Psych Of Ed Test 2

Front 1

Cognitive Style

Back 1

manner of gathering, retaining, and manipulating information. Can be verbal or visual.

Front 2

Learning Preference

Back 2

Preferred way of studying and learning

Front 3

Learning Style

Back 3

Same as learning preference

Front 4

Culture

Back 4

The knowledge, values, attitudes, and traditions of a group of people that guides their behavior and their perception of the world

Front 5

Race

Back 5

A group of people who share common biological traits

Front 6

Bilingual

Back 6

Speaking 2 languages fluently. Must be proficient in native language and proficient in english

Front 7

Discrimination

Back 7

acting in an unfavorable manner toward people because of their affiliation with a group

Front 8

Prejudice

Back 8

preconceived (pre-judge) ideas about a person or group of people, often based on physical characteristics, ethnicity, or race

Front 9

Ethnicity

Back 9

a cultural heritage shared by a group of people

Front 10

Lateralization

Back 10

specialization of hemispheres (right brain and left brain)

Front 11

Individuals with Disabilities Act

Back 11

Free and appropriate education until age 16

Front 12

Least Restrictive Enviorment

Back 12

Mainstreaming
Full Inclusion

Front 13

Learned Helplessness

Back 13

student believes they have no control over circumstances and that their efforts will lead to failure

Front 14

Mainstreaming

Back 14

students are mainstreamed into the classroom, but pulled out for special instruction

Front 15

Full Inclusion

Back 15

students are in the classroom all day and has an aid to help them in the classroom

Front 16

IEP (Individualized Educational Program)

Back 16

an agreement between parents and the school about the services that will be provided to the student

Front 17

Socio-economic status

Back 17

differences in:
-income
-healthcare
-language use
-experience
-school motivation
-academic skills
-career choices

Front 18

Classical Conditioning

Back 18

association of automatic responses with new stimuli

Front 19

Operant Conditioning

Back 19

learning in which voluntary behavior is strengthened or weakened by consequences or antecedents

Front 20

Contingency contract

Back 20

an agreement between teacher and student, stating the behavior to be changed and the reward for doing so

Front 21

Time Out

Back 21

Technically, the removal of all reinforcement. In practice, isolation of a student from the rest of the class for a brief time

Front 22

Token Economy

Back 22

tokens can be earned for positive behavior that can be exchanged for a reward

Front 23

Multicultural Education

Back 23

Education that promotes equity in the schooling of all students

Front 24

Intelligence

Back 24

ability or abilities to acquire and use knowledge for solving problems and adapting to the world

Front 25

Sternbergs Triarchic Theory

Back 25

Learning includes 3 things
-Thinging Processes
-Applying (adapting) to new experiences
-Adapting to new content

Front 26

Laterality (Left Brain vs. Right Brain)

Back 26

each half of the brain as a special function

Left Brained
-verbal
-academic (grammar/syntax)

Right Brained
-more artistic
-emotions
-intuition

Front 27

Multiple Intelligence's

Back 27

- Body Kinestetic
coordinated
movements

- Logical/Mathematical
linear and sequencial

- Musical
creative in interpreting, writing, and performing music

- Linguistic
good with words
persuasive
good in writing

- Interpersonal
sensitive
can read people
how you deal with people
saying the right thing

- Spatial
being able to picture in your mind something that does not exsist (sculpture)

- Intrapersonal
reflective
insightful
looking into themselves

- Naturalists
good with communicating with animals

Front 28

Learning Modalities

Back 28

Need to have all 3 in every lesson

Auditory
(processing what one hears)

Kinesthetic
(hands on learning)

Visual
(process what one reads, sees pictures)

Front 29

Mainstreaming vs. Full Inclusion
Pros and Cons of both

Back 29

Mainstreaming
student is placed in a classroom, and leaves, or pulled out, for special instruction
(+) they are around peers and friends, but also get the special instruction that they need
(-) the stigma - student can be labeled, peer pressure, made fun of

Full Inclusion
students are fully in the classroom all day, but have an aid in the class to help them
(+) around peers and friends all day. In a consistent environment, and they are less likely to be labeled
(-) do not get the special instruction that they need. student can feel embarrassed for the extra help, can still be labeled, though not as much

Front 30

Gifted Students

Back 30

faster at encoding information and retrieving it from memory. These students:
1. have a higher level of functioning
2. learn, remembers, and retrieves easily
3. exhibits high motivation and task persistence

Front 31

Role of Family in children's giftedness
(role of parents)

Back 31

-structured home life
- parents value success and encourage children to do best
- parents supervise practice sessions and training
- parents encourage active pursuits
- parents devote time and energy
- students are required to share in responsibility

Front 32

Bilingual Education
Purposes and Approaches

Back 32

Purposes
1. maintain and improve native language
2. use the native language to learn English

Approaches
1. Maintenance
Student becomes proficient in their own language, and then taught English

2. Transition
instruction is done initially in student's native language, and then transition into English instruction

3. Emersion
(student is put in English only speaking classroom and is forced to learn. Most stressful and effective way to learn)

Front 33

Equality of Opportunity
vs
Equality of Results

Back 33

Equality of Opportunity
- teachers can do this!
- teach in such a way that students have the same access to the material and knowledge that is essential for them to be productive in society

Equality of Results
- teachers can try, but cannot guarantee
- students will be equal in their results from performance and skills and scores

Front 34

Areas of Diversity

Back 34

- Religion
(differences in beliefs and values)

- Gender
(males and females learn differently, and process things differently)

- Socioeconomic status
differences in ability to purchase school materials

- Ethnicity/Race
differences in how they learn, what they believe, values that they have

- Exceptionality/nonexceptionality
(special needs)
what they can learn, and how much can they process

Front 35

How Social Economic Class can impact learning

Back 35

1. Income
being able to afford school supplies, educational activities, and tutoring

2. Experiences
enriching experiences, life experiences, educational experiences

3. Healthcare
ear infections, being sick often

4. Career Options
students usually go for the careers that are modeled for them

5. Parental Support
if no parent support, less motivation to want to learn

6. Academic Skills
if the teachers prejudge the student, and do not encourage them

7. Language Use
formal vs. informal language

Front 36

Purposes of Multicultural Education

Back 36

4 purposes

1. Content
- integrating content in terms of celebrations and holidays and other cultures into our books

2. How we teach
- equity processes
- kids working in groups, projects, ect


3. Valuing Diversity

4. Empowering Students
- they have control over what they do

Front 37

Positive Reinforcement

Back 37

We want behavior to continue, and we are strengthening the behaivor. Giving them positive rewards

Front 38

Negative Reinforcement

Back 38

We want behavior to continue, so we are taking something away that they didn't want anyway

Front 39

Negative Consequences

Back 39

wanting the behaivor to stop by punishing

Front 40

Observational Learning
(social cognitive theory)

Back 40

kids learn by observing other people

inhibition
disinhibition
facilitation

Front 41

inhibition

Back 41

not doing a behavior because you saw someone do it and they got punished for it or your model just doesn't do it

Front 42

disinhibition

Back 42

we are going to do a behavior we would not usually do because you saw someone do it and they did not get in trouble, or your role model does it

Front 43

facilitation

Back 43

doing something because there is no reason not to do it (standing ovation)

Front 44

Cognitive Apprenticeship

Back 44

when you are teaching your students how to learn. Modeling to your students how to learn. If I were going to solve this problem, I would do this, this, and this

Front 45

Behavioral Theory of Learning

Back 45

how they would define learning from behaviorist perspective

- change in your behavior that is a result of something that came from the outside
- no change in behavior = no learning done