's native language, but there is daily instruction on developing English skills Two-way bilingual instruction is given in 2 languages to students so student is proficient in both languages |
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How Student's Learning is Influenced by Individual Experiences, Talents, and Prior Learning, as well as Language, Culture, Family, and Community Values |
Multicultural backgrounds Age-appropriate knowledge and behavior The student culture at the school Family backgrounds Linguistic patterns and differences Cognitive patterns and differences Social and emotional issues |
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Multicultural Backgrounds |
Know culture and personal sensitivity of students Provide them with authentic tasks, many opportunities, and many ways to learn and succeed Remember our cultural values may not be the same as those of our students |
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Migratory Students Needs |
Make connections with previous lesson Create an accepting, comfortable climate in the classroom Use technology to help students learn in active ways |
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Terms Related to Motivation and Behavior |
Hierarchy of Needs Correlation and Casual Relationships Intrinsic Motivation Extrinsic Motivation Learned Helplessness Self-efficacy Operant Conditioning Reinforcement |
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Terms Related to Motivation and Behavior
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Positive Reinforcement
Negative Reinforcement Shaping Successive Approximations Prevention Extinction Continuous Reinforcement Punishment Intermittent Reinforcement |
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Intrinsic Motivation |
Internal source o motivation such as curiosity or the desire to learn; motivation associated with activities that are their own reward. |
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Extrinsic Motivation |
Motivation created by external events or rewards outside the learning situation itself. |
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Learned Helplessness |
A sense that one is doomed to fail, based on past experiences; can stifle motivation and prevent people from attempting new tasks. |
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Self-efficiacy |
An individuals belief about or perception of personal competence in a given situation. |
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Operant Conditioning |
Type of learning in which voluntary behaviors are strengthened or weakened depending upon their consequences or antecedents. |
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Reinforcement |
Using consequences to strengthen behavior; ANY consequence that strengthens a behavior--positive or negative. |
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Positive Reinforcement |
Strengthening of a behavior by the presentation of a desired stimulus or reward after the behavior; examples: food, physical contact, and social praise |
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Negative Reinforcement |
Strengthening of a behavior by the removal of an aversive stimulus; example: a child is allowed to come out of the corner when he/she is quiet |
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Shaping Successive Approximations |
Behavior management method for developing an appropriate behavior in which the teacher rewards responses that are successively more similar to ultimate desired response. In order to use this method, teachers must break down the desired complex behavior into a number of small steps. |
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Prevention |
Anticipating potential problems and creating procedures to help prevent these situations |
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Extinction |
Gradual disappearance of a learned response; occurs in operant conditioning when reinforcement is withheld; occurs in classical conditioning when the conditioned stimulus is presented repeatedly without any longer being paired with the unconditioned stimulus. |
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Continuous Reinforcement |
A schedule in which every correct response is reinforced. |
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Punishment |
Anything that weakens or suppresses behavior. |
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Intermittent Reinforcement |
A schedule in which correct responses are reinforced frequently, but not every time; most effective in maintaining already acquired responses. |
