Edu 272 Final

Front 1

What are the components of Maslow's Hierarchy of Needs?

Back 1

Basic: Health, Safety, Belonging, Love, and Self-Esteem

Higher Order: need to Know, need to Understand, Need for aesthetically pleasing things.

Front 2

Describe the impact of teacher's expectations on student learning.What is the link between student beliefs, motivation, and success in school?

Back 2

When teachers expect their students to be successful, they typically are. Students who believe they can do it will be much more likely to do it.

Front 3

Summarize the conditions in the ARCS model that impact motivation.

Back 3

Conditions needed in order for a student to be motivated to learn:

Attention, Relevance, Confidence, and Satisfaction.

Front 4

Describe 'intrinsic motivation' and 'extrinsic motivation' in the context of student motivation.

Back 4

Intrinsic comes from within, Extrinsic comes from outside the student.

Front 5

What are the six categories of Bloom's Taxonomy?

Back 5

Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

Front 6

What is the difference between teacher-centered instruction and student-centered instruction?

Back 6

In teacher centered instruction the teacher is in control. In student centered instruction the students work together to learn through cooperative learning, small groups, or peer tutoring.

Front 7

What are the eight elements of Madeline Hunter's effective instruction?

Back 7

Anticipatory set, Objective and Purpose, Input, Modeling, Check for Understanding, Guided Practice, Closure, Independent Practice.

Front 8

How will you incorporate Bloom's Taxonomy and EEI in your instruction when you teach?

Back 8

By making sure that every lesson includes these elements.

Front 9

Read & review information needed to write Instructional objectives.

Back 9

Instructional objectives must include:

Performance: what measurable and observable behavior will the student demonstrate?

Condition: What will the circumstances for the behavior be?

Standard: How well are they expected to be able to perform the behavior?

Front 10

How does the brain process information?What are the methods of rehearsing or elaborating information to enhance retention?

Back 10

Learner receives stimulation from the environment, which activates receptors, which then travels to sensory register, where, if paid attention to, it enters the short term memory. If rehearsed or elaborated on it moves into long-term memory. Methods are chunking or mnemonics.

Front 11

What is Metacognition? What are some ways to improve children's metacognition?

Back 11

Metacognition is being aware of the way we think, and being able to select the best strategies to learn what we need to know. Model good strategies by thinking out loud while working through a problem.

Front 12

List the knowledge factors of ’metacognition’.

Back 12

Declarative knowledge: facts and verbal information

Procedural knowledge: how to perform various cognitive activities

Conditional knowledge: knowing when and why to apply what they know

Front 13

Define 'chunking' and 'mnemonics' in short-term memory.

Back 13

Chunking is phone numbers

Mnemonics is EGBDF or MVEMJSUNP

Front 14

Explain 'implicit' and 'explicit' categories in long-term memory.

Back 14

Explicit memory is knowledge from long term memory that can be recalled and consciously considered. We know we have remembered them. Implicit memory is knowledge that we are not conscious of recalling, but that influences behavior or thought without our awareness.

Front 15

Explain how environment relates to a student's learning and who is responsible for this being a factor.

Back 15

The environment is the source of input into the information processing system of the learner. The teacher is responsible for arranging the environment so learning can occur.

Front 16

What is behaviorism?

Back 16

A school of thought that focuses on observable behavior. Nothing happens inside the brain prior to a response. No thinking or reasoning is occurring that creates the response. An external stimulus occurs and then the organism responds.

Front 17

What is the Hawthorne Effect?

Back 17

When rewards are overused they lose their motivating effect.

Front 18

Describe Skinner's Schedules of ReinforcementDefine each element of Skinner's schedules of reinforcement.

Back 18

Continuous: responding continuously to some behavior

Intermittent: contingent on some schedule or combination of schedules (Interval, based on time, or Ratio, based on number of responses)

Fixed: Deliver reinforcement at a constant predictable rate.

Variable: Deliver reinforcement that is not constant but varied.

Front 19

How are Skinner's Schedules of Reinforcement and behaviorism incorporated in our schools today?

Back 19

Grades, tokens, certificates, points, etc.

Front 20

What is Thorndike's Law of Effect.

Back 20

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.

Front 21

Describe Bandura's Social Cognitive Theory.

Back 21

Social learning theory emphasizes learning through observation of others. Social cognitive theory adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory.

Front 22

Explain 'continuous' and 'intermittent' reinforcement.

Back 22

Continuous means every time you do the action you get the reward, intermittent means that there will be times when you do the action and you won't be rewarded and times when you will.

Front 23

Explain 'positive' and 'negative' reinforcers.

Back 23

Positive are rewards, Negative are punishments.

Front 24

Describe the various types of exceptional learners.

Back 24

Students could have ADHD, Speech and Language Disorders, Mental Retardation, Emotional and Behavioral disorders, Visual impairments, hearing impairments, sensory disorders, physical disorders,orthopedic impairments, or could be gifted.

Front 25

What are the legal aspects of working with disabled children including IDEA, IEP, LRE and inclusion?

Back 25

IDEA-2004 defines specific learning disability as: "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing or motor disabilities, of mental retardation, or of environmental, cultural, or economic disadvantage."

Front 26

From least to most restrictive environments, what planning, placement, and services are available?

Back 26

Student success teams, IEP meetings, inclusion classes, self contained classes, alternative schools, paraprofessional supports, sensory supports.

Front 27

Describe the characteristics of gifted learners (include the four methods used for educating children).

Back 27

Gifted students learn easily and rapidly and remember what they have learned, they use common sense and practical knowledge, have large vocabulary, recognize relations and comprehend meaning, alert and observant and quick to respond, creative and interesting connections, and persistent and highly motivated on tasks that interest them. Educate them with enrichment, sophistication, novelty, or acceleration.

Front 28

Describe the characteristics of gifted learners and include one method of educating children who are gifted learners.

Back 28

Gifted learners are precocious, march to their own drummer, and have a passion to master their interests. Educate them through enrichment, sophistication, novelty, or acceleration.

Front 29

Explain the 2 options School districts follow for determining a student’s eligibility under the category of learning disabilities.

Back 29

Option 1: Determination of Underachievement, Determination of Response to Interventions or a Pattern of Strengths and Weaknesses (or Both), Determination of Appropriate Instruction

Option 2: A severe discrepancy between the student's intellectual ability and academic achievement, an exclusion criterion, a need for special education services.

Front 30

List five types of learning outcomes according to Gagne.

Back 30

Verbal Information, Intellectual skills, Cognitive Strategies, Attitudes, and Motor Skills

Front 31

Instructional Objectives must include...

Back 31

Performance, condition, standard

Front 32

Cooperative learning includes...

Back 32

Face to face interaction, individual responsibility, collaborative skills, group processing, and positive interdependence.