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PLT 0624 part 1
Students as Learners
| Question | Answer |
|---|---|
| Elkind, David | 2 developmental characteristics |
| Imaginary Audience | adolescense are preoccupied by own physiologcial changes..."others may be srcutinizing me" |
| Personal Fable | "My life is different from everyone else's therefore, no one can understand..." |
| Cognition | processes where by knowledge is acquired; one's ability to think |
| Equilibration of Accommodation and Assimilation cycles | disequilibrium, accommodation, assimilation, equilibrium |
| disequilibrium | new/ novel stimulus |
| accommodation | prior knowledge/ experiences that are adjusted |
| assimilation | fitting new information with previous information |
| equilibrium | until next encounter with something unfamiliar |
| Sensorimotor Stage | individuals from birth to around age two |
| Preoperational | cognitive behavior between ages 2-7; egocentrism, rigidity of thought, semilogical reasoning, limited social cognition |
| Concrete Operations | beginning of operational thinking (ages 7-11) begin to decenter, can preform transformations, understand reversibility, group items into categories |
| Formal Operations | doorway to HOTS; ages 11-15 and adults. can engage in logical, abstract, and hypothetical thought |
| Erikson's Stages of Development | 8 stages with a developmental task in terms of polarities |
| Initiative Vs. Guilt | preschool and primary-school. must be able to function in the outside world independently of parents |
| Industry Vs. Inferiority | acquires skills which enables to be successful |
| Identity Vs. Identity Diffusion | (Jr.High age group) Body, Feelings, Thoughts. Goals, ideas and values can attain Identity Achievement |
| Intimacy Vs. Isolation | (HS and young adulthood) begin to think abou tlong lasting relationships. Without Identity, Intimacy is not possible. |
| Maslow's Hierarchy of Needs Physiological Needs | Hunger, thirst, satisfied, sleep, etc. |
| Maslow's Hierarchy of Needs Safety | self, home, neighborhood, school, community |
| Maslow's Hierarchy of Needs Affiliation | the need to belong and to be accepted by others |
| Maslow's Hierarchy of Needs Esteem Needs | Deficiency need |
| Maslow's Hierarchy of Needs Need for Self-Actualization | Growth Need |
| Sternberg's Triarchic Theory of Intelligence | takes into account 3 learning factors: mechanics or components of intelligence, learner's experiences, learner's context |
| Gagne-Ausuble Pattern of Lecture (GAP) | active learner, learn from peers, profit from group work, continue to work outside of class, feedback on work |
| Self-Esteem | what we think and believe to be true about ourselves, not what we think about others and what they think about us |
| Self-Efficacy | one's confidence in one's own ability to cope with life's challenges (by age 4) |
| Self-Respect | believing that one deserves happiness, achievement, and love |
| Self-Knowledge | individual's strengths and weaknesses, assets and liabilities; realistic self-appraisal and examination |
| Environmental Factors | sound, light, temperature, room design |
| Dunn&Dunn Emo. Factors | motivation, persistence, responsibility, structure |
| Bloom's 6 levels of Taxonomy | remembering, understanding, apply, analyzing,evaluating, creating |
| During Seatwork, teachers should | explain clearly what is to be done, how to do it, what students should learn from doing it |
| Teacher's job is to make sure students | stay on task, understanding what they are doing, receive help when needed |
Created by:
lyra_redbird
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