Flashcards
Praxis PLT 7-12
Cards in this deck (66)
- 1Bruner's Inquiry TeachingStudents and teachers should engage in active dialogue, the curriculum should be organized in a spiritual manner so that the students continually build upon what they have already learned; the students are active partners in the search for knowledge.
- 2Piaget's four stages of cognitive developmentsensorimotor
preoperational
concrete operational
formal operational - 3sensorimotorchildren being from birth to age 2 base their thoughts primarily on their senses and motor abilities
- 4Preoperationalchildren from ages 2-7 think mainly in symbolic terms manipulating symbols used in creative play in the absence of the actual objects involved
- 5Concrete operationalchildren ages 7-11 think in logical terms. They are not very abstract. At this stage, children need hands on concrete experience to manipulate symbols logically. They must perform these operations within the context of concrete situations
- 6formal operational stagechildren 11-15 years of age develop abstract and hypothetical thinking. They use logical operations in the abstract rather than the concrete
- 7Cognitive constructivismstudents construct their own knowledge when they interact in social ways. Learning involves risk taking and mistakes, but over time, students develop greater moral and intellectual capacities
- 8Kohlberg's 6 stages (three Levels) of moral development based on cognitive reasoningPre-conventional- stage 1 and 2
Conventional - stage 3 and 4
Post-conventional- Stage 5 and 6 - 9Kohlberg's Pre-conventional stages 1 and 2Involve and egocentric point of view and a concrete individualistic perspective. Children ages 4-10 respond mainly to reward and punishment
- 10Kohlberg's Conventional stages 3 and 4involve the maintenance of positive relations and the rules of society. Children conform to the rules and wishes of society to preserve the social order.
- 11Kohlberg's Post-conventional level stages 5 and 6involve reasoning from an abstract point of view and possessing ideals where precedence takes over particular societal laws. Individuals act according to an enlightened conscience at this level
- 12Maria Montessori- Childhood and adolescence stages/levelsChildhood Stages
birth to age 2
ages 2-5
ages 5-6
ages 7-12
Adolescences Levels
ages 12-15
ages 16-18 - 13Montessori -Three Stages of The process of Learning #1Introduction to a concept by means of a lesson, something read in a book, or some other outside source
- 14Montessori Three stages of process of learning #2Processing the information and developing an understanding of the concept through work, experimentation and creation
- 15Montessori- Three stages of process of learning #3Knowing the information or possessing and understanding of it, demonstrated by the ability to pass a test with confidence, teach another or express it with ease.
- 16John DeweyEstablished the progressive education practice that fosters individuality, free activity and learning through experience.
- 17Cooperative LearningAmong peers, the individual needs of the students, and the introductions of art, music, dancing etc. in education were all cornerstones of Dewey's educational approach.
- 18Jerome BrunerConsidered learning to be an active process in which learners construct new ideas or concepts based on their current and past knowledge.
- 19Bruner's Constructivist TheoryThe learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.
- 20Bruner's discovery learningAllows students to go beyond the information given to them and encourages them to discover principles by themselves.
- 21Vygotsky's Social Development Theoryis based on the principal that social interaction plays a fundamental role in the development of cognition. Every function in the child's cultural development appears twice: first on the social level and second on the individual level.
- 22Vygotsky's Zone of Proximal DevelopmentThe potential for cognitive development is limited to a certain time span, where full development depends on full social interaction either with teacher guidance or peer collaboration, as in cooperative learning
- 23Vygotsky's ScaffoldingThe teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the task, and then gradually shifts responsibility to the students.
- 24Types of LearnersVisual- Seeing
Auditory-Listening
Tactile-Touching
Kinesthetic- Moving/Doing - 25Kolb's Theory of Learning StylesConcrete Experiences
Reflective Observation
Abstract Conceptualization
Active Experimentation - 26Kolb's Concrete ExperiencesBeing involved in a new experiences-Field trips, lab work or interactive computer programs
- 27Kolb's Reflective ObservationWatching others or developing observations about their own experiences-writing in journals or learning logs
- 28Kolb's Abstract ConceptualizationCreating theories to explain their observations-work well with lectures, papers and text work
- 29Kolb's Active ExperimentationUsing theories to solve problems and make decisions- Simulations, case studies and active homework
- 30Dr. Howard Gardner's 8 multiple intelligencesVerbal/Linguistic Intelligence
Logical-mathematical Intelligence
Visual/spatial Intelligence
Bodily-Kinesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence - 31Gardner's Verbal/linguistic IntelligenceWord Smart; These students demonstrate highly developed auditory skills and sensitivity to the meaning and order of words
- 32Gardner's Logical-mathematical intelligenceNumber reasoning smart; These students demonstrate the ability to handle chains of reasoning and to recognize patterns and order.
- 33Gardner's Visual/spatial IntelligencePicture smart; These students think in mental pictures and images.
- 34Gardner's Bodily-kinesthetic IntelligenceBody Smart; These students are athletically gifted and pick up knowledge through bodily sensations.
- 35Gardner's Musical IntelligenceMusic Smart; These students have sensitivity to pitch, melody, rhythm and tones.
- 36Gardner's Interpersonal IntelligencePeople Smart; These people have the ability to understand people and relationships
- 37Gardner's Intrapersonal IntelligenceSelf-smart; These students have the ability to assess their own emotional life as a means to understand themselves and others.
- 38Gardner's Naturalist IntelligenceNature Smart; These students have the ability to observe nature and discern patterns and trends.
- 39Title VIEstablishes the rights of children with limited English proficiency and is based on the Civil Rights Act of 1964.
- 40ADA (Americans with Disabilities Act) 1990This act establishes a clear and comprehensive prohibition of discrimination on the basis of disability.
- 41IDEA (Individuals with Disabilities Act)This act became Public Law 105-17 in 1997 and ensures that children with disabilities and the families of such children have access to a free appropriate public education.
- 42IEP (Individualized Education Plan)Describes the special education and related services specifically designed to meet the unique educational needs of special needs students.
- 43alternative or authentic assessmentstudents originate a response to a task or question: Demonstrations, exhibits, portfolios, oral presentations or essays
- 44norm-referencedJudged in relation to how other applicants performed.
- 45criterion referencedcompare students knowledge to objectives established by the state standards or criteria
- 46Bloom's Taxonomy 6 domainsKnowledge
Comprehension
Application
Analysis
Synthesis
Evaluation - 47Bloom's KnowledgeLowest level of learning outcomes; recall of specific facts and terms from the material
- 48Bloom's Comprehensionunderstands facts and principles and can interpret the meaning of the material
- 49Bloom's Applicationability to use learned material concepts and principles in new and concrete situations
- 50Bloom's Analysisability to break down material into its component parts so that the organizational structure may be understood
- 51Blooms Synthesisability to put parts together to create a new whole; uses creative behaviors to formulate new patterns and structure
- 52Bloom's Evaluationability to judge the value of the material for a given purpose; value judgments are based on either internal or external definite material
- 53holistic scoringwhere each element of a students work is used to access the total quality of the student's work and receives one score
- 54analytic scoringwhere one score is given after separate grades are recorded for each element of the students work based on whether the elements are correct or not, and quality is not considered
- 55Humanistic Approach to MotivationMaslow's Hierarchy of Needs "Self-actualization" - man is basically good and has within himself all he needs to develop his full potential to be a worthwhile individual
- 56Maslow's Hierarchy of Five Motivational NeedsSecurity
Social
Esteem
Physiological
Self-Actualization - 57Behavioral Approach to Motivationuses reinforcement or extrinsic rewards-Skinner
- 58Cognitive Approach to Motivationbased on the learning-goal theory, self-monitoring and reflective behaviors, and self-evaluation
- 59Attribution Theory Approach to Motivationcentered on the social cognitive needs of the students and allows students to blame or credit their own performance or nonperformance
- 60Authoritarian Teaching StyleEstablishes rules and expects students to obey them. Uses reward and punishments that are administered for following and breaking the rules.
- 61Laissez-Faire Teaching StyleEstablishes no rules and students can do what they want. These teachers provide advice only when directed by a student.
- 62Authoritative Teaching StyleProvides rules and discusses the reasons for the rules with the students. These teachers teach the students how to meet the goals, reward the students for demonstrating self-control and as the students show more responsibility , reward them with more self-governance.
- 63Piaget's SchemasPiaget observed infants and found that as they explored the objects in their environment, they gained knowledge of the world around them. These skills are called what?
- 64Piaget's assimilationWhen the infant used the schemas to observe a new object in their environment piaget called this?
- 65Piaget's AccommodationWhen the infant tried the old schema on a new object and molded it to fit the new object Piaget called this? Or a change in cognitive structures that produces a corresponding behavioral change
- 66Eric Gagne's Conditions of Learningoutlined the relation of appropriate instructional designs to learning objectives.