Psych 7, 10, 11

Front 1

Direct Instruction

Back 1

Explicit, guided instruction which is very structured to reach a clear set of objectives as efficiently as possible

Front 2

1st Step of Direct Instruction

Back 2

State learning objective and orient students to the lesson

Front 3

State learning objective and orient students to the lesson (4)

Back 3

1. Reasoning for teaching.

2. What is going to be taught.

3. Expectation.

4. How it is personally relevant

Front 4

2nd step of direct instruction

Back 4

Review Prerequisites

Front 5

Review Prerequisites (2)

Back 5

1. Making sure students have prior knowledge so they are ready for lesson

2. Asking questions and reminding students about previous lesson

Front 6

3rd step of direct instruction

Back 6

Present new material

Front 7

Present new material (4)

Back 7

1. Teaching lesson

2. State important parts

3. Rule-Example-Rule

4. Use examples, models, demos, pictures, media, etc.

Front 8

4th step of direct instruction

Back 8

Conduct learning probes

Front 9

Conduct learning probes (2)

Back 9

1. Check for understanding by asking brief questions

2. Correct misconceptions

Front 10

5th step of direct instruction

Back 10

Independent practice

Front 11

Independent practice (1)

Back 11

1. Seat work such as worksheets so it can go from short term to long term

Front 12

6th step of direct instruction

Back 12

Assess performance and provide feedback

Front 13

Assess performance and provide feedback

Back 13

1. Check for mastery

2. Informal discussion or formal tests

3. Direct feedback, not sugarcoating

Front 14

7th step of direct instruction

Back 14

Provide distributed practice and review

Front 15

Provide distributed practice and review

Back 15

1. Reviewing and reiterating important info from earlier lessons

2. Homework

Front 16

All-pupil Responses

Back 16

Only one correct answer

Front 17

Choral Response

Back 17

When the whole class responses together

Front 18

Downside of seat work

Back 18

When seat work is significantly longer than the lesson, it is less effective.

Front 19

Calling Order

Back 19

Calling on volunteers, very common method, allows students to avoid participating in the lesson by keeping their hands down

Front 20

Process Product Studies

Back 20

Observer records what a teacher does with high performing students and compares them to teachers whose students make less progress.

Front 21

Concept learning

Back 21

Learned by observation, experience, and definition

Front 22

Concept

Back 22

Abstract idea that is generalized from many specific examples

Front 23

Rules when presenting examples of concepts (3)

Back 23

1. Order the examples from easy to difficult

2. Select examples that differ from one another

3. Compare and contrast examples and non examples

Front 24

3 kinds of discussions

Back 24

1. Subjective and Controversial Topics

2. Difficult and Novel Concepts

3. Affective Objectives

Front 25

2 ways to have discussion

Back 25

1. Whole class discussion

2.Small group discussion

Front 26

Motivation

Back 26

Internal process that activates, guides, and maintains behavior over time.

Front 27

Benefits of Motivation

Back 27

Higher cognitive process (retention), more likely to transfer leaning

Front 28

How is motivation and the behavior learning theory connected?

Back 28

Concept of motivation is tied to the principle that behaviors reinforced are more likely to be repeated

Front 29

Maslow’s hierarchy of needs

Back 29

Needs at the lower end must be at least partially satisfied before a person will attempt to satisfy higher-level needs

Front 30

Deficiency needs

Back 30

Critical to physical and psychological well-being, needs must be satisfied, but once they are, a person's motivation to satisfy them diminishes

Front 31

4 levels of deficiency needs (bottom to top)

Back 31

Physiological needs, safety needs, belongingness and long needs, esteem needs

Front 32

Growth needs

Back 32

The need to know and understand things, to appreciate beauty, or to grow and develop in appreciate of others, can never be satisfied

Front 33

3 Levels of growth needs (bottom to top)

Back 33

Need to know and understand, aesthetic needs, and self-actualization need.

Front 34

Attribution Theory

Back 34

Process by which people explain the cause of behavior and events, particularly when applied to success and failure.

Front 35

Draw the Causal Locus Table

Back 35

Internal and External should be at the top. Stable and Unstable should be at the sides.

1. Stable/Internal: Ability "Im Smart/Stupid"

2. Stable/External: Task Difficulty "It was easy/too hard"

3. Unstable/Internal: Effort "I didn't try"

4. Unstable/ External: Luck "I had bad luck"

Front 36

Expectancy Theory

Back 36

Based on belief that peoples efforts to achieve depend on their expectations of reward

Front 37

Expectancy-Valence Model

Back 37

Motivation= Perceived probability of success x incentive value of success

Front 38

Achievement Motivation

Back 38

Strive for success and to choose goal-rented success/failure activities

Front 39

Learning goals vs. Performance goals

Back 39

Learning goals - Seek to learn

Performance goals - Seek praise

Front 40

Learned Helplessness & Low Self-Efficacy

Back 40

Perception that no matter what you do, you are doomed to failure

Front 41

How to prevent learned helplessness

Back 41

Opportunities for success in small groups

Immediate feedback

Consistent expectation and following through

Front 42

How to help students overcome it

Back 42

Training students to attribute success to controllable cause

Goal restructuring

Self-Esteem Programs

Front 43

Ways to Communicate positive expectations

Back 43

1. Wait for students to respond

2. Avoid unnecessary achievement distinctions among students

3. Treat all students equally

Front 44

Causes of Anxiety

Back 44

1. Difficulties in learning

2. Difficulties using or transferring learning

3. Text anxiety

Front 45

Overcoming anxiety (5)

Back 45

1. Create non competitive environment

2. Clear instructions

3. Test: Questions from easy to hard

4. Teach test taking skills

5. Provide opportunities of improvement

Front 46

How to enhance intrinsic motivation

Back 46

1. Create inclusive, supportive, caring classroom

2. Explain why and how it can be useful later on in life

3. Teach goal setting

Front 47

Principles of extrinsic motivation

Back 47

1. Clear expectations

2. Feedback

3. Have valuable incentive

Front 48

Contingent Praise

Back 48

Depends on the student's performance of well-defined behavior

Front 49

How should one give praise? (2)

Back 49

1. Should be specific

2. Should be credible

Front 50

Effective learning environments

Back 50

Strategies that teachers use to create a positive, productive classroom experience.

Front 51

Engaged time

Back 51

Teaching time, attending to them

Front 52

How to prevent lost time

Back 52

Set tone to prevent late start and early finishes

Front 53

How to prevent interruptions

Back 53

Have a rapid pace for instruction, keeping it interesting

Front 54

Allocated time

Back 54

The time during which students have an opportunity to learn

Front 55

How to transition properly

Back 55

Give clear signal that all students know the meaning off. Should be group based, not individually based

Front 56

Rule of least

Back 56

Correcting behavior should take...

1. The least amount of time

2. The least amount of effort

3. The least amount of disruption

Front 57

Group alerting

Back 57

Calling students at random

Front 58

What to do while students do seat work

Back 58

1. Monitor activities

2. Informal checks

3. Help struggling students

Front 59

Overlapping

Back 59

Teacher's ability to attend to interruption/behavior problem while being able to continue lesson

Front 60

Ways to start year right (5)

Back 60

1. Clear, specific plan to introduce rules and procedures

2. Work with whole class

3. Reminder of class rules

4. Start with simple, enjoyable tasks

5. Respond to misbehavior, enjoyable tasks

Front 61

Setting rules

Back 61

1. Few in number

2. Makes sense and is fair

3. Clearly explain

4. Age appropriate

Front 62

7 strategies for misbehavior

Back 62

1. Prevention by having interesting lesson

2. Nonverbal cues

3. Praise for appropriate behavior

4. Praise other students

5. Verbal reminder

6. Repeated reminders

7. Consequence

Front 63

Applied behavior analysis

Back 63

Figure out what is maintaining/ reinforcing behavior

- For teachers attention

- For peers attention

- Bored/Frustrated

Front 64

Principles of Applied behavior analysis (6)

Back 64

1. Identify

2. Establish baseline

3. Choose reinforcer

4. Choose punisher

5. Observe and compare to baseline

6. Reduce in frequency after behavior improves

Front 65

Home-based reinforcement strategies

Benefits?

Back 65

- Daily/Weekly/Monthly reports

- Parent involvement

Front 66

Prevention of behavioral problems (7)

Back 66

1. Identify cause

2. Enforce rules and practices

3. Enforce school attendance

4. Practice intervention

5. Parent involvement

6. Peer mediation

7. Confront bullying