Edu 272 - Final Exam

Front 1

Describe the various types of exceptionallearners

Back 1

Learning disability

ADD/ADHD

Speech/Language Disorders = Articulation, voice, fluency

Mental retardation = IQ<70, lack adaptive skills, caught before 18yrs

Emotional/behavioral disorders = depression/anxiety/aggression

Visual Impairments

Hearing Impairments

Physical disorders = orthopedic or other health impairments

Front 2

Legal aspects of working withdisabled children including IDEA, IEP, LRE and Inclusion:

Back 2

IDEA: Series of laws require freeappropriate education for all disabled students (zero reject)

IEP: Agreement between parents &school about services provided

LRE: With peers in regular classroom togreatest extent possible

Inclusion: Inclusion is including students with disabilities inside a general education classroom with the help of a special education teacher and general education teacher working together to provide for the needs of the students in the class.

Front 3

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

Back 3

Least to Most Restrictive Environments:

Regular Classroom

Resource Room

Separate Classroom

Residential Facility

Home-bound/Hospital

Front 4

Describe the characteristics of gifted learners

Back 4

Precocity: Learn more easily

March to Own Drummer: Learn differently

A Passion to Master: intense/obsessive interest in an area

Front 5

Four methodsof educating children who are gifted learners

Back 5

Acceleration: moving more quickly through curriculum

Enrichment: giving students additional, moresophisticated and thought provoking work

Sophistication: mastery of subject areas

Novelty: refers to creative twists to currentcurriculum, such as creating happy endings to Shakespeare tragedies.

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:

1.) Determination of underachievement

2.) Determine response to intervention or pattern strengths/weaknesses

3.) Determination of appropriate instruction

Option 2:

1.) Severe discrepancy btwn intellectual ability academic development

2.) Exclusion criterion

3.) Need for special education services.

Front 7

What is behaviorism?

Back 7

Focuses on observable behavior and the role of the environment in determining behavior

Front 8

Whatis the Hawthorne Effect?

Back 8

The overuse of reinforcement, resulting in it losing it's motivating effect.

Front 9

DescribeSkinner's Schedules of Reinforcement

Back 9

Combined/Created 4 ways to reinforce behavior:

*Fixed Interval

*Variable Interval

*Fixed Ratio

*Variable Ratio

Believed all learning comes from reinforcement!

Developed learning principles based on Thorndike's "Law of Effect"

Reinforcement as a consequence of behavior is perhaps the most important management skill a teacher can possess

Front 10

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

Back 10

Secondary Reinforcers are used in schools everyday:

Example: Token System

10 tokens = pass for no homework

20 tokens = lunch out

Example: Grades (A, B, C, D)

= College Acceptance

= Privileges at home

= Praise at home

Front 11

What is Thorndike's Law of Effect?

Back 11

"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."

Shortened to "Punishment is nowhere near as effective as rewards!"

Front 12

DescribeBandura's Social Cognitive Theory.

Back 12

Focuses on cognitive factors such as beliefs, self-perceptions, and expectations

Distinguishes between enactive and vicarious learning.

Enactive Learning is learning by doing and experiencing the consequences of your actions.

Vicarious Learning is learning by observing others.

Front 13

Explain'continuous' and 'intermittent' reinforcement.

Back 13

Continuous Reinforcement: presenting a reinforcer after every appropriate response.

Intermittent Reinforcement: Presenting a reinforcer after some but not all responses.

Front 14

Defineeach element of Skinner's schedules of reinforcement

Back 14

Fixed Interval: Reinforcement after a set period of time

Variable Interval: Reinforcement after varying lengths of time

Fixed Ratio: Reinforcement after a set number of responses

Variable Ratio: Reinforcement after a varying number of responses

Front 15

Explain'positive' and 'negative' reinforcement

Back 15

Positive Reinforcement: Strengthening behavior by presenting a desired stimulus after the behavior. (reward)

Negative Reinforcement: Strengthening behavior by removing an aversive stimulus when behavior occurs. (taking away a privilege)

Front 16

How does the brain process information?

Back 16

1. Person receives stimulus from the environment

2. Stimulus activates receptors in the brain (1 for each of the 5 senses)

3. Info is encoded in sensory memory where perception and attention determine what is held in working memory for further use.

4. In working memory, new info connects with knowledge from long term memory

5. Thoroughly processed/connected info becomes part of long term memory, and can be activated to return to working memory.

6. Implicit memories are formed without conscious effort.

Front 17

Whatare the methods of rehearsing or elaborating information to enhance retention?

Back 17

Chunking: grouping small bits of data into meaningful larger ones

Peg-type approach: associating items with cue words

Loci Method: associating items with specific places

Acronyms: use the first letter of words to form a new memorable word

Chain Mnemonics: associating one element in a series with the next

Keyword Method: associating new words or concepts with similar-sounding cue words and images.

Front 18

Whatis Metacognition? What are some ways to improve children's metacognition?

Back 18

Metacognition: knowledge about knowing and learning; the strategic application of this knowledge to accomplish goals and solve problems

Strategies for improvement:

1. Teach a fewstrategies at a time

2. Model/explain new strategies

3. Explain where and when to use it

4. Practice a lot

5. Plan for the new teaching from a studentlevel

Front 19

Listthe knowledge factors of ’metacognition’

Back 19

Declarative Knowledge: Knowledge about yourself as a learner, the factors that influence our learning and memory, and the skills, strategies, and resources needed to perform a task – knowing what to do

Procedural Knowledge: Knowing ‘how’ to use the strategies

Conditional Knowledge: Knowledge to ensure 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

Chunking: grouping individual bits of data into meaningful larger units.

Mnemonics: Systematic procedures for improving memory; techniques utilized for remembering; or memorization aids.

Front 21

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

Back 21

Implicitmemory (unconscious): knowledgethat we are not conscious of recalling, but influence behavior or thoughtwithout our awareness. (classical conditioning effects, procedural memory, priming)

Explicitmemory (conscious): Knowledge from long-term memory that can be recalled and consciously considered. We are aware of these memories -- we know we have remembered them.

Front 22

Explainhow environment relates to a student's learning and who is responsible for thisbeing a factor.

Back 22

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. You will be responsible for arranging the environment so learning can occur.

Front 23

What are the six categories of Bloom'sTaxonomy?

(KCAASE)

Back 23

Knowledge: Remember!

Comprehension: Understand!

Application: Use!

Analysis: Take apart!

Synthesis: Create new

Evaluation: Judge!

Front 24

Whatis the difference between teacher-centered instruction and student-centeredinstruction?

Back 24

Teacher-Centered Instruction/Direct Instruction: high level of control over the teaching and learning process; students are expected to be very involved but the teacher is responsible for the goals and outcomes as well as the materials and pace of the lesson.

Student-Centered instruction: moves the focus of learning away from teacher and toward students. Teacher is looked at as a facilitator rather than a boss. Instruction examples include small group work, cooperative learning, and peer teaching.

Front 25

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

Back 25

Planning

Assessment: Measurement of final outcome

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

Front 26

Howwill you incorporate Bloom's Taxonomy, Webb’s Depth of Knowledge and Rio SaladoCollege’s Critical Components of Instruction in your instruction when youteach?

Back 26

Bloom's Taxonomy: as a tool for differentiating levels of learning, as each of the levels relate to how the brain processes information and thoughts.

Webb's Depth of Knowledge: as a tool contrary to Bloom's, in order to focus on the thinking process and not just the product.

Rio's Critical Components: as a tool in unit and lesson planning and developing learning objectives

Front 27

Read& review information needed to write Instructional objectives.

Back 27

(A) Audience – the audience describes the intended learners

(B) Behavior is illustrated by the “measurable” verb which describes what the audience will learn or be able to do after the lesson.

(C) Condition (s) - The condition describes the circumstances under which the learning will occur.

(D) Degree - The degree states the expected performance criteria. This includes the quantitative mastery level

"The student (a) will be able to create (b) 8 of 10 circles (d) using a drawing program on the computer (c)

Front 28

What are the components of Maslow'sHierarchy of Needs?

Back 28

4 “Deficiency Needs”Lower-level basic needs

*Survival

*Safety

*Belonging

*Self-esteem

"Being Needs" Higher-level

*Intellectual Achievement

*Aesthetic Appreciation

*Self-Actualization - the realization of personal potential

Front 29

Describe the impact of teacher's expectations onstudent learning

Back 29

When teachers set high expectations for students AND encourage them, plus give positive feedback, by and large, students will rise to the occasion.

Front 30

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

Back 30

Students who are successful in academic tasks develop a belief in their ability to continue working at achieving such accomplishments.

This is referred to as "self-efficacy"

They tend to believe in their ability to perform successfully in the future. They will continue trying even in the face of adversity.

Front 31

Summarizethe conditions in the ARCS model that impact motivation.

Back 31

A = Attention

Attention drives learning and learning drives memory.

R = Relevance

Students believe material is important and knowing will help later

C = Confidence

Experiencing success builds confidence. Success breeds success.

S = Satisfaction

Occur when expectations are met, experienced different by everyone. Can be either intrinsic reward or extrinsic reward

Front 32

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

Back 32

Intrinsicmotivation: Motivation associated with activities that are their own reward

Extrinsicmotivation: Motivation created by external factors such as rewards and punishments