Psych Of Ed Test 3

Front 1

Loci

Back 1

type of memory strategy that creates a mental picture
(similar to orange story in Philosophy)

Front 2

Mnemonics

Back 2

techniques for remembering; the art of memory

Front 3

Acrostic

Back 3

type of memory strategy that makes a sentence (every good boy does fine)

Front 4

Acronym

Back 4

Technique for remembering by using the first letter of each word in a phrase to form a new, memorable word

Front 5

Key Word

Back 5

system of associating new words of concepts with similar sounding cue words and images

Front 6

Peg-type

Back 6

system of associating key word in already-learned sequence

Front 7

Organization

Back 7

type of mnemonics where information is organized in a logical network, chunking

Front 8

Elaboration

Back 8

extension of meaning by connecting to prior knowledge

Front 9

Context

Back 9

memory technique where situation/place where learning occurred such as tracing your steps

Front 10

Advance Organizer

Back 10

statement of inclusive concepts to introduce and sum up material that follows

Front 11

Direct Instruction

Back 11

mastery of basic skills, facts, information (lecture)

Front 12

Pygmalion Effect

Back 12

students achieve or do not achieve depending on the expectations of the teacher

Front 13

self-fulfilling prophecy

Back 13

exceptional or weak progress by a student because of expectations of the teacher

Front 14

sustaining expectation effect

Back 14

performance maintained because teacher did not acknowledged improvements

Front 15

behavioral objectives

Back 15

observable; "what will the students be able to do"

Front 16

Instructional Objectives

Back 16

Intended learning through the instructions (reasons for doing the behavioral objective)

Front 17

Coercive influence

Back 17

power to dispense punishment

Front 18

Reward influence

Back 18

power to dispence and withhold rewards

Front 19

Legitimate influence

Back 19

has the right to prescribe behavior

Front 20

Expert influence

Back 20

has special knowledge of expertise

Front 21

Referent influence

Back 21

attracted to the teacher personally

Front 22

Contingency contract

Back 22

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

Front 23

Time out

Back 23

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

Front 24

Token economy

Back 24

system in which tokens earned from for academic work and positive classroom behavior can be exchanged for some desired reward

Front 25

Ripple effect

Back 25

contagious spreading of behaiors through imination

Front 26

Withitness

Back 26

awareness of everything happening in a classroom

Front 27

Overlapping

Back 27

supervising several activities at once

Front 28

Self-efficacy

Back 28

a person's sense of being able to deal effectively with a particular task. beliefs about personal competence in a particular situation

Front 29

Metacognition

Back 29

knowledge about one's own thinking process

Front 30

11 elements of a lesson plan

Back 30

1. State Standard
2. Instructional Objective
3. Behavioral Objective
4. Materials
5. Assume Prior Knowledge
6. Anticipatory Set
7. Lesson Body
8. Guided Practice
9. Independent Practice
10. Individualized Accountability Activity
11. Closure

Front 31

Difference between behavioral and instructional objectives

Back 31

Behavioral Objective - it is observable, what the student will be doing (ie: writing a paper)

Instructional Objective - academic or instructional reason/purpose for doing the behavioral objective (ie: reason behind students writing a paper)

Front 32

Connection between standards and instructional objectives

Back 32

The instructional objectives need to meet the required standards

Front 33

3 purposes for Anticipatory Sets

Back 33

1. Activate Prior Knowledge
2. Focus the students
3. Get students interested in the lesson

Front 34

Direct Instruction (appropriate/criticisms/works)

Back 34

When is it appropriate:
- to learn basic facts or information

Criticisms:
Students can be passive and not pay attention

What works?
- Organized lesson
- Good Pace
- Clear Expectations
- connections to prior knowledge
- connections to ideas in the lecture
- connections to other topics
- ability to end lecture if gone on too long

Front 35

Characteristics of Effective Teaching

Back 35

Focus students attention
Monitor Students attention
Keep lesson going at a good pace
Stimulate attention
maintain accountability
end lesson that has gone on to long

Front 36

Teacher Expectations and Student Achievement

Back 36

When teacher has high expectation for students, students tend to achieve more

When teacher has low expectations, students do bare minimum

Front 37

Sources of Teacher Expectations

Back 37

- student behavior
- other teachers
- physical appearance
- student's file
- previous achievement
- stereotypes
- race
- ethnicity

Front 38

Positive Learning Environment

Back 38

- safe learning enviroment for all students
- encouragment
- rules and the consequences are consistently enforced

Front 39

Purposes of Classroom Management

Back 39

- gain student's compliance
- create safe learning environment
- deals with students behavior
-

Front 40

Tactics for Dealing with Discipline

Back 40

- eye contact
- gestures
- verbal warning
- notify student of their disruptive behavior
- remind student of the rules and procedures
- tell student that their behavior is their choice

Front 41

Lee Canter's Assertive Discipline

Back 41

1. Combination of praise and limit setting
2. Identify common roadblocks
3. Communicate the desire and need for better behavior
4. Communicate that no student has the right to distract others from learning
5. Communicate expectations
6. State both (+) and (-) consequences
7. Repeat request until compliance is gained

Front 42

Basic Rights for Student and teachers

Back 42

Teachers right to teach without disruptions

Student's right to learn

Front 43

Fredrick Jones Management Model

Back 43

Stopwatch is used to record time student has earned toward "Preferred Activity Time"

1. Give instructions, and set time limit
2. Record Time it took to comply
3. Students can earn/lose minutes for entire class

Front 44

Kounin - Preventive Discipline

Back 44

Anticipation of misbehavior (what teachers can do to prevent misbehavior from occuring)

Ripple Effect - whole class will respond to individual reprimand

Withitness - know what every student is doing at every moment

Overlapping - doing more than one thing at a time

Group Focus - keep all involved and alert

Movement Management - avoid abrupt transition or interruptions by teacher

Student Social and Emotional Skills - teach and model such skills

Front 45

Supportive Discipline vs. Corrective Discipline

Back 45

Supportive - When student is on the verge of misbehaving, we are supporting them to not go into that behavior

Corrective - student has already misbehaved and we must correct it

Front 46

Grouping (Within class and between class)

Back 46

Within Class
- elementary
- group work based on achievement
- teacher can focus on a group at a time but hard to keep withitness

Between Class
- secondary
- moving in according to academic achievement
- focus attention where students are at and pace accordingly, but students can get stuck in a track in which they cannot leave

Front 47

Differences between Cognitive view of learning and behavioral view

Back 47

Behavioral Learning - change in behavior that we can see from change of external response

Cognitive - mental process that cause the change of behavior

Front 48

Information processing model of cognitive learning

Back 48

Sensory Motor where we see things and hear. If we pay attention, it moves to the working memory, and it is processed and decide if to store in our long term memory. From there, it goes into elabatory memory where we connect it to what we know and encode it, send it to long term memory. Memory is permanent and unlimited. The problem is retrival