Term
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Definition
Social cognitive theory distinguishes between enactive and vicarious learning
Enactive learning is learning by doing and experiencing the consequences of your actions (self-regulation of behavior, goal directed behavior, self-monitoring)
Vicarious learning is learning by observing others
Four elements of observational learning
Attention
Retention
Production
Motivation and reinforcement |
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Term
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Definition
Promoted the concept of discovery learning by encouraging teachers to give students more opportunity to learn on their own.
Discovery learning encourages students to think for themselves and discover how knowledge is constructed
Discovery learning is learning in which students construct an understanding on their own
Related to Piaget and Dewey’s views |
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Term
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Definition
Viewed problem solving according to the scientific method as the proper way to think and the most effective teaching method
Schools should teach learners how to solve problems and inquire/interact with their natural and social environments
Every learner attempts to explore and understand his/her environment |
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Term
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Definition
Sensorimotor – 0-2 yrs – involves the senses and motor activity
Preoperational – 2-7 yrs – stage before a child masters logical mental operations
Concrete operational – 7-11 yrs – mental tasks tied to concrete objects and situations
Formal operational – 11-adult – mental tasks involving abstract thinking and coordination of a number of variables |
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Term
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Definition
| ongoing process of arranging information and experience into mental systems or categories |
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Definition
| mental systems of categories and experiences |
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Definition
| adjustment to the environment |
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Definition
| fitting new information into existing schemes |
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Term
jean piaget
Accommodation |
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Definition
| altering existing schemes or creating new ones in response to new information |
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Jean Piaget
Equilibration |
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Definition
| search for mental balance between cognitive schemes and information from the environment |
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Term
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Definition
Goal of education should be to help children learn how to learn
Importance of developmentally appropriate education
Individuals construct their own understandings
Value of play |
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Term
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Definition
Sociocultural theory – emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society
Children learn the culture of their community (ways of thinking & behaving) through interactions |
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Term
Lev Vygotsky
Zone of Proximal Development |
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Definition
| phase at which a child can master a task if given appropriate help and support |
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Term
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Definition
| support for learning and problem solving. The support could be anything that allows the student to grow in independence as a learner |
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Term
Howard Gardner
Theory of Multiple Intelligences |
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Definition
Linguistic (verbal)
Musical,
Spatial,
Logical-mathematical
Bodily-kinesthetic (movement)
Interpersonal (understanding others)
Intrapersonal (understanding self)
Naturalist |
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Term
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Definition
1. physiological needs
2. safety needs
3. love and belonging
4. esteem needs
5. needs for self actualization |
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Term
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Definition
Operant conditioning – a form of learning whereby a response increases in frequency as a result of its being followed by reinforcement
When behaviors are followed by desirable consequences, they tend to increase in frequency
When behaviors do not produce results, they typically decrease and may even disappear altogether |
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Term
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Definition
Eight stages of psychosocial development
Developmental crisis – conflict between a positive alternative and a potentially unhealthy alternative
The way in which the individual resolves each crisis will have a lasting effect on that person’s self-image and view of society |
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Term
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Definition
Trust vs. mistrust
Autonomy vs. shame/doubt
Initiative vs. guilt
Industry vs. inferiority
Identity vs. role confusion
Intimacy vs. isolation
Generativity vs. stagnation
Ego integrity vs. despair |
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Term
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Definition
Stages of moral reasoning
Level I – Preconventional Moral Reasoning – judgment is based own person needs and others’ rules
Level 2 – Conventional Moral Reasoning – judgment is based on others; approval, family expectations, traditional values, laws of society, and loyalty to country
Level 3 – Postconventional Moral Reasoning – social contract and universal ethics |
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Term
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Definition
Proposed a different sequence of moral development, an Ethic of Care
Individuals move from a focus on self-interest to moral reasoning based on commitment to specific individuals and relationships, and then to the highest level of morality based on the principles of responsibilities and care for all people |
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Definition
| a theoretical perspective that proposes that learners construct a body of knowledge from their experiences—knowledge that may or may not be an accurate representation of external reality. |
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Term
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Definition
| One’s knowledge and beliefs about one’s own cognitive processes, and one’s resulting attempts to regulate those cognitive processes to maximize learning and memory |
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Term
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Definition
| In contemporary cognitive psychology, an organized body of knowledge about a specific topic |
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Term
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Definition
| A phenomenon whereby something that an individual has learned at one time affects how the individual learns or performs in a later situation |
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Term
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Definition
| Knowledge, comprehension, application, analysis, synthesis, and evaluation |
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Term
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Definition
| Rote memorizing of information in a basically word-for-word fashion |
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Definition
| Translating information into one’s own words |
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Definition
| Using information in a new situation |
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Definition
| Breaking information down into its component parts |
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Definition
| Constructing something new by integrating several pieces of information |
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Definition
| Placing a value judgment on data |
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Term
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Definition
| learning tasks that include attitudes and values about the things one learns |
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Term
| affective domain attitudes |
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Definition
Receiving - become aware of
Responding - display a new behavior
Valuing - involved or committed
Organizing - integrate into value system
Value characterizing - act in accordance with value |
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Term
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Definition
| learning tasks that include simple and complex physical movements and actions |
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Term
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Definition
Reflex movement - respond involuntarily
Basic fundamentals - basic voluntary
Perceptual abilities - senses guide skill effort
Physical abilities - general skills
Skilled movements - complex physical skills
Nondiscussive - Feeling through bodily actions |
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Term
| Concrete operational thinking (Piaget) |
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Definition
| Mental tasks tied to concrete objects and situations |
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Term
| Approaches for accommodating various learning styles, intelligences, or exceptionalities |
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Definition
Differentiated instruction
Alternative assessments
Testing modifications |
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Term
| Correlational relationship |
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Definition
| the extent to which two variables are related to each other, such that when one variable increases, the other either increases or decreases in a somewhat predictable manner |
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Term
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Definition
| explains why behaviors occurs |
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Term
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Definition
| a general belief that one is incapable of accomplishing tasks and has little or no control of the environment |
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Term
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Definition
| the belief that one is capable of executing certain behaviors or reaching certain goals |
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Term
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Definition
| the act of following a particular response with a reinforcer and thereby increasing the frequency of that response |
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Term
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Definition
| a consequence that brings about the increase of a behavior through the presentation (rather than removal) of a stimulus. |
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Term
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Definition
| a consequence that brings about the increase of a behavior through the removal (rather than presentation) of a stimulus |
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Term
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Definition
| a process of reinforcing successively closer and closer approximations of a desired terminal behavior |
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Term
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Definition
| In classical conditioning, the eventual disappearance of a conditioned response as a result of the conditioned stimulus being repeatedly presented alone |
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Term
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Definition
| the eventual disappearance of a response that is no longer being reinforced |
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Term
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Definition
| reinforcing a response every time it occurs |
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Term
| Intermittent reinforcement |
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Definition
| reinforcing a response only occasionally, with some occurrences of the response going unreinforced |
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Term
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Definition
Madeline Hunter’s “Effective Teaching Model”
David Ausubel’s “Advance Organizers”
Mastery learning
Demonstrations
Mnemonics
Note-taking
Outlining
Use of visual aids |
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Term
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Definition
Inquiry Model
Discovery learning
Cooperative learning (pair-share, jigsaw, STAF, teams, games, tournament)
Collaborative Learning
Concept models (concept development, concept attainment, concept mapping)
Discussion models
Laboratories
Project-based learning
Simulations |
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Term
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Definition
| Evaluating the accuracy and worth of information of arguments. |
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Term
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Definition
| New and original behavior yields an appropriate and productive result. |
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Term
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Definition
| Thought that involves going beyond information specifically learned (e.g., application, analysis, synthesis, evaluation). |
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Term
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Definition
| Formulating general principles based on knowledge of examples and details |
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Term
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Definition
| Drawing conclusions by applying rules of principles; logically moving from a general rule or principle to a specific solution |
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Term
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Definition
| Creating new solutions for problems |
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Term
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Definition
| Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions |
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Term
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Definition
| Bruner’s approach, in which students work on their own to discover basic principles |
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Term
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Definition
| The idea that skills and knowledge are tied to simulation in which they were learned and difficult to apply in new settings. |
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Term
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Definition
| An approach to instruction whereby students work with their classmates to achieve group goals and help on another learn. |
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Term
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Definition
| An approach to instruction that uses a variety of techniques (brief explanations, teacher questioning , rapid pacing, guided and independent practice) to promote learning of basic skills. |
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Term
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Definition
| An approach to instruction whereby students develop an understanding of a topic, through firsthand interaction with the physical or social environment. |
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Term
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Definition
| A diagram of concepts within an instructional unit and the interrelationships among them. |
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Term
| Madeline Hunter “Effective Teaching Model” – |
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Definition
Get students set to learn
Provide information effectively
Check for understanding and give guided practice
Allow for independent practice |
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Term
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Definition
| An approach to instruction whereby students learn one topic thoroughly before moving to a more difficult one. |
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Term
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Definition
| A special memory aid or trick designed to help students learning and remember a specific piece of information. |
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Term
| Methods for enhancing student learning through the use of a variety of resources and materials |
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Definition
Computers, Internet resources, Web pages, e-mail
Audio-visual technologies such as videotapes and compact discs
Local experts
Primary documents and artifacts
Field trips
Libraries
Service Learning |
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Term
| Techniques for creating effective bridges between curriculum goals and students’ experiences |
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Definition
Modeling
Guided practice
Independent practice, including homework
Transitions
Activating students’ prior knowledge
Anticipating preconceptions
Encouraging exploration and problem-solving
Building new skills on those previously acquired |
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Term
| Types of questions that can stimulate discussion in different ways for particular purposes |
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Definition
Probing for learner understanding
Helping students articulate their ideas and thinking processes
Promoting risk-taking and problem-solving
Facilitating factual recall
Encouraging convergent and divergent thinking
Stimulating curiosity
Helping students to question |
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