Edu 272 Final Exam Flashcards

Front 1

Describe the various types of exceptional learners.

Back 1

Gifted, Mentally retarded, Learning disabled, ADHD, emotional and behavioral disorders, sensory disorders, physical disorders.

Front 2

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

Back 2

IDEA= the law now requires states to provide a free, appropriate public education for all students with disabilities who participate in SPED, without exceptions. (Zero reject)

IEP= Law that recognizes that each student is unique and may need a specially tailored program to make progress.

LRE (Least restrictive environment)= The laws require states to develop procedures for educating each child in a LRE.

Front 3

What is inclusion?

Back 3

The integration of all students, including those with severe disabilities, into regular classes.

Front 4

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

Back 4

Tracking - System of grouping in which students are assigned to classes based on their measured ability or their achievements.Untracking - Redesigning schools to teach students in classes that are not grouped by ability.The Joplin Plan - Arrangement wherein students are grouped by ability in particular subjects, regardless of their ages or grades.Within-class ability grouping - System of grouping in which students in class are divided into 2-3 groups based on ability in an attempt to accommodate student differences. Flexible grouping - Grouping and regrouping students based on learning needs.

Front 5

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

Back 5

Their work is original, extremely advanced for their age, and potentially of lasting importance.

-Precocity (excel in one area)-Marching to their own drummer (learn in different ways)-A passion to master (sometimes obsessive interest)

Front 6

Include the four methods used for educating gifted children.

Back 6

Acceleration

Enrichment

Sophistication

Novelty

Front 7

Explain the 2 options School districts follow for determining a student’s eligibility under the category of learning disabilities.(option 1)

Back 7

In option 1 the first step is determination of underachievement which asks does a student fail to achieve for his age in one or more of eight specific areas. (oral expression, basic reading skill, etc.) Then the second step is to determine a response to interventions or patterns of strengths and weaknesses (or both). The final step is to determine the appropriate instruction.

Front 8

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

Back 8

A severe discrepancy between the student’s intellectual ability and academic achievement. An exclusion criterion.A need for special education services.

Front 9

What is behaviorism?

Back 9

Behaviorism is a school of thought that focuses on the observable behavior, instead of on mental or cognitive processes. Those who believe in behaviorism believe that an external stimulus occurs and then the organism responds.Behaviorists believe that "nothing happens" inside the brain prior to a response. In their view, the brain is like a black box. No thinking or reasoning (as we think of it today) is occurring that creates the response.Behaviorism was a prominent school of thought for nearly 50 years in the American education system from, approximately, 1913 to 1960. Behaviorism focused on the role of the environment in determining behavior. The belief was that the environment provided the stimuli that elicited responses.

Front 10

What is the Hawthorne Effect?

Back 10

If too much is given, it loses its impact. Be careful when you use it, that you do not over use it. When you over use a reinforcer and it loses its motivating effect.

Front 11

Describe Skinner's Schedules of Reinforcement.

Back 11

Skinner’s Schedule of Reinforcement are the result of studying Thorndike’s principles in 1969 and developing learning principles based on the law of effect.

Front 12

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

Back 12

They are still seen in weekly quizzes, pop quizzes, organizing for a party after completing a challenging assignment, etc.

Front 13

What is Thorndike's Law of Effect.

Back 13

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 14

Describe Bandura's Social Cognitive Theory.

Back 14

Theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory.

Front 15

Explain 'continuous' and 'intermittent' reinforcement.

Back 15

Continuous reinforcement= Presenting a reinforcer after every appropriate response.

Intermitent reinforcement= Presenting a reinforcer after some but not all responses.

Front 16

Define each element of Skinner's schedules of reinforcement.

Back 16

Continuous= Reinforcement after every response.

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 17

Explain 'positive' and 'negative' reinforcers.

Back 17

Positive reinforcers= Strengthening behavior by presenting a desired stimulus after the behavior.

Negative reinforcers= Strengthening behavior by removing an aversive stimulus when the behavior occurs.

Front 18

How does the brain process information?

Back 18

The brain processes information by the result of an interaction between the individual and the environment.

Front 19

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

Back 19

The methods for rehearsing or elaborating information to enhance retention are chunking and mnemonics.

Front 20

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

Back 20

Metacognition is knowledge about our own thinking process. Teach a few strategies at a time, model and explain new strategies (if not understood, model again and re-explain), Explain when and where to use the strategy, Provide plenty of practice, Encourage students to monitor themselves, motivate students to use the strategies, emphasize reflective processing rather than speedy processing.

Front 21

List the knowledge factors of ’metacognition’.

Back 21

Declarative knowledge= facts and verbal information.

Procedural knowledge= how to perform various cognitive activities.

Conditional knowledge= knowing when and why to apply what they know.

Front 22

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

Back 22

Chunking= New information can only be held for about 15 to 20 seconds and the magicnumber of items that can be held is 7. Chucking means putting things togetherin your mind so that they do not go over 7 items of information.

Mnemonics= Images used in order to remember information and it could be useful toremember important material.

Front 23

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

Back 23

Implicit= Knowledge that we are not conscious of recalling, but influences behavior or thought without our awareness.

Explicit= Long-term memories that involve deliberate or conscious recall.

Front 24

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

Back 24

The environment is the source of input into the information-processing system of the learner. The environment is external to the learner; it is not considered as an internal event or process of learning.The environment portion of this cognitive process is the only place that you, as a teacher, have a direct impact.

Front 25

What are the six categories of Bloom's Taxonomy?

Back 25

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Front 26

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

Back 26

Teacher-Centered Instruction is where the teacher has a high level of control over the teaching and learning process.

Student-Centered instruction moves the focus of the learning activity away from the teacher and toward the students. The teacher is now looked upon as a facilitator rather than a boss. It includes small group work, cooperative learning, and peer teaching.

Front 27

What are the eight elements of Madeline Hunter's effective instruction?

Back 27

1) Anticipatory Set

2) Objective and Purpose

3) Input

4) Modeling

5) Checking for Understanding

6) Guided Practice

7) Closure

8) Independent Practice

Front 28

Read & review information needed to write Instructional objectives.

Back 28

There are verbs that can be used in order to write effective objectives that come from Blooms taxonomy. For maximum learning to occur the instructional objectives should be aligned with the practice that should be aligned with the assessment.

Front 29

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

Back 29

The four lower level needsfor survival, safety, belonging and self-esteem are called deficiency needs. Maslow labeled the threehigher level needs which consist of, intellectual achievement, aestheticappreciation, and finally self-actualization, being needs.

Front 30

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

Back 30

There have been numerous studies conducted on teacher expectations and the impact this has on student learning. Teacher's must maintain high expectations from the students since the beginning of the school year until the end of the year.

Front 31

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

Back 31

Students who are successful in academic tasks develop a belief in their ability to continue working at achieving such accomplishments. They develop intrinsic motivation and want to outperform themselves to prove that they can do it. By doing this they are more prone to succeed in school.

Front 32

Summarize the conditions in the ARCS model that impact motivation.

Back 32

A = Attention: I believethat before talking a teacher must make sure that all students are listening.One can grab students’ attention by having an engaging anticipatory set.

R = Relevance:This means that the information or material presented in class needs to berelevant or connected somehow to the students’ lives.

C = Confidence:When the students experience success or feel that they are actually learningthey build confidence and are able to feel more secure in class.

S = Satisfaction:Being able to accomplish a set goal and feel satisfied with the results.

Front 33

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

Back 33

Intrinsic motivation= Motivation associated with activities that are their own reward.

Extrinsic motivation= Motivation created by external factors such as rewards and punishment.