Edu 272 Final Exam

Front 1

Describe the various types of exceptional learners.

Back 1

Sensory disorders- sensory impairment(visual/auditory)

Physical disorders-orthopedic or seizure disorders

Mental retardation-IQ<70, difficulty with adaptive skills

Speech/Language disorders-Articulation, vice, fluency, language disorders

Learning disability-difficulty reading, listening, thinking, memory, speaking and concentration

ADD/ADHD-fidgety, distractible, cannot sit, clumsy, immature, disorganized

Emotional/behavioral disorders-depression, anxiety, aggression

Front 2

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

Back 2

Law states a child eligible for LD services based on a severe discrepancy between achievement and intellectual ability. (Not visual, disadvantaged, hearing, motor, brain injury, etc.) A child must be educated in the LRE with peers in the classroom to the greatest extent. IDEA requires this of all children, with zero reject. No additional funds are provided to schools with severely disabled children so districts must find a way to provide services.

Front 3

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

Back 3

Least restrictive would be educating each child with peers in the regular classroom to greatest extent possible. Plan for individual eye contact and perhaps a special cue that student understands, shadow para, peer involvement in helping student understand, preferential seating, usage of calculator, tape recorder, etc. More restrictive environments include a self contained classroom.

Front 4

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

Back 4

Precocity-effortless learning in one area

Marching to own beat-learn without adult (less support needed), learn in a different way, discovers on own

Passion to master-Intense and obsessive interest in one area (or a few)

Front 5

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

Back 5

4 methods for educating gifted children include: Acceleration- moving more quickly through curriculum

Enrichment-giving students additional, more sophisticated and thought provoking work

Sophistication-mastery of subject areas

Novelty-refers to creative twists to current curriculum, such as creating happy endings to Shakespeare tragedies.

Front 6

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

Back 6

Option 1: Determination of underacheivement, Determine right to intervention or pattern of strengths and weaknesses, Determination of appropriate instruction.

Option 2: Severe discrepancy between intellectual ability and academic development, Exclusion criterion, Need for special education services.

Front 7

What is behaviorism?

Back 7

Focus on observable behavior instead of mental or cognitive processes.

Front 8

What is behaviorism?

Back 8

The Hawthorne Effect is the overuse of reinforcers to encourage learning, ie: stickers every single day for quietly working...reward loses effect.

Front 9

Describe Skinner's Schedules of Reinforcement.

Back 9

Continuous: Responding constantly to a behavior...less practical for a teacher.

Intermittent: Responding is contingent on a schedule or combination of schedules...more practical for a teacher to use. Two types: Interval-based on time,

Ratio-based on # of responses

Front 10

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

Back 10

Pop quizzes, point systems, behavior charts, compilation of items earning a pizza party, report cards, etc.

Front 11

What is Thorndike's Law of Effect.

Back 11

Thorndike's Law of Effect states that "Any action that produces a satisfying state of affairs will be repeated in a similar situation. Likewise, any action followed by an annoying state of affairs is less likely to be repeated.

Front 12

Describe Bandura's Social Cognitive Theory.

Back 12

Albert Bandera expanded on social cognitive theory to distinguish between enactive learning (doing and experiencing consequences of own actions) and vicarious learning (learning by observing others).

Front 13

Explain 'continuous' and 'intermittent' reinforcement.

Back 13

Continuous reinforcement means responding constantly to some behavior.

Intermittent reinforcement means 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: desired behavior is rewarded at exact time intervals (quarterly report cards).

Variable Interval: desired behavior is rewarded at variable trials (pop quizzes).

Fixed Ratio: reward is given at an exact number of responses, time does not factor. (marbles in a jar=party).

Variable Ratio: varied # of responses with no regularity...it is a bit ineffective because it is unpredictable.

Front 15

Explain 'positive' and 'negative' reinforcers.

Back 15

Positive reinforcers strengthen behavior by presenting a desired stimulus after the behavior.

Negative: strengthens behavior by removing an aversive stimulus when behavior occurs...subtracting = negative, although it is a reinforcing outcome.

Front 16

How does the brain process information?

Back 16

The human mind takes in information, performs operations on it to change its form and content, stores the information, retrieves when needed and generates responses to it. STM can hold about 7 items for <30 seconds without rehearsal or practice.

Front 17

What are the methods of rehearsing or elaborating information toenhance retention?

Back 17

Chunking: hooking information together for easier recall, ie phone numbers.

Mnemonics: Memory aids, songs or poems to help recall lists or ordered information, ie PEMDAS

Acronyms: Using first letters to help recall

Front 18

What is Metacognition? What are some ways to improve children'smetacognition

Back 18

Metacognition is the ability to know about what you know, our own thinking process. To improve it for children, teach a few strategies at a time, model/explain new strategies, explain when to use it, practice a lot, plan for the new teaching from a student level.

Front 19

List the knowledge factors of ’metacognition’.

Back 19

1. Declarative knowledge is about yourself as a learner, the factors that influence your leaning and memory and the skills, strategies and resources needed to perform a task..knowing what to do.

2. Procedural knowledge is knowing HOW to use strategies.

3. Conditional knowledge is ensuring the completion of the task, knowing WHEN and WHY to apply the procedures and strategies.

Front 20

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

Back 20

These occur during the 2nd fate of STM: information is either lost, rehearsed or practiced (chunking, mnemonics) and then transferred to LTM.

Front 21

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

Back 21

Implicit memory: knowledge that we are not conscious of recalling, but influence behavior or thought without our awareness.

Explicit memory: LT memories that involve deliberate or conscious recall.

Front 22

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

Back 22

The teacher is responsible for creating an environment conducive to learning for all students-includes non-chaotic collaborative learning as well as quiet work for concentration.

Front 23

What are the six categories of Bloom's Taxonomy?

Back 23

1. Knowledge- Remember!

2. Comprehension-Understand!

3. Application-Use!

4. Analysis-Take apart!

5. Synthesis-Create new!

6. Evaluation-Judge!

Front 24

What is the difference between teacher-centered instruction andstudent-centered instruction?

Back 24

Teacher centered instruction has a high level of teacher control over learning process.

Student centered instruction happens when students drive learning (teacher is facilitator...Socratic circles?). It includes small group work, collaboration, peer teaching.

Front 25

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

Back 25

Planning,

Assessment: Measurement of final outcome

Teacher facilitated instruction: Detailed, step by step process from anticipatory through closure.

Front 26

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

Back 26

Webbs DOK appears to be a condensed version of Bloom's Taxonomy...

Using the CCofI format, and measurable goals (action words) I will design lessons to try to bring student understanding level 2 of Webbs DOK initially, then layer the teaching to extend their knowledge through a more application of learning concept (extended thinking).

Front 27

Read & review information needed to write Instructionalobjectives.

Back 27

Specific steps to measurable goals: use action words! The students will be able to read a narrative passage on 2nd grade level and answer questions (4-5) with 100% accuracy.

Front 28

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

Back 28

7 levels: first 4 are Deficiency needs

Survival

Safety

Belonging

Self esteem

--------------

next 3 are Being needs

Intellectual achievement

Aesthetic appreciation

Self actualization

Front 29

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

Back 29

The belief that a teacher has reasonable (grade level) expectations of her students impacts their availability for learning.

Front 30

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

Back 30

Self efficacy is the link between student beliefs, motivation and success in school. Success breeds a belief that they can continue to be successful and supports hard work even in the face of adversity.

Front 31

Summarize the conditions in the ARCS model that impact motivation.

Back 31

ARCS

ATTENTION: student must be able to attend...attention = learning

RELEVANCE: student needs to know information is important to their future

CONFIDENCE: student needs to experience success and build confidence

SATISFACTION: Student will realize satisfaction intrinsically or extrinsically

Front 32

Describe 'intrinsic motivation' and 'extrinsic motivation' in thecontext of student motivation.

Back 32

Intrinsic motivation: Learners work for internal reasons, enjoyment, fulfillment, pleasure, curiosity.

Extrinsic motivation: Learners work for external reasons, money, praise, avoiding punishment, etc.