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157 Cards in this Set
- Front
- Back
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Expressive Vocab: |
Words kids use in speaking |
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Receptive Vocab |
Words they understand when others speak |
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Overregularize |
When children apply rules they learned to everything. Ex: past tense “I brushed her hair” → “Are you brushed my hair?” |
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Syntax |
Sentence order |
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Pragmatics: |
involves the appropriate use of language to communicate in social situationsex: telling a joke, yelling at your dog |
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Metalinguistic Awareness: |
kids begin to understand their use of language and learning it. Develops at 5 and continues throughout life. |
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Emergent Literacy |
Foundational skills and knowledge for development of reading and writing |
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Critical pd |
pd for learning a second language |
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What is the critical period for learning 2nd languages? If so, what is it? |
There is none. Kids tend to speak better and sound more native. |
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Sensitive pd |
-Time where we are especially responsive to learning |
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Heritage Language |
Language spoken at home by the family |
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Balanced bilingualism |
Equally fluent in both languages |
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What is the Language development for children ages: a. 2-3 b. 3-4 c. 4-5 d. 5-6 |
a. 450 repeat words b. 1000. Make sent w. 4-5 words. Street name c. 1500. 4-5 words. Identifies shapes, colors. asks a lot of questions d. 10,000. 6 words, sing songs, talk to them as an adult |
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What are the 2 categories of Emergent Literacy |
Category 1: Understanding sounds and codesKnow letter names, sounds for each letterKnow that words are made of sounds Category 2: Oral language skillsExpressive and receptive vocabularyKnowledge of syntax, able to understand/tell stories |
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How would you build a foundation for kids using emergent literacy? |
conversations with adults that develop knowledge about languageJoint reading, -using books as support for talk about sounds, pictures, words |
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What are the best options if a child experiences ongoing learning problems. |
q. ongoing support is must |
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Inside out |
letter sound |
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Outside in |
comprehension/meaning |
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What are some difficulties in the english language? |
Inconsistencies in letter sounds, irregular spellingsMuch emphasis on decoding required |
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What are some benefits of Bilingualism |
-better metalinguistic, -noticing spelling errorsIncreased cognitive abilities in concept formation, creativity, theory of mind, attention, executive functioning -Better awareness and reading comprehension---Advantages in business world |
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What are some reasons non natives don't speak their native language |
Students were raised in a different country other than relatives |
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Is signed language considered apart of bilingualism? |
If they speak both a spoke and sign language then yes |
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What are the 2 aspects of Language proficiency (L2) |
1. Face to face communication 2. Academic uses |
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Academic Language |
school language (words, concepts, strategies, processes from academic subjects) |
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How long does it take to learn academic language? |
5-10 years |
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What are some examples of academic language? |
Analyze, evaluate, summarize |
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Dialect |
Any variety of language spoken by a group of people |
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Code switching |
Moving between speech formsBetween dialects and formal English |
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What are some teaching methods when dealing with dialects |
-Avoid negative stereotypes toward children’s dialects -Repeat instructions using different words to promote understanding |
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Genderlects |
Different ways of talking for males and femalesGirls’ tendencies |
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What is the difference between immigrants and refugees |
immigrants leave their countries to become residents elsewhere. Refugees Voluntarily flee their home country for safety |
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The term Melting pot came from |
metaphor of refugees assimilation into american culture |
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Cultural deficit model |
-Educators’ view of school achievement problems of ethnic/minority students, Assumed their cultures were inadequate, inferior |
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Does the Cultural deficit model exist today? |
No, we accept the differences between expectations of our schools and students. |
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What do classrooms today look like. Melting pot? Cultural deficit? etc |
Today classrooms are multicultural and are more identical to a salad bowl. |
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What are the 4 general profiles of ELL students |
Balanced bilinguals Monolingual/literate Monolingual/preliterate Limited bilingual |
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Balanced Bilinguals |
Fluent in English and their first language; academic knowledge to learn in both languages |
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Monolingual/ Literate students |
studentsLiterate in their native language, speak limited English |
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Monolingual/preliterate students |
Not literate; speak limited English; require greatest support in learning academic subjects and language |
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Limited bilingual |
Speak both languages; trouble learning academicallyMay have learning disability, emotional problems |
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Limited-English-proficient (LEP): |
Students just learning English (not their heritage language) |
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English as a Second Language (ESL): |
Classes teaching ELL students English |
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What are two teaching approaches> |
-Immersion in English-only teaching -Maintain native language:teach in that language until child develops English |
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What are the 8 elements in sheltered lessons |
reparation, build background, comprehensible input, strategies, interaction, practice, delivery, review/assess |
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What is the SIOP model and what does it stand for. |
sheltered instruction observation protocol -Observational system to check for each sheltered instruction element in teacher’s lesson - 30 areas to assess during observation |
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What are some examples sheltered intrusion |
controlling language, giving attention to grammar, using visuals |
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ELL students with disabilities face issues like |
-Difficult to identify reasons for lack of progress -Ask series of questions related to child’s learning opportunities, experiences, any special skills/talents |
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How are all humans predisposed to develop language? What role do culture and learning play? |
Humans are exposed to language by their surroundings, trying to make sense of what they hear Cultures create words for the concepts that are important to them. In the learning process, built-in biases and rules may limit the search and guide the pattern recognition. |
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What are the elements of language? |
-By age 5 most kids master all sounds of their native language - We understand more words then we use -Children apply new rules to everything, have not mastered using them in context. ex. they use past tense to express present. |
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What are the most important skills that help literacy emerge? |
(1) understanding sounds and codes such as knowing that letters have names, that sounds are associated with letters, and that words are made up of sounds (2) oral language skills such as expressive and receptive vocabulary, knowledge of syntax, and the ability to understand and tell stories. (3) knowledge of inside out- outside in |
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What is involved in learning two languages? |
- Children must be equally exposed |
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What is Gen 1.5 |
-students whose characteristics, educational experiences, and language fluencies are somewhere in between those of students born in the United States and students who are recent immigrants. -not born in the U.S but lived here most of their life -family migrated from another country at a young age |
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What are some terms used to refer to English learners? |
-ELLs, because their primary or heritage language is not English -LEP - |
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What are four general profiles of students who are ELLs? |
1. balanced bilinguals speak, read, and write well both in their first language and in English. 2. Monolingual/literate students are literate in their native language 3. Monolingual/ preliterate students are not literate. 4. Limited bilingual students can converse well in both languages, but for some reason they have trouble learning academically. |
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What was the purpose of NCLB Act |
George w. bush wanted students to take an annual standardized text in reading and math. to determine if students were making adequate yearly process |
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What were the NCLB test scores used for? |
to punish schools in the same proficiency goals |
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What were the 5 priorities for the blueprint reform? |
-College or career readiness for all students -Great teachers, leaders in every school -Equity for all students, interventions in lowest performing schools -Raise the bar and reward excellence (Race to the Top grants) -Promote innovation and continuous improvement |
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What was the purpose for the Obama administration revamping |
They wanted to eliminate the penalty system of teachers and reward them |
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What were Charlotte Danielsons Framework for teaching? |
Planning and preparation responsibilities Professional responsibilities Instruction responsibilities Classroom environment responsibilities |
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How do you determine if CD's framework are effective |
Student gains on state tests, surveys of students’ perceptions of teachers, classroom observations |
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What is the difference between quantitative and qualitative research? |
Qualitative =Use words, dialogue, events, images as data Qualitative: Take measurements; make calculations |
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What is the difference btw principales and theories |
Principal is a established relationship between two or more factors—between a certain teaching strategy, A theory is a set of concepts used to explain a body of data and to make predictions. |
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What are the steps in the research cycle |
State hypotheses or research questions based on current understandings or theories \ -Gather and analyze data about the questions -Interpret and analyze data gathered -Modify and improve explanatory theories based on results of analyses -Formulate new, better questions based on improved theories |
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What is the difference btwn disabilities and handicaps? |
disability is the inability to do something and handicap a disadvantage in certain situation |
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How can you use principle of practice |
watching what you say. Never define a person by their disability. Provide opportunities |
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General Intelligence |
A measure of general intelligence; general factor of cognitive ability |
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Fluid Intelligence |
Mental efficiency, nonverbal abilities grounded in brain development; increases through adolescence |
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Crystallized Intelligence |
is the ability to apply the problem-solving methods appropriate in your cultural context |
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What are the 8 theories in the MI theory |
linguistic musical spatial logical-mathematical bodily.kinesthtic interpersonal interpersonal naturalist |
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What are some critics of MI theory |
Lack of strong research evidence Abilities are correlated; not eight separate abilities Some are talents or personality traits |
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IEP |
an agreement between parents and the school about the services that will be provided to the students |
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Who writes the IEP |
A team of -parents -gen ed teacher who works with the student -special ed. teacher -principal -school psychologist -sometimes: student |
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What must an IEP include |
1. Students present level of performance 2. Annual goals 3. Statement of services provided 4. Explanation of how much the student will not be in gen ed classes 5. statement of how the student will participate in state assessments 6. Transitional services to prepare for adult life |
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What are the rights of parents under IDEA |
- schools must have procedures for maintaining the confidentially - testing must not discriminate -parents have the right to obtain evaluations of the child as well as testing, placement -challenge program created for their child |
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Are all students covered by IDEA? |
No, they are covered by other legislations such as section 504 |
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What does section 504 cover |
Prevents discrimination against people with disabilities in any programs that receive federal money |
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Section 504 reassures all school aged kid.. |
an equal opportunity to participate in school activities |
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According to section 504, what must a school do if a student is not able to participate in certain activities |
the school must then develop a plan for giving the student access to the opportunity -they receive no extra funding for this |
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Are students with medical and/or health conditions covered by Sec 504? |
Yes, if IDEA does not cover them |
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Americans with Disabilities Act (ADA) |
prohibits discrimination against persons with disabilities in employment, transportation, local gov't and telecommunication |
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What is the extension of Sec 504 that covers students beyond the school and workplace known as? |
Americans with Disabilities Act (ADA) |
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learning disability |
a student who struggles to read, write, spell, or learn math, even though the student doesn’t have intellectual disabilities, emotional problems, or educational disadvantages and has normal vision, hearing, and language |
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How do students become victims of learned helplessness? |
failure of early diagnosis of disability |
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Articulation disorders |
Pronunciation difficulties |
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Voicing problems |
Inappropriate pitch, quality, loudness or intonation |
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Physical development |
Changes in the body structure/function over time |
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Personal development: |
Changes in individual’s personality |
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Social development: |
Changes over time in ways of relating to others |
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Cognitive development: |
Gradual orderly changes by which mental processes become more complex/sophisticated |
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Maturation |
enetically programmed, naturally occurring changes over time |
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Heredity/biology vs. environment/culture |
Heredity and environment shape, influence each other |
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Continuity v. discontinuity |
Continuous – Quantitative process of increasing abilitiesGradual improvement in exercise Discontinuous- Qualitative changes in the human bodyWalking up the stairs, progress in stages |
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Critcial v. Sensitive Periods |
Critical time when specific abilities must develop (Freud)Sensitive periods of readiness for certain experiences |
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What are the regions of the brain? |
Cerebellum: coordinates balance, skilled movements Hippocampus: recalls new information, recent events Amygdala: directs emotions Thalamus: involved in verbal information and the ability to learn |
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Neurons: |
Nerve cells; store and transmit information |
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Axons and dendrites: |
Arm/branch-like fibers on neurons |
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Synapses |
Spaces between neurons |
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Synaptic plasticity |
Brain’s dynamic tendency to remain adaptable/flexible |
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What is piaget and what is he responsible for |
Swiss psychologist, Developed model describing how humans make sense of world by gathering, organizing information |
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What are Three factors interacting to influence cognitive development |
Maturation: Genetically programmed biological changes Activity: Acting on environment, learning from itSocial transmission: Learning from others |
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Four Stages of Cognitive Development |
Sensorimotor: Age 0 to 2 years Preoperational: Around age 2 to 7 years Concrete operational: Around age 6 or 7 to 11 years Formal operational: Adolescence to adulthood |
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Adaptation |
Adjustment to the environment |
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Assimilation |
Fit new information into existing schemes |
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Accommodation |
Alter existing schemes or create new ones in response to new information |
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Equilibration |
Act of searching for mental balance between cognitive schemes and information from environment |
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Disequilibrium |
Out-of-balance” state when current schemes don’t work to understand new information |
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Who is Vygotsky |
Russian psychologist Believed human activities take place in cultural settings -Social interactions shape cognitive development -Major influence of his ideas in psychology and education |
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Embodied Cognition |
We learn by goal directed interaction btw humans and the environment |
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Cognitive Development is equivalent to |
Sensorimotor |
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What are the two central ideas of Constructivism |
Central Idea 1: Learners are active in constructing their own knowledge Central Idea 2: Social interactions are important in knowledge construction process |
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Constructivism |
View that emphasizes role of learner in building understanding, making sense of information |
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What are the two forms of constructivism? |
psychological social construction |
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social construction |
increasing our abilities to participate with others in activities that are meaningful in the culture |
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psychological focus |
improve problem-solving strategies |
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Radical constructivism |
An individuals constructivism(perceptions) cannot be judges or right/wrong |
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First wave constructivism |
Piaget Theory. Focused on the source that allowed the individual to know Emphasis on Central idea 1 |
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What was the difference btwn Vygotsky and Piaget in terms of Constructivism? |
Vygotsky believed in Central idea 2 Social interactions shaped development -Piaget focused on Central Idea 1. Wanted to know more about how the person came to their findings. |
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Appropriating |
being able to reason and act using cultural tools Behaving appropriately in social settings |
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2nd wave constructivism |
learning in social and cultural settings |
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Gross Motor Skills |
Growth of large muscles |
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Fine Motor skills |
Coordination of small movements ex: tying shoes |
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Puberty |
marks the beginning of sexual maturity. |
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menarche |
between ages 12 and 13, girls have their first menstrual period |
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spermarche |
Boys have their first sperm ejaculation (called ) between the ages of 12 |
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What os the difference in early maturation in boys and girls |
Boys: Usually embraced in popularity, delinquent behavior Girls: Usually low self esteem & bullied |
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Difference btwn bull lima and anorexia |
Anorexia Nervosa: Self Starvation Bulimia: Binge eating followed by purging, fasting, excessive exercise |
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Disability |
Inability to do something specific |
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Handicap |
Disadvantage in certain situations |
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Analytic intelligence |
rocessing familiar problems |
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Creative intelligence: |
Use insight (deal with novel situations) and automaticity (process without effort) |
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Practical intelligence |
Adapting to environment to succeed in practical matters (career choice, social skills) |
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Operant conditioning |
Strengthen or weaken voluntary behavior by consequences or antecedents |
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Antecedents |
Events that precede the behavior |
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Consequences |
Events that follow it |
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Reinforcement |
Use consequences to strengthen behavior |
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Negative Reinforcement |
strengthen behavior by removing (subtracting) an aversive stimulus after the behavior occurs |
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Positive Reinforcement |
Strengthen behavior by adding desired stimulus after the behavior (response) occurs |
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Punishment |
Process that weakens or suppresses behavior |
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Presentation punishment: |
Decrease behavior by adding an aversive stimulus following the behavior |
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Removal punishment: |
Decrease behavior by removing a pleasant stimulus following the behavior |
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Continuous reinforcement schedule: |
Presenting a reinforcer after every appropriate response |
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Extinction |
Disappearance of a learned response (when reinforcement is removed) |
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Antecedents |
Events preceding behaviors |
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Shaping |
Reinforcing each small step of progress toward a desired goal or behavior |
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Successive approximations |
Small components that make up a complex behavior |
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Contingency contract |
between teacher/student specifying what student must do to earn specified reward/privilege |
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Cognitive science |
Study of thinking, language, the brain |
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Intrinsic |
enjoyment the student gets from the activity |
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Extraneous |
Resources required to process stimuli irrelevant to the task |
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Working memory relates to |
emergent literacy, number skills, academic achievement, IQ scores |
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3 basic aspects of memory improve over time: |
Memory span processing efficiency processing speed |
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Duration |
With time/effort, memories are stored long term |
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Explicit |
Deliberate or conscious recall of long-term memory |
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Implicit |
Not conscious of recalling memory, but it influences our behavior or thought without our awareness |
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Semantic |
Memory for meaning; includes words, facts, concepts (declarative); Not tied to particular experiences |
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Cognitive |
Declarative knowledge, newly learned |
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Associative |
Chunking of individual steps of a procedure into larger units |
