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15 Cards in this Set
- Front
- Back
David Ausubel |
Advance organizer Introduced before learning to help students link prior knowledge with the content (Concept maps, KWL charts) |
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Albert Bandura |
Modeling Steps: 1. Attention:attending to the lesson 2. Retention:remembering what was learned 3. Reproduction:trying out the skill or concept 4. Motivation:willingness to learn and ability to self-regulate behavior |
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Lee Canter |
Assertive discipline: Teachers clearly communicate expectations and class rules and follow through with expectations. Students have a choice to follow the rules or face consequences. |
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William Glasser |
Choice Theory: Teachers focus on students' behavior when resolving classroom conflicts. Teachers use class meetings to change behavior. Students have a say in the rules, curriculum and environment of the classroom. |
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Jacob Kourin |
With-it-ness: An awareness of what is happening in their classrooms, in order to mange them well. Pace their lessons appropriately and create smooth transitions between activities. |
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Ivan Pavlov |
Classical conditioning:
A conditional response-learned response to something that was previously neutral |
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Attribution |
When one constructs a causal explanation for failure or success |
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Cognitive dissonance |
A feeling of mental discomfort in which new information conflicts with beliefs or previously learned information |
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Extrinsic Motivation |
Motivation that comes from external sources or from outside a person. Stickers, behavior charts, and incentives for learning all are examples. |
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Facilitating vs. Debilitating Axiety |
Enhances student learning vs. detracts from learning |
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Intrinsic Motivation |
Motivation comes from within, or from inside a person. Providing students time to reflect on goals and achievements or helping students see what they have learned and how it is important are examples of intrinsic motivators. |
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Learned Helplessness |
A tendency for a person to be a passive learner who is dependent on others for guidance and decision making. |
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Punishment |
The goal is to weaken or extinguish an undesired behavior. |
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Reinforcement |
The process of strengthening or reinforcing a behavior. |
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Self-Determination |
A paradigm that suggests that humans have a basic need for autonomy when it comes to the courses their lives take. |