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47 Cards in this Set
- Front
- Back
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Self-Efficacy
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A person's judgement or belief of their ability to succeed in accomplishing a task
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Advanced Organizer
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Statement of inclusive concepts to introduce and sum up material that follows
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Cooperative Grouping
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The practice of assigning a common task and/or project to a group of students with varying ability levels often reflecting the full range of student achievement and aptitude
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Concept Attainment
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Students come up with concept through labeled examples, relevant and irrelevant attributes, name of concept, definition of concept
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Concept Mapping
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-Brainstorming Phase
-Organizing Phase -Layout Phase -Linking Phase -Finalizing Phase |
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Direct Instruction
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Systematic instruction for mastery of basic skills facts, and information
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Guided Discussion
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Teacher guides student responses to coincide with objectives of lesson by asking questions for discussion
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Guided Discovery
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Students work to discover basic principles that you have already planned ahead of time
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Inquiry Learning
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Approach in which teacher presents a puzzling situation and students solve the problem by gathering data and testing new conclusions
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Whole-Class Discussion
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teacher gives topic and gets discussion going then steps back
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Ill-Structured Problem
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a problem with more than one possible answer and/or many different way to find an answer
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Well-Structured Problem
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Right answer with only one right way to find it
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Social Learning Theory
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Theory that emphasizes learning through observation of others. Can be inhibition, disinhibition, and facilitation
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Social Cognitive Theory
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learning by observing behaviors of others such as enactive and vicarous learning
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Intrinsic Motivation
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motivation associated with activities that are their own reward, they are motivated by themselves
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Extrinsic Motivation
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motivated created by external activities that are their own reward
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Achievement Test
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standardize test measuring how much students have learned in a given content area
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Aptitude Test
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Predict future performance
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Diagnostic Test
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Any test to identify learning problems
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Criterion-referenced test
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Testing in which scores are compared to set performance standards
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Norm-Referenced Test
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Testing in which scores are compared with the average performance of others
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Measurement
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an evaluation expressed in quantitative (number) terms
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Formative Assessment
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grading testing used before or during instruction ro aid in planning and diagnosis
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Summative Assessment
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Testing that follows instruction and assesses achievement such as objective tests, multiple choice, and true/false
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Motivation
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Internal state that makes one do something such as finish a task, ect
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Human View of motivation
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Believe that the individual is motivated by themselves. Also realize deficiency needs which are saftey, belonging, love, and respect.
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Deficiency Needs
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- Safety
- Belonging - Love - Respect If a child does not have these needs met, it will interfere with their learning and motivation |
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Cognitive View of Motivation
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we are motivated by how hard a task is, and whether we believe we can do it or not
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Behaviorist View of Motivation
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We are motivated by external rewards and incentives
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Social Cognitive View of Motivation
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motivated by both valuing the goal and whether we expect to achieve the goal
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Socialcultural view of motivation
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Motivated by culture group and what those people should do
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Different Views of Motivation
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Humanist
Cognitive Behaviorist Social Cognitive Socioculture |
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Locus of Causality
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The sources of what motivates us
Pawns: - External Motivation - Learned Helplessness - They do not have the support to do it - It is the teacher's fault Origins: - Seeing that we are the ones for failure and we take responsibility |
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What do students consider regarding completing a task
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- What is it going to cost/effort?
- What is the benifit? - Is it interesting/important /useful/cost? |
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Who determines motivation factor
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The individual (student)
Teacher cannot motivate kids without their interest |
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When do rewards enhance motivation
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- When students know what it takes to get an A
- When it is a really big reward - When the assignments are moderately challenging |
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When rewards undermine motivation
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- when interests are high
- when interests are low - when you tell students rewards in advanced - when quality is ignored |
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Reward versus bribe
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Reward:
Focusing on the work to get a reward Bribe: Focusing on the reward |
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Success/Fail Orientation
(Need to achieve; goals, success; failure) |
Success Orientation
- High need to acheive - Moderately challenging activities - Acknowledge that they have brains and effort for successes - Acknowledge that it was their lack of effort in times of failure Failure Avoiding Orientation - Low need for achievement - Desires either really easy or really hard tasks because they can do it, or blame difficulty level on teacher (other people) - When they success they blame it on luck or other people made them do it - When they fail, they think they are dumb Failure-accepting Students - very low need for achievement - do not have any perferred academic level (they don't want any activivty) - they expect failure, so when they fail they blame it on their lack or ability or other people |
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ADHD Symptoms
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- Fidgety
- Unable to focus - Unable to complete tasks - Failure to listen - Compulsiveness - Inordinate need of supervision |
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Treating ADHD
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- Medication
- Herbal Treatment - Bio-Feedback - Neurological Reprogramming |
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Six inappropriate measurement practices
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- using 0's indiscriminately
- pop quizzes - worshipping averages - teacheing for one thing and testing another - keeping criteria a secret - shifting the criteria after it was said - insufficient instruction - keeping the content of the test a secret |
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High Stakes Testing
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SAT, CST, ACT
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Selected Response Tests
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Characteristics:
- True/False - Multiple Choice - Read the question stem and select an answer Strenghts - Easy to grade - you can cover a lot of material Weaknesses - hard to write - encourages low level of learning, because students can recognize - Students can guess |
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Short Answer Tests
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Characteristics
- student reads the question stem and provides the answer stem Strengths - students need to actually recall information - easy to write - covers a lot of material - can address higher level of learning Weaknesses - encourages low level of learning; however, this can be bypassed |
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Essay Tests
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Characteristics:
- students discusses one or more answers in detail and explains Strengths - can get more ideas - can measure more than just knowledge - shows connection between ideas Weaknesses - time consuming |
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Performance Tests
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Direct Writing Assessment
- Research Paper - Portfolios - Demonstrations Has not been determined on how effective it is for knowing what they have learned |
