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Praxis 2 (5622)
Terms
| Term | Definition |
|---|---|
| abstract reasoning | key feature of Piaget's formal operational stage 12+ years |
| Social Learning Theory | Lev Vygotsky - social interaction plays a fundamental role in cognitive development |
| Operant Conditioning - behaviorism | Skinner - changes in behavior are due to an individual's response to stimuli |
| descriptive | research that is a study of the current status of a topic |
| correlational studies | looks for relationships between variables |
| constructivist | theory that places great emphasis on the student as learner and encourages learning through personal experiences; theory that has teacher's individualize instruction for each student |
| Erikson's first stage of development | birth to 18 months, ego development outcome: trust vs. mistrust |
| Erikson's second stage | 18 months to 3 years, ego development outcome: autonomy vs. shame |
| Erikson's third stage | 3 years to 5 years, ego development outcome: initiative vs. guilt |
| Erikson's fourth stage | six to twelve years, ego development outcome: industry vs. inferiority, latency stage |
| Erikson's fifth stage | 12 to 18 years, ego development outcome: identity vs. role confusion |
| Erikson's sixth stage | 18 to 35, ego development outcome: intimacy and solidarity vs. isolation |
| Erikson's seventh stage | 35 to 55, ego development outcome: generativity vs. stagnation or self absorption |
| Erikson's eighth stage | 65 to death, ego development outcome: integrity vs. despair |
| schema | basic building block of intelligent behavior |
| equilibrium, assimilation and accommodation | processes that enable the transition from one stage to another |
| assimilation | using an existing schema to deal with a new situation |
| accommodation | when an existing schema does not work and must be changed to deal with a new situation |
| object permanence | key feature of Piaget's sensorimotor stage - 0-2 years |
| egocentrism | key feature of Piaget's preoperational stage - 2-7 years |
| conservation | key feature of Piaget's concrete operational stage - 7-11 |
| Self-concept | general idea concerning how we think about ourselves; developed through actions, reflection, and interactions with others - especially in relation to expectations of self and others; |
| Self-concept | influenced by our previous behaviors and performances and expectations of others toward ourselves |
| Self-esteem | how we feel about or value ourselves; measures the components of self-concept |
| Piaget stages of cognitive development | Sensorimotor, Preoperational, Concrete Operational, Formal Operational |
| Assimilation | interpreting an experience in terms of current ways of understanding |
| Accommodation | change in cognitive structures that produces a corresponding behavioral change; when a child tries the old schema on a new object and molded it to fit the new object |
| Sensorimotor level of cognitive development | Birth - 2 years; thoughts based primarily on senses and motor abilities |
| Preoperational stage of cognitive development | Age 2 - 7; children think mainly in symbolic terms- manipulating symbols used in creative play in the absence of the actual objects involved |
| Concrete operational stage of cognitive development | Age 7- 11; children think in logical terms; children need hands on, concrete experiences to manipulate symbols logically that are performed within the context of concrete situations |
| Formal operational stage of cognitive development | Age 11 - 15; children develop abstract and hypothetical thinking; use logical operations in the abstract rather than concrete |
| Constructivism | students construct their own knowledge when they interact in social ways |
| Kohlberg's six stages of moral development | Preconventional level (Stages 1 and 2) Conventional level (Stages 3 and 4) Postconventional level (Stages 5 and 6) - few people reach these two stages |
| Preconventional level of moral development | egocentric point of view; concrete individualistic perspective; children 4 - 10 respond mainly to reward and punishment |
| Conventional level of moral development | maintrnance of positive relations and the rules of society; children conform to the rules and wishes of society to preserve social order |
| Postconventional stages of moral development | reasoning from an abstract point of view and possessing ideals where precedence takes over particular societal laws; individuals act according to an enlightened conscience |
| Montessori's three stages of the process of learning | 1) introduction to a concept through lesson, book, etc 2)develop understanding through work, experimentation, and creation 3) possessing understanding - demonstrated by passing test, ability to teach another, or express it with ease |
| Montessori's belief of the environment | students learn more from environment and other children than the teacher; teacher should prepare and facilitate environment which nurtures multiple intelligences and learning styles |
| Dewey's educational approach | educations should foster individually, free activity, and learning through experience; cooperative learning; use of fine arts in learning; should prepare children for active participation in the life of the community; education as a social process |
| Brumer's educational approach | learning is an active process in which learners construct new ideas or concepts based on their current and past knowledge; discovery learning; sprialing curriculum; inquiry teaching |
| zone of proximal development | time span where full development depends on full social interaction either with teacher guidance or peer collaboration |
| scaffolding | teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the task, and the gradually shift responsibility to the student |
| Types of diversity | dialect, immigrant status, socio-economic backgrounds, discipline problems, ethnicity, race, creed/religion, language, culture, social styles, learning styles, scholastic abilities, challenges, lifestyles |
| English-immersion instruction | entirely in English; teachers deliver lessons in simplified English so that the student learn English and academic subjects |
| English as a second language instruction | similar to English immersion but with some support for individuals using their native languages; special class each day to work strictly on English skills |
| Transitional bilingual education | in the student's native language, but there is also instruction each day on developing English skills |
| Two-way bilingual education (dual-immersion or dual-language) | given in two languages to the student; goal in to have student become proficient in both languages; team-teaching |
| Visual Learning | learn through seeing; watch the teacher's body language and facial expressions; learn best from visual displays, diagrams, illustrated books, overheads, videos, flipcharts, and handouts; they take detailed notes |
| Auditory Learning | learn through listening; verbal lectures, class discussions, and listening to what others have to say; read-alouds; listening to a tape recorder or audio program is helpful |
| Tactile Learning | learn through touching; learn best through hands-on; need to actively explore physical world |
| Kinesthetic Learning | learn through moving and doing; need activity and exploration; hard for them to sit still |
| Concrete experiences | being involved in a new experience; learn well through field trips, lab work, or interactive computer games |
| Reflective observation | watching others or developing observations about their own experience; writing in journals or learning logs |
| Abstract conceptualization | creating theories to explain observations; lectures, papers, and text work |
| Active experimentation | using theories to solve problems and make decisions; simulations, case-studies, and active homework; |
| Active experimentation | Gardner's eight multiple intelligences; verbal/linguistic, logical-mathematical, visual/spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist |
| Verbal/linguistic intelligence | demonstrate highly developed auditory skills and sensitivity to the meaning and order of words; Learn by: saying, hearing, seeing words; Motivated by: books, recordings, writing, and conversation |
| Logical-mathematical intelligence | demonstrate ability to handle chains of reasoning and recognizing patterns and order;Learn by: explore relationships, patterns, and computing arithmetic in their heads; Motivate by: science kits, games (chess), brainteasers |
| Visual-spatial intelligence | think in mental pictures and images; able to perceive world accurately; Learn: visually with images, pictures, color; Motivated by: films, videos, diagrams, maps, charts, cameras, telescopes, 3D building supplies |
| Musical intelligence | sensitive to pitch, melody, rhythm, and tones; often sing, hum, or whistle to themselves; sensitive to nonverbal sounds (crickets, birds); |
| Musical intelligence | Learn: through melody and rhythm, study effectively with music in background; Motivated by: records, tapes, and musical instruments |
| Interpersonal intelligence | understand people and relationships; "people people;" often leaders; know how to organize, communicate, mediate, and manipulate; many friends; Motivate by: peer-group opportunities, school and community activities |
| Intrapersonal intelligence | ability to assess their own emotional life; powerful sense of self and shy away from groups to work alone; Learn: isolated, alone; Motivated by: private space and independence |
| Naturalist intelligence | observe nature and discrete patterns and trends; recognize species, environmental changes |
| Differences between sexes | Girls - memorization; evaluate their own learning; perform well in reading activities but lack the self-confidence in mathematics; express emotions with words |
| Differences between sexes | oration strategies; assistance in planning, organizing, and structuring their learning; perform well in mathematics but lack confidence in reading activities; express emotions through action |
| 4MAT Curriculum Development Model | allows teachers to create approaches that reflect the four different learning styles, eight multiple intelligences, and the individual differences of the students; cyclical; Why? What? How? If? |
| Why questions in 4MAT | initiate discussion, thought, and motivation; reinforce brainstorming, speaking, understanding and listening to other ideas, building off of those ideas |
| What activities in 4MAT | foster adapting the ideas and observations into concepts through analytical thinking; reinforce classification, conceptualizations, and development of patterns and connections |
| How thinking in 4MAT | leads to reasoning and building common sense and practicing with trial and error; reinforce manipulation of ideas into concrete proposals, experimentation, and association of concepts with realistic entities |
| If questions of 4MAT | development and deduction of "if" questions to help students become aware of their thought process and their ability to teach others; reinforce collaboration, adaptation of ideas with other ideas, and exploration of their intuition |
| Objectives | statement that addresses behaviors and knowledge and is observable, detectable, and measurable |
| Teacher-directed learning activities | demonstration, guided practice, mastery learning, independent practice, questioning, study skills, modeling, whole group discussion, and transitions |
| Madeline Hunter's direct instruction model | outline of lesson: objectives, standards of performance and expectations, anticipatory set or advance organizer, the teaching (input, modeling and demo, direction giving, and checking for understanding), guided practice and monitoring, closure, & practice |
| David Ausbel's advance organizer | organizer is introduced before the learning begins and are presented at a higher level of abstraction; bridges between previous knowledge and new learning material |
| Student-centered learning activities | collaborative learning, cooperative learning groups, concept development, discovery learning, independent study, inquiry, interdisciplinary and integrated study, project-based learning, simulations, units |
| Bloom's Taxonomy | cognitive domain, affective domain, and psychomotor domain |
| Cognitive Domain | knowledge and development of attitude and skills |
| Affective Domain | growth in feelings, emotional areas, and attitudes |
| Psychomotor Domain | manual or physical skills |
| Taxonomy of Cognitive Domain | Knowledge - recall of facts and terms; Comprehension - understand fact and terms and can interpret meaning of material; |
| Taxonomy of Cognitive Domain | Application - ability to use learned concepts and principals in new situations; Analysis - ability to break down material into its component parts so that the organizational structure may be understood; |
| Taxonomy of Cognitive Domain | Synthesis - ability to put together parts to create a new whole; use creative behaviors to formulate new patterns and structure; Evaluation - ability to judge the value of material for a give purpose; based on either internal or external definite criteria |
| Alternative or authentic assessment | students originate a response to a task or question; demonstrations, exhibits, portfolios, oral presentations, or essays |
| traditional assessment | test/quiz - multiple choice, short-answer, true-false, or essay |
| Norm-referenced standardized tests | indicates that the performance results of the students who take this test are compared with the results of other students taking the test |
| Criterion-referenced standardized test | compare students' knowledge and achievement in an academic area to those objectives of the curriculum established by the state standards |
| Performance assessments | scored based on pre-established rubric |
| Formative assessment | intended to aid learning by providing feedback about what has been learned so far and what remains to be learned |
| Summative assessment | measure of the students' achievement at the completion of a block of work (end-of-unit test) |
| Holistic scoring | each element of a student's work is used to assess the total quality of the student's work and receives one score; use rubric |
| Analytic scoring | one score is given after separate grades are recorded for each element of the student's work based on whether the elements are correct or not; quality is not considered |
| Intrinsic motivation | from within; self-determination; students want to learn |
| Extrinsic motivation | from without; need external incentives - stickers or candy |
| Humanistic approach to motivation | uses Maslow's Hirtachy of needs; security, social, esteem, physiological, and self-actualization |
| Behavioral approach to motivation | uses reinforcement or extrinsic rewards |
| Cognitive approach to motivation | based on learning-goal theory, self-monitoring and reflective behaviors, and self-evaluation |
| Attribution Theory approach to motivation | centered around social cognitive needs of the students; allows students to blame or credit their own performance or nonperformance |
| developmentally appropriate programs (DAP) | based on knowledge of the individual development levels of the students; strategies/methods based on needs of students in the areas of cognition, physical activity, emotional growth, and social adjustment |
| Techniques for effective classroom management | Expectations written down; Be consistent; Have more than one activity per lesson; Involve other students during presentations; Discipline in private; Always have a sense of humor; Ask for help when you need it; Take roll while students are working |
| Assertive Dicipline Model of management plan | names of students showing inappropriate behavior are written in book (not board); teach desired behaviors, gives positive reinforcement, invokes discipline plan; (teacher insist on responsible behavior, use firm but humane control |
| Five steps to assertive discipline | 1. recognize and remove roadblocks 2. practice the use of assertive response styles 3. set limits for every activity 4. follow through on limits 5. implement a system of positive assertions |
| Kounin's effective classroom management techniques | 1. showing students that you are with-it (with-it-ness) 2. cope with overlapping situations 3. maintain smoothness and momentum in activities 4. trying to keep whole class involved 5. introduce variety and be enthusiastic |
Created by:
aaw
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