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Education
Theories & think
| Term | Definition |
|---|---|
| metacognition | knowledge about ones own learning & how to learn student learn diff strategies & best for them being able to predict what is likely, sensible/ what is not metcog strat help students improve learning *self-questioning strat (who,what,where,how? |
| self-efficacy | belief in one's capabilities to organize, execute course of action *Bandura's social cognitive theory determines: feel,think,motive, and behavior |
| schema theory | basically tree graph or map that breaks dwn specific topic into diff subjects-related: outline/diff concepts grp in cat, gain accesss to info held in semantic long-term memory by following paths, info fits existingschema is more easily learned/retained |
| strong self-efficacy | view challenging problems as task to be mastered develop deep interest in activities form strong sense of commitment recover quickly from setbacks |
| weak self-efficacy | avoidchallenging tasks believe diff.task beyond capabilities focus on personal failing and neg outcomes quickly lose confidence in personal abilities |
| belief in self- efficacy | affects life choices, level of motiv, quality function, resilience of adversity, vulnerability to stress & depression |
| applied behavior analysis definition | application of behavioral learning principles to understandingand changing behavior. |
| ABA principles | ID behavior and reinforcers, set baseline for behavior wanted, pick reinforcer, choose punisher, observe behavior during program, reduce reinforcer if behavior is working |
| ABA programs | home-based reinforcerment daily report cards group contingency programs |
| Constructivist/ | learners building their own understanding of reality actively construct knowledge by cont. assimilating and accommodating new info |
| Theories of learning | state learners must individual discover and transform complex info, check new info, against old rules and revising when no longer work |
| teachers role in theories of learning | becomes "guide on the side" instead of "stage on the stage" by helping students discover their own meaning instead of lecturing and controlling all class activities |
| Piaget & Vygotsky suggestion of constructivism | social nature of learning, & both suggest using mixed-ability learning grps to promote conceptual change |
| Bandura social learning theory | people learn from each other via observation, imitation and modeling-bridge betwn behaviorist and cognitive learning theories/encompasses attn, memory, motivation |
| Bandura social learning theory explains human behaviors | continuous reciprocal interaction btwn cognitive, behavioral, and environmental influences |
| Bandura social learning theory learning modes | observation: by viewing others behavior, attitudes, and outcomes imitation: world/person's behavior cause each other modeling:one forms an idea of how new behaviors are performed |
| Bloom's Taxonomy | Cognitive, affective, psychomotor:,create: evaluate, analyze, apply, undrstnd, remember |
| cognitive | Cognitive: mental skills |
| affective | affective: growth in feeling & emotion |
| paychomotor | psychomotor: manual or physical skills |
| create | create: hypothesize, plan, produce |
| evaluate | evaluate: check, critique, monitor, test |
| analyze | analyze: differentiate, organize, deconstruct |
| apply | apply: execute, implement |
| understand | understand: interpret, illustrate, classify, summarize, compare, explain |
| remember | recognize, recall |
| zone of proximal development | Vygotsky/Social Cognitive Theorist and psychologist |
| definition of zone of proximal development | structuring interactions and devekoping instruction in small steps based on tasks the learner is already capable of performing independently (scaffolding) |
| Short term memory/working memory | hold info for few seconds, 5-9 things at one time, and rehearsal |
| Scaffolding | Vygotsky: assistance provided by more competent peers and adults |
| Scaffolding definition | implies providing a child with great deal of suppolrt during early stages of learning and then diminish the support by having the child take on increased responsibility. |
| scaffolding concept | related to cognitive aprenticeship: includes clues, reminders, encouragement, breaking the prob into steps, provide ex or anything else that allows student to grow independently |
| cognitive apprenticeship | describes entire process of modeling, coaching, scaffolding and evaluation typically seen whenever one-on-one instruction takes place |
| rehearsal (short-term memory) | use of repetion to maintain working memory |
| long-term memory | keeps info for long periods of time, episodic memory, semantic, procedural, dual code theory |
| episodic memory | personal experiences |
| semantic memory | facts and general info |
| procedural memory | "knowing how" ex. riding a bike |
| dual code theory of memory | info is retained in visual and verbal |
| Kohlberg's Moral development theory | preconventional morality(own interests) conventional morality(consider others) postconventional morality(abstract principles) two stages each level, most to conventional by age 9, not all adults reach final stage |
| preconventional morality (own interests) | avoid punishment: physical consequences determine good /bad look out for yourself but factor in other's needs (rules are set down by others) |
| conventional morality (consider others) | do unto others as you would have them do to you/ can understand other's feelings (adopt rules and often place group needs first, expectations of family and nation valued) |
| postconventional (abstract principles) | justice, equality, human rights more important than society's laws ( people define own values) |
| Vygotsky: Cognitive development | 2 key idea: intellectual dev can only be understood in terms of historical/cultural context children experience. Depends on symbols of cultures created |
| Terms of Cognitive development | Private speech (self talk), zone of prox, (level of dev immed above present level), scaffolding, cooperative learning (work together to help one another learn) |
| Vygotsky: Social development theory terms | social interaction procedes development, more knowledgeable other, zone of prx, scaffolding, child construct knowledge, development cannot be seperated from social context, language (central role in mental deve) |
| Erikson's Theory of Psychosocial dev | 8 stages- 3 during school age, set of principles that relates social environment to psycological dev initiative vs guilt (3-6) industry vs inferiority (6-11) identify vs role confusion (12-18) |
| initiative vs guilt | (3-6) begin asserting control over power over environment- succes leads to sense of purpose. Too much power experience disapproval, resulting in guilt |
| industry vs inferiority | (6-11) need to cope with new social & academic demands-success leads to sence of competence, failure results in feelings of inferiority |
| indentify vs role confusion | (12-18) teens need to dev personal identity- success leads to ability to stay true to self, failure leads to role confusion & weak sense of self |
| Expectancy Theory equation | effort to achieve depend on expectation of reward. Motivation (M) =(Ps) Perceived probability of success X (Is) Incentive value of success |
| Expectancy theory definition | People must believe they have chance to succeed easy success not valued same as difficult task\ moderate to difficult (not impossible) are better than easy tasks for learning motivation |
| Premack Principle | Enjoyable activities can be used to reinforce less enjoyable activities |
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nleavers
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