Praxis Ii - Plt 7-12

Front 1

Albert Bandura

Back 1

Social or Observational Learning Theory - Children learn by observing others

Front 2

Jerome Bruner

Back 2

Discovery Learning and Constructivism - learning is active process, construct new ideas based on past knowledge

Front 3

John Dewy

Back 3

Learning Through Experience - school is a social instituion and process of living, focus on creating problem solvers, students should direct their own education.

Front 4

Erik Erikson

Back 4

8 Stages of Human Development
Stage 5: Adolescens 12-18 - Identity vs. role confusion, key - Sense of Identity

Front 5

Carol Gilligan

Back 5

Stages of the Ethic of Care - challenged male centered theorists

Front 6

Lawrence Kohlberg

Back 6

Theory of Moral Development - Preconvential - obedience inspired by punishment, Conventional - approval of others and meeting obligations, Post-conventional - social mutuality and interest in welfare of others

Front 7

Abraham Maslow

Back 7

Hierarchy of Needs - Physiological, Safety, Love and Belongingness, Esteem, Self-actualization

Front 8

Maria Montessori

Back 8

Follow the Child - Learning process - stage 1 - Introduce, 2 - Process through work or experimentation, 3 - Knowing - pass test, teach to others

Front 9

Jean Piaget

Back 9

Stages of Cognitive Development- Foramal Operational 11+yrs, Reasoning in hypothetical situations and use of abstract thought

Front 10

B.F. Skinner

Back 10

Operant Conditioning - "Grandfather of behaviorism" Learning is a function of change in observable behavior. Operant Conditioning.

Front 11

Lev Vygotsky

Back 11

Zone of Proximal Development - social development theory of learning - Social interaction influences cognitive development - Zone of proximal development - find the "just right" lesson for a student's level.

Front 12

Constructivism

Back 12

people construct their own understanding through reflection on experiences

Front 13

Discovery Learning

Back 13

methods that enable discovery of information by themselves or in groups

Front 14

Extrinsic Motivation

Back 14

Motivation from outside a person, Stickers, behavior charts, incentives are examples

Front 15

Intrinsic Motivation

Back 15

Motivation from within, reflecting on goals, achievements or helping students see progress are examples

Front 16

Learned Helplessness

Back 16

tendency towards passive learning, dependent on others

Front 17

Metacognition

Back 17

ability to think about own thinking. self awareness and self regulation. example: describing strategies used to solve problem

Front 18

Readiness to Learn

Back 18

basic needs are met and student is cognitively ready to learn

Front 19

Scaffolding

Back 19

Assistance given that is weened away as the learner progresses

Front 20

Schema

Back 20

concepts form from past experiences. Mind loves organization and associates information with past events

Front 21

Transfer

Back 21

ability to provide a lesson to a new situation

Front 22

Zone of Proximal Development

Back 22

Vygotsky - students learn best in social context where taught information student could not learn on own.

Front 23

Howard Gardner

Back 23

Multiple Intelligences - Verbal/linguistic, Logical/mathematical/ Visual/spatial, Bodily/kinesthetic. Musical, Interpersonal. Intrapersonal, Naturalist

Front 24

Nitza Hidalgo

Back 24

Three Levels of Culture - Concrete (objects), Behavioral (communication and social roles), Symbolic (values and beliefs)

Front 25

Luis Moll

Back 25

Funds of Knowledge - multicultural families can become social and intellectual resources for a school

Front 26

ADD

Back 26

Attention Deficit Disorder - difficulty focusing, following directions, organizing. Diagnosis must be made by medical professional

Front 27

ADHD

Back 27

Attention deficit hyperactivity disorder - same difficulties as ADD but also have difficulty with impulsiveness, sitting still and taking turns. diagnosis made by medical professional

Front 28

Auditory (Aural) Learner

Back 28

process information through listening

Front 29

Autism Spectrum Disorders

Back 29

Autism, Asperger Syndrome and other PDDs (Pervasive developmental delays. Difficulty socializing and communicating

Front 30

Behavior Disorder (BD)

Back 30

disruptive behavior disorder - violating rules, aggression toward people or animals, destroying property, deceitfulness

Front 31

Concrete Operational Thinkingers

Back 31

children 7-11 think in logical, not abstract, terms. Hands-on experiences needed

Front 32

Developmental Delays

Back 32

Identified by medical professional before age 22. Difficulties with self-care, expressive or receptive language, learning, mobility, self-direction, capacity for independent living and economic self-sufficiency

Front 33

ELL or ESL or PLNE

Back 33

English language learner, English as a second language and primary language not English. Build on student's culture, support proficiency in native language, give time, work in small groups

Front 34

Formal Operational Thinkers

Back 34

ages 11-15 develop hypothetical and abstract thinking.

Front 35

Functional Mental Retardation (MR)

Back 35

diagnosis by medical professional , difficulties with age-specific activities, communication, daily living activities, getting along with others

Front 36

Kinesthetic Leaner

Back 36

process information through moving and oing

Front 37

LD

Back 37

Learning Disabilities - determined by multidisciplinary team or a physician. Not learning to potential - usually in reading , math or written.

Front 38

Tactile Learner

Back 38

process information through touching - need hands-on experiences

Front 39

Visual Learner

Back 39

process information through seeing.

Front 40

ADA

Back 40

Americans with Disabilities Act- law that prohibits discrimination based on disabilities by state and local governments. Not dependent on receipt of federal funds

Front 41

Due Process

Back 41

procedures or safeguards that give students with disabilities extensive rights. Notice of meetings, examining relevant records, impartial hearings and review procedure

Front 42

IDEA

Back 42

Individuals with Disabilities Act - federal statue of grant programs. Specifies disabilities and conditions for entitlement to special education

Front 43

IEP

Back 43

Individualized Education Plan - written plan based on multidisciplinary teams' evaluation (MDT) reviewed and updated yearly, required under Public Law 94-142 (IDEA)

Front 44

LRE

Back 44

Least Restrictive Environment - setting that to the maximum extent appropriate students with disabilities are educated with non disabled peers

Front 45

Section 504 of the Rehabilitation Act

Back 45

civil rights law prohibits discrimination against disabilities by federally assisted programs. Covers individuals from birth to death

Front 46

Alternative Assessments

Back 46

anecdotal records of student behavior, portfolios, checklists of progress, conferences. view of process and product, as opposed to a test score

Front 47

Differentiated Instruction

Back 47

flexible approach, varied approaches to content, process and product

Front 48

Testing Accommodations

Back 48

longer times, untimed tests, having a scribe, large fonts, breaks, sing-language interpretation.

Front 49

Age-Appropriate Knowledge and Behavior

Back 49

student progress on developmental continuum in physical, social, emotional and cognitive development most be compared to average of peers

Front 50

Cognitive Patterns

Back 50

teachers must understand student's individualized learning methods

Front 51

Linguistic Patterns

Back 51

Non-English speakers or non-Standard American English (SAE) students benefit from periods of silence and listening more.

Front 52

Multicultural

Back 52

help students define and understand their own cultures. eliminate mutual misconceptions, form lesson planning

Front 53

Physical Issues

Back 53

communicate to appropriate parties to help optimal learning.

Front 54

Social and Emotional Issues

Back 54

Maslow - fundamental needs must be met. Socioeconomic Status (SES) must be accounted for, but high expectations regardless of SES

Front 55

Students and School Culture

Back 55

bullying, teasing, cliques, safety issues, groups, gender relationships, policies, procedures, norms for dress, affect students

Front 56

Ausubel, David

Back 56

"Advance Organizer" - help link prior knowledge to current lesson. Examples: semantic webs, KWL charts, concept maps

Front 57

Banura, Albert

Back 57

"Modeling" - observational learning - Attention, Retention, Reproduction, Motivation

Front 58

Canter, Lee

Back 58

"Assertive Discipline" - clear expectations, rules and follow through. choice to obey or face consequences

Front 59

Glasser, William

Back 59

"Choice Theory or Control Theory" - focus on behavior, not students during conflict. Student involvement. Create space to learn.

Front 60

Kounin, Jacob

Back 60

"With-it-ness" - awareness of classroom, pacing and smooth transitions

Front 61

Hunter, Madeline

Back 61

"Direct Instruction" - Objectives, Standards, Advance Organizer, Teaching, Practice, Closure, Extended Practice

Front 62

Pavlov, Ivan

Back 62

"Classical Conditioning" - conditioned responses, Pavlov responsible for experimental basis of behaviorist learning theory

Front 63

Objectives

Back 63

"What are students supposed to know or be able to do at the conclusion of the lesson?"

Front 64

Learner Factors

Back 64

informs lesson planning, meet needs through differentiation

Front 65

Environmental Factors

Back 65

focus on immediate environment during learning

Front 66

Punishment vs. Discipline

Back 66

teacher-centered vs. student-centered

Front 67

Canter and Canter

Back 67

"assertive discipline" - clear expectations, consistent follow through, fair consequences

Front 68

Kounin

Back 68

"with-it-ness" - constant monitoring and awareness of student behavior

Front 69

Ginott

Back 69

supportive and preventive discipline "sane messages" - describe issue or event

Front 70

Glasser

Back 70

"choice theory" - students co-determine rules, guidelines and consequences

Front 71

Hunter

Back 71

effective lesson planning, "anticipatory set" connects prior knowledge to new content

Front 72

Jones, Fedric

Back 72

50% of instruction time lost to 80% talking and 20% goofing off. Use teacher body language, incentive systems and efficient individual help

Front 73

Essential Nine Instructional Strategies

Back 73

1- Identifying Similarities and Differences
2- Summarizing and Note-Taking
3- Reinforcing Effort and Providing Recognition
4- Assigning Homework and Practice
5-Fostering Nonlinguistic Representations
6 - Encouraging Cooperative Learning
7-Setting Objectives and Providing Feedback
8-Generating and Testing Hypotheses
9- Using Cues, Questions and Advance Organizers

Front 74

SQ3R

Back 74

Survey, Question, Read, Recite, Review

Front 75

Anchored Instruction

Back 75

concrete application of concept

Front 76

Differentiated Instruction

Back 76

responding to the wide range of abilities. Tiered Instruction, Curriculum Compacting, Curriculum Chunking, Flexible Grouping

Front 77

Direct Instruction

Back 77

planned lessons, small attainable increments, defined goals.

Front 78

Demonstrations

Back 78

explicitly showing students what something is or how to do it.

Front 79

Story Maps

Back 79

map elements of story

Front 80

cause-and-effect maps

Back 80

graph cause and effect

Front 81

Cognitive Theory

Back 81

Focuses on the inter-relatedness of information (concept maps)

Front 82

Criterion Referenced Tests

Back 82

used to determine whether a student has obtained the expected knowledge and skills in a certain area

Front 83

Norm-Referenced Test

Back 83

one that is used to determine a need for academic support.

Front 84

Formative Assessment

Back 84

A formative assessment is used to gather information about the foundational knowledge a child has

Hint 84

It can help to plan lessons and activities and it can provide insight into how the students are thinking about the topic

Front 85

Formative Assessment

Back 85

A formative assessment is used to gather information about the foundational knowledge a child has

Hint 85

It can help to plan lessons and activities and it can provide insight into how the students are thinking about the topic

Front 86

Summative Assessment

Back 86

A summative assessment will provide a summation of the knowledge gained by the teaching and learning experience in the class

Hint 86

It can summarize individual student knowledge and provide information about what the class as a whole understood from instruction which provides insight into the efficacy of the lesson planning.

Front 87

Formative Assessment

Back 87

A formative assessment is used to gather information about the foundational knowledge a child has

Hint 87

It can help to plan lessons and activities and it can provide insight into how the students are thinking about the topic

Front 88

Summative Assessment

Back 88

A summative assessment will provide a summation of the knowledge gained by the teaching and learning experience in the class

Hint 88

It can summarize individual student knowledge and provide information about what the class as a whole understood from instruction which provides insight into the efficacy of the lesson planning.

Front 89

Authentic Assessment

Back 89

An authentic assessment is a type of assessment where students demonstrate what they have learned on a topic

Hint 89

There are many ways to do this in individual classes or as a school-wide graduation component

Front 90

the concept of reliability

Back 90

The aim of the assessment’s reliability is that the test is consistent

Hint 90

An assessment that is reliable will provide all students with the same assessment questions and their success will be measured by what they know

Front 91

Portfolio-based Assessment

Back 91

A portfolio-based assessment would offer students a chance to design and manage a project of their creation

Hint 91

It could utilize a variety of types of works, all of which could be added to the portfolio that would then become a final showing of what a student has created, learned, and produced.

Front 92

Conferencing

Back 92

Teachers have at their disposal many opportunities to assess their students during class based on their students’ achievements on a test

Hint 92

A conference however, is an opportunity to do a direct one-on-one with a student and offer them an assessment on their current achievement that can give them a chance to grow.