Edu 272 Midterm Exam Flashcards

Front 1

Describe the difference between teaching and learning.

Back 1

Just because a teacher stood in front of a class and delivered a lesson does not mean that learning took place. If a child did not learn, then the teacher did not teach.

Front 2

What are some examples of an expert teacher?

Back 2

Expert teachers will assess students accurately and often to track growth. Expert teachers also think heavily about the meaning behind classroom activities.

Front 3

What are the characteristics of a novice teacher?

Back 3

Novice teachers are reactive as opposed to proactive. They lack good questioning skills and do not assess frequently enough and/or analyze the results thoroughly.

Front 4

Define 3 models of research studies to understand and improve learning.

Back 4

Descriptive Studies- Descriptive research studies aredesigned to simply describe the events that take place in a particularclassroom or across several classes. By using various techniques such asethnography, case studies, participant observations, surveys, interviews andmore, researchers make qualitative analyses of the phenomena they are trying totheorize about in the classroom setting.

Correlation Studies-

Correlation studies are often the resultof a descriptive study, where the relationship between two variables andwhether or not they influence one another is revealed. For instance, acorrelation study can tell us that there is a positive correlation (bothfactors increasing together) between the percent of fully-credentialed teachersand student math achievement. Correlations do not prove cause and effectrelationships, but merely emphasize a correlation between two variables.

Experimental Studies-In experimental studies, researchersare not simply observing the classroom environment, but are actually involvedin manipulating the variables they are looking to research and record theeffects of their experiment. In experimental studies, groups must be made sothat the researchers can compare the results of their manipulated variables onthose who they tested it on versus those who were part of a control group. Findingsof experimental studies can prove to be statistically significant, or show thatthe relationship between two variables did not occur by chance.

Front 5

Describe Piaget's stages of intellectual development - including key terms.

Back 5

Sensorimotor Stage (birth-2 years)- babies begin to interact with environment

Pre-operational Stage (2-7 years)- Language is developed (symbolic representation). Children are egocentric (focused on themselves)

Concrete Operational (7-11) -Child develops skills of logical reasoning. First stage of operational thought.
Reversibility
Decentration-can consider more than one aspect of an object
Conservation-ability to recognize that properties do not change although form changes

Formal Operational (11 +) - Thinking logically begins. At this time, children begin to reason realistically about the future and to deal with abstract reasoning, or the ability to think.

Front 6

What is Vygotsky's Zone of Proximal Development?

Back 6

Vygotsky believed that the social environment is critical to cognitive development. The Zone of Proximal Development is the difference between what a learner can do without help and what he or she can do with help.

Front 7

Describe Piaget's 3 mental processes in Child Development

Back 7

Scheme- In this first process, children have mental systems or categories of perception and experience. It implies that a child has some knowledge about how the experience should or can take place, almost like a mental picture or landscape.

Assimilation- This scheme takes place when people use their existing schemes to make sense of the events around them. Assimilation thus involves a child trying to understand something new by fitting it into what they already know.

Accommodation- This is the process of a person changing existing schemes to respond to a new situation. If an existing scheme cannot be altered to accommodate new information, a new scheme must be created.

Front 8

What is the difference between Piaget and Vysotsky view's of development and learning?

Back 8

Piaget believes learning cannot occur until certain capabilities have been developed. Vysotsky believes learning occurs in the ZPD.

Front 9

Describe the 4 processes of Human Development.

Back 9

sensorimotor

pre operational

concrete operational

formal operations

Front 10

What is Bronfenbrenner's Bio-ecological Model of Human Development?

Back 10

Bronfenbrenner's theory describing the nested social and cultural contexts that shape development. Every person develops within a microsystem, inside a mesosystem, embedded in an exosystem, all of which are part of a macrosystem of the culture.

Front 11

Describe the Eight Stages of Erikson's Theory of Psychosocial Development?

Back 11

Trust v. Mistrust (birth-1 year)- If the constancy of interaction between the infant and others meets the basic needs of the infant, then trust is developed. If interactions lack warmth and caring and the basic needs of the infants go unsatisfied, the infant will learn to mistrust those around him.

Autonomy v. Shame and Doubt- (1-3 years)- The child gains confidence or self doubt in their abilities to navigate their environment.

Initiative v. Guilt (3-6 years)-Child tries to take on grownup tasks. They can develop positive feelings about their attempts to do this, or can feel guilty if treated like they are a nuisance.

Industry v. Inferiority (6-12 years)-Children become eager to produce work or harbor feelings of inferiority.

Identity v. Role Confusion (12-19 years)- Strong sense of identity is developed or person has trouble blending their roles into one solid identity they are confident with.

Intimacy v. Isolation (12-25 years)- Person is able to develop close meaningful relationships, or has trouble with feeling alone.

Generativity v. Stagnation (25-50 years)- Person has strong feelings about having a family/planning for the future, or feels like their life is at a dead end.

Integrity v. Despair (50+ years). Individuals believe their place in the world is unique or believe that life has been too short.

Front 12

Describe Piaget's Framework of Moral Reasoning.

Back 12

Piaget developed his framework of moral reasoning by developing stories and telling them to children, then asking them questions. He decided there are two types of moral reasoning: Morality of Cooperation and Morality of Constraint. Morality of Constraint (little kid morality) means that rules are sacred and not meant to be broken. Morality of Cooperation means that rules are not carved in stone and there are ways around them

Front 13

What are Kohlberg's Stages of Reasoning?

Back 13

Level 1: Preconventional Morality (before children understand the conventions of society)

Stage 1: Punishment and Obedience Orientation

Stage 2: Instrumental Exchange Orientation

Level 2: Conventional Morality ( jugdements are made according to the rules of society).

Stage 3: The Interpersonal Conformity OrientationFocuses on the expectations of othersBe nice or good, looking for approval of others

Stage 4: The Law-and-Order Orientation

Level 3: Post-Conventional Morality (person acts on self-determined set of principles and morality).

Stage 5: The Prior Rights and Social Contract OrientationLaws are open to evaluationLaws should not be obeyed simply because they are law, but because there is mutual agreement between the individual and society that these laws guarantee a person's rights. In this level, a typical answer to Heinz's problem is, "Sometimes laws have to be disregarded". An example would be: when a person's life depends on breaking the law.

Stage 6: The Universal Ethical Principles OrientationThe principles that determine moral behavior are self-chosen.The principles unify a person's belief about equality, justice, and ethics.

Front 14

Summarize Gilligan's Theory of Gender-based Morality.

Back 14

Males view morality from a position of rights of justice (rightness/wrongness). Females view morality from a position of caring (morality of caring).

Front 15

Explain ways teachers can help children develop social skills.

Back 15

Teachers should be active in their classroom in helping students develop their moral character. Schools usually have a system of morality built into their systems (6 pillars of character, 9 virtues, etc.). Teachers should built these systems into their lessons and use every opportunity, whether it is helping students solve a problem or identifying a strong moment of character, to encourage strong healthy social skills in school.

Front 16

Explain 'self concept' and 'self esteem.'

Back 16

Self-Concept: Individuals' knowledge and beliefs about themselves-their ideas, feelings, attitudes and expectations.

Self-Esteem: The value each of us places on our own characteristics, abilities and behaviors.

Front 17

How did Alfred Binet & Theodore Simon contribute to education?

Back 17

Alfred Binet was commissioned by the French government in1904 to find a way to identify if children would need special assistance inschool. In this process, he created the first measure of intelligence, testinga broad range of people’s skills and performances. Binet coined the terms“mental age” and “chronological age” in this process. He determined that if astudent’s mental age was significantly lower than the student’s chronologicalage, the student would struggle to perform at the level of his or herclassmates. The work done by Binet during this time led to the development ofthe IQ test. Theodore Simon worked with Binet throughout this process and thetwo of them ultimately came up with the Binet-Simon scale. This scale becameone of the most widely used scales to measure a person’s intelligence.

Front 18

What is the difference between fixed and incremental intelligence?

Back 18

Some psychologists have argued that intelligenceis fixed, meaning that intelligence is predominantly a result of a person’sgenes. A person’s intelligence is predetermined by the intelligence of theirparents and a child is born with all the potential for intelligence that theyare ever going to have. Others argue that intelligence is incremental, or thatit is shaped by a child’s social environment.

Front 19

Describe Howard Gardner's multiple intelligences.

Back 19

Intelligence does not just come from competency in math and language. There are various different areas where students can show intelligence outside of these two categories that are most strongly emphasized in school.

Front 20

Describe an environment where students engage in activities for their specific intelligence.

Back 20

The classroom would have tools and materials to promote growth and learning for students with all 8 possible intelligences.

Front 21

Explain how you will integrate the multiple intelligences into your classroom.

Back 21

Getting to know each student and discover their unique individual talents and strengths that can exist outside the dominant subjects of math and language.

Front 22

Explain Sternberg's Theory of Triarchic Intelligence.

Back 22

Robert Sternberg’s method of understanding intelligence is a cognitive process approach. He explains that intelligence comes in three forms:AnalyticalCreativePracticalAnalytical intelligence is when someone demonstrates the ability to compare, analyze, make judgments, and can evaluate a situation. This can be considered intelligent behavior. Creative intelligence is when someone demonstrates the ability to invent, design, and create. These characteristics help an individual to cope with new situations. Practical intelligence is when someone demonstrates the ability to apply and put something into practice.

Front 23

Recognize and explain the formula for 'intelligence quotient'.

Back 23

IQ = Mental age/Chronological age X 100

Front 24

Describe what "culture" means.

Back 24

Culture is a culmination of the aspects of the environment you are brought up in, including: Language, Beliefs, Attitudes, Ways of behaving, Food preferences, etc.

Front 25

What are the four areas of diversity?

Back 25

The four areas of diversity are socio-economic status, race and ethnicity, language, and gender.

Front 26

How does poverty impact a student's ability to learn?

Back 26

Children come to school hungry and without the resources they need to be successful.

Front 27

How do you avoid being partial to one specific group of students?

Back 27

Always be self-reflective and ask yourself questions about your intent behind specific activities and choices made in the classroom.

Front 28

Describe strategies to help you work with culturally diverse students.

Back 28

Form a strong classroom culture on a foundation of mutual trust, respect and friendship between classmates and teacher.

Front 29

Describe a lesson plan to integrate multicultural education into your classroom.

Back 29

Examples of social action activities include: working in soup kitchens, collect clothes and distributing them to those in need. As you can see, this approach is much more time consuming than just teaching a concept.