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58 Cards in this Set

  • Front
  • Back
our beliefs about our personal competence or effectiveness in a given area; dealing effectively w/ a certain task
Student's self-efficacy
question their abilities
seek stimuli from other sources
four sources of efficacy
mastery - direct
vicarious - following a model
social persuasion - pep talks
psychological - excitement/ anxiety (psyched out)
Teacher's self-efficacy
they can help every student; sometimes set expectatiosn too high
Self-regulated Learning Responses to failure
Development of Self-reg
Self-Regulated Learning
process of activating & sustaining thoughts, behaviors, and motions in order to reach a goal.
Steps to self-regulated learning
- analyze tasks
- set goals/ create plans
- enact plans
- regulate learning
Triarchic Reciprocal Casuality
- Social Influences
- Achievement Outcomes
- Self-Influences
**they all influence each other***
Social Cognitive Theory
adds concern like beliefs, self-perceptions, and expectations to social learning theory. ***Emphasis on Social interaction***
learning by watching others
usefulness in modeling
learn HOW to perform a task and results of a certain situation
an internal state that arouses, directs, and maintains behavior
Intrinsic Motivation
Motivation where activities are their own reward; self gratitude
Extrinsic Motivation
motivation created by external factors; getting a reward from outside the activity
Reward System
an attractive object or event supplied as a consequence of a behavior
Locus of Causality
Where is the motivation located; inside or outside
Behavioral Theory of Motivation
understanding of motivation begins w/ analyzing incentives & rewards in the classroom
Maslow's hierarchy of Needs (lower needs must be met FIRST)
Bottom of Triangle:
- Security/ safety
- Intellectual Achievement
- Self-Actualization
Cognitive Approach to Motivation
provide intrinsic motivation
Locus of Control
where do we "lie blame" for an outcome; do we think we can control by trying harder?
Sociocultural Theory of Motivation
- who/ what do people ID with
- ID'd by "community" around them
- influenced by social groups and status
Mastery/ Learning Goals
personal intention to improve no matter how awkward you appear; there is more investment here
Performance Learning Goals
These learners care about demonstrating their ability to others; they can actually interfere with learning.
Performance Learner's Concerns
They are about winning and beating others
Student expectations
- Mastery Oriented
- Failure Avoiding
- Failure Accepting
Mastery Oriented
-accepts criticism
-eager to get better
- isn't afraid of failure
Failure Avoiding
- sets performance goals
- feel only as smart as their results
- no self-efficacy
- takes fewer risks as a defense
Failure accepting
- thinks they don't have the ability
- feels incompetent
- failure is not their fault
Learned Helplessness
people who believe that outcomes in their lives are mostly uncontrollable and will lead to failure
People w/learned helplessness respond by ...
losing motivation
-Statements specifying expected and forbidden behaviors; do's & don't's
- Often written down
Procedures/ Routines
- Prescribed steps for a activity;how to's
- Seldom written down
- Everyday uses
Classroom Manament
Techniques used to maintain a healthy learning environment, relatively free of behavior problems
Best was to avoid discipline problems is ...
keep the class engaged in productive learning
How do you make transition int eh classroom between activities?
- Overlapping
- Group Focus
- Movement Management
keeping track of and supervising several activities at the same time
Group Focus
keeping as many students as possible involved in class activities and avoiding narrowing in on just one or two students.
Movement Management
keeping the lesson and groups moving at an appropriate pace w/ smooth transitions.
Participation Structure
- formal and informal rules for how to take part in any activity
- helps everyone know HOW to participate
Paraphrase Rule
- listeners must be ale to accurately summarize what a speaker said before being allowed to respond
- encourages accurate commo
Empathetic Listening
Hearing the intent and emotions behind what another is saying and reflecting them back by paraphrasing
Gordon's No Lose Method
- 6 steps
- needs of teacher and student are taken into account
- no one is expected to give in completely
- all retain respect for each other 7 themselves
6 Steps to Gordon's No Lose Method
- define problem
- generate many possible solutions
- evaluate each solution
- Make decision
- Determine implementation of solution
- Evaluate success
Dealing with Violent/ hostile students
- make eye contact w/ offender
- try verbal hints (insert name into lecture)
- ask students if they know negative effects
- remind student of procedures and rules
- state correct rule or procedure
- Tell student to stop
- offer a choice
Cognitive Objectives
Instructional Objectives stated in terms of higher-level thinking operations
Bloom's Taxonomy
classification of system created that breaks down objectives into three domains; originally targeted at higher ed
3 Domains of Bloom's Taxonomy
Bloom's taxonomy
Cognitive Domain
Memory and reasoning
Bloom's Taxonomy
Psychomotor Domain
Physical ability and coordination objectives
Blooms Taxonomy
Affective Domain
Focusing on attitudes and feelings
- Independent classroom work
- follows a lesson plan
- requires careful monitoring
Convergent Questioning
Questions that have a single correct answer
Divergent Questions
questions that have no single correct anwers
What do you do after asking a question?
- accept if answer is right
- give feedback is answer i hesitant but right
- probe for more info is answer is wrong
- move on if answer is wrong & silly
Objective Tests
- multi-choice
- t/f
- short answer
- fill-in answers
- requires no interpretation
Multiple Choice Tests
- endorsed by half Pub Scl Teachers
tests facts
- collection of student's work
- shows growth
- allows for reflection
- provides achievement
-performance test w/ 2 added features
- usually public
- takes longer to prepare