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EDN 233 Ch. 1 & 2
| Question | Answer |
|---|---|
| self-efficacy | knowing what you do makes a difference; their own efforts determine the success of their students |
| intentional teacher | aware of what children are able to do at specific age, assess children's thinking process, modify instruction if not working, give opportunities to work with diverse peers, solve complex problems, think of cultural factors, invite community to be involved |
| object permanence | object exists even when out of sight |
| accommodation | modifying new schemes to fit new situations |
| assimilation | understanding new experiences in terms of existing schemes |
| centration | paying attention to only one aspect of an object or situation |
| conservation | concept that certain properties of an object (like weight) can stay the same when length changes |
| equilibration/Piaget | finding balance between assimilation and accommodation to form accurate information |
| transitivity | mentally arranging and comparing objects |
| reversibility | ability to change direction in one's thinking to return to a starting point |
| zone of proximal development/Vygotsky | level of development immediately above a person's present level |
| scaffolding/Vygotsky | support for learning and problem solving |
| private speech/Vygotsky | children's self talk; guides thinking and action; eventually internalized as silent inner speech |
| sensorimotor | (0-2) stage during which infants learn about their surroundings by using their senses and motor skills; object permanence |
| preoperational | (2-7) learn to represent things in mind; egocentric |
| concrete | (7-11) logical reasoning and understanding of conservation only in similar situations; seriation |
| formal | (11+) stage at which one can deal abstractly with hypothetical situations and reason logically; transitivity |
| egocentric | believing that everyone views the world the same as oneself |
| seriation | arranging objects in sequential order |
| concepts of print | print is arranged from left to right, the spaces between words have meaning, books are read from front to back, "read" by interpreting pictures on page, predict what will happen in a simple story, recognize logos |
| 5 key components to reading instruction | phonemic awareness, phonics, comprehension, vocabulary, fluency |
| emergent literacy | knowledge and skills related to reading |
| What did you learn in chapter 1? | good teaching involves decision making, reflection, application of education research, and self knowledge and reflection. think of when preparing your lesson. Need to be knowledgeable about your subject area and about your students and their needs. |
| What did you learn in chapter 2? | 5 key components to reading instruction: phonemic awareness, phonics, comprehension, vocabulary, and fluency |
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