Edu 272 Final

Front 1

Describe the various types of exceptional learners.

Back 1

Learning disabilities

Attention deficit disorder

Speech and Language Disorders

Mental Retardation

Emotional and Behavioral Disorders

Gifted Students

Visual Impairment

Hearing Impairment

Front 2

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

Back 2

More recently, exceptional learners have been included in classrooms with typical students. This is called inclusion. The purpose for this is two-fold. It was found that students with special needs could learn from observing typical students and vice versa. Because typical children did not spend time with students with disabilities, they were often afraid of them when they did see them and tended to shy away from them.

Front 3

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

Back 3

Special ed teachers

Resource teachers.

Front 4

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

Back 4

Students that are gifted usually have exceptionally high IQ’s and learn in a way that is different than the majority of children. These students normally exhibit independence in learning and do not need as much support. They also excel in certain areas, where their peers may take more time to master a concept. When students who are gifted are not challenged, they can sometimes become disruptive. One way to help gifted students is to have students tested for the gifted program if your school offers one. If you notice that a student is intelligent and thinks outside of the box, those are good indicators that they might qualify. Ways to help the student in the classroom would be to discover areas that the student is interested in and give the students individual projects to increase their learning.

1.Acceleration

2.Enrichment

3.Sophistication

4. Novelty

Front 5

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

Back 5

Precocity-Gifted children seem to learn more effortlessly than other children in one area. Children who are gifted begin to master an area or domain before their peers.

Marching to their own drummer-Many gifted children learn in different way than other children. They seem to require less support from adults than non-gifted children. They make discoveries on their own and can have normal or above normal intelligence.

A passion to master-Gifted children show an intense and obsessive interest in an area. They have an interest in learning all there is to know in a specific area. They do not need to be pushed by their parents in their area of interest.Some teachers have found that unchallenged students, whether formally diagnosed as gifted or not, can become disruptive, lose interest in achieving and may begin skipping school if they are older. The methods you use in your future classroom to keep students engaged will be very important. The more interested, engaged, and excited about school students are the less challenging behavior you will find.

Front 6

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

Back 6

Option 1:Step 1: Determination of UnderachievementDoes the student fail to achieve adequately for his age in one or more of the following eight areas:Oral expressionListening comprehensionWritten expressionBasic reading skillReading fluency skillsReading comprehensionMathematics calculationMathematics problem solvingStep 2: Determination of Response to Interventions or a Pattern of Strengths and Weaknesses (or Both)In determining a student’s response to interventions, the following question must be asked: Does the student fail to make sufficient progress in achievement considered adequate for his age (or enrolled grade-level standards) when provided with a series of scientific, research-based interventions? Documentation of a student’s progress during a process of increasingly intensive interventions, such as those that occur in the RTI approach, can provide useful information for determining whether a student has an SLD and needs special education. Note that:This documentation of progress is generally done using curriculum-based measurements (CBM).An intervention process generally takes place prior to referring a student for a complete evaluation.Determining why a student has not responded to research-based interventions requires a comprehensive evaluation.Step 3: Determination of Appropriate InstructionPrior to a child’s being suspected of having an SLD, the school or district must provide documentation that proves that the student has been provided appropriate instruction by qualified personnel. Students whose lack of achievement can be attributed to a lack of appropriate instruction in reading or math should not be determined to have an SLD.

Option 2:1. A severe discrepancy between the student's intellectual ability and academic achievement. An unexpected difference between general ability and achievement is the first identifying criteria. The most common practice for determining a severe discrepancy is to compare the student's IQ score with scores on a standardized achievement test. Since IDEA-2004 does not contain a specific formula, states determine their own criteria for implementing the definition of learning disabilities. If possible, pause here to review your state or school district's criteria for determining the formula for a severe discrepancy.2. An exclusion criterion. IDEA-2004 indicates that specific learning disabilities do not include learning problems that are "primarily the result" of mental retardation, sensory impairment, emotional disturbance, or lack of opportunity to learn due to environmental, cultural, or economic conditions.3. A need for special education services. School districts work very hard to ensure that only students with specific and severe learning problems, despite normal educational efforts, are placed. NJCLD cautions use to avoid the overidentification of children who have not had the opportunity to learn (e.g., excessive absences from school).Attention Deficit Hyperactivity Disorder (ADHD)What are some of the descriptions teachers use when referring to a child with an attention deficit hyperactivity disorder?FidgetyDistractibleCan't sit still for longer than a few minutesMessy handwritingClumsyImmatureDisorganizedThe descriptions that parents generally use when describing a preschooler with ADHD include phrases like:"Always on the go""Never seems to listen""Can't sit still even for a second"As you probably already know, there are many preschoolers who could be described in these terms. Because of this, many times children are not diagnosed as having ADHD until elementary school. Some children with ADHD are prescribed stimulant medications such as Ritalin. Children should only be given medication after a careful and exhaustive assessment has been administered including input from the parents, teachers, possibly older siblings, and or close relatives.The classroom teacher plays a very important role with children who are taking medication for ADHD. Because the teacher is with the child for long periods of the day, s/he can observe when the medication dose is too high and the child becomes lethargic or too low and the child is unable to stay focused.Not all children with ADHD respond well to medication. Whether a child with ADHD is taking medication or not, behavior management has been found to play a very positive role in appropriate management of this condition. The child should be encouraged to take responsibility for his/her own actions.There are three different types of ADHD (as described in your textbook): (1) ADHD with predominantly hyperactivity/impulsivity; (2) ADHD with predominantly inattention; and (3) ADHD with both hyperactivity/impulsivity and inattention. This disorder occurs nine times more often in boys than in girls. The diagnosis of ADHD has increased markedly in the 1990s. Some estimates are that 3% to 5% of school children are identified as ADHD.See table 10.6 on pg. 149 in your textbook titled Encouraging Language Development.

Front 7

What is behaviorism?

Back 7

Behaviorism is a school of thought that focuses on the observable behavior, instead of on mental or cognitive processes. Those who believe in behaviorism believe that an external stimulus occurs and then the organism responds.Behaviorists believe that "nothing happens" inside the brain prior to a response. In their view, the brain is like a black box. No thinking or reasoning (as we think of it today) is occurring that creates the response.Behaviorism was a prominent school of thought for nearly 50 years in the American education system from, approximately, 1913 to 1960. Behaviorism focused on the role of the environment in determining behavior. The belief was that the environment provided the stimuli that elicited responses.

Front 8

What is the Hawthorne Effect?

Back 8

Hawthorne Effect. An example of this is when a teacher gives stickers to students as a reward for working quietly. This reward is given every single day. Eventually, the stickers are "old hat" and not very exciting or motivating. The stickers no longer entice children into working quietly. Over-justification is giving too large of a reinforcement after a behavior. This can confuse a student and actually decrease the behavior in the future. For instance, a child comes from a school that gives large prizes (like a trip to the amusement park) at the end of the year for the number of books read. If this student goes to a school with smaller reinforcers, the student may not bother to continue to read.

Front 9

Describe Skinner's Schedules of Reinforcement.

Back 9

Fixed-ratio schedules are those where a response is reinforced only after a specified number of responses. This schedule produces a high, steady rate of responding with only a brief pause after the delivery of the reinforcer. An example of a fixed-ratio schedule would be delivering a food pellet to a rat after it presses a bar five times.

Variable-ratio schedules occur when a response is reinforced after an unpredictable number of responses. This schedule creates a high steady rate of responding. Gambling and lottery games are good examples of a reward based on a variable ratio schedule. In a lab setting, this might involve delivering food pellets to a rat after one bar press, again after four bar presses, and a third pellet after two bar presses.

Fixed-interval schedules are those where the first response is rewarded only after a specified amount of time has elapsed. This schedule causes high amounts of responding near the end of the interval, but much slower responding immediately after the delivery of the reinforcer. An example of this in a lab setting would be reinforcing a rat with a lab pellet for the first bar press after a 30-second interval has elapsed.

Variable-interval schedules occur when a response is rewarded after an unpredictable amount of time has passed. This schedule produces a slow, steady rate of response. An example of this would be delivering a food pellet to a rat after the first bar press following a one-minute interval, another pellet for the first response following a five-minute interval, and a third food pellet for the first response following a three-minute interval.

Front 10

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

Back 10

Example:Marbles in the jar (when jar full, have a pizza party)Read five books, then get certificateComputer aided instruction (Math Blaster-- computers in back of room where student does problems and bells ring)

Front 11

What is Thorndike's Law of Effect?

Back 11

Punishment is nowhere near as effective as rewards!Through responses and consequences students can learn how and when to:Raise their handsWrite cursivelyOperate a class computerOther desired behaviorsHave you heard the saying, "You can get more flies with honey than with vinegar"? Thorndike's law of effect proves this saying true.

Front 12

Describe Bandura's Social Cognitive Theory.

Back 12

The theory states that when people observe a model performing a behavior and the consequences of that behavior, they remember the sequence of events and use this information to guide subsequent behaviors. Observing a model can also prompt the viewer to engage in behavior they already learned.

Front 13

Explain 'continuous' and 'intermittent' reinforcement.

Back 13

CONTINUOUSContinuous reinforcement is exactly as it sounds: responding continuously to some behavior. This obviously poses a problem for teachers. As you know, you can't respond to a child's every move.

INTERMITTENTIntermittent reinforcement is contingent on some schedule or combination of schedules.

Front 14

Define each element of Skinner's schedules of reinforcement.

Back 14

This technique creates a more uniform response from the student.Skinner believed that :When you stop reinforcing people, they stop learning!ALL LEARNING occurs due toREINFORCEMENT!Skinner believed that the teacher's role in the classroom was to reinforce behavior. That was his concept of learning. Let's take this into the classroom—The biggest place all of these principles manifest themselves is:Behavior ModificationClassroom Management

Front 15

Explain 'positive' and 'negative' reinforcers.

Back 15

Positive- rewards, Negative-punishments

Front 16

How does the brain process information?

Back 16

INFORMATION PROCESSING THEORY is based on a computer metaphor that assumes humans can process information in much the same way as computers do.

Front 17

What are the methods of rehearsing or elaborating information to enhance retention?

Back 17

If a person rehearses or elaborates on the information in the short-term memory, it moves into long-term memory (LTM) where it is stored. Long-term memory seems to have no limit in its storage capacity, although there is sometimes difficulty in retrieving information stored in LTM to STM.Information from the LTM or the STM passes to the response generator where it is organized to generate a response.

Front 18

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

Back 18

Metacognition refers to the ability to know about how you know. Metacognitive knowledge and Metacognitive activity are two types of Metacognition. Metacognitive knowledge involves reflecting on your own thoughts which can include factual knowledge and strategic knowledge.Some metacognitive strategies for strong readers include predicting, paraphrasing, changing reading speed, looking back over a passage already read, visual representation, and self questioning.

Front 19

List the knowledge factors of ’metacognition’.

Front 20

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

Back 20

This concept is important, especially as a future teacher. When you begin giving students lots of information without "hooking" the information to something or chunking it together for them, students will not retain the information very well. Some students eventually learn to chunk information themselves, but many do not. As a teacher, your students will be more effective learners if you help them by teaching them to associate or "hook" information to something else (like W. James discovered) or by chunking it for them.

Mnemonics is making up letters to help remember such as ROYGBIV.

Front 21

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

Back 21

Long-term memory is often divided into two further main types: explicit (or declarative) memory and implicit (or procedural) memory. Declarative memory(“knowing what”) is memory of facts and events, and refers to those memories that can be consciously recalled (or "declared").

Front 22

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

Back 22

From the environment, a learner receives stimulation, which then activates receptors in the brain.

Front 23

What are the six categories of Bloom's Taxonomy?

Back 23

- Comprehension - Application - Analysis - Synthesis - Evaluation

Front 24

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

Back 24

Student-Centered instruction moves the focus of the learning activity away from the teacher and toward the students. The teacher is now looked upon as a facilitator rather than a boss. As Johnson and Johnson (1994) indicate, the teacher is not a sage on the stage in this method.Student-Centered instruction includes small group work, cooperative learning, and peer teaching.

Front 25

What are the elements of Rio Salado College’s Critical Components of Instruction?

Back 25

A measurable objective includes performance/behavior, criteria, action words, and measurable goals exemplars. The performance/behavior criteria indicates what the students will be doing and how they are doing it. This is a combination of a level of Bloom's Taxonomy and the medium for their activity (written, oral, etc.). Criteria for the measurable objective could include how you will assess students as the quantitative level of how much mastery will be considered a success (example 8 out of 10 students achieve 100% on a test). Action words are necessary in creating a measurable objective. The key to action words is that they are "measurable and objective). Finally, measurable goal exemplars specifically state what a student must do to show mastery of the skill or content in an activity

Front 26

How will you incorporate Bloom's Taxonomy, Webb’s Depth of Knowledge and Rio Salado College’s Critical Components of Instruction in your instruction when you teach?

Back 26

Grade level is 2nd grade, and the concept is butterfly life cycles.- Knowledge. The action word for this level would be "compose." Students would compose the correct order of the butterfly life cycle with picture cards, starting with egg, caterpillar, chrysalis, and butterfly. perfect. - Comprehension . The action word for this level is "describe." Students will be able to describe the different stages of the butterfly life cycle by adding one or two sentences under a picture of the stage. - Application. The action word is "classify." Students will be able to classify different descriptions of the life cycle under the appropriate stage. For example, this is the stage before it emerges as a butterfly. Students would classify that statement under the chrysalis stage. - Analysis. The action word for this stage is "complete." Students will complete missing components of the butterfly life cycle with labels, pictures, and sentences. - Synthesis. The key word for this level is "arrange." Students arrange details of the life cycle in the proper order. - Evaluation. The key word for this level of learning is "discuss." Students will discuss one major point of the butterfly life cycle with someone at their table

Front 27

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

Back 27

At the lower-levels of the hierarchy are basic needs that humans require for physical and psychological well-being. If these needs are not met, they are referred to as DEFICIENCY NEEDS!DEFICIENCY NEEDS must be at least partially satisfied before a person can be motivated to pursue higher-level needs.When the higher-level needs of the hierarchy are met, this enables human beings to grow psychologically. These needs are referred to as GROWTH NEEDS!As growth needs become satisfied, a person is able to fulfill his or her personal potential and achieve SELF-ACTUALIZATION!

Front 28

Describe the impact of teacher's expectations on student learning.

Back 28

Due to the teacher's high expectations of the students, she obviously communicated this expectation to the students, but she also worked harder herself in keeping the students challenged and motivated.

Front 29

What is the link between student beliefs, motivation, and success in school?

Back 29

If they believe they can do it, they will be able to do it.

Front 30

Summarize the conditions in the ARCS model that impact motivation.

Back 30

Attention

Relevance

Confidence

Satisfaction

Front 31

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

Back 31

Satisfaction will be realized differently for each student. If a student is motivated by intrinsic rewards, he or she will feel satisfied with a job well done. If a student is motivated by extrinsic rewards this student will feel satisfied when he or she receives a good grade and/or praise from parents and teachers.