Midterm Study Guide Set

Front 1

Teaching vs. Learning

Back 1

Teaching is not learning. A teacher may teach and deliver lessons to the classroom, but the lesson is not truly taught unless the student actually learned.

Teaching is not teaching if a student does not learn.

Front 2

Expert Teacher (examples)

Back 2

Distinguishes between relevant and irrelevant information

Proactive

Identifies instructional and classroom management problems

Has complex, elaborate, and interconnected mental images

access students frequently to reflect on restuls

possesses good questioning skills

Front 3

Novice Teacher

Back 3

Reactive

Have problems with complex classroom phenomena

Lack questioning skills

Their planning facilitates the construction of their schema

Assess infrequently and do not reflect on results

Cannot automatically discriminate between irrelevant and relevant info

Front 4

Descriptive Studies

Back 4

Studies that collect detailed info about specific situations, often using observation, surveys, interviews, recordings, or a combination of these methods

Front 5

Correlation Studies

Back 5

Studies that suggest a relationship between variables and how the variables relate or change/grow. The closer the correlation is to either 1.00 or -1.00, the stronger the relationship.

Front 6

Positive Correlation

Back 6

A relationship between 2 variables in which the 2 increase or decrease together. Example: caloric intake and weight gain

Front 7

Negative Correlation

Back 7

A relationship between 2 variables in which a high value on one is associated with a low value on the other. Example: # of teachers without a major or minor in math increases, student math achievement decreases

Front 8

Experimental Studies

Back 8

Studies done through going beyond predictions and actually studying cause and effect by manipulating variables and recording results.

Front 9

Microgenetic Studies

Back 9

Detailed observation and analysis of changes in a cognitive and analysis of changes in a cognitive process as the process unfolds over a several day or week period of time

Front 10

Piaget's 4 stages of intellectual development

Back 10

1. Infancy: The Sensorimotor Stage

2. Early Childhood to early elementary years: The preoperational stage

3. Later elementary to middle school: The Concrete-Operational Stage

4. High school and college: Formal Operations

Front 11

Sensorimotor Stage

Back 11

child's thinking involves seeing, hearing, moving, touching, tasting, and so on.

-imitation, memory, and thought

-child recognizes that objects do not cease to exist when they are hidden

-0-2 years old

Front 12

Object permanance

Back 12

understanding that objects exist in the environment whether they perceive them or not

Front 13

Goal-oriented actions

Back 13

Deliberate actions towards a goal

Front 14

The Preoperational Stage

Back 14

The child is moving towards mastery of logical mental operations

-develops use of language and ability to think in symbolic form

-2-7 years old

Front 15

Semiotic Function

Back 15

Ability to use symbols-language, pictures, signs, or gestures-to represent actions or objects mentally

Front 16

Conservation

Back 16

Principle that some characteristics of an object remain the same despite changes in appearance

Front 17

Decentering

Back 17

Focusing on more than one aspect at a time

Front 18

The Concrete-Operational Stage

Back 18

"Hands-on" thinking stage when a child attaches mental tasks to concrete objects and situations

-7-11 years old

-understands laws of conservation and is able to classify and seriate

Front 19

Identity

Back 19

Principle that a person or object remains the same over time

Front 20

Classification

Back 20

Grouping objects into categories

Front 21

Formal Operations

Back 21

Mental tasks involving abstract thinking and coordination of a number of variables

-11 yrs old to adulthood

-more scientific in thinking

-develops concerns about social issues

Front 22

Hypothetico-deductive reasoning

Back 22

A formal-operations problem-solving strategy in which an individual begins by identifying all the factors that might affect a problem then deduces and systematically evaluates specific solutions

Front 23

Inductive reasoning

Back 23

using specific observations to identify general principles

Front 24

Difference between Piaget and Vysotsky views of development and learning

Front 25

Piaget's 3 mental processes in Child Development

Back 25

1. Scheme

2. Assimilation

3. Accommodation

Front 26

Scheme

Back 26

Mental systems or categories of perception and experience

Front 27

Assimilation

Back 27

takes place when people use their existing schemes to make sense of events in their world.

Front 28

Accommodation

Back 28

occurs when a person must change existing schemes to respond to a new situation

Front 29

Vygotsky's Zone of Proximal Development

Back 29

The area between the child's current development level "as determined by independent problem solving" and the level of development that the child could achieve.

Front 30

4 processes of Human Development and describe each one

Back 30

1. Physical Development-changes in the body

2. Personal Development-changes in individual's personality

3. Social Development-changes in the way an individual relates to others

4. Cognitive Development-changes in thinking

Front 31

Actual Development

Back 31

what a child can do unaided by an adult or teacher

Front 32

potential development

Back 32

what a child can do through problem solving under adult guidance or in collaboration with more capable peers

Front 33

Difference between Piaget and Vygotsky views of development

Back 33

Piaget- Learning cannot occur until certain capabilities have developed (he restricts development to stages and age)

Vygotsky-Learning occurs in the zone of proximal development meaning a child may just need clues or encouragement to problem solve

Front 34

Bronfenbrenner's bio-ecological model of human development

Back 34

Theory of 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.

Front 35

Describe the 8 stages of Erikson's Theory of Psychosocial Development

Back 35

1. Basic trust versus basic mistrust-infant must form loving and trusting relationship with caregiver

2. Autonomy versus shame/doubt-child's energies are directed towards physical skills

3. Initiative versus guilt- child continues to beome more assertive, but not too forceful

4. Industry versus inferiority- child must deal with demands to learn new skills

5. Identity versus role confusion- Teen must achieve identity in occupation, politics, gender roles, etc

6. Intimacy versus isolation- Young adult must develop intimate relationships or suffer isolation

7. Generativity versus stagnation-Each adult must find some way to satisfy and support next generation

8. Ego integrity versus despair-The culmination of acceptance of oneself and sense of fulfillment

Front 36

Piaget's Framework of Moral Reasoning

Back 36

Piaget developed stories and asked children questions about each story developing 2 types of moral thinking:

1. Morality of Cooperation (older kids)-rules are not carved in stone and kids know that rules provide general guidelines

2. Morality of Constraint (little kids)-rules define right and wrong. Rules are established by authority figures. Rules should be obeyed.

Front 37

Kohlberg's Stages of Reasoning

Back 37

Level 1: Preconventional Morality-where children base their judgement on avoiding punishment and good behavior yields benefits

Level 2: Conventional Morality-base judgement on rules or conventions of society or to impress others

Level 3: Post-Conventional Morality-Thought and reflection turns into self-determined set of principles or morality

Front 38

Gilligan's Theory of Gender-based Morality

Back 38

Males view morality from a position of rights of justice while females view morality from a position of caring

Level 1: Focuses on what's best for herself

Level 2: Sense of responsibility for others

Level 3: Concern for self and others

Front 39

Self Concept and Self Esteem

Back 39

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 40

fixed vs incremental intelligence

Back 40

If children believe their intelligence is product of heredity, they will view their performance as test of ability and feel helpless when faced with failure

If children believe their intelligence is shaped by social environment, they will view their performance in terms of improving their skills. They also tend to adopt a mastery orientation when faced with failure (work harder to master a subject)

Front 41

Alfred Binet and Theodore Simon's contributions

Back 41

Alfred Binet and Theodore Simon devised the first measure of intelligence in 1904 by measuring a broad range of skills and performances. Measured intellectual skill to determine mental age. (Binet Coined the terms chronological age and mental age)

Front 42

Howard Gardner's multiple intelligences

Back 42

There are at least 8 separate intelligences:

1. linguistic (verbal)

2. musical

3. spatial

4. logical-mathematical

5. bodily-kinesthetic (movement)

6. interpersonal (understanding others)

7. intrapersonal (understanding self)

8. naturalist (observing and understanding natural and human-made patterns/systems)

Front 43

How to integrate multiple intelligences into your classroom

Back 43

Cultivating the skills and capabilities that are valued in the community and broader society

Personalizing education and taking human differences seriously

approaching a concept, subject matter, discipline in a variety of ways

Front 44

Sternberg's Theory of Triarchic Intelligence

Back 44

A three-part description of the mental abilities (thinking processes, coping with new experiences, and adapting to context) that lead to more or less intelligent behavior

Front 45

Intelligence Quotient (IQ)

Back 45

Comparing the mental-age score to the person's actual chronological age:

Intelligence Quotient=Mental age/Chronological age x 100

Front 46

Culture

Back 46

The knowledge, values, attitudes, and traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment

Front 47

4 areas of diversity

Back 47

Socioeconomis status diversity, race and ethnic diversity, language diversity, gender and sexual identity