Modules 5, 6, & 7 Cram

“The ability to “see” things in one’s mind In planning to create a product or solve a problem.

A. Picture Smart

B. Word Smart

C. Number Smart/Logic Smart

This intelligence Is always valued in the traditional classroom and in traditional assessments of intelligence and achievement.

A. Picture Smart

B. Word Smart

C. Number Smart/Logic Smart

Highly valued in the traditional classroom where students are asked to adapt to logically sequenced delivery of instruction.

A. Picture Smart

B. Word Smart

C. Number Smart/Logic Smart

This intelligence is the domain of “overly active” learners. It promotes understanding through concrete experience.

A. Picture Smart

B. Body Smart

C. Number Smart/Logic Smart

This intelligence seeks connections to real world understanding and application of new learning.

A. Spirit Smart

B. Nature Smart

C. Number Smart/Logic Smart

Learning through ciassification, categories and hierarchies. It is not simply the study of nature; it can be used in all areas of study.

A. Spirit Smart

B. Nature Smart

C. Self-Smart

Learning through pattern and rhythms. This includes not only auditory learning but also the identification of patterns through all the senses.

A. Music Smart

B. Nature Smart

C. Self-Smart

This is a decidedly affective component of learning through which students place value on what they learn and take ownership for their learning.

A. Music Smart

B. Nature Smart

C. Self-Smart

This intelligence promotes collaboration and working cooperatively with others.

A. People Smart

B. Nature Smart

C. Self-Smart

Learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them.

A. Nature Smart

B. Word Smart

C. Picture Smart

They may think in pictures and learn best from visual aids including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.

A. Visual Learners

B. Kinesthetic Learners

C. Auditory Learners

They can attend aurally to details, translate the spoken word easily into the written word, and are not easily distracted in their listening ability.

A. Auditory Learners

B. Visual Learners

C. Kinesthetic Learners

They may not benefit so much from the discussion or the written materials, and may become distracted by their need for activity and exploration.

A. Visual Learners

B. Kinesthetic Learners

C. Auditory Learners

These learners must see their teacher's actions and facial expression to fully understand the content of a lesson.

A. Kinesthetic Learners

B. Visual Learners

C. Auditory Learners

They interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances.

A. Visual Learners

B. Kinesthetic Learners

C. Auditory Learners

The law that provides comprehensive service and support for exceptional learners.

A. IDEA

B. IDAE

C. EDIA

The learning disabilities in reading is called

A. Dyscalculia

B. Dyslexia

C. Dysgraphia

This involves a significantly high level of cognitive development like intellectual ability, creativity and performing arts or leadership.

A. Mental Retardation

B. Giftedness

C. Learning Disabilities

It involves putting the person first, not the disability.

A. People First Language

B. People Second Language

C. People Third Language

A disadvantage that occurs as a result of disability or impairment.

A. ADHD

B. Handicap

C. Disability

As teachers, It Is necessary that we have both the right Information and proper attitude in dealing with special learners.

Autism and mental retardation are under the category of social/emotional and academic difficulties.

Contributions in the development of the behaviorist theory largely came from Paviov, Watson, Thorndike and Skinner.

Initially, Paviov was measuring the dogs satisfaction in order to study digestion.

After conditioning (Paviov’s Experiment), the ringing of the bells (conditioned Stimulus) alone produced salivation (unconditioned response).

The law of exercise tells us that the more an S-R (stimulus - response) bond is Practiced the stronger it will become.

Reinforcer is anything that strengthens the desired response. There is a positive reinforcer and a secondary reinforce.

A punishment according to Skinner is a consequence intended to result in reduced response.

In social learning theory, people can learn by observing the behaviors of others and the outcomes of those behaviors.

Reinforcement increases a response only when the learner is aware of that connection.

States that a connection between a stimulus and response is strengthened when the consequence is positive (reward) and the connection between the stimulus and the response is weakened when the consequence is negative.

Was the first American psychologist to work with Pavlov’s ideas. He too was initially involved in animal studies, then later became involved in human behavior research.

Deals with operant -intentional actions that have an effect on the surrounding environment.

Responses from the environment that decrease the likelihood of a behavior being repeated.

This states that the more readiness the learner has to respond to the stimulus, the stronger will be the bond between them.

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.

Once the dog has learned to salivate at the sound of the bell, it will salivate at other similar sounds.

Once the dog has been conditioned to associate the bell with food, another unconditioned stimulus, such as a light may be flashed at the same time that the bell is rung.

Extinguished responses can be “recovered” after an elapse time but it will soon extinguished again if the dog is not presented with food.

If you stop pairing the bell with the food, salivation eventually cease in response to the bell.

A theory focuses on the study of observable and measurable behavior.

Responses from the environment that neither increase nor decrease the probability of a behavior being repeated.

Is anything that strengthens the desired response. It can be either positive or negative.

Learners most likely do well in school.

A Russian psychologist, is well known for his work in classical conditioning or stimulus substitution.

Factors that bring about Student Diversity

Ri Charde further breaks down visual learners into:

Your style is usually describe as a personality dimension which influences your:

The two sensory impairments

Auditory learners fall into two categories:

Process information in varied order

Prefers sound/music background while studying

Punctual

Visual

Responds to logic

Process information linearly

Recalls people's faces

Speaks with few gestures

Prefers formal study design

Impulsive