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No Child Left Behind;
state mandated, if they haven't learned, you haven't taught |
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| 10,000 hour apprenticeship. people revert back to this instead of their education |
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expanded on lortie;
3 stages (survival, task, impact) |
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| McCown, Driscoll and Roop |
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Reflective teaching cycle.
knowledge base, situation,make a plan, act, reflect again on kb, etc. |
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| Uses observation or experimentation to systematically gather valid and reliable data. |
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| see it and describe it; observation |
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• Numerical description of the relationship between two variable
"how two things CO-relate" |
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| So if there is a strong correlation does that mean it caused it? |
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| NO! Correlation does not equal causation |
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| Continuous vs Discontinuous |
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| mountain or a set of stairs? |
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Term
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| schema (pathways that are reinforces as we explore the world) |
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| when a new schema works with an existing schema and it's enforced "fitting new information into existing schemes" |
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| working to connect schema in a new way |
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| Dissonance and Disequilibrium |
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Definition
| if they are too frustrated, they'll quit. If there is too much dissonance |
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Term
4 Stages cognitive development:
#1. |
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Definition
| Sensorimotor: senses, what your senses are engaged in is what you understand. interacting with the environment |
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Term
| 4 Stages of Cognitive Development: #2 |
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Definition
| Preoperational: learning to represent ideas symbolically. they think from their point of view; they must ineract with the environment. |
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| 4 Stages of Cognitive Development: #3 |
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Definition
| Concrete Opertational: Most people stay here. They can think and reason with things that are CONCRETE. Not as ego-centered. We can show them things and have them grasp the demonstration |
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| 4 Stages of Cognitive Development: #4 |
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Definition
| Formal Operational:think logically about hypothetical situations, experiences, and abstract thinking. |
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Definition
language is important for building blocks.
social learning: teacher to student, student to student, peers explain differently than teacher. |
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Term
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Definition
| Zone of Proximal Development: (Known zone, ZPD, Frustration zone) |
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Term
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Definition
supports that help students to build within their ZPD, understand complex matieral.
manipulatives, metaphors, posters/visuals. |
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Term
| compare and contrast Vygotsky/ Piaget |
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Definition
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Piaget
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Vygotsky
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Individualized
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Community
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Concrete methods
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Peer education, self talk
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More manipulatives, delivery trucks
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less
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Similar stages and grade structure
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Mix up the Differing ZPD's and abilities to teach each other
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Centers with different tasks that students go to.
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Round tables encouraging discussion
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Methods
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Where should teaching be going on?
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| their individual knowledge in all spheres of their life |
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| my evaluation of how well I fulfill my role in the world |
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Term
| Urie Bronfenbrenner's Bioecological model of human development |
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Definition
| What we see as students is just the tip of the iceberg. Micro and Exo systems affect you in the MESOsystem. |
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| 8 stages of conflict based upon age. Either resolves positively or negatively, but child always moves on. |
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| Erickson, Toddlers (18 mo to 3 years) |
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Definition
| Autonomny versus Shame, Doubt;developing a sense of confidence in taking care of themselves |
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| Erickson: play age (3 to 6 years) |
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| initiative versus guilt; ready to reach outside of self to interact with the world. |
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| industry versus inferiority; compares self with others and looks for success. |
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| Erickson: Adolesence (teen years, puberty) |
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| crucial stage! Who am I and how do I fit it? |
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| Young Adult: intimacy versus isolation |
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Definition
| leads to identity being found and now seeking intimacy. |
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| Erickson: Generativity versus self-absorption |
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| Generativity is contributing to our generation. |
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| Integrity versus Disgust and despair |
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| Moritorium; slow down the identity choosing process |
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| Kohlberg's Moral Reasoning: |
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Definition
Preconventional: what's in it for me? (Punishment/Obedience;Personal Reward)
Conventional:We make our decisions based on who we want to please in our life. (Good girl/good boy; law and order)
Post-conventional: going outside of what's written in the law, socially agreed upon standards (Social contract orientation;universal ethical principle) |
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Definition
| try to elevate him beyond the stage that he's in to improve him |
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| limited "g" view of intelligence; only one mental attribute and we all have varying amounts of it |
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| Fluid & Crystalized. Fluid is the limited, hereditary "g" factor, and crystalized is the social, cultural, teachable factor. |
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| Guilford's Model of the Structure of the intellect |
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Definition
OCP:
operations
content
product
Allows us to teach to strengths and weaknesses; weaknesses CAN be remediated. |
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| Gardner's Theory of Multiple Intelligences: |
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Definition
| 8 areas of intelligence and learning: bodily-kinesthic, linguistic, logical-mathematical, |
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| Sternberg's Triarchic Model |
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Definition
Componential: facts, skills, knowledge we've aquired
Contextual: can take your context and maximize your strengths to make it best fit your needs
Experiential: forms new ideas, reflects on knowledge base and is innovative
Most promising and upheld view because none of these takes away from the other; we can use it to scaffold our students. |
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| First ones to come up with the intelligence quotient tests |
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| mental age divided by your chronological age x 100. |
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| NO child can be turned away from recieving a public education |
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| Individual's with Disabilities in Education (Improvement) Act. No one could beturned away, and everyone had an equal right to FAPE. 1975 |
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| FREE APPROPRIATE PUBLIC EDUCATION. |
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FAPE-
IEP: Individual education program. THEN
LRE: least restrictive environment
NOREP: parents sign the notice of recommended education. |
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| Learn the little parts first, then know the whole picture |
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| learn the BIG picture first and then learn the little details |
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| we'll always see our students as low acheievers if we only concentrate on their backgrounds and not the progress they've made. |
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| James Banks 5 dimensions on multiculturalism |
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Definition
Five Elements
•Content Integration
•Prejudice Reduction
•Equity Pedagogy
•Knowledge Construction
•Empowering School Culture and Social Structure |
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