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29 Cards in this Set
- Front
- Back
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What does "culture" mean? |
Shared values & beliefs of a group. The beliefs, customs, practices, and social behavior of aparticular people |
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What are the four areas of diversity? |
Cultural Diversity-religion, habits of thinking, artisticexpression Socio Economic Status Diversity- family standing or status insociety based on variables such as income, occupation, education, andpolitical power Race and ethnic diversity- Sense of identity from nationalorigin Language Diversity - different form, or ways of speaking |
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How does poverty impact a student's ability to learn? |
Children are twice as likely to be retained in a grade, drop out, orexperience a violent crime 1 in 83 will be in state/federal prison before age 20. poor health conditions, seriousdeprivations, stress, experience hunger low expectations, low academic self concept poor home environment, less access to books, computers, libraries,museums and other resources |
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How do you avoid being partial to one specific group of students? |
Discover your own discrimination Learn about new cultures Limit your generalizations and stereotypes Establish equality Promoting integration |
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Describe strategies to help you work with culturally diverse students. |
Incorporate multicultural concepts to a curriculum Allow students to make social minded decisions Use cooperative learning styles |
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Describe a lesson plan to integrate multicultural education into your classroom. |
Multiculturaleducation should promote equity in the schooling of all children. Agood strategy to use is cooperative learning. A lesson planutilizing cooperative learning could be dividing students into small groups towrite review questions for the test. The groups should include students ofdiffering backgrounds so that racist attitudes are combated. |
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How did Alfred Binet and Theodore Simon contribute to education? |
In 1904, Alfred Binet and Theodore Simon developed the firstintelligence test to measure the mental age of a child. These test scoreshelped schools to identify the student who might need special teaching or someextra help otherwise he/she might be forced to leave school and assumed to beslow learners. |
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What is the difference between fixed and incremental intelligence? |
Fixed intelligence views intelligence as a product of hereditywhich is inherited from parents on the day of conception. Incremental Intelligence views intelligence as something thatcan be developed and is shaped by factors in a persons social environment.. |
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Describe Howard Gardner's multiple intelligence. |
1. linguistic:speak and write well 2. logico-mathematical:use logic and math skills 3. spatial:think and reason in 3D space 4. musical:perform, understand, and enjoy music 5. bodily-kinetics:movement ability (sports) 6. interpersonal:understand and interact effectively with others 7. intrapersonal:understand and possess insight to self 8. naturalistic:recognize, identify, and understand animals, plants, and other living things |
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Describe an environment where students engage in activities for their specific intelligence. |
A classroom that includes different hands on learning stationscan help engage students according to their specific intelligence. numerical patterns meanings of words rhythms visual-spatial body movements discern & discriminate moods & feelings recognize plants & animals project-based learning (PBL) |
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Explain how you will integrate the multiple intelligence in your classroom. |
Incorporatemany of Gardner’s multiple intelligence by: Producing,appreciating rhythm by listening to music, playing instruments (musical). Incorporatemovement and dance (bodily/ kinetics) Teach howto work well with others, use cooperative learning (interpersonal)Incorporatemath and science (logical, mathematical)Incorporatepuzzles and games (spatial) |
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Explain Sternberg's Theory of Triarchic Intelligence. |
Analytical Intelligence -information processing skills Practical Intelligence-application of interactive skills in everydaysituations Creative Intelligence-the capacity to solve novel problems Balance all 3 for intelligence and to achieve success in life |
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Recognize and explain the formula for "intelligence quotient". |
IntelligenceQuotient = Mental Age/Chronological Age x 100 Comparesa person's mental age score to their actual chronological age. Mental agescores don't have the same meaning as children get older. Later,deviation IQ was introduced to determine how much above or below the averagesomeone is compared to their same age group. |
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What is Bronfenbrenner's Bio-ecological Model of Human Development? |
The social andcultural contexts that shape development. Microsystem: immediate relationships and activities Mesosystem: interactions and relationships within a microsystem Exosystem: all social settings including and excluding the self Macrosystem: the larger society |
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Describe the Eight Stages of Erikson's Theory of Psychosocial Development. |
1) Trust vs Mistrust:The treatment babies receive has a huge impact on their development. They willeither trust people or mistrust them.2) Autonomy vs Shame & Doubt: If the child is encouraged to explore his/herenvironment, if attempts to dress are uninterrupted, if the mess made whilepouring cereal is tolerated, then the crisis will more likely be resolved inthe direction of autonomy, a sense of independence. 3) Initiative vs Guilt: If children's interactions and questions are recognizedand answered sincerely, they will come away with a positive feeling aboutthemselves.If children's efforts to explore or if their questions are treated like anuisance, children may feel guilty about "getting in the way". 4) Industry vs Inferiority: If children are encouraged and praised andexperience early success in school, they will likely develop a sense ofindustry, which is an eagerness to produce. If children's efforts are treatedas unworthy - they will develop a sense of inferiority. 5) Identity vs Role Confusion: Identity is a sense of well-being, a feeling ofknowing where one is going, and an inner assuredness. If the nature of theadolescent's interactions is positive, a sense of self-confidence and stabilityis instilled. 6) Intimacy vs Isolation: The young adult's personality is influenced byefforts to establish intimacy or a close psychological relationship withanother person. Failure to establish a close relationship with another leads toa sense of isolation or a feeling of being alone. 7) Generativity vs Stagnation: The term generativity refers to a concern forfuture generations. Childbearing and nurturing occupies the feelings andthoughts of people at this stage. 8)Integrity vs Despair: Integrity is a sense of understanding how one fits intoone's culture and accepting that one's place is unique. An inability to acceptone's sense of self at this stage leads to despair. |
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Describe Piaget's Framework of Moral Reasoning. |
Morality ofConstraint: rules define right from wrong and are established by authority.Rules should be obeyed. Morality of Cooperation: Rules are not carved in stone but provide generalguidelines and order |
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What are Kohlberg's Stages of Reasoning. |
Stage 1: Punishmentand obedience Orientation: avoiding punishment Stage 2: Instrumental Exchange Orientation: good behavior yields benefits Stage 3: Interpersonal Conformity Orientation: judgement based on conventionsof society Stage 4: Law and Order Orientation: laws seen as necessary Stage 5: Prior Rights and Social Contract Orientation: laws seen as open toevaluation Stage 6: Universal Ethical Principles Orientation: principles becomeself-chosen |
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Summarize Gilligan's Theory of Gender-based Morality. |
Level 1: Focus on selfinterest Level 2: Focus on sense of responsibility for others Level 3: Focus on dynamics between self and others |
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Explain ways teachers can help children develop social skills. |
Allow for maximalstudent interaction Create activities that require cooperation |
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Explain "self concept" and "self esteem". |
Self concept is an individual's knowledge and beliefs aboutthemselves --their ideas, feelings, attitudes and expectations. Self esteem is the value each of us places on our owncharacteristics, abilities and behaviors. |
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Describe Piaget's stages of intellectual development - including key terms. |
Sensorimotor stage: The infant uses its senses to explore theenvironment and begins to imitate, develop object permanence and moves fromreflex actions to goal-directed activity. Preoperational stage:The toddler learns to think, the internalization ofaction, performing an action mentally rather than physically.Concrete operational stage: Able to solve concrete problems in logical fashion;understands laws of conservation and reversibilityFormal operational stage: Able to solve abstract problems, develops concernsabout social issues. |
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What is Vygotsky's Zone of Proximal Development? |
Vygotskys distinguished between actual and potentialdevelopment. Actual development is what a child can do unaided by teacher or adult. Potential development is what a child can do through problem solving underadult guidance.Students are in the process of learning a new concept; theyexhibit the potential for acquiring new capabilities but is beyond ZPD. |
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What is the difference between Piaget and Vysotsky view's of development and learning? |
Piaget believesdevelopment PUSHES learning. As a child develops, they automatically move intothe next stage of development.Vygotsky believes that learning PULLS development. If you work with a child youcan pull them into the next stage of development. Therefore, your social |
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Describe Piaget's 3 mental processes in Child Development. |
Scheme: A mental,organized picture of a process, structure or experience Assimilation: The incorporation of new experiences into existing structures Accommodation: The adaptation of existing schemes to fit new experiences,processes or structures |
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Describe the 4 processes of Human Development. |
Sensorimotor Stage: Achild begins to interact with the environment and obtains knowledge throughsenses. Pre-operational Stage: Actions based on logical thinking skills develop, suchas language and drawing. Concrete-Operational Stage: A child begins to develop skill of logical thinkingbut only to concrete problems. Formal Operational Stage: Thinking logically begins, along with the ability toreason abstractly and to think about the future. |
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Describe the difference between teaching and learning. |
Teaching is the ability to make abstract concepts understandableto the learner via effective delivery. Learning is the acquisition of knowledge or skill, arelatively permanent change in or acquisition of knowledge, understanding orbehavior. |
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What are some examples of an expert teacher? |
Expertteachers: Infer accurately, Distinguish between relevant and irrelevantinformation, Comprehend meaning behind classroom activity, Are proactive, Identify instructional and classroom management problems, Have complex,elaborate and interconnected mental images, Possess good questioning skills, Their mental images facilitate their learning, Assess students frequently andreflect on results. |
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What are the characteristics of a novice teacher? |
Noviceteachers: Do not infer accurately, Can't automatically discriminate relevantfrom irrelevant information, Have trouble "reading between the lines"of classroom activity, Are reactive, Have problems with complex classroomphenomena, Do not possess sophisticated theories of teaching, Lack questioningskills, Their planning facilitates the construction of their schema, Assessinfrequently and do not reflect on results. |
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Define 3 models of research studies to understand and improve learning. |
1. Descriptive studies refer to a type of research study whereeducational psychologists gather detailed information about a particular eventor situation in the classroom. A combination of methods is used in thereporting and includes observation, survey results, interviews, recordings ofdialogue and activities. 2. The term correlation refers to a numerical value that itselfsignifies strength and direction of a particular relationship being studiedeither between two events or measurements. This relationship ranges from1.00 to -1.00,with the closer the correlation to these values the stronger the relationship. The correlation can either be positive or negative meaning the two factorsincrease/decrease together or the two factors share an inverse relationship. 3. Experimental studies allow researchers to analyze cause andeffect. Investigators actually manipulate the variables involved in theexperimentation and carefully record their results. Utilizing random subject’sresearchers alter key features of the study to see whether this treatment hashad an observable significant effect. This design can also be adapted in single-subjectexperimental studies where a baseline is established an intervention is appliedand then following observation the treatment is withdrawn. |
