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EDF 3210 exam two
| Question | Answer |
|---|---|
| -desire to do something simply for the reward of doing it, rather than for the sake of external rewards -self-manifested internal desire to perform a behavior -People do their most creative work with this type of motivationIntrinsic motivation | Intrinsic motivation |
| -these type of motivators fade away as children age -desire to do something so as to achieve rewards from an external source -the desire to do something that’s influenced by external rewards or incentives (i.e. praise, getting good grades or a paycheck) | Extrinsic motivation |
| What is the danger of extrinsic motivation? | We could cheapen intrinsic motivation. |
| What type(s) of motivation should we encourage in the classroom? | Both intrinsic and extrinsic motivation |
| What kind of motivation is behavioral linked to? | extrinsic |
| What kind of motivation is cognitive linked to? | intrinsic |
| What kind of motivation is social learning linked to? | intrinsic and extrinsic |
| What kind of motivation is humanistic linked to? | deeply intrinsic |
| What are the four ways to understand motivation? | behavioral, cognitive, social learning, humanistic |
| What are the cons of promoting the behavioral theory in the classroom? | Negative effects of reinforcers include reducing interest and reducing the development of intrinsic motivation. (This is why I do better in journalism classes.) The focus is also changed for the student, who may be less willing to take meaningful risks. |
| What are the pros of promoting the behavioral theory in the classroom? | -Praise Another effective incentive Depends on how the praise is perceived Doesn’t so much matter how the teacher gives the praise, but how the student perceives it |
| People remember reinforcements that strengthen their behavior (would argue that motivation is exclusively extrinsic) | Behavioral |
| how and what students are thinking, their planning abilities, ability to goal set and follow through with goals | Cognitive |
| What are the pros of promoting the cognitive theory in the classroom? | could change students' planning ability, thoughts and expectations of themselves, others and the environment, the importance of goals and how they craft them and could understand the ways in which students explain their failures and successes |
| What are the pros of promoting the social learning theory in the classroom? | -Helps with goal setting, which helps focus attention, mobilize resources, facilitate persistence & facilitate accomplishment -active and passive learning |
| Motivation results both from what goes on inside a person's head (the person's thoughts, plans and belief in his or her abilities) and what goes on in the external environment (the likelihood of reaching a goal, and the payoff if the goal is received) | Social learning |
| a reaction to the behaviorist and cognitive approaches that preceded it _____ believe that motivation results from more than just external rewards and internal conceptualizations of one's ability and performance. | Humanistic |
| What are the pros of promoting the humanistic theory in the classroom? | If we’re not motivated, that means something is interfering with that motivation. Considering a _____ theory means that we could try to figure out what is interfering with that motivation. |
| This is when students are at a risk of confirming a characteristic generalized about their group. | Stereotype threat |
| How might stereotype threat affect students in the classroom? | Girls perform better on math tests when informed beforehand that girls typically perform the same on math tests. When not told anything beforehand, the boys outperform the girls. |
| -Students will only have high motivation when they have both self-efficacy and a belief that the task at hand is important. -combination of internal thoughts and how the environment is perceived | Expectancy X Value Theory |
| Top on the list is self-actualization. -This is the deeply seated need to reach our potential. -Maslow argues that we are all born with every single need. We can’t get to the higher up needs until the bottom ones are satisfied. | Maslow's hierarchy of needs |
| How might a deficiency in any level of Maslow's hierarchy of needs affect a student in the classroom? | Because you cannot get to the higher up needs (self-actualization, aesthetic, need to know and understand and esteem) until you have reached the bottom ones (belonging and love, safety and physiological), a student may not be able to effectively learn. |
| -Very low arousal and very high arousal are both associated with poor performance. -A moderate level of arousal is when we tend to perform better | Yerkes-Dodson curve |
| -an individual's level of alertness, wakefulness and activation -a state of physical and psychological readiness for action provoked by the activity of the brain and the rest of the central nervous system | Arousal |
| situation in which a second language is taught in addition to a relatively well-developed first language | Additive bilingualism |
| situation in which elements of a second language replace elements of the first language, resulting in decreased cognitive functioning | Subtractive bilingualism |
| -Advantages, favors or benefits of members to the dominant group at the expense of minority group members -benefits of dominant cultural group | privilege |
| What are some examples of privileges that some students might have in the current North American school system? | private schools (better schooling), more available computers and technology, better teachers |
| brief indignities | Micro-aggression |
| What are some examples of micro-agressions? | -"Where are you from?" The message is: You aren't American. -A person asking an Asian American to teach them words in their native language. The message is: You are a foreigner. |
| -A measure of a person's social class level based on income and educational level -not a measure of a person's inherent worth, but rather a reflection of how the dominant culture tends to view the person | Socioeconomic status (SES) |
| Possible examples of SES | -Typically determined by income and educational level -Sometimes people include the prestige of someone’s job as part of their SES statuses |
| possessing different views of female versus male competencies, often favoring one gender over the other | Gender bias |
| What did the Condry (1984) study suggest? | Condry had two babies, one in a pink onesie and the other in a blue onesie. The baby in the blue onesie was rated as significantly more curious and mastered its environment, was more independent, etc. It wound up being the same baby. |
| Implications of the Condry study | -Expectations or treatment based on views or male or female competency -Often favors one sex over the other |
| -the suggestion that equal opportunities now does not rid students of the lasting effects of historical events and cultural discrepancies | Educational debt |
| Why has the term "educational debt" been proposed to replace "achievement gap" terminology in educational studies? | A focus on the gap is misplaced. Instead, we need to look at the "education debt" that has accumulated over time. This debt comprises historical, economic, sociopolitical and moral components. |
| -Exposure to values & norms of multiple cultures -Minority students marginalized by dominant culture educational systems -Dynamics at play in classrooms may be better suited to members of the dominant culture | Goals of multicultural education |
| -focused on academic learning problems that might have originated in a poor match between the culture of the home and that of the school -Tharp's work resulted in a reading program and specific techniques for adapting the findings of his research | Tharp's School Improvement Program |
| What four areas did Tharp focus on in increasing the match between students and the classroom? | classroom dynamics, sociolinguistics, cognition and motivation |
| Name the three theoretical approaches to studying intelligence. | psychometric, biological and contemporary system |
| -based on statistical analyses of conventional tests of intelligence These tests require students to show basic vocab., math ability and reasoning, along with other skills. | Psychometric approach to studying intelligence |
| -seek to understand intelligence by directly studying the brain and its functioning -aim to measure the relationship between behavior and neuro functioning to explain what intelligence is exactly | Biological approach to studying intelligence |
| -broader than the other theories -- but complex -the general trend in psychology seems to be toward broader rather than narrower conceptions of intelligence, in recognition of the fact that children and adults can be intelligent in many different ways | Contemporary system approach to studying intelligence |
| What two factors of intelligence did Spearman suggest? | the general factor and specific factors |
| Spearman labeled this as "g." It is a hypothetical single intelligence ability that is thought to apply to many different tasks. It influences performance on all mental tests. | general factor |
| Spearman labeled each of these as "s." These are involved in performance on a single type of mental ability test (such as a vocabulary test). He believed the specific factors were minimally relevant to intelligence. | specific factors |
| What is Gardner's theory of multiple intelligences? | -proposes that eight distinct and relatively independent intelligences exist: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalist. Existential, which is spiritual intelligence, may be one. |
| Ever since record-keeping began early in the 20th century, IQ scores have been increasing roughly 9 percentage points per generation. | the Flynn effect |
| What might happen if psychologists were able to understand the cause of increase in IQ (the Flynn effect)? | They might be able to apply what they learned to increase the intellectual skills of individuals within a given generation. |
| the extent to which individual differences in a specific characteristic of a person are genetically determined independently of any environmental influences | Heritability |
| the extent to which an attribute is susceptible to change | Modifiability |
| How are heritability and modifiability related? | At one time, virtually all psychologists believed that intelligence is fixed. Today, some psychologists still believe this notion, but many do not. There is much debate over how the two are related. |
| -Students' individual preferences or needs for different learning conditions -also called learning preferences | learning styles |
| VARK | visual, auditory, read/write, kinesthetic -These are learning styles. |
| Practice of assigning students to separate instructional groups on the basis of similar levels | Ability grouping |
| -can help teachers meet the need to adjust their teaching techniques to the varying student levels -can match textbooks more closely to students' abilities -adjusting instruction to groups of students, rather than individualizing it for each pupil | Pros of ability grouping |
| -Students in between class groups are often trapped in their assigned group for an entire school year, even if their skills have changed. -Placement in low-ability groups can stigmatize students socially and lower their self-esteem. | Cons of ability grouping |
| ability to generate a single correct solution to a problem | Convergent thinking |
| ability to generate many different ideas in response to a problem | Divergent thinking |
| Is convergent thinking or divergent thinking most commonly promoted in most school systems? | Convergent thinking |
| Child who is unusual in one or more ways, and whose unusual characteristics create special needs with respect to identification, instruction or assessment | Exceptional student |
| The three methods of gifted student instruction | pull-out programs, acceleration, enrichment |
| In this approach, gifted children are placed in a normal classroom but are taken out of the classroom at regular intervals for special instruction by a teacher, often one with special training in gifted education. | Pull-out programs |
| With this approach, students are given a normal course or program, but the presentation of material is sped up. As a result, gifted children cover basically the same material that would be covered in a normal course, but in much less time. | Acceleration |
| Children are taught a normal course, but activities are added to enhance their understanding and to afford them opportunities to apply what they have learned. _____ is sometimes depicted as an “either-or” alternative to acceleration programs. | Enrichment |
| What is the most common method of gifted student instruction? | Pull-out programs |
| It has four provisions: the role of accountability, the role of scientific research, the role of parents and the role of local control. There is no legal requirement for schools to provide matched education for exceptional students who are gifted. | No Child Left Behind Act |
| Levels of intellectual disability | slow learners (IQ of 70-85) mild intellectual disability (IQ of 50-70) moderate intellectual disability (IQ of 35-50) severe intellectual disability (IQ below 35) |
| slow learners | IQ of 70-85 |
| mild intellectual disability | IQ of 50-70 |
| moderate intellectual disability | IQ of 35-50 |
| severe intellectual disability | IQ below 35 |
| -"At risk" of not graduating high school, homeless or transient, involved in drugs or alcohol, abused sexually, physically or emotionally, mentally ill, neglected at home or live in stressful family environments, lacking social or emotional supports | "At risk" definitions and factors |
| -Problems with attention, hyperactivity, impulse control -Teachers often notice first -Number diagnosed is increasing (6-9 percent of school-age children) -Boys more likely to be hyperactive/impulsive, Girls more likely inattentive type | General description of ADHD |
| Ways to aid students with ADHD in the classroom | Helpful: assessment of distractions, structure, routine, clarity, visual reminders, checklists, physical energy outlets |
| -Continuum -Social deficits -Delayed or nonexistent development of language -Possible repetitive movements -Intellectual Impairment -Often Isolated skill (savant) | General description of Autism Spectrum Disorder (ASD) |
| Ways to aid students with Autism in the classroom | Helpful: Identify strengths, psychotherapy, behavior modification, mentoring, adapt lessons for strengths and fixations |
| Power distribution of bullying events | -Both Bullies and victims are "at-risk" of poor adjustment, social problems, academic difficulties, decreased engagement in school and attendance. -Bystanders have the power. -Level of supervision is connected to frequency of events. |
| Potential negative effects to all members of bullying events | Even in individuals for whom peer victimization is not a direct cause of low academic achievement, it is definitely a contributing factor. -linked to aggression, hyperactivity, criminality, illness, suicidal thoughts and school avoidance. |
| Goals of classroom management | -to create an environment that maximizes student learning -to help students gain in maturity so they learn how to manage themselves -to show students how to internalize rules and procedures that enhance learning |
| -the time you earmark and plan to use for learning -the minutes set aside in a lesson plan for learning -This is your plan. | Allocated time |
| -the time that students actually spend on learning -This is reality. | Engaged time |
| What are the three systematic approaches to classroom management? | Group consequence system, token reinforcement system, contingency contract system |
| The teacher keeps track of students' behaviors by adding points to a total. The class can work toward earning a desired privilege by trying to amass a given number of points. | Group consequence system |
| Pros of a group consequence system | This works best when students are motivated to retain the approval of their peers. Sometimes one troublesome student can be quieted by his or her peers when they perceive he is losing points for the entire class toward a desired objective. |
| Cons of a group consequence system | If a class troublemaker does not care about the opinions of his peers, punishing the other good students bc of his behavior can lead to resentment, which can be directed by all students toward the teacher. Students also have trouble waiting for rewards. |
| Students earn tokens -- points, stars or other tangible items -- for good behavior or classroom achievement. The students collect tokens and later exchange them for a reward, such as a gift or privilege | Token reinforcement system |
| Pros of a token reinforcement system | Has worked well to shape behavior with challenged populations, such as students with learning disabilities or students with severe behavior problems The extrinsic motivation provided by this system is often more effective than intrinsic motivators. |
| Cons of a token reinforcement system | Developing and maintaining a this system is a lot of work for the teacher, which is why it should only be used in specific & complex situations, such as when a group of students is entirely out of control or when students have a history of failure. |
| an agreement between the teacher and each individual student regarding the exact goal the student must accomplish to earn a reward | Contingency contract system |
| Pros of a contingency contract system | student knows exactly what the guidelines are and what to expect in return for completing assignments |
| Cons of a contingency contract system | If the agreement is not kept, the student and/or teacher could be unhappy. |
| Communication strategies | -“I” Statements -Constructive Criticism/Feedback -Focus on behavior, not on the person -Provide reason why the behavior was undesirable -Describe alternative desirable behavior(s) -Be assertive, not angry or threatening -Model good communication |
| -resolving conflicts will be easier & more productive if neither you nor the student feel you are losing -Come up with a compromise for both parties. Think back to the boy passing notes and engaging him in discussion. Later, you can pull him aside. | Gordon's no-lose method |
| Teaching that gives a central and active role to the student | Student-centered approach |
| learning process in which students use information supplied to them to construct their own understanding (i.e. making posters in class to showcase our knowledge of class-specific topics) | Discovery learning |
| Effect of instruction in which individual students learn different things from the same instruction depending on their personalities, abilities and backgrounds | Aptitude-by-treatment interaction |
| APA Learner-Centered Principles (There are 14.) | Nature of the Learning Process, Goals of the Learning Process, Construction of Knowledge, Strategic Thinking, Thinking about Thinking, Context of Learning, Motivational and Emotional Influences on Learning, Intrinsic Motivation to Learn, etc. |
| Principle one: Nature of the learning process | The learning of complex subject matter is most effective when it is an unintentional process of constructing meaning from information and experience. Examples include habit formation in motor learning and learning that involves learning strategies. |
| Principle six: Context of learning | Learning is influenced by environmental factors, including culture, technology and instructional practices. Examples include technologies like computers and culture or group differences, which can impact students' motivation and ways of thinking. |
| Uses of standardized testing | -Used for placement in special education -Used to track status of schools |
| -has the same meaning for members of all cultures -aims to reduce cultural bias by designing test items that will be understood by all groups that will take the test | Culture-fair test |
| -test is unaffected by culture or cultural context -Usually removes any context that might be interpreted differently by different cultures -sometimes non-verbal or uses minimal words, more pictures | Culture-free test |
| extent to which the test predicts future performance | Predictive validity |
| -measures potential for acquiring a specific skill -measure general abilities and predict future performance | Aptitude test |
| -measures previous learning -how much has been learned in a specific context | Achievement test |
| -standard score that relates student’s raw score to norm group scores at different age groups -Example: reading level of Susan age 7 = 4.3 (grade 4, 3 months) | Grade-equivalent scores |
| proportion of other students’ scores that are equal to or less than the student's score multiplied by 100 | Percentile score |
| Objective and rigorous methods for obtaining information about student learning, such as tests, quizzes, book reports and assigned in-class presentations | Formal assessment |
| Observations teachers make of students while they are participating in the classroom, doing work and talking to the teacher or to other students. Sometimes information in written form that teachers obtain from some students | Informal assessment |
| Tests in which there is a single, known, correct answer | Objective test |
| Tests in which there is no one correct answer and in which different teachers are likely to award different grades for the same response | Subjective test |
| Assessment with the purpose of discovering the strengths and weaknesses in prior learning that reveal a student's developmental stage in the area being tested | Formative assessment |
| Typical final exam type of assessment; a final test of student learning in a particular area | Summative assessment |
| -usually contain different types of questions -the most common means of determining how well students have learned -consist of the typical interim and end-of-semester tests that teachers give to measure how much students have learned | Traditional assessment |
| Assessments that ask students to use skills and knowledge to solve problems in the same manner as if the students were completing real-world tasks | Authentic assessment |
| Paper and pencil tests are traditional. As you move from more traditional to non-traditional, there are different tests. The most non-traditional is a work-sample assessment. | Gronlund's degrees of tests |
| System that represents how well a student has done compared with other students | Norm-referenced grading systems |
| how one's absolute performance at the end of a class/learning period differs from their marks of absolute performance at the beginning of the learning period. often not accounted for in grading schemes | Relative improvement |
| simply denotes one's earned grade, based on measurements (likely, mostly objective). For example, typically, whatever grade you earn in a class would be a reflection of your absolute performance on various measures of assessment throughout that class | Absolute performance |
| refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students | Achievement gap |
Created by:
cmraddatz