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Praxis PLT 5-9
| Term | Definition |
|---|---|
| Bandura | Social Learning Theory: People learn from one another by observation, imitation, and modeling. |
| Bruner | Constructivist Theory: Learners construct new ideas/concepts based on their current/past knowledge. |
| Dewey | Students learn through the hands-on approach |
| Piaget | Cognitive Theory: Use of prior knowledge to understand how the world operates. When what we don't doesn't work, we try something else (accommodation). More self-initiated Schema Theory: Connect old to new experiences. Background knowledge |
| Vygotsky | Zone of Proximal Development / Cognitive Development Theory: ZPD is what a student can do with help (this requires social interaction). Trying to get student do to things on their own, so you scaffold them until they can do it by themselves. |
| Kohlberg | 6 Stages of Moral Development: How one decides how to respond to a moral dilemma |
| Bloom | Taxonomy: Help with question phrasing. Knowledge - Understanding - Applying - Analyzing - Evaluating - Creating |
| Metacognition | Awareness of one's own thought process |
| Schema | Background knowledge |
| Transfer | Learning in one context and relating it to another context |
| Self-Efficacy | One's belief to succeed |
| Self-Regulation | Behavior management to monitor your thoughts, actions, and feelings to reach a goal. |
| Zone of Proximal Development (ZPD) | What you can do with the help of someone |
| Classical Conditioning | Pavlov: Involuntary responses that result from experiences that occur before the response |
| Operant Conditioning | Skinner: Changing voluntary behaviors. (Reinforcement vs. Punishment) |
| Cognitive Development Stages (Piaget) | Sensorimotor (0-2): Ability to form a mental representation (schema) of an object. Preoperational (2-7): Symbolic Concrete Operational (7-11): Marks beginning of operational thought Formal Operational: (11+): Think abstractly and test hypotheses |
| Physical Development Stages (Erikson) | Infant (0-18m): Oral sensory Toddler (18m-2): Gain self-esteem, power of NO Preschooler (3-5): Initiate activities and develop conscience School-Age (6-12): Sense of self-worth Adolescent (12-18): Integrate social roles into self-image / peer pressure |
| Social Development Stages (Erikson) | Infant: Trust vs. Mistrust Toddler: Self-control vs. Self-doubt Preschooler: Initiative vs. Guilt School-Age: Industry (how things work/understand/organize) vs. Inferiority Adolescence: Identity vs. Confusion |
| Moral Development Stages (Kohlberg) | 1 (Pre-conventional Morality): 1 (Obedience and punishment) 2 (Self-Interest) 2 (Conventional Morality): 3 (Interpersonal - social) 4 (Authority - Obeying) 3 (Post-Convential Morality): 5 (Social contract - balance) 6 (Universal ethics) |
| Variables that affect student learning and performance | Gender, culture, socioeconomic status, learning style, prior knowledge and experiences, motivation, self-confidence, self-esteem, cognitive development, maturity, and language |
| Areas of exceptionality | Cognitive, auditory, visual, motor/physical, speech/language, and behavioral |
| Americans with Disabilities Act (ADA) | 1990 - Prohibits discrimination based on disabilities |
| Individuals with Disabilities Act (IDEA) | Ensures that students with disabilities receive free public education |
| Section 504, Rehabilitation Act | Prohibits discrimination of individuals with disabilities in the public school setting and are eligible for special education and related services to help them succeed |
| Accommodations for students with exceptionalities | Presentation, setting, timing/scheduling, and response. Don't change what the student learns, but how the student learns. |
| Thorndike | Law of Effect: Behavior followed by pleasant consequences will be repeated. Not pleaseant will be stopped. |
| Watson | Classical Conditioning: 2 stimuli are linked together to produce a new learned response. Bully at school - Associate fear and school |
| Maslow | Hierarchy of Needs: The needs that motivate human behavior. Physiological (food, shelter) - Safety - Love and belonging - Esteem - Self-Actualization |
| Attribution | Features or characteristics of someone |
| Extrinsic Motivation | Behavior driven by money, fame, grades, etc. |
| Intrinsic Motivation | Behavior that you do for yourself (read a book because you want to learn about the material, you're not forced to) |
| Strategies for helping students develop self-motivation | Assigning valuable tasks, providing frequent positive feedback, student choice in activities, and de-emphasizing grades |
| Gardner | Multiple Intelligences: Musical-rhythmic and harmonic. Visual-spatial. Verbal-linguistic. Logical-mathematical. Bodily-kinesthetic. Interpersonal. Intrapersonal. Naturalistic. |
| Cultural Expectations | Close talking vs. Distant talking. Nonverbals. Eye contact. Greeting a person (handshake, hug, kiss on cheek). Don't want to speak in front of class. Language. |
| Basic Concepts of Cognitivism | Schema, information processing, and mapping |
| Basic Concepts of Social Learning Theory | Modeling, reciprocal determinism, and vicarious learning (hearing or observation) |
| Basic Concepts of Constructivism | Learning as experience, problem-based learning, ZPD, scaffolding, and inquiry/discovery learning |
| Basic Concepts of Behaviorism | Conditioning, intrinsic and extrinsic rewards, reinforcement, and punishment |
| Affective Domain | Figuring out and understanding how people learn |
| Psychomotor Domain | Use of motor skills (movement and coordination) |
| Cognitive Domain | How one thinks |
| Variety of Resources | Electronics, library collection books, videos, DVDs, artifacts, models, manipulatives, guest speakers, community members, etc |
| Thematic Instruction | Interdisciplinary instruction based around a wide-theme (Communities, etc) |
| Components of Thematic Units | Selecting a theme, designing integrated learning activities, selecting resources, and designing assessments |
| Components of Interdisciplinary Units | Collaborating, generating applicable topics, developing and integrative framework, planning instruction for each discipline, designing integrative assessment, and recognizes their role in collaborating with instructional partners in instructional planning |
| Instructional Planning Partners | Special education teachers, library media specialists, teachers of the gifted and talented, IEP team members, and paraeducators (teacher-aide) |
| Cognitive processes associated with learning | Critical thinking, creative thinking, questioning, inductive and deductive reasoning, problem solving, planning, memory, and recall |
| Direct Instruction Strategies | Explicit teaching, drill and practice, lecture, demonstrations, and guides for reading, listening, and viewing |
| Indirect Instruction Strategies | Problem solving, inquiry, case studies, concept mapping, reading for meaning, and cloze procedures (fill in blank with reading passage) |
| Independent Instruction Strategies | Learning contracts, research projects, learning centers, computer mediated instruction, and distance learning |
| Experiential and Virtual Instruction Strategies | Field trips, experiments, simulations, role play, games, and observations |
| Interactive Instruction Strategies | Brainstorming, cooperative learning groups, interviews, discussions, peer practice, and debates |
| Complex cognitive processes | Concept learning, problem solving, metacognition, critical thinking, and transfer |
| Instructional activities specific to developing complex cognitive processes | Distinguishing fact from opinion, comparing and contrasting, detecting bias, predicting, categorizing, analyzing, sequencing, summarizing, inferring, decision making, evaluating, synthesizing, and generalizing |
| Strategies to support student learning | Modeling, developing self-regulating skills, scaffolding, differentiating instruction, guided practice, and coaching |
| Ways to support students' self-regulatory skills | Setting goals managing time, organizing information, monitoring progress, reflecting outcomes, establishing a productive work environment, and understands the design of different group configurations for learning |
| Group configurations | Whole class, small group, independent learning, one on one, and pair/share |
| Cooperative Learning | Small groups with a variety of ability levels |
| Collaborative Learning | Groups to discuss and talk through the activities to help them out |
| Heterogeneous Grouping | Mixture of all ability levels |
| Homogeneous Grouping | One ability level |
| Consider memory when planning instruction | Curiosity, spark some interest in them. Having them repeat things. Sit and gets (don't really work). Connect words or concept to a dance move or something like that. |
| Effective Questioning Components | Wait time, helping students articulate their ideas, respecting students' answers, handling incorrect answers, encouraging participation, establishing a non-critical classroom environment, promoting active listening, and varying the types of questions |
| Strategies that support students in articulating their ideas | Verbal and nonverbal prompting, reinstatement, reflective listening statements, and wait time |
| Encouraging higher levels of thinking | Reflect, challenge assumptions, find relationships, determine relevancy and validity of information, design alternate solutions, draw conclusions, and transfer knowledge |
| Strategies for promoting a safe open forum for discussion | Engaging all learners, creating a collaborative environment, respecting diverse opinions, and supporting risk taking |
| Examples of active listening strategies | Attending to the speaker, restating key points, asking questions, interpreting information, providing supportive feedback, and being respectful |
| Diagnostic Assessment | Pre-Assessments to see where students are before you start teaching |
| Assessment Tools | Rubrics, analytical checklists (rubric with specific point values), scoring guides, anecdotal notes, and continuums |
| Assessment Formats | Essay, selected response, portfolio, conference, observation, and performance |
| Achievement Standardized Test | Measures what the person has learned (information and skills) |
| Aptitude Standardized Test | Ability to learn or develop a skill (military, cooking, etc.) |
| Ability Standardized Test | Measures intelligence (reason, comprehension) |
| Norm-Reference Test | Compares tester's scores to other testers' scores (SATs). Goal of test is to rank tester for opportunities like college. (Bell-curve) |
| Criterion-Referenced Test | Tester is scored based off of criteria. Goal is to see if tester mastered a certain skill or material (pass/fail - license, medical board exam, certification) |
| Validity | Test measures what is it suppose to measure |
| Reliability | The degree in which the test is consistent and stable in measuring what it needs to measure |
| Raw Score | Unaltered measurement |
| Scaled Score | Some type of transformation from the raw score |
| Standard Deviation | Variability of a data set (small number close values, high number more spread out) |
| Holistic Scoring | Overall grade (skim paper and immediately give it a grade) |
| Analytical Scoring | Scores you on certain aspects of an assignment (writing - grammar, punctuation, conclusion, etc.) |
| Professional Development Practices and Resources | Professional literature, professional associations, workshops, conferences, learning communities, graduate courses, independent research, internships, mentors, and study groups |
| Activities that support reflective practice | Reflective journal, self and peer assessment, incident analysis, portfolio, peer observations, and critical friend |
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