Ed Psych Final

Front 1

Self-efficacy

Back 1

our beliefs about our personal competence or effectiveness in a given area; dealing effectively w/ a certain task

Front 2

Student's self-efficacy

Back 2

question their abilities
seek stimuli from other sources

Front 3

four sources of efficacy

Back 3

mastery - direct
vicarious - following a model
social persuasion - pep talks
psychological - excitement/ anxiety (psyched out)

Front 4

Teacher's self-efficacy

Back 4

they can help every student; sometimes set expectatiosn too high

Front 5

Self-regulated Learning Responses to failure

Back 5

Knowledge
Motivation
Volition
Development of Self-reg

Front 6

Self-Regulated Learning

Back 6

process of activating & sustaining thoughts, behaviors, and motions in order to reach a goal.

Front 7

Steps to self-regulated learning

Back 7

- analyze tasks
- set goals/ create plans
- enact plans
- regulate learning

Front 8

Triarchic Reciprocal Casuality

Back 8

- Social Influences
- Achievement Outcomes
- Self-Influences
**they all influence each other***

Front 9

Social Cognitive Theory

Back 9

adds concern like beliefs, self-perceptions, and expectations to social learning theory. ***Emphasis on Social interaction***

Front 10

Modeling

Back 10

learning by watching others

Front 11

usefulness in modeling

Back 11

learn HOW to perform a task and results of a certain situation

Front 12

motivation

Back 12

an internal state that arouses, directs, and maintains behavior

Front 13

Intrinsic Motivation

Back 13

Motivation where activities are their own reward; self gratitude

Front 14

Extrinsic Motivation

Back 14

motivation created by external factors; getting a reward from outside the activity

Front 15

Reward System

Back 15

an attractive object or event supplied as a consequence of a behavior

Front 16

Locus of Causality

Back 16

Where is the motivation located; inside or outside

Front 17

Behavioral Theory of Motivation

Back 17

understanding of motivation begins w/ analyzing incentives & rewards in the classroom

Front 18

Maslow's hierarchy of Needs (lower needs must be met FIRST)

Back 18

Bottom of Triangle:
- Security/ safety
- Intellectual Achievement
- Self-Actualization

Front 19

Cognitive Approach to Motivation

Back 19

provide intrinsic motivation

Front 20

Locus of Control

Back 20

where do we "lie blame" for an outcome; do we think we can control by trying harder?

Front 21

Sociocultural Theory of Motivation

Back 21

- who/ what do people ID with
- ID'd by "community" around them
- influenced by social groups and status

Front 22

Mastery/ Learning Goals

Back 22

personal intention to improve no matter how awkward you appear; there is more investment here

Front 23

Performance Learning Goals

Back 23

These learners care about demonstrating their ability to others; they can actually interfere with learning.

Front 24

Performance Learner's Concerns

Back 24

They are about winning and beating others

Front 25

Student expectations

Back 25

- Mastery Oriented
- Failure Avoiding
- Failure Accepting

Front 26

Mastery Oriented

Back 26

-accepts criticism
-eager to get better
- isn't afraid of failure

Front 27

Failure Avoiding

Back 27

- sets performance goals
- feel only as smart as their results
- no self-efficacy
- takes fewer risks as a defense

Front 28

Failure accepting

Back 28

- thinks they don't have the ability
- feels incompetent
- failure is not their fault

Front 29

Learned Helplessness

Back 29

people who believe that outcomes in their lives are mostly uncontrollable and will lead to failure

Front 30

People w/learned helplessness respond by ...

Back 30

losing motivation

Front 31

Rules

Back 31

-Statements specifying expected and forbidden behaviors; do's & don't's
- Often written down

Front 32

Procedures/ Routines

Back 32

- Prescribed steps for a activity;how to's
- Seldom written down
- Everyday uses

Front 33

Classroom Manament

Back 33

Techniques used to maintain a healthy learning environment, relatively free of behavior problems

Front 34

Best was to avoid discipline problems is ...

Back 34

keep the class engaged in productive learning

Front 35

How do you make transition int eh classroom between activities?

Back 35

- Overlapping
- Group Focus
- Movement Management

Front 36

Overlapping

Back 36

keeping track of and supervising several activities at the same time

Front 37

Group Focus

Back 37

keeping as many students as possible involved in class activities and avoiding narrowing in on just one or two students.

Front 38

Movement Management

Back 38

keeping the lesson and groups moving at an appropriate pace w/ smooth transitions.

Front 39

Participation Structure

Back 39

- formal and informal rules for how to take part in any activity
- helps everyone know HOW to participate

Front 40

Paraphrase Rule

Back 40

- listeners must be ale to accurately summarize what a speaker said before being allowed to respond
- encourages accurate commo

Front 41

Empathetic Listening

Back 41

Hearing the intent and emotions behind what another is saying and reflecting them back by paraphrasing

Front 42

Gordon's No Lose Method

Back 42

- 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
-

Front 43

6 Steps to Gordon's No Lose Method

Back 43

- define problem
- generate many possible solutions
- evaluate each solution
- Make decision
- Determine implementation of solution
- Evaluate success

Front 44

Dealing with Violent/ hostile students

Back 44

- 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

Front 45

Cognitive Objectives

Back 45

Instructional Objectives stated in terms of higher-level thinking operations

Front 46

Bloom's Taxonomy

Back 46

classification of system created that breaks down objectives into three domains; originally targeted at higher ed

Front 47

3 Domains of Bloom's Taxonomy

Back 47

Cognitive
Psychomotor
Affective

Front 48

Bloom's taxonomy
Cognitive Domain

Back 48

Memory and reasoning

Front 49

Bloom's Taxonomy
Psychomotor Domain

Back 49

Physical ability and coordination objectives

Front 50

Blooms Taxonomy
Affective Domain

Back 50

Focusing on attitudes and feelings

Front 51

Seatwork

Back 51

- Independent classroom work
- follows a lesson plan
- requires careful monitoring

Front 52

Convergent Questioning

Back 52

Questions that have a single correct answer

Front 53

Divergent Questions

Back 53

questions that have no single correct anwers

Front 54

What do you do after asking a question?

Back 54

- 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

Front 55

Objective Tests

Back 55

- multi-choice
- t/f
- short answer
- fill-in answers
- requires no interpretation

Front 56

Multiple Choice Tests

Back 56

- endorsed by half Pub Scl Teachers
tests facts
-

Front 57

Portfolios

Back 57

- collection of student's work
- shows growth
- allows for reflection
- provides achievement

Front 58

Exhibitions

Back 58

-performance test w/ 2 added features
- usually public
- takes longer to prepare