Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
81 Cards in this Set
- Front
- Back
Give three factors that bring about student diversity |
1.Socioeconomic status 2.Thinking/learning style 3.Exceptionalities |
|
These is learners must see their teacher's action and facial expression. |
Visual learners |
|
Ri Charde further breaks down: |
Visual Iconic Visual symbolic |
|
These is the learners are more interested in visual imagery such as film,graphic,display or pictures in order to solidify learning. |
Visual iconic |
|
They usually have good imagery memory a.k.a iconic imagery. TRUE OR FALSE |
False Answer:Picture memory |
|
These the learners feel comfortable with abstract symbolism such as mathematical formulate or the written word. |
Visual symbolic |
|
They learn best through verbal lectures,discussion,talking things through listening to what others have to say. |
Auditory learners |
|
Auditory learners fall into two categories: |
Listeners Talkers |
|
This is the learners to talk and discuss. |
Talkers |
|
They tend to prefer "learning by doing"preferring the use of psychomotor skills. |
Tactile/kinesthetic learners |
|
They tend to see finite elements of patterns rather than the whole;they are "tree seers" |
Analytic (left brain) |
|
Analytic thinkers tend toward the linear,step by step process of learning or simultaneous processor.True or False |
False Answer:Successive processor |
|
They are the "forest seers" who give attention only to the overall structure and sometimes ignore details. |
Global(Right brain) |
|
This is the dominant individual is potrayed as the linear(analytic)verbal,mathematical thinker. |
Left brained |
|
Verbal |
Left brain |
|
This is prefer to learn beginning with the general concept and then going to specifics |
Simultaneous processor |
|
Respond to tone of voice |
Right brain |
|
Random |
Right brain |
|
The ability to see things in one mind |
Picture smart |
|
Learning through the spoken and written word. |
Word smart |
|
A measurable impairment or limitation that interferes with a person's ability. |
Disability |
|
This is the law that provides comprehensive service and support for exceptional learners. |
IDEA |
|
This is the disadvantage that occurs as a result of a disability or impairment. |
Handicap |
|
Give the three specific cognitive or academic difficulties |
1.Learning disabilities 2.Attention-deficit hyperactivity disorder or ADHD 3.Speech and communication disorder |
|
Dyslexia |
Reading |
|
Dyscalculia |
Number operation |
|
Dysgraphia |
Writing |
|
It is the difficulty in focusing and maintaining attention. |
ADHD |
|
It is condition manifested by different levels of impaired social interaction and communication,repetitive behaviors and limited interest. |
Autism |
|
It referd to sub average intelligence. |
Mental Retardation |
|
Give the five people first language. |
Avoiding generic labels Emphasizing abilities,not limitation Avoiding euphemism Avoiding implying illness or suffering |
|
This is also people with mental retardation is preferable to mentally retarded. |
Avoiding generic labels |
|
This is regarded as condescending and avoid real issue that result from a disability. |
Avoiding euphemism |
|
This is the person disability not disabled person. |
People-First Language |
|
This is the theory focuses on the study of observable and measurable behavior. |
Behaviorism |
|
He is a russian psychologist,is well known for his work in classical conditioning. |
Ivan Pavlov |
|
Once the dog has learned to salivate at the sound of the bell,it will salivate at other similar sounds. |
Stimulus Generalization |
|
The dog could learn to discriminate between similar bells (stimuli) and discern which bell would result in the presentation of food and which would not. |
Discrimination |
|
Extinguished responses can be "recovered" after an elapse time but it will soon extinguished again if the dog is not presented with food. |
Spotaneous recovery |
|
Once the dog has been conditioned to associate the bell with food,another unconditioned stimulus. |
Higher-order conditioning |
|
If you stop pairing the bell with the food,salivation eventually cease in response to the bell. |
Extinction |
|
This theory gave us original S-R framework of behavioral psychology. |
Thorndike's connectionism theory |
|
This is a consequence intended to result in reduced response. |
Punishment |
|
This is the responses from the environment that decrease the likehood of a behavior being repeated. |
Punishers |
|
Reinforcement will generalize across similar stimuli.True or False |
True |
|
People can learn by observing the behavior of the others and the outcomes those behavior.True or False |
True |
|
Learning can occur transition in behavior.True or False |
False Answer:Without a change |
|
This is the person must pay attention to the model. |
Attention |
|
This is the third condition is the ability to replicate the behavior that the model has just demonstrated. |
Motor reproduction |
|
This is the final necessary ingredient for modeling to occur is motivation |
Motivation |
|
This is the observer must be able to remember the behavior that has been observed. |
Retention |
|
This is where the model is reinforced for a response and then observer shows an increase in the same response. |
Vicarious reinforcement |
|
This is called consequences of the model's behavior affect the observer's behavior called |
Vicariously |
|
This is also an actual person demonstrating the behavior. |
Live model |
|
This is a person or action portrayed in some other medium,such as television,videotape,computer programs. |
Symbolic model |
|
Students often learn a great deal simply by observing other people.True or False |
Truee |
|
Recalls people's name |
Left brain |
|
Plans ahead |
Left brain |
|
Gesture when speaking |
Right brain |
|
Process information in varied order |
Right brain |
|
Prefers frequent mobility while studying |
Right brain |
|
Prefers sound/music background while studying. |
Right brain |
|
Respond to logic |
Left brain |
|
Processes information linearly |
Left brain |
|
Sequential |
Left brain |
|
Punctual |
Left brain |
|
Less punctual |
Right brain |
|
Respond to emotion |
Right brain |
|
Prefers bright lights while studying |
Left brain |
|
Prefers formal study design |
Left brain |
|
Speaks with few gesture |
Left brain |
|
Recalls people's faces |
Right brain |
|
This is an ability or set of abilities that allows a person to solve a problem or fashion a product that is valued in one or more cultures. |
Intelligence |
|
What is IDEA stands for |
Individuals with Disabilities Education Act. |
|
Learning throught patterns,rythms and music. |
Music smart |
|
Learning through feelings,values and attitudes. |
Self smart |
|
Learning through classification,categories,and hierarchies. |
Nature smart |
|
Learning through interaction with others. |
People smart |
|
Learning through interaction with one's environment. |
Body smart |
|
Learning by seeing the "big picture". |
Spirit smart |
|
Plans ahead |
Left brain |