Info from lessons 1-5
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| show | Knowledge, skills, rules, traditions, beliefs & values that guide behavior in a group of people. Also art & artifacts produced & passed down to next generation. Cultures can be Catholic, feminist, hick, etc...
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| show | 1. SES 2. Race & Ethnicity 3. Language 4. Sex-Role Stereotyping & Gender Bias
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| show | Causes an assumption they aren't bright by teachers & peers, lowering expectations. Also lower quality education. These factors lead them to believe they aren't smart enough and become convinced they are stuck
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| Explain how you will avoid being partial to one specific group of students.(Lesson 5) | show 🗑
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| show | 1. Establish equity. treat males/females equally 2. Promote integration. Combine males & females in all activities 3. Avoid stereotypes. Be aware of stereotypes & assign roles without regard to gender
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| 6.Develop a classroom plan for how you will integrate multicultural education in your classroom.(Lesson 5) | show 🗑
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| show | Additive Approach: teacher +s multicultural content, concepts, & themes to curriculum. Transformation Approach includes major change to curriculum Social Action Approach, students make decisions on social issues & take steps to solve, Coop Learning
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| 1.Summarize the contribution to education by Alfred Binet and Theodore Simon. (Lesson 4) | show 🗑
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| 3.Describe Howard Gardner's multiple intelligences.(Lesson 4) | show 🗑
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| 4.Explain how you will integrate the multiple intelligences into your classroom.(Lesson 4) | show 🗑
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| 5.Describe Sternberg's Triarchic Theory of Intelligence.(Lesson 4) | show 🗑
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| 1.Describe Bronfenbrenner's Bio-ecological Model of Human Development. (Lesson 3) | show 🗑
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| 2.Describe the eight stages of Erikson's Theory of Psychosocial Development.(Lesson 3) | show 🗑
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| show | Cognitive development is dependent upon four factors: biological maturation (genetic not environmental), activity (
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| 5.Summarize Gilligan's Theory of Gender-based Morality.(Lesson 3) | show 🗑
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| 6.Explain ways teachers can help children develop social skills.(Lesson 3) | show 🗑
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| show | Self-concept: indiv's beliefs & knowledge about self, attempt to explain ourselves to ourselves, varies a lot. Self-esteem: influenced by whether culture around you values your capabilities/character.evaluation judgement of self-worth
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| show | developed framework of moral reasoning by telling stories to children, then asking them questions.Inkwell story; Morality of Constraint: (Little Kid Morality - sacred rules), Morality of Cooperation: (Older Kid Morality-rules are not carved in stone)
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| 2.Explain Vygotsky's Zone of Proximal Development.(Lesson 2) | show 🗑
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| 3.Summarize the difference between Piaget and Vygotsky views' of development and learning.(Lesson 2) | show 🗑
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| 4.Describe the pattern of child development: cognitive, biological, and socioemotional. (Lesson 2) | show 🗑
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| 5.Describe Piaget's 3 mental processes.(Lesson 2) | show 🗑
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| show | Just because a child goes to school each day doesn't mean that he or she will automatically learn. Just bc teacher stands up in front of a room full of children each day and provides activities doesn't mean that the children will automatically learn.
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| 2.Give examples of an expert teacher.(Lesson 1) | show 🗑
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| show | Have trouble "reading between the lines" of classroom activity, Are reactive,Have problems w/complex classroom phenom,don't possess sophisticated theories of teaching,Lack questioning skills
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| 5.Define 3 major research models in education.(Lesson 1) | show 🗑
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| show | Birth-12-18 months; important event: feeding; infant must form loving trusting relationship with caregiver or develops deep sense of mistrust
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| 2. Erickson's Theory: Autonomy vs shame/doubt | show 🗑
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| 3. Erickson's Theory: Initiative vs guilt | show 🗑
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| 4. Erickson's Theory: Industry vs inferiority | show 🗑
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| show | Adolescence; important event: peer relationships; teenager must achieve identity in occupation, gender roles, politics and religion
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| 6. Erickson's Theory: Intamacy vs isolation | show 🗑
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| show | Middle adulthood; important event: parenting/mentoring; each adult must find some way to satisfy & support next generation
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| 8. Erickson's Theory: Ego integrity vs despair | show 🗑
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| show | A belief that each human is born with the intelligence they are always going to have and it cannot change or grow. These individuals view performance as a test of their abilities and do not do well with failure as it makes them feel helpless.
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| show | belief that one's intelligence developed by factors in environment, (how much interacted w/& how much brain is stimulated).they see performance something improves skills & abilities, & failure tends to make want 2 work harder 2 master what working on
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| Kohlberg: Level I: Preconventional Morality (Birth - 9 Years) Lesson 3 | show 🗑
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| Kohlberg: Level II: Conventional Morality (9 years - young adulthood) Lesson 3 | show 🗑
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| show | thinker arrives @ self-determined set of princ's (morality) Stage 5: Laws open to eval Sometimes laws have to be disregard. Stage 6: princ's determin. moral behavior are self-chosen.princ's unify person's belief about equality justiceðics
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| Giligan's Levels (1-3) Derived from Kohlbergs (except now female) | show 🗑
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| Piaget Developmental Stages - Preoperational Stage (Lesson 2) | show 🗑
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| show | 1st stage operational thought children develop logical reasoning, but about concrete problems. hands-on stage. Reversibility,Decentration-can consider more than one aspect of object,Conservation-ability recognize properties don't change while form does
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| show | This is the stage of development where thinking logically begins.At this time, children begin to reason realistically about the future and to deal with abstract reasoning, or the ability to think.
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| show | Newborn interacts with environment to build schemes; benchmarks are Object Permanence and Imitation
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