Study Guide for Praxis
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| show | Belief: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge; discovery learning & scaffolding
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| Bruner's 3 Modes of Representation | show 🗑
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| Mode 1: Inactive (action-based) EX: algebra tiles, paper, coins, etc. - anything tangible. | show 🗑
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| show | AKA pictoral stage; involves images or other visuals to represent the concrete situation enacted in the first stage.
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| show | AKA abstract stage;takes the images from the 2nd stage & represents them using words & symbols. The use of words and symbols "allows student to organize info in the mind by relating concepts together."
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| Bruner's Theory | show 🗑
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| show | - Education must engage with & enlarge experience
- Exploration of think & reflection & the associated role of educators
- Concern with interaction & environment for learning
- Passion for democracy so that all may share common life
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| show | An educational approach which aims to organize classroom activities into academic and social learning experiences.
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| show | 1. Social interaction
2. The More Knowledgeable Other (MKO)
3. Zone of Proximal Development
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| Social Interaction (Vygotsky) | show 🗑
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| The More Knowledgeable Other (Vygotsky) | show 🗑
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| Zone of Proximal Development | show 🗑
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| Importance of Culture (Vygotsky) | show 🗑
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| show | 1. Vygotsky places more emphasis on culture affecting/shaping cognitive development -- this contradicts Piaget's view of universal stages & content of development (Vygotsky does not refer to stages like Piaget does).
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| Part 2: How does Vygotsky's theory differ from Piaget's theories? | show 🗑
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| show | 4: According to Piaget, language depends on thought for its development (i.e. thought comes before language). For Vygotsky, thought and language are initially separate systems from the beginning of life, merging at around three years of age, producing ver
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| 3 Stages in the Development of Speech (Vygotsky) | show 🗑
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| Stage 1 - Social Speech (external speech) | show 🗑
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| Stage 2 - Egocentric Speech | show 🗑
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| show | A soundless speech used by older children & adults. aka...thinking in their head
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| show | 8 Multiple Intelligences
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| show | 1.Linguistic - using words in learning
2.Logical/Mathematical - use #'s or logic in learning
3.Spatial - use pictures in learning
4.Bodily/Kinesthetic - use movement or physical experience
5.Musical - use music
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| show | 6.Interpersonal - use of self-reflection
7.Intrapersonal - use of social experience
8.Naturalist - use an experience in a natural world
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| 5 Major Differences in Cognitive Development Bruner VS Piaget. Bruner believes.... | show 🗑
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| show | 4.The involvement of adults & more knowledgeable peers makes a big difference.
5. Symbolic though does NOT replace earlier Modes of Representation.
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| show | Observational Learning, or modeling - a type of learning that occurs as a function of observing, retaining and replicating novel behavior executed by others.
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| 4 Stepgs in the Modeling Process (Bandura) | show 🗑
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| show | 24 Children watched an adult model aggressive behavior towards a blow up toy called a bobo doll. Another 24 children were exposed to a non-aggressive model and the final 24 child were used as a control group and not exposed to any model at all.
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| Bandura says that humans are able to control their behavior through a process known as self regulation. This process involves 3 steps: | show 🗑
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| show | Operant Conditioning: Behavior which is reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e. weakened).
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| show | A therapy technique based on Skinner’s work; Extinguish an undesirable behavior (by removing the reinforcer) and replace it with a desirable behavior by reinforcement.
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| show | 1.The sensorimoter stage
2.The pre-operational stage
3.The concrete operational stage
4.The formal operations stage
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| show | - birth-2 years old
- uses senses & motor abilities to understand the world
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| show | - 2-7 years old
- symbols, creative play, egocentric, center on on aspect of any problem or communication at a time
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| show | - 7-11 years old
- Operations refers to logical operations we use when solving problems; conservation refers to the idea that a quanity remains the same despite changes in apperance; decentering; classification & seriation (putting things in order)
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| show | - 12 years +
= hypothetical thinking (logical problems, and using them in the abstract, rather than the concrete)
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| Genetic Epistemology (Piaget) | show 🗑
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| Schemas (Piaget) | show 🗑
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| show | 2 complementary processes of Adaptation described by Piaget, through which awareness of the outside world is internalised.
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| show | assimilating a new object into an old schema
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| show | accomodating an old schema to a new object
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| show | 1.Physiological Needs (EX: food, water, shelter, oxygen, sex, homeostasis,excretion)
2.Safety Needs (EX: security of body, employment, health, etc..)
3.Love/Beloningness Needs (EX: friendship, family, sexual intimacy)
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| show | 4.Esteem Needs (EX:confidence, achievemnt, self-esteem, respect of/by others)
5.Self-Actualization (EX:morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts)
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| Constructivism | show 🗑
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| show | A phenomnon in which something that was previously learned facilitates (positive transfer) or hinders (negative transfer) current learning; the influence of previously learned info on new situations or tasks.
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| show | a person thinks about their own learning
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| show | 1.Developing a plan of action
2.Maintaining/monitoring the plan
3.Evaluating the plan "learning how to learn"
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| show | A variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.
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| show | Refers to motivation to engage in an activity for its own sake. People who are intrinsically motivated to work on tasks because they find them enjoyable.
EX:playing a game because you find it exciting
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| Extrinsic Motivation | show 🗑
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| Readiness | show 🗑
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| Bloom's Taxonomy | show 🗑
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| 6 Levels of Bloom's Taxonomy | show 🗑
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| Carol Gilligan | show 🗑
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| show | Level 1:Pre-Conventional Morality
-Stage 1:Obedience & Punishment
-Stage 2:Individualism, Instrumentalism, & Exchange
Level 2:Conventional Morality
-Stage 3:Interpersonal Relationships
-Stage 4:Law & Order
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| show | Level 3:Post-Conventional Morality
-Stage 5: Social Contract
-Stage 6:Principle Conscience
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| Level 1:Pre-Conventional Morality (Kohlberg) [1] | show 🗑
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| Level 1:Pre-Conventional Morality (Kohlberg) [2] | show 🗑
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| Level 2:Conventional Morality | show 🗑
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| Level 3:Post-Conventional Morality | show 🗑
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| Nitza Hidalgo's 3 Levels of Culture | show 🗑
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| The Concrete (Hidalgo) | show 🗑
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| show | Clarifies how we define our social roles, the
language we speak, and our approaches to nonverbal communication.
EX: language, gender roles, family structure, political affiliation, and other items that situation us organizationally in society.
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| show | This level of culture includes our values and beliefs. It can be abstract, but it is most often the key to how individuals define themselves. It includes values systems, customs, spirituality, religion, worldview, beliefs, mores, etc.
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| Erik Ericson's 8 Stages of Psychosocial Development | show 🗑
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| 1.Oral-Sensory Stage | show 🗑
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| 2.Muscular-Anal Stage | show 🗑
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| 3.Locomotor Stage | show 🗑
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| show | -6-12 years
-Industry VS Inferiority
-important event: school
-The child must deal with demands to learn new skills or risk a sense of inferiority,failure and incompetence.
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| show | -12-18 years
-Identiy VS Role Confusion
-important event:peer relationships
-The teenager must achieve a sense of identity in occupation, sexroles, politics, and religion.
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| 6.Young Adulthood | show 🗑
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| show | -35-55 years
-Generativity VS Self-Absorbtion
-important event:parenting
-Eachadult must find some way to satisfy and support the next generation.
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| 8.Maturity | show 🗑
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