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Education Psychology
QUIZ 4, Chapter 10, 11, 12, 13: Education Psychology
| Question | Answer |
|---|---|
| Motivation | An internal he that allows the, director, and maintains and internal that arouses, directs, and maintains behavior. |
| Intrinsic motivation | Motivation associated with activities that are the own reward |
| Extrinsic motivation | Motivation created by external factors such as reward and punishment |
| Locus of Causality | Vocation -- -- internal or external of the cause of behavior. |
| Reward | An attractive object or event supplied as a consequence of a behavior. |
| Incentive | An object events that in core just for disgorges behavior |
| Humanistic interpretation | Approach to motivation that emphasizes respect freedom, choice, self-determination, and striving for personal growth |
| Hierarchy of Needs | Maslow's model of seven levels of human needs, from basic physiological requirements to the need for self-actualization. |
| Self-actualization | Fulfilling one's potential |
| Deficiency needs | Maslow's four lower level needs, which must be satisfied first |
| Being Needs | Maslow's three higher-level needs, sometimes called growth needs. |
| Expectancy x- value theory | Explanation of motivation that emphasize individual expectation for success, combined with their value of goal |
| Socio-cultural use of motivation | Perspectives that emphasize participation, identity, and interpersonal relations within communities of practice |
| Legitimate peripheral participation | Genuine involvement in the work of the group, even if you're abilities are undeveloped and contributions are small goal |
| Goal | Would individual strives to accomplish |
| Goal orientation | patterns of beliefs about polls related to achievement |
| Mastery goal | A personal intention to improve abilities and one, no matter how performance suffers |
| Task involved learners | Students who focus on mastering the task of solving the problem |
| Ego involved learners | Students who focus on how well they are performing and how they are judged by others |
| Work avoident learners | Students who don't want to burn or to look smart, but just want to avoid work |
| Social goals | a wide variety of needs and wants to be to others were part of a group. |
| Arousal | physical and psychological reactions causing a person to be alert, attentive, wide-awake |
| Anxiety | general uneasiness, a feeling of tension |
| Entity view of ability | belief that ability is a fixed characteristic and cannot be changed |
| Incremental view of ability | belief that ability as a set of skills that can change |
| Attribution theories | descriptions of how individuals’ explanations, expectations, justifications, and influence their motivation and behavior |
| Self-efficacy | beliefs about personal competence in a particular situation. |
| Learned helplessness | Expectation, based on previous experiences with a lack of control, that all one's efforts will lead to failure |
| Mastery oriented students | students who focus on learning goals because they value achievement and see ability as improvable |
| Failure avoiding students | students who avoid failure by speaking to what they know, by not taking risks, or by claiming not care about their performance |
| Failure accepting students | students who believe their failures are due to low ability and there is little they can do about it |
| Motivation to learn | the tendency to find academic activities meaningful and worthwhile and to try to benefit from them. |
| Academic tasks | the work the student must accomplish, including the content covered in the mental operations required |
| Important-attainment value | the importance of doing well on a task; how that on a task meets personal needs. |
| Utility value | the contribution of a task to meeting one’s goals |
| Authentic tasks | task that has some connection to real life problems the students will face outside the classroom |
| Problem based learning | methods that provide students with realistic problems that do not necessarily have right answers |
| Goal structure | the way students relate to others who are also working toward a particular goal |
| Collaboration | a philosophy about how to deal with people that respects differences, shares authority, and builds on the knowledge of others |
| Cooperation | working together with others to reach a shared goal. |
| Cooperative learning | arrangement in which students work in mixed-ability group and are rewarded on the success of the of the group |
| Reciprocal questioning | approach, where groups of two or three student ask and answer each of other’s questions after a lesson or presentation |
| Scripted cooperation | learning strategy in which two students take turns some writing material and critiquing the summary |
| Jigsaw | a cooperative structure in which each member of the group is responsible for teaching other members. One section of the material |
| Service learning | an approach to combining academic learning with personal and social development |
| Classroom management | technique used to maintain a healthy learning environment, relatively free of behavior problems |
| Allocated time | time set aside for learning |
| Engaged time-time on task | time spent actually learning |
| Academic learning time | time when students are actually succeeding at learning task |
| Participation structures | rules defining how to participate in different activities |
| Self management | management of your own behavior and acceptance of responsibility for your actions |
| Procedures | proscribed steps for an activity |
| Rules | statement specifying expected and forbidden behaviors; dos and don'ts |
| Natural -- logical consequences | instead of punishing, students review, or repair, or in some way face the consequences that naturally flow from their actions |
| Actions on | area of the classroom, where the greatest amount of interaction takes place |
| Withitness | According to Kounin, awareness of everything happening in a classroom |
| Overlapping | Supervising several activities at once |
| Group focus | the ability to keep as many students as possible involved in activities |
| Movement Management | keeping lessons and the group motivating at an appropriate (and flexible) pain, with smooth transitions and variety. |
| Precorrection | way of preventing serious behavior problems of students who have been able at risk were by directing the student toward more appropriate actions |
| Paraphrase rule | policy whereby listeners must accurately summarize what has been said before being allowed to respond |
| Empathetic listening | hearing intent in emotions behind what another says and reflecting them back by paraphrasing |
| “I” Message | clear, nonaccusatory statement of something is affecting you |
| Assertive discipline | clear, firm, unhostile response style |
| Culturally responsive management | taking cultural meaning into account when developing management plans and responding to students |
| Warm Demanders | effective teachers with African-American students who show both high expectations and caring for their students |
| Lesson study | as a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version. |
| Instructional objectives | clear statement of what students are intended to learn through instruction |
| Behavioral objectives | instructional objectives stated in terms of observable behaviors. |
| Cognitive objectives | instructional objectives thinking in terms of higher-level thinking operation. |
| Taxonomy | a classification system |
| Cognitive domain | In Bloom’s taxonomy, memory and reasoning objectives |
| Affective domain | objectives focusing on attitudes and feelings |
| Psychomotor domain | physical ability and coordination objectives |
| Constructivist approach | view that emphasizes the active role of the learner in building, understanding and making sense of information |
| Direct instruction –explicit teaching | systematic instruction for mastery of basic skills, facts, and information |
| Active teaching | teaching characterized by high levels of teacher explanation, demonstration, and interaction with students |
| Basic skills | clearly structured knowledge that is needed for later learning and that can be taught step by step |
| Scripted cooperation | learning strategy in which two students take turns writing material and criticizing the summaries |
| Seatwork | independent classroom work |
| Convergent questions | questions that have a single correct answer. |
| Divergent questions | questions that have no single correct answer |
| Group discussion | conversation in which the teacher does not have the dominant role; students pose and answer their own questions |
| Pygmalion effect | exceptional progress by a student at the result of high teacher expectations for that student; named for mythological king, who made a statue, then caused it to be brought to life |
| Self-fulfilling prophecy | a groundless expectation that is confirmed because it has been expected. |
| Sustaining expectation effect | student performance maintained at a certain level, because teachers do not recognize improvements |
| Whole-language approach | a philosophical approach to teaching and learning that stress of learning through authentic, real life tasks. Emphasizes using language to learn, integrating language across fields and subject, and respecting language abilities of student and teacher |
| Reciprocal teaching | a method, based on modeling, to teach reading comprehension strategies |
| Conceptual change teaching in science | a method that help students understand (rather than memorize) concepts in science by using and challenging students current ideas |
| Assistive technology | devices, systems, and services that support and improve the capabilities of individuals with disabilities |
| Universal design | considering the needs of all users as new tools, or learning programs, websites |
| Differentiated instruction | flexible coach teaching that much content, process, and products based on student differences in readiness, interests, and learning needs. |
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nicegirl_07
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