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32 Cards in this Set
- Front
- Back
Describe the various types of exceptionallearners |
Learning disability ADD/ADHD Speech/Language Disorders = Articulation, voice, fluency Mental retardation = IQ<70, lack adaptive skills, caught before 18yrs Emotional/behavioral disorders = depression/anxiety/aggression Visual Impairments Hearing Impairments Physical disorders = orthopedic or other health impairments |
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Legal aspects of working withdisabled children including IDEA, IEP, LRE and Inclusion: |
IDEA: Series of laws require freeappropriate education for all disabled students (zero reject) IEP: Agreement between parents &school about services provided LRE: With peers in regular classroom togreatest extent possible Inclusion: Inclusion is including students with disabilities inside a general education classroom with the help of a special education teacher and general education teacher working together to provide for the needs of the students in the class. |
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From least to most restrictive environments,what planning, placement, and services are available? |
Least to Most Restrictive Environments: Regular Classroom Resource Room Separate Classroom Residential Facility Home-bound/Hospital |
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Describe the characteristics of gifted learners |
Precocity: Learn more easily March to Own Drummer: Learn differently A Passion to Master: intense/obsessive interest in an area |
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Four methodsof educating children who are gifted learners |
Acceleration: moving more quickly through curriculum Enrichment: giving students additional, moresophisticated and thought provoking work Sophistication: mastery of subject areas Novelty: refers to creative twists to currentcurriculum, such as creating happy endings to Shakespeare tragedies. |
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Explain the 2 options School districts follow for determining a student’s eligibility under the category of learning disabilities. |
Option 1:
1.) Determination of underachievement 2.) Determine response to intervention or pattern strengths/weaknesses 3.) Determination of appropriate instruction Option 2: 1.) Severe discrepancy btwn intellectual ability academic development 2.) Exclusion criterion 3.) Need for special education services. |
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What is behaviorism? |
Focuses on observable behavior and the role of the environment in determining behavior |
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Whatis the Hawthorne Effect? |
The overuse of reinforcement, resulting in it losing it's motivating effect. |
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DescribeSkinner's Schedules of Reinforcement |
Combined/Created 4 ways to reinforce behavior: *Fixed Interval *Variable Interval *Fixed Ratio *Variable Ratio Believed all learning comes from reinforcement! Developed learning principles based on Thorndike's "Law of Effect" Reinforcement as a consequence of behavior is perhaps the most important management skill a teacher can possess |
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How are Skinner's Schedules of Reinforcement and behaviorism incorporated in our schools today?
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Secondary Reinforcers are used in schools everyday: Example: Token System 10 tokens = pass for no homework 20 tokens = lunch out Example: Grades (A, B, C, D) = College Acceptance = Privileges at home = Praise at home |
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What is Thorndike's Law of Effect?
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"Any action that produces a satisfying state of affairs will be repeated in a similar situation." "Likewise, any action followed by an annoying state of affairs is less likely to be repeated."
Shortened to "Punishment is nowhere near as effective as rewards!" |
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DescribeBandura's Social Cognitive Theory. |
Focuses on cognitive factors such as beliefs, self-perceptions, and expectations Distinguishes between enactive and vicarious learning. Enactive Learning is learning by doing and experiencing the consequences of your actions. Vicarious Learning is learning by observing others. |
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Explain'continuous' and 'intermittent' reinforcement. |
Continuous Reinforcement: presenting a reinforcer after every appropriate response. Intermittent Reinforcement: Presenting a reinforcer after some but not all responses. |
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Defineeach element of Skinner's schedules of reinforcement |
Fixed Interval: Reinforcement after a set period of time Variable Interval: Reinforcement after varying lengths of time Fixed Ratio: Reinforcement after a set number of responses Variable Ratio: Reinforcement after a varying number of responses |
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Explain'positive' and 'negative' reinforcement |
Positive Reinforcement: Strengthening behavior by presenting a desired stimulus after the behavior. (reward) Negative Reinforcement: Strengthening behavior by removing an aversive stimulus when behavior occurs. (taking away a privilege) |
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How does the brain process information? |
1. Person receives stimulus from the environment 2. Stimulus activates receptors in the brain (1 for each of the 5 senses) 3. Info is encoded in sensory memory where perception and attention determine what is held in working memory for further use. 4. In working memory, new info connects with knowledge from long term memory 5. Thoroughly processed/connected info becomes part of long term memory, and can be activated to return to working memory. 6. Implicit memories are formed without conscious effort. |
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Whatare the methods of rehearsing or elaborating information to enhance retention? |
Chunking: grouping small bits of data into meaningful larger ones Peg-type approach: associating items with cue words Loci Method: associating items with specific places Acronyms: use the first letter of words to form a new memorable word Chain Mnemonics: associating one element in a series with the next Keyword Method: associating new words or concepts with similar-sounding cue words and images. |
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Whatis Metacognition? What are some ways to improve children's metacognition? |
Metacognition: knowledge about knowing and learning; the strategic application of this knowledge to accomplish goals and solve problems Strategies for improvement: 1. Teach a fewstrategies at a time 2. Model/explain new strategies 3. Explain where and when to use it 4. Practice a lot 5. Plan for the new teaching from a studentlevel |
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Listthe knowledge factors of ’metacognition’ |
Declarative Knowledge: Knowledge about yourself as a learner, the factors that influence our learning and memory, and the skills, strategies, and resources needed to perform a task – knowing what to do Procedural Knowledge: Knowing ‘how’ to use the strategies Conditional Knowledge: Knowledge to ensure the completion of the task – knowing ‘when’ and ‘why’ to apply the procedures and strategies. |
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Define'chunking' and 'mnemonics' in short-term memory. |
Chunking: grouping individual bits of data into meaningful larger units. Mnemonics: Systematic procedures for improving memory; techniques utilized for remembering; or memorization aids. |
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Explain'implicit' and 'explicit' categories in long-term memory. |
Implicitmemory (unconscious): knowledgethat we are not conscious of recalling, but influence behavior or thoughtwithout our awareness. (classical conditioning effects, procedural memory, priming) Explicitmemory (conscious): Knowledge from long-term memory that can be recalled and consciously considered. We are aware of these memories -- we know we have remembered them. |
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Explainhow environment relates to a student's learning and who is responsible for thisbeing a factor. |
Stimulation and information enter the system from the environment. The environment provides feedback to the learner concerning the adequacy of a response and reinforcement of the response. The environment portion of this cognitive process is the only place that you, as a teacher, have a direct impact. You will be responsible for arranging the environment so learning can occur. |
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What are the six categories of Bloom'sTaxonomy? (KCAASE) |
Knowledge: Remember! Comprehension: Understand! Application: Use! Analysis: Take apart! Synthesis: Create new Evaluation: Judge! |
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Whatis the difference between teacher-centered instruction and student-centeredinstruction? |
Teacher-Centered Instruction/Direct Instruction: high level of control over the teaching and learning process; students are expected to be very involved but the teacher is responsible for the goals and outcomes as well as the materials and pace of the lesson. Student-Centered instruction: moves the focus of learning away from teacher and toward students. Teacher is looked at as a facilitator rather than a boss. Instruction examples include small group work, cooperative learning, and peer teaching. |
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Whatare the elements of Rio Salado College’s Critical Components of Instruction? |
Planning Assessment: Measurement of final outcome Teacherfacilitated instruction: Detailed,step by step process from anticipatory through closure. |
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Howwill you incorporate Bloom's Taxonomy, Webb’s Depth of Knowledge and Rio SaladoCollege’s Critical Components of Instruction in your instruction when youteach? |
Bloom's Taxonomy: as a tool for differentiating levels of learning, as each of the levels relate to how the brain processes information and thoughts. Webb's Depth of Knowledge: as a tool contrary to Bloom's, in order to focus on the thinking process and not just the product. Rio's Critical Components: as a tool in unit and lesson planning and developing learning objectives |
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Read& review information needed to write Instructional objectives. |
(A) Audience – the audience describes the intended learners (B) Behavior is illustrated by the “measurable” verb which describes what the audience will learn or be able to do after the lesson. (C) Condition (s) - The condition describes the circumstances under which the learning will occur. (D) Degree - The degree states the expected performance criteria. This includes the quantitative mastery level "The student (a) will be able to create (b) 8 of 10 circles (d) using a drawing program on the computer (c) |
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What are the components of Maslow'sHierarchy of Needs? |
4 “Deficiency Needs”Lower-level basic needs *Survival *Safety *Belonging *Self-esteem "Being Needs" Higher-level *Intellectual Achievement *Aesthetic Appreciation *Self-Actualization - the realization of personal potential |
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Describe the impact of teacher's expectations onstudent learning |
When teachers set high expectations for students AND encourage them, plus give positive feedback, by and large, students will rise to the occasion. |
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Whatis the link between student beliefs, motivation, and success in school? |
Students who are successful in academic tasks develop a belief in their ability to continue working at achieving such accomplishments. This is referred to as "self-efficacy" They tend to believe in their ability to perform successfully in the future. They will continue trying even in the face of adversity. |
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Summarizethe conditions in the ARCS model that impact motivation. |
A = Attention Attention drives learning and learning drives memory. R = Relevance Students believe material is important and knowing will help later C = Confidence Experiencing success builds confidence. Success breeds success. S = Satisfaction Occur when expectations are met, experienced different by everyone. Can be either intrinsic reward or extrinsic reward |
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Describe'intrinsic motivation' and 'extrinsic motivation' in the context of studentmotivation. |
Intrinsicmotivation: Motivation associated with activities that are their own reward Extrinsicmotivation: Motivation created by external factors such as rewards and punishments |