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Praxis II PLT :(
Praxis II PLT study info
| Question | Answer |
|---|---|
| Piaget | cognitive development; ss go thru 4 stages of cognitive development: sensorimotor- senses and motor activity; preoperational- gradually develops language & ability to think in symbolic form, think op thru logically in 1 direction, cant see POV others |
| Piaget 2 | concrete operational- able to solve concrete problems in logical fashion, conservation, classify, seriate, reversability; adult formal operational- able to solve abstract problems, more scientific in thinking, concerns about social issues |
| Bruner | the instructor should try to encourage ss to construct hypotheses, make decisions, and discover principles by themselves; ss build on what they have already learned; spiral curriculum- teaches big ideas first, details over time later on |
| Dewey | learning is active, should be fun, schooling is unnecessarily long & restrictive; ss should have real, guided experiences; should be involved in real-life tasks & challenges |
| Bandura | social cognitive theory= adds concern with cognitive factors such as beliefs, self-perceptions, & expectations to social learning theory; people learn through observing others' behavior, attitudes, & outcomes |
| Vygotsky | sociocultural theory= emphasize role in development of cooperative dialogues b/c children & more knowledgeable members of society. children learn the culture of their community through these interactions |
| Gardner | multiple intelligences- have a biological & cultural basis; logical/mathematical, linguistic, spatial/visual, musical, bodily-kinesthetic, interpersonal (others), intrapersonal (self) |
| Maslow | hierarchy of needs: 4 lower-level-deficiency needs: survival, safety, belonging, self-esteem; 3 lower-level: intellectual achievement, aesthetic appreciation, self-actualization |
| Skinner | behaviorism; behavior is sandwiched b/w two sets of environmental influences: those that precede it (its antecedents) & those that follow it (its consequences) |
| constructivism/constructivist approach | view that emphasizes the active role of the learner in building understanding & making sense of info |
| Metacognition | knowledge about our own thinking processes |
| readiness | readiness to learn involves a level of development at which the child has the capacity to learn specific materials |
| schema | basic structure for organizing info; concepts |
| transfer | influence of previously learned material on new material |
| scaffolding | support for the learner and problem solving- helping them reach their ZPD |
| Zone of Proximal Development | phase at which a child can master a task if given appropriate help and support |
| intrinsic motivation | motivation associated with activities that are their own reward |
| extrinsic | motivation created by external factors such as rewards & punishments |
| Erickson | psychosocial theory= relation of ppl's emo needs 2 social environment; at each stage, individual faces a developmental crisis a conflict b/w a good & a possible bad alternative the way a person resolves each crisis affect self-image & view of society |
| Learning Styles | characteristic approaches to learning & studying; |
| Kohlberg | theories of moral development preconventional; judgment based on personal needs &others rules Conventional: judgment based on others approval, family expectations values, laws of society Post conventional: judgments based on personal principles |
| Gilligan | ethic of care; ppl move from focus on self to moral reasoning based on commitment 2 certain ppl & relationshps, then 2 highest level of morality based on principles of responsibility & care 4 all ppl |
| visual impairment & challenges | ss may be delayed in- concept development, communication, motor skills & mobility, self-help, social skills; intervention= auditory signs, large font, use braille, hands-on activities, orientation & mobility cues |
| special physical or sensory challenges | ss w/significant physical disabilities, health impariments, & TIB gen. qualify 4 special ed. services under 3 IDEA categories- orthopedic impairment, other health impariment, & tbi; intervention- use others as resources,flexible in planning,be creative |
| mental retardation | limited intellectual functioning that affects an individual's learning;interventions- determine readiness, present objectives simply, present material in small, logical steps, motivate ss & maintain attention; focus on a few target behaviors or skills |
| behavioral or emotional disorders | ss whose behavior falls considerably outside the norm, is chronic in nature, & is socially or culturally unacceptable; intervention- ensure interventions are developmentally appropriate & address the unique strengths & weaknesses of the individual |
| Developmental disabilities | mental or physical disabilities that impari the person's functioning in language, learning, mobility, self-care, or other important areas of living; range from mild to severe; ss present a wide range of characteristics, strengths, & challenges |
| Americans with Disabilities Act | prohibits discrimination against ppl w/disabilities; protects equal opportunity to employment & public services, accommodations, transportation, & telecommunications |
| Individualized Education Program (IEP) | purpose is to provide an appropriate ed. that meets specialized needs of each ss w/disabilities; developed & implemented by the multidisciplinary team |
| IEP includes | ss levels of ed.performance, including how their disability affects ss involvement in gen curriculum; special ed & related services, modifications; measureable annual goals, explanation of extent ss wont participate in gen ed class; |
| More on IEP includes | projected date for beginning of services & modifications, their anticipated frequency, & location, duration; how ss progress toward annual goals will be measured; method to inform parents of progress; intended to serve as planning guides 4 teachers |
| Inclusion | the placement (from part to full time) of ss w/disabilities in gen ed classroom w/ special ed supports & services as necessary |
| mainstreaming | refers to the participation of ss w/disabilities in gen. ed classrooms to the extent that is appropriate to mee their needs |
| Section 504 of the rehabilitation act | defines handicapped person; defines appropriate education; prohibits discrimination against ss w/disabilities in federally funded programs |
| due process | not only esures tht everyone w/a stake in the ss ed success has a voice, but also addresses written notification to parents for referral & testing for special ed |
| learned helplessness | the expectation, based on previous experiences w/a lack of control, tht all one's efforts will lead to failure |
| self-efficacy | a person's sense of being able to deal effectively w/a particular task; beliefs about personal competence in a particular situation |
| operant conditioning | learning in which voluntary behavior is strengthened or weakened by consequences or antecedents |
| reinforcement | use of consequences to strengthen behavior |
| positive reinforcement | strengthening behavior by presenting a desired stimulus after the behavior |
| negative reinforcement | strengthening behavior by removing an aversive stimulus when the behavior occurs |
| successive approximations | small components that make up a complex behavior |
| extinction | the disappearance of a learned response |
| punishment | process that weakens or suppresses behavior |
| continuous reinforcement | presenting a reinforcer after every appropriate response |
| intermittent reinforcement schedule | presenting a reinforcer after some but not all responses |
| critical thinking | evaluating conclusions by logically & systematically examining the problem, the evidence,& the solution |
| problem solving | creating new solutions for problems |
| social development: | changes over time in the ways we relate to others |
| cooperative learning | situations where elaboration, interpretation & argumentation are integral to the activity of the group & where learning is supported by others |
| direct instruction/explicit teaching | systematic instruction for mastery of basic skills, facts, & info |
| concept map | a drawing that charts the relationship among ideas |
| inquiry learning | approach in which the teacher presents a puzzling situation & ss solve the problem by gathering data & testing their conclusions |
| Madeline Hunter's effective teaching model | 1. anticipatory set 2. objective & purpose 3. input 4. modeling 5. checking for understanding 6. guided practice 7. independent practice 8. closure |
| David Ausubel's advance organizers | a method of briding & linking old info w/new; info that is presented prior to learning & can be used by the learner to organize & interpret new incoming info |
| mastery learning | proposes that all ss can learn when provided w/the appropriate learning conditions in the classroom |
| mnemonics | techniques for remembering; the art of memory |
| standardized tests | tests given, usually nation-wide, under uniform procedures |
| norm-referenced | assessment of ss achievement in relation to one another |
| criterion-referenced | testing in which scores are compared to a set performance standard |
| achievement tests | standardized test measuring how much ss have learned in a given content area |
| aptitude tests | tests meant to predict future performance |
| assessment of prior knowledge | reminding ss of info they have already learned relative to a new topic |
| portfolios | a systematic collection of a ss work over a lengthy period of time |
| self-evaluation | the process of evaluating one's own performance or behavior |
| performance assessment | assessment in which ss demonstrate their knowledge and skills in a nonwritten fashion |
| validity | the extent to which an assessment instrument actually measures what it is intended to measure |
| reliability | the extent to which an assessment instrument yields consistent info about the knowledge, skills, and abilities one is trying to measure |
| norm-referenced | a score that indicates how a ss performance on an assessment compares w/the average performance of other ss |
| criterion-referenced | a test score that specifically indicates what ss know & can do |
| mean | average- add all the scores and divide by the number of people |
| median | middle score in a group of scores |
| mode | most frequently occuring score |
| analytical scoring | scoring ss performance on an assessment by evaluating various aspects of their performance separately |
| holistic scoring | summarizing ss performance on an assessment w/a single score |
| rubrics | a list of components that performance on an assessment task should ideally include; used to guide the scoring of ss responses |
| percentile rank | a test score tht indicates the percentage of ppl in the norm group getting a raw less than or equal to a particular ss raw score |
| stanine | a standard score w/a mean of 5 & a standard deviation of 2; it is always reported as a whole number |
| raw score | a test score based solely on the number or point value of correctly answered items |
| grade equivalent score | measure of grade level based on comparison with norming samples for each grade |
| standard deviation | a statistic that reflects how close together or far apart a set of scores are & thereby indicates the variability of the scores |
| standard error of measurement | a statistic estimating the amount of error likely to be present in a particular score on a test or other assessment instrument |
| formative assessment | gathering info which is used to shape & improve future instruction- can use mult. times a day |
| summative assessment | done at the end of a project or period of time; it determines the effectiveness of a unit, program, grade level, etc. |
| diagnostic assessment | also known as pre-assessments; provide instructors w/info about ss prior knowledge & misconceptions before beginning a learning activity |
| Education for All Handicapped Children Act (PL 94-142B) | mainstreaming law; requires states to provide a free & appropriate public education for ss w/disabilities; least restrictive environment |
| Americans with Disabilities Act | Prohibits discrimination against ppl w/disabilities in the private sector; protects equal opportunity to employment & public services, accommodations, transportation, & telecommunications |
| Individuals with Disabilities Education Improvement Act | allows districts to use RTI model for determining whether a child as a specific learning disability & no longer requires that a child have a severe discrepancy b/w achievement & intellectual ability to qualify |
| LRE- Least Restrictive Environment | the setting most like that of ss w/o disabilities that also meets each child's educational needs |
Created by:
jcolombo
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