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47 Cards in this Set
- Front
- Back
Teaching vs. Learning |
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. |
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Expert Teacher (examples) |
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 |
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Novice Teacher |
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 |
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Descriptive Studies |
Studies that collect detailed info about specific situations, often using observation, surveys, interviews, recordings, or a combination of these methods |
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Correlation Studies |
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. |
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Positive Correlation |
A relationship between 2 variables in which the 2 increase or decrease together. Example: caloric intake and weight gain |
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Negative Correlation |
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 |
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Experimental Studies |
Studies done through going beyond predictions and actually studying cause and effect by manipulating variables and recording results. |
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Microgenetic Studies |
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 |
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Piaget's 4 stages of intellectual development |
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 |
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Sensorimotor Stage |
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 |
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Object permanance |
understanding that objects exist in the environment whether they perceive them or not |
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Goal-oriented actions |
Deliberate actions towards a goal |
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The Preoperational Stage |
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 |
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Semiotic Function |
Ability to use symbols-language, pictures, signs, or gestures-to represent actions or objects mentally |
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Conservation |
Principle that some characteristics of an object remain the same despite changes in appearance |
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Decentering |
Focusing on more than one aspect at a time |
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The Concrete-Operational Stage |
"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 |
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Identity |
Principle that a person or object remains the same over time |
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Classification |
Grouping objects into categories |
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Formal Operations |
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 |
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Hypothetico-deductive reasoning |
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 |
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Inductive reasoning |
using specific observations to identify general principles |
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Difference between Piaget and Vysotsky views of development and learning |
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Piaget's 3 mental processes in Child Development |
1. Scheme 2. Assimilation 3. Accommodation |
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Scheme |
Mental systems or categories of perception and experience |
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Assimilation |
takes place when people use their existing schemes to make sense of events in their world. |
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Accommodation |
occurs when a person must change existing schemes to respond to a new situation |
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Vygotsky's Zone of Proximal Development |
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. |
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4 processes of Human Development and describe each one |
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 |
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Actual Development |
what a child can do unaided by an adult or teacher |
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potential development |
what a child can do through problem solving under adult guidance or in collaboration with more capable peers |
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Difference between Piaget and Vygotsky views of development |
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 |
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Bronfenbrenner's bio-ecological model of human development |
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. |
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Describe the 8 stages of Erikson's Theory of Psychosocial Development |
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 |
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Piaget's Framework of Moral Reasoning |
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. |
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Kohlberg's Stages of Reasoning |
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 |
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Gilligan's Theory of Gender-based Morality |
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 |
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Self Concept and Self Esteem |
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 |
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fixed vs incremental intelligence |
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) |
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Alfred Binet and Theodore Simon's contributions |
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) |
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Howard Gardner's multiple intelligences |
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) |
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How to integrate multiple intelligences into your classroom |
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 |
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Sternberg's Theory of Triarchic Intelligence |
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 |
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Intelligence Quotient (IQ) |
Comparing the mental-age score to the person's actual chronological age: Intelligence Quotient=Mental age/Chronological age x 100 |
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Culture |
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 |
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4 areas of diversity |
Socioeconomis status diversity, race and ethnic diversity, language diversity, gender and sexual identity |