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Praxis II Theorists
Theorists & What they are known for + Extra Things to Study
| Question | Answer |
|---|---|
| Rosenblatt | aesthetic or efferent stance based on the reader's purpose; interaction of reader and text; dialogue engenders further thinking; literature circles |
| Vygotsky | scaffolding; zone of proximal development; instruction proceeds just ahead of development; guided reading; gradual release of responsibility model |
| Poaget | schema and schemata; accommodation and assimilation; concrete experiences in the classroom; use of manipulatives |
| Camborn | conditions of learning; mistakes are essential for learning to occur; time and opportunity to use and practice new learning in realistic ways; content area reading |
| Halliday | seven functions of language; functional grammar; language is used to help child come to terms with environment; language is used to satisfy physical, emotional, and social needs |
| Bandura | Observational Learning or Modeling; observing, retaining, and replicating novel behavior executed by others; Also known for the Bobo Doll Experiment |
| Skinner | Operant Conditioning; Reinforced behaviors tend to be repeated and strengthened and those behaviors that are not reinforced are weakened; Also known for behaviorism |
| Gilligan | stages of ethical care relating to women; developed alternative theory of moral development in women |
| Hidalgo | levels of culture |
| Erikson | social emotional domain; Erikson Psychosocial Theory |
| Kohlberg | Known for the 6 Stages of Moral Development |
| Bruner | constructivist approach; students begin with complex problems to solve and then discover required basic skills; scaffolding |
| Mager | associated with objectives he defines an objective as being an intent that a statement communications to the reader |
| Bloom | Known for the 6 Levels of Comprehension in his Taxonomy; knowledge, comprehension, application, analysis, synthesis, and evaluation levels |
| Maslow | known for his hierarchy of needs; he believed that basic need smust be met for a child to grow and develop |
| Dewey | progressive education; children came to school to obtain guided experiences, application, not just instruction; inquiry learning |
| Thorndike | anxiety related to school; focused on intrinsic & extrinsic motivation |
| Pavlov | classical conditioning; experiment with dogs and bell |
| Canter | assertive discipline; teachers have the right to establish rules, require student compliance, and expect parent and administrative support |
| Dreikurs | logical consequences |
| Rogers | inquiry learning; group projects, self-assessments, guide not direct |
| Howard Gardner's 8 Multiple Intelligences | Visual/Spatial, Bodily/Kinesthetic, Musical/Rhythmic, Logical/Mathematical, Intrapersonal, Interpersonal, Naturalist, Linguistic |
| Abraham Maslow's Hierarchy of Needs | 1. Physiological 2. Safety 3. Love & Belongingness 4. Self-Esteem 5. Self-Actualization |
| Observation | a tool used to gather information that can help teachers make sense of educational situations, gauge the effectiveness of educational practices, and plan for improvement. |
| Anecdotal Notes | an informal written record for tracking a child’s social, emotional, physical, and cognitive development. |
| Portfolio Assessment | systematic collection of materials selected to demonstrate a person’s level of knowledge, skill, or ability in a particular area |
| Rubric | explicit set of criteria used for assessing a particular type of work or performance that usually includes potential levels of achievement for each criterion. |
| Percentile Rank | indicates the percent of students in a particular group that received lower raw scores on a test than the student did. |
| Grade-Equivalent Score | a score that compares the raw score attained on a test by the individual student to the raw score attained by the average student in the norm group for the particular test and then reports the grade and month level of that norm group comparison. |
| Expository Teaching | students are presented with subject matter organized by the teacher |
| Discovery Learning | students are allowed to explore material on their own and arrive at conclusions |
| Pragmatic Style of Teaching | students are active participants in learning; structure |
| Constructivist | students learn from doing |
| Behaviorist | worksheets and textbooks; passive and not active learning |
| Webb's Depth of Knowledge Level 1 | Recall - state, retell, name, match, report |
| Webb's Depth of Knowledge Level 2 | Skill/Concept - graph, classify, infer, show |
| Webb's Depth of Knowledge Level 3 | Strategic Thinking - assess, compare, formulate |
| Webb's Depth of Knowledge Level 4 | Extended Thinking - critique, analyze, connect |
| Theorists Related to Social Development | Erikson, Vygotsky, Bandura |
| Theorists Related to Emotional Development | Maslow |
| Theorists Related to Moral Development | Kohlberg, Gilligan |
| Theorists Related to Moral Development | Piaget, Bruner, Ausubel |
| Ausubel | advance organizers; bridge between new concepts |
| 4mat Curriculum Development Model | 1. propose why questions to students 2. engage in what activities 3. encourage to ask how 4. answering the if questions 5. back to why |
| Bloom's Taxonomy | Knowledge - list, recall; comprehension - compare, describe; application - practice, use; analysis - examine, analyze; synthesis - arrange, create; evaluation - score, argue |
| 5 E's Model | engage explore explain elaborate evaluate |
| Creative Thinking | teams of students work together to solve assigned problems using text provided by the teacher |
| invention | an open-ended problem-solving task; is the process of creating something to fill a need |
| higher-order thinking | thinking that goes beyond recall of basic facts |
| memorization and recall | actively organizing and working with concepts or terminology to improve incorporating those concepts into memory |
Created by:
bschult3
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