Edu 272 Final

Front 1

1. Describe the various types of exceptional learners.

Back 1

Exceptional Learners refers to a wide range of learners spanning from students with disabilities to gifted learners.

Types of disabilities and disorders: sensory disorders, physical disorders, mental retardation, speech and language disorders, learning disabilities, ADHD, emotional and behavioral disorders. This also includes gifted students.

Front 2

What are the legal aspects of working with disabled children including IDEA, IEP, LRE and inclusion?

Back 2

IEP: Individualized Education Plan- a legal document that includes modifications and accommodations a teacher can and should make for a child

IDEA- Individuals with Disabilities Education Act requires schools to serve qualified students with disabilities. Evaluation of students is free to parents.

LRE- least restrictive environment is a federal law that covers inclusive classrooms. Disabled students are to receive their education in a general ed class as much as possible.

Front 3

From least to most restrictive environments, what planning, placement, and services are available?

Back 3

General ed class with support: students are placed in a general ed classroom and have modifications, a one-on-one or assistive technology.

Inclusion class: Students spend part of their day in a general ed class and part in a specialized class or get pulled for services.

Special education class: Students are in a specialized special ed classroom for the entire day

Specialized program/school: Students are in private schools or special programs as opposed to mainstream school.

Front 4

Describe the characteristics of gifted learners (include the four methods used for educating children).

Back 4

3 part conception of giftedness are: Above-average general ability. High level of creativity. High level of task commitment or motivation to achieve. Four methods used for educating children are: Move the students (accelerate) them through gra

Front 5

Describe the characteristics of gifted learners and include one method of educating children who are gifted learners.

Back 5

Precocity, marching to their own drummer, and a passion to master.

Differentiated curriculum with higher order tasks for gifted students.

Front 6

Explain the 2 options School districts follow for determining a student’s eligibility under the category of learning disabilities.

Back 6

Option 1: Determination of underachievement, determination of response to intervention, determinationation of appropriate instruction

Option 2: Severe discrepancy between intellectual ability and academic achievement, exclusion criterion, need for special ed services.

**WHATS THE DIFFERENCE**

Front 7

What is behaviorism?

Back 7

Behaviorism is a school of thought that focuses on the observable behavior, instead of on mental or cognitive processes.

Front 8

What is the Hawthorne Effect?

Back 8

When you overuse a reinforcer and it loses its motivating effect.

Front 9

Describe Skinner's Schedules of Reinforcement.

Back 9

Fixed schedule and variable schedules but these are combined to make 4 major ways to reinforce behavior.

Fixed interval- reinforcement after a certain period of time

Variable interval- Time intervals vary

Fixed ratio- reinforcement for a fixed number of responses

Variable ratio- varied number of responses

Front 10

How are Skinner's Schedules of Reinforcement and behaviorism incorporated in our schools today?

Back 10

We use them all the time! Skinner said that when you stop reinforcing people they stop learning.

Fixed interval- SSR

Varied interval- pop quiz

Fixed ratio- blurt beans

Variable ratio- secret student

Front 11

What is Thorndike's Law of Effect.

Back 11

Satisfying consequences lead to a strengthening of behavior, whereas aversive consequences lead to a weakening of behavior. Punishment is nowhere near as effective as rewards. More flies with honey, ya know?

Front 12

Describe Bandura's Social Cognitive Theory.

Back 12

learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior.

Front 13

Explain 'continuous' and 'intermittent' reinforcement.

Back 13

Continuous: responding continuously to some behavior.

Intermittent reinforcement is contingent on some schedule or combination of schedules.

Front 14

Define each element of Skinner's schedules of reinforcement.

Back 14

Fixed interval- Reinforcement for a correct response only after a certain period of time has passed--same time period

Varied interval- Time interval between reinforcement, varies between trials

Fixed ratio- Reinforcement for a predetermined or fixed number of responses

Variable ratio- Reinforcement comes after a varied number of responses. Based on number of responses, not time.

Front 15

Explain 'positive' and 'negative' reinforcers.

Back 15

Positive- a reward for the desired behavior

Negative- a punishment for not displaying the desired behavior

*REMEMBER*

"Satisfying consequences lead to a strengthening of behavior, whereas aversive consequences lead to a weakening of behavior."

Front 16

How does the brain process information?

Back 16

A stimulus is received from the environment which activates receptors in the brain (we have receptors for each of the 5 senses). Stimulation travels to the sensory register. When someone pays attention to something in the sensory register it enters short-term memory. If it is rehearsed it enters long-term memory where it's stored.

Front 17

What are the methods of rehearsing or elaborating information to enhance retention?

Back 17

Chunking, mnemonics, learning through multiple senses

Front 18

What is Metacognition?

Back 18

The ability to know about how you know.

Front 19

What are some ways to improve children's metacognition?

Back 19

Developing an awareness is important. Thinking out loud while solving problems, verbalizing my thought process and coming up with different solutions.

Reading: predicting, paraphrasing, re-read, visualize, self-questioning, a "thinking" journal where students can reflect on their reading.

Front 20

List the knowledge factors of ’metacognition’.

Back 20

Involves reflecting your own thoughts which include factual and strategic knowledge. Factual knowledge is understanding how to do an actual task, and being aware of one's goals and self. Strategic knowledge is one's awareness of when to use a specific procedure to solve a problem.

Front 21

Define 'chunking' and 'mnemonics' in short-term memory.

Back 21

Chunking is hooking information together so that more than the standard 7 items can be retained at once.

Mnemonics are phrases, songs, poems, etc that help you remember information.

Front 22

Explain 'implicit' and 'explicit' categories in long-term memory.

Back 22

Explicit memories have to intentionally recalled, like definitions for a test. Implicit memories come naturally and are unintentional like how to make a cup of coffee.

Front 23

Explain how environment relates to a student's learning and who is responsible for this being a factor.

Back 23

Stimulation and information enter the system from the environment. The environment provides feedback to the learner concerning the adequacy of a response and reinforcement of the response. The environment portion of this cognitive process is the only place that you, as a teacher, have a direct impact.

Front 24

What are the six categories of Bloom's Taxonomy?

Back 24

Knowledge/Remember

Comprehension/Understand

Application/Use

Analysis/Take Apart

Synthesis/Create New

Evaluation/Judge

Front 25

What is the difference between teacher-centered instruction and student-centered instruction?

Back 25

Teacher-Centered Instruction: direct instruction. Teacher sets the goals and the pace

Student-Centered instruction: learning moves away from teacher and onto students. The teacher is the facilitator, not the boss.

Front 26

What are the elements of Rio Salado College’s Critical Components of Instruction?

Back 26

Planning (measureable objectives), assessment (pre/post), and teacher-facilitated instruction (DI, M, GP, AE, CU).

Front 27

How will you incorporate Bloom's Taxonomy, Webb’s Depth of Knowledge and Rio Salado College’s Critical Components of Instruction in your instruction when you teach?

Back 27

At my school, we've shifted to analyzing the DOK that needs to be reached on each standard to help students succeed on the AZ Merit test.

We also use a modified DOK/Bloom's matrix to help us lesson plan.

Front 28

Read & review information needed to write Instructional objectives.

Back 28

Measurable objectives identify what the student will know and be able to do by the end of the lesson. Objectives includereferences to expected performance/behavior and specific criteria for mastery. The measurable objectives should bealigned to the standards selected

Front 29

What are the components of Maslow's Hierarchy of Needs?

Back 29

If a child's basic needs aren't met they have a deficiency. Deficiency needs must be at least partially satisfied before a person can be motivated to pursue high-level needs. When higher level needs are met a human can grow psychologically. As growth needs become satisfied a person can fulfill their potential and achieve self-actualization.

Front 30

Describe the impact of teacher's expectations on student learning.

Back 30

Students perform better for teachers with higher expectations.

Front 31

What is the link between student beliefs, motivation, and success in school?

Back 31

The ARCS Model suggests that there are four conditions that must exist for a learner to be motivated. These conditions are: attention, relevance, confidence and satisfaction.

Front 32

Summarize the conditions in the ARCS model that impact motivation.

Back 32

The ARCS Model suggests that there are four conditions that must exist for a learner to be motivated. These conditions are:

attention (students are either attending or not)

relevance (students must perceive the information as important to them)

confidence (success builds confidence &growth mindset)

satisfaction (intrinsic vs extrinsic rewards based on how they're motivated)

Front 33

Describe 'intrinsic motivation' and 'extrinsic motivation' in the context of student motivation.

Back 33

Intrinsically motivated students are satisfied with a job well done. It's internal and personal.

Extrinsically motivated students need grades, prizes, or praise. It's external and comes from someone other than themselves.