Maslow’s Hierarchy of Needs LEVEL 1
Biological and Physiological needs: basic life needs – air, food, drink, shelter, warmth, sex, sleep, etc.<\/p>\n\n\n\n
Maslow’s Hierarchy of Needs LEVEL 2
Safety Needs: protection, security, order, law, limits, stability, etc.<\/p>\n\n\n\n
Maslow’s Hierarchy of Needs LEVEL 3
Belongingness and Love needs: family, affection, relationships, work group, etc.<\/p>\n\n\n\n
Maslow’s Hierarchy of Needs LEVEL 4
Esteem needs: achievement, status, responsibility, reputation<\/p>\n\n\n\n
Maslow’s Hierarchy of Needs LEVEL 5
Cognitive needs: knowledge, meaning, self-awareness<\/p>\n\n\n\n
Maslow’s Hierarchy of Needs LEVEL 6
Aesthetic needs: beauty, balance, form, etc.<\/p>\n\n\n\n
Maslow’s Hierarchy of Needs LEVEL 7
Self-actualization: personal growth, self-fulfillment<\/p>\n\n\n\n
Maslow’s Hierarchy of Needs LEVEL 8
Transcendence: helping others to self-actualize<\/p>\n\n\n\n
Stages of Physical Development
INFANCY (Birth – 2 years)
INFANTS: hold heads up, roll over, reach for things, sit, crawl, begin to walk, increased coordination, manipulate objects with hands<\/p>\n\n\n\n
BY AGE 2:
feed themselves with hands, jump and run awkwardly, throw a ball, pull a zipper down, make a tower of blocks<\/p>\n\n\n\n
Stages of Physical Development
EARLY CHILDHOOD (2 – 6 years)
TODDLERS: love to run, hop, tumble, play, swing, jigsaw puzzles, string beads, fine motor skills begin developing<\/p>\n\n\n\n
BY AGE 4: print name, eats with utensils, dress and undress self<\/p>\n\n\n\n
Stages of Physical Development
MIDDLE CHILDHOOD (6 – 10 years)
slow, steady weight gain, speed and coordination improve, begin organized sports<\/p>\n\n\n\n
BY AGE 10: improved writing skills, engages in organized sports<\/p>\n\n\n\n
Stages of Physical Development
ADOLESCENCE (10 – 18 years)
weight and heigh increase, girls typically begin puberty before boys<\/p>\n\n\n\n
BY LATE ADOLESCENCE:
boys are typically taller and more muscular than girls of the same age, girls’ physical growth slows, boys may grow into early adulthood<\/p>\n\n\n\n
Piaget’s Stages of Cognitive Development
STAGE 1
SENSIORIMOTOR<\/p>\n\n\n\n
Piaget’s Stages of Cognitive Development
STAGE 2
PREOPERATIONAL<\/p>\n\n\n\n
Piaget’s Stages of Cognitive Development
STAGE 3
CONCRETE OPERATIONAL<\/p>\n\n\n\n
Piaget’s Stages of Cognitive Development
STAGE 4
FORMAL OPERATIONAL<\/p>\n\n\n\n
The Basic Principles of Piaget’s Theory<\/p>\n\n\n\n
MKO (Vygotsky)
More Knowledgeable Other (MKO) – According to Vygotsky we learn through socialization with a More Knowledgeable Other (an adult, older child, or more knowledgeable peer).<\/p>\n\n\n\n
Zone of Proximal Development (Vygotsky)
Zone of Proximal Development – The just right place to teach a child. Not too hard, not too easy. They need a little support (scaffolding) from the teacher. Think of first and second grade reading groups – these groups are placing the students in their zone of proximal development.<\/p>\n\n\n\n
Scaffolding (Vygotsky)
Scaffolding – Supporting the students in their learning. Asking leading questions, providing hints, clues, without directly giving students the answer.<\/p>\n\n\n\n
3 Types of Speech (Vygotsky)<\/p>\n\n\n\n
Erickson’s Stages of Psychosocial Development
TRUST VS. MISTRUST
(birth to 1 year) – Learning that a care giver will meet the baby’s needs<\/p>\n\n\n\n
Erickson’s Stages of Psychosocial Development
AUTONOMY VS. SHAME AND DOUBT
(1 to 3 years) – The me do stage – Pick this choice when the child insists on doing something in the scenario.<\/p>\n\n\n\n
Erickson’s Stages of Psychosocial Development
INITIATIVE VS. GUILT
(3 to 6 years) – Pick this choice when the scenario mentions exploration.<\/p>\n\n\n\n
Erickson’s Stages of Psychosocial Development
INDUSTRY VS. INFERIORITY
(6 – 12 years – grade schoolers) At this stage we want to provide positive reinforcement to students. Focus on their strengths. Help everyone to be successful.<\/p>\n\n\n\n
Erickson’s Stages of Psychosocial Development
IDENTITY VS. ROLE CONFUSION
(12 – 18 years -middle and high schoolers) The adolescents is trying to figure out what they want to do with their lives.<\/p>\n\n\n\n
Erickson’s Stages of Psychosocial Development
INTIMACY VS. ISOLATION
(20s through early 40s)- Finding a partner and friends. Having people, you can count on and not feeling alone.<\/p>\n\n\n\n
Bandura’s Theory of Observational and Modeling Learning<\/p>\n\n\n\n
Bandura’s Theory of Observational and Modeling Learning
3 TYPES OF MODELS
3 Kinds of Models<\/p>\n\n\n\n
Bandura’s Theory of Observational and Modeling Learning
FOR LEARNING TO BE SUCCESSFUL
For Learning (emulation) to be successful:<\/p>\n\n\n\n
Kohlberg’s Theory of Moral Development
PRECONVENTIONAL
Preconventional- When you follow rule because there is either a punishment or reward (Instrumental Relativist). Take the PRE in Preconventional. The P stands for punishment and the re stands for reward.
Stage 1: Punishment-obedience orientation
Stage 2: Instrumental orientation<\/p>\n\n\n\n
Kohlberg’s Theory of Moral Development
CONVENTIONAL
When you follow the rules because that is the rule or because you do not want to be judged poorly. Picture someone wearing an “I Love Rules” shirt. “I love the rules” “I am such a good person”
Stage 3: Good boy-nice girl orientation
Stage 4: Law-and-order orientation<\/p>\n\n\n\n
Kohlberg’s Theory of Moral Development
POST CONVENTIONAL
When you question the rules, seek to change the rules, or knowingly break the rules because you do not agree with them. Take the ST in Post and think of stupid. This person thinks the rules are stupid, they will not follow them, and they do not care if they get caught. I will follow my own internal moral compass. Usually refers to social justice type issues.
Stage 5: Social contract orientation
Stage 6: Universal ethical principle orientation<\/p>\n\n\n\n
Gilligan’s Ethics of Care Theory<\/p>\n\n\n\n
Gilligan’s Ethics of Care Theory
PRECONVENTIONAL
I make a moral decision for myself: I love myself<\/p>\n\n\n\n
Gilligan’s Ethics of Care Theory
CONVENTIONAL
I make a moral decision based on others: I love you more than I love myself<\/p>\n\n\n\n
Gilligan’s Ethics of Care Theory
POSTCONVENTIONAL
I make a moral decision based on others and myself: I love myself AND I love you<\/p>\n\n\n\n
Stages of Social and Emotional Development
INFANTS AND BABIES
By 2 months
Cry to get needs met
Occasionally self-soothe by sucking on hands and fingers
Start to smile and look directly at you<\/p>\n\n\n\n
By 4 months
Cry in different ways to show hunger, pain, or being tired
Smile in response to caregiver’s smile
Play with toys by shaking them<\/p>\n\n\n\n
By 6 months
Are more aware of which people are familiar and which are strangers
Can respond to other people’s emotions by crying, smiling, or laughing
Enjoy looking at themselves in the mirror<\/p>\n\n\n\n
By 9 months
\u00b7 Start to show stranger anxiety
\u00b7 May cry when familiar faces aren’t around
\u00b7 Start to prefer some toys over others<\/p>\n\n\n\n
By 12 months
\u00b7 Play favorites with familiar people
\u00b7 Are more interactive (like handing over a toy or a book or making a specific noise to get a caregiver’s attention)
\u00b7 Enjoy simple interactive games, like patty-cake and peekaboo<\/p>\n\n\n\n
Stages of Social and Emotional Development
TODDLERS AND PRESCHOOLERS
Ages 18 months-2 years
\u00b7 Have more temper tantrums and become more defiant as they try to communicate and be independent
\u00b7 Start simple pretend play, like imitating what adults or other kids are doing
\u00b7 Become interested in having other kids around, but are more likely to play alongside them (parallel play) than with them (cooperative play)<\/p>\n\n\n\n
Ages 3-4 years
\u00b7 Start to show and verbalize a wider range of emotion
\u00b7 Are interested in pretend play, but may confuse real and “make believe”
\u00b7 Are spontaneously kind and caring
\u00b7 Start playing with other kids and separate from caregivers more easily
\u00b7 May still have tantrums because of changes in routine or not getting what they want<\/p>\n\n\n\n
Stages of Social and Emotional Development
GRADESCHOOLERS
Ages 5-6 years
\u00b7 Enjoy playing with other kids and are more conversational and independent
\u00b7 Test boundaries but are still eager to please and help out
\u00b7 Begin to understand what it means to feel embarrassed<\/p>\n\n\n\n
Ages 7-8 years
\u00b7 Are more aware of others’ perceptions
\u00b7 May complain about friendships and other kids’ reactions
\u00b7 Want to behave well, but aren’t as attentive to directions
\u00b7 Try to express feelings with words, but may resort to aggression when upset<\/p>\n\n\n\n
Ages 9-10 years
\u00b7 Share secrets and jokes with friends
\u00b7 May start to develop own identity by withdrawing from family activities and conversations
\u00b7 Are affectionate, silly, and curious, but can also be selfish, rude, and argumentative<\/p>\n\n\n\n
Stages of Social and Emotional Development
MIDDLE AND HIGH SCHOOLERS
Ages 11-15 years
\u00b7 Start thinking more logically
\u00b7 Are introspective and moody and need privacy
\u00b7 Value friends’ and others’ opinions more and more
\u00b7 May test out new ideas, clothing styles, and mannerisms while figuring out where\/how to fit in<\/p>\n\n\n\n
Ages 16-18 years
\u00b7 Strive to be independent and may start emotionally distancing from caregivers
\u00b7 Start trying to discover strengths and weaknesses, at times seeming self-centered, impulsive, or moody
\u00b7 Show pride in successes
\u00b7 Spend a lot of time with friends and may be interested in dating<\/p>\n\n\n\n
Chromsky’s Theory of Language Development
\u00b7 Linguist Noam Chomsky’s work discusses the biological basis for language and claims that children have innate abilities to learn language.
\u00b7 Chomsky terms this innate ability the “language acquisition device.”
\u00b7 He believes children instinctively learn language without any formal instruction.
\u00b7 Chomsky also believes in the existence of a “universal grammar,” which posits that there are certain grammatical rules all human languages share.
\u00b7 Noam Chomsky the father of modern linguistics. Universal Grammar (UG) –<\/p>\n\n\n\n
Skinner’s Theory of Language Development
\u00b7 B. F. Skinner, a well-known behaviorist, held that language use, like other behaviors, was conditioned or influenced by the responses you receive from others around you.
\u00b7 B. F. Skinner believed that children learn language through operant conditioning; in other words, children receive “rewards” for using language in a functional manner. For example, a child learns to say the word “drink” when she is thirsty; she receives something to drink, which reinforces her use of the word for getting a drink, and thus she will continue to do so.
\u00b7 This follows the four-term contingency that Skinner believed was the basis of language development: (1) motivating operations that make a stimulus more or less effective, (2) discriminative stimuli that tend to evoke a specific response, (3) response to language use, and (4) reinforcing stimuli that provide positive feedback.
\u00b7 Skinner also stated that children learn language through three key processes:
1 Imitating others (e.g., seeing a sibling ask for an apple and then asking for one)
2 Prompting from others (e.g., a parent might ask, “Do you want an apple?”)
3 Shaping from others (e.g., a parent might affirm and refine a child’s response: “Yes, that’s a fruit. It’s an apple. Did you want it?”) (Lumen Learning, n.d.)<\/p>\n\n\n\n
Vygotsky’s Sociocultural Approach
\u00b7 Vygotsky’s theory of sociocultural development, including his theory of the zone of proximal development (ZPD), emphasizes the importance of social communication and scaffolding in helping children learn to use language.
\u00b7 Vygotsky believed that language is not learned in a vacuum but depends on the interaction and communication between the learner and his or her peers.
\u00b7 Psychologist Lev Vygotsky’s theory of language development focused on social learning and the ZPD. The ZPD is a level of development obtained when children engage in social interactions with others; it is the distance between a child’s potential to learn and the actual learning that takes place.<\/p>\n\n\n\n
Stages of Language Development
PRE-TALKING\/COOING
0-6 months
vowel like sounds<\/p>\n\n\n\n
Stages of Language Development
BABBLING
6-8 months, consonant-vowel combinations<\/p>\n\n\n\n
Stages of Language Development
HOLOPHRASTIC
9-18 months, one word<\/p>\n\n\n\n
Stages of Language Development
TWO-WORD STAGE
18-24 months, mini sentence<\/p>\n\n\n\n
Stages of Language Development
TELEGRAPHIC STAGE
24-30 months, sentences longer than two words that are structured similarly to the syntactic structures found in the sentences produced by adult grammar<\/p>\n\n\n\n
Stages of Language Development
LATER MULTIWORD STAGE
30+ months, fastest increase in vocabulary, seem to understand everything said within hearing and directed to them<\/p>\n\n\n\n
Intrinsic Barrier
Internal to the student, inside, within the student<\/p>\n\n\n\n
Extrinsic Barrier
External to the student, outside. Resulting from student’s environment and circumstances<\/p>\n\n\n\n
Atypical Barrier
Unusual<\/p>\n\n\n\n
Cognition
thinking, reasoning, problem-solving, understanding<\/p>\n\n\n\n
Language
expressive and receptive abilities<\/p>\n\n\n\n
Motor coordination
gross\/fine motor, jumping, hopping, throwing\/catching, drawing, stacking<\/p>\n\n\n\n
Social interaction
initiating peer contact, group play<\/p>\n\n\n\n
Adaptive
dressing, eating, washing<\/p>\n\n\n\n
ELL Students: Cultural Differences and English Language Learners<\/p>\n\n\n\n
Cognitive Development Barriers to Student Learning and Performance: Common Cognitive Barriers and Behaviors
\u00b7 Cognitive Challenges are usually intrinsic barriers.
\u00b7 Common challenges students may experience are learning disabilities, intellectual disabilities, autism spectrum disorders, traumatic brain injuries (TBIs), and ADHD.<\/p>\n\n\n\n
Cognitive Skills are:<\/p>\n\n\n\n
Behaviors Associated with Common Cognitive Development Barriers<\/p>\n\n\n\n
Possibility signs of learning disabilities in children:
Difficulty understanding and following simple instructions<\/p>\n\n\n\n
Trouble with remembering what someone just said
Fails to comprehend what he reads<\/p>\n\n\n\n
Delayed speech development
Struggles to express ideas in writing<\/p>\n\n\n\n
Transposes math symbols and numbers<\/p>\n\n\n\n
Difficulty understanding age-appropriate jokes and sarcasm<\/p>\n\n\n\n
Very messy handwriting
Significant difficulty in spelling<\/p>\n\n\n\n
Difficulty grasping social conventions<\/p>\n\n\n\n
Lacks coordination in walking and sports<\/p>\n\n\n\n
Difficulty cutting out shapes in paper or holding a pencil<\/p>\n\n\n\n
Frequently loses or misplaces personal items<\/p>\n\n\n\n
Trouble comprehending conceptual time (i.e. yesterday, today, tomorrow)<\/p>\n\n\n\n
Dyslexia and Dyscalculia<\/p>\n\n\n\n
Traumatic Brain Injury
A brain injury may impair a student’s ability to recall information when needed, such as in testing situations, and may also experience challenges conveying their thoughts in speech and writing.<\/p>\n\n\n\n
Intellectual Disability
Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills.<\/p>\n\n\n\n
Intellectual disabilities are diagnosed by looking at two main things:<\/p>\n\n\n\n
Adaptive behavior
\u00b7 daily living skills, such as getting dressed, going to the bathroom, and feeding one’s self;
\u00b7 communication skills, such as understanding what is said and being able to answer;
\u00b7 social skills with peers, family members, adults, and others.<\/p>\n\n\n\n
Social and Emotional Development Barriers to Student Learning and Performance
Some of these social and emotional developmental barriers may be external or extrinsic (caused by the student’s environment), and some may be internal or intrinsic (caused by factors within the student).<\/p>\n\n\n\n
Behavioral Disorders
Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services.<\/p>\n\n\n\n
Language Development Barriers to Student Learning and Performance
\u00b7 As with cognitive barriers, many language barriers are characterized as intrinsic, or innate to the student, rather than being a function of environment or circumstance.<\/p>\n\n\n\n
Communication Disorders
\u00b7 Communication disorders involve persistent problems related to language and speech.
\u00b7 Language is “the ability to encode one’s ideas into language forms and symbols,” and comprehension, “the ability to understand the meanings that others have expressed using language.” Speech refers specifically to sound produced orally.<\/p>\n\n\n\n
Physical Development Barriers to Student Learning and Performance
The category of “physical barriers” is broad, encompassing both intrinsic or student-specific challenges (physical disabilities, hearing and vision challenges, mobility difficulties, or health conditions) and extrinsic or external barriers (poverty, lack of transportation, homelessness, or lack of sleep or nutrition)<\/p>\n\n\n\n
Crystallized intelligence
accumulated knowledge and verbal skills; increase or stay the same as we get older. Our basic facts and vocabulary.<\/p>\n\n\n\n
Fluid Intelligence
reason quickly and abstractly; decreases at get older. Our ability to problem solve and think fast.<\/p>\n\n\n\n
Spearman’s general intelligence (g-factor)
Believes we have a general intelligence. You are average, above average, or below average. Pick Spearman’s General Intelligence when you see they are generalizing about the students’ intelligence. For example, since students are good at addition and subtraction the teacher believes they will be good at multiplication.<\/p>\n\n\n\n
Howard Gardner’s Multiple Intelligences Robert Sternberg’s Triarchic Theory of Intelligence Thurstone’s Primary Mental Abilities Theory Classical Conditioning Operant Conditioning The instructional strategy used by Skinner\/operant conditioning\/behaviorism is: Information Processing Theory The instructional strategies used by the information processing theory are:<\/p>\n\n\n\n Social Cognitive Learning Theory Self-efficacy The instructional strategies used by the social cognitive theory are: Humanistic Learning Theory The instructional strategies used by the humanistic learning theory are:<\/p>\n\n\n\n Intrinsic motivation Extrinsic motivation Growth Mindset Constructivist Learning Theory Cognitive Constructivism Social Constructivism The instructional strategies used by the constructivist learning theory are:<\/p>\n\n\n\n Cooperative Learning Collaborative Learning Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Diagnostic Assessments Formative Assessments Summative Assessments Written Response Assessments or Written Assessments or Written Tests Authentic or Performance or Performance-based or Alternative Assessments Norm-referenced Assessments Criterion-referenced Assessments Standardized Tests Objective Assessments Subjective Assessments Competency-based Learning Competency-based Assessment Rubrics Behaviorist Instructional Strategies: Information Processing Instructional Strategies: Social Cognitive Instructional Strategies: Humanistic Instructional Strategies: Constructivist Instructional Strategies: Sensorimotor Stage (Piaget) Pre-operational Stage (Piaget) Concrete Operational Stage (Piaget) Formal Operational Stage (Piaget) Physical Development Cognitive Development Piaget’s Theory Vygotsky’s Theory Erikson’s Theory Trust versus Mistrust Autonomy versus Shame and Doubt (Erikson) Initiative versus Guilt (Erikson) Industry versus Inferiority (Erikson) Identity versus Role Confusion (Erikson) Intimacy versus Isolation (Erikson) Bandura’s Social Cognitive Theory Kohlberg’s Theory of Moral Development Preconventional Conventional Postconventional Gilligan’s Theory Chomsky’s Theory Skinner’s Theory Vygotsky’s language theory Language Development Zone of Proximal Development (ZPD) Intelligence Theories Behaviorist Theory Cognitivist Theory Humanistic Theory cooperative learning collaborative learning Constructivist Theory Maslow’s Hierarchy of Needs LEVEL 1Biological and Physiological needs: basic life needs – air, food, drink, shelter, warmth, sex, sleep, etc. Maslow’s Hierarchy of Needs LEVEL 2Safety Needs: protection, security, order, law, limits, stability, etc. Maslow’s Hierarchy of Needs LEVEL 3Belongingness and Love needs: family, affection, relationships, work group, etc. Maslow’s Hierarchy of Needs LEVEL 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Proposes we have multiple types of intelligence. We will be average in some, above average in some, and below average in some. Pick Gardner’s Multiple Theory of Intelligence when the scenario says that the teacher is working on _<\/em><\/strong> intelligence. (In the blank you will see one of Gardner’s 8 intelligences.<\/p>\n\n\n\n
Intelligence is made up 3 independent intelligences: Creative, Analytical, and Practical. Pick Sternberg’s Successful Intelligence Theory by using Sternberg’s CAP – The scenario will say the teacher is working on the student’s Creative, Analytical, and\/or Practical Intelligence.<\/p>\n\n\n\n
Intelligence comes from seven independent factors that he called primary abilities: word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed
Know that like Gardner he has a multiple intelligence theory.<\/p>\n\n\n\n
A neutral stimulus is associated with a natural response. This one goes with Pavlov’s Dogs<\/p>\n\n\n\n
A response is increased or decreased due to reinforcement or punishment. This one goes with B. F. Skinner.<\/p>\n\n\n\n
direct instruction. Think of direct instruction as a lecture. A teacher lectures at a board and then gives you practice.<\/p>\n\n\n\n
Your brain is like a computer. Information goes in and information comes out.<\/p>\n\n\n\n\n
This theory goes with Bandura from Module 3. The Social Cognitivist believe something is modeled and one tries to emulate (copy) it. The “Monkey see, monkey do” theory.<\/p>\n\n\n\n
is the belief that you are capable of carrying out a specific task or of reaching a specific goal. Self-efficacy is very important to the social cognitivists. According to them, I should not allow you to take a test unless you have high self-efficacy about your ability to pass.<\/p>\n\n\n\n
-Modeling\/Emulation<\/p>\n\n\n\n\n
The Humanitistic Learning Theory focuses on the whole child\/whole human. This thoery is focused on how the child feels. This theory goes with Maslow from Module 1. They believe people have free will and are basically good.<\/p>\n\n\n\n\n
is motivation that is based on internal factors like what you like to do and things that make you happy. The “in” in intrinsic stands for “inside you.” You do it because you want to. For example: learning to bake a cake, read a book, or learning to build a car because you just want to.<\/p>\n\n\n\n
is motivation that is based on external factors like money, rewards, obligations, or approval. The ex in extrinsic stands for “exit” It is outside of you. For example: reading a book for a pizza coupon, passing this course so you can eventually get your diploma, etc.<\/p>\n\n\n\n
is believing that intelligence is not fixed. The belief that everyone is capable of learning.<\/p>\n\n\n\n
The Constructivist Learning Theory is the builders. They believe learners are constatnly building on their previous knowledge. Learners are not passive recipients of information. They are active in the learning process. Learning is an interactive experience. This theory goes with Piaget and Vygotsky from Module 2.<\/p>\n\n\n\n
goes with Piaget – We learn through experience. We learn by doing, seeing, touching, experiencing things. Real-world experiences and hands-on learning is important.<\/p>\n\n\n\n
goes with Vygotsky – We learn through expereinces with more knowledgeable others (an adult, older child, more knowledgable peer). Scaffolding in the zone of proximal development, mulitiple viewpoints, and cooperative\/collaborative groups are important.<\/p>\n\n\n\n\n
The focus is on the product more than the process.
Students of mixed abilities are grouped together. Students work in groups on a structured activity.
Instruction is teacher-led.<\/p>\n\n\n\n
The focus is on the process more than the product.
Students of similar abilities are grouped together. Students work in groups to explore a significant question.
Instruction is student-led.<\/p>\n\n\n\n
LEVEL 1
Remembering – Memorizing information. For example: addition facts, knowing the fifty states, knowing a date in history<\/p>\n\n\n\n
LEVEL 2
Understanding – Restate in own words. Comprehension and paraphrasing. For example: What happened at the beginning of a story, explain a science concept in your own words.<\/p>\n\n\n\n
LEVEL 3
Applying – Use it to solve problems never seen before. Answer questions never heard before. For example: Using your math facts to solve a word problem<\/p>\n\n\n\n
LEVEL 4
Analyzing – Break down a concept into components. Compare and contrast or pros and cons. For example: Listing the pros and cons to a recycling program.<\/p>\n\n\n\n
LEVEL 5
Evaluating – Look at two ideas and determine if one is more effective than the other. Making a judgement. For example: What do you believe? Should we have a recycling program? Why or why not?<\/p>\n\n\n\n
LEVEL 6
Creating – Come up with your own ideas and theories. When you make something new. For example: a research paper, a speech, etc.<\/p>\n\n\n\n
Given at the beginning of a unit. Before teaching takes place. It is either to decide where to start a lesson or who gets into a special program. This is usually not graded.<\/p>\n\n\n\n
Does NOT usually go in the grade book. It is used to check if students are understanding and for your lesson plans. Examples include, asking questions, homework, worksheets, and activities.<\/p>\n\n\n\n
This goes in your grade book. Examples include, finals, chapter tests, unit tests, etc. Two types of summative assessments: Written assessments and performance assessment<\/p>\n\n\n\n
This is when we give students a specific amount of time to answer questions and they cannot use any notes. There are 3 types of written tests:<\/p>\n\n\n\n\n
This is when we give students time to work on something and expect them to use resources. There are many types of performance assessments. These types of assessments are typically more complex than written assessments. Some examples include:<\/p>\n\n\n\n\n
This is when we compare students. Norming = comparing. In a classroom, it is when we grade on a curve. For example, the top two scores get an A. When you are normed or norm-referenced it only tells me how you are compared. I cannot tell anything about the individual. Norm-referenced is used most often in standardized tests. The test is given to a norm (sample) group. You then receive a percentile rank. For example, you are in the 83 percentile. This does NOT mean you scored 83% out of 100%. This means you scored the same as or better than 83% of the people in the norm group. All norm-referencing can tell me is are you norm (average), above the norm (above average), or below the norm (below average).<\/p>\n\n\n\n
This is how we are used to being graded. You get what you get and that is what you earned. If you score 83% it means you correctly answered 83% of the questions out of 100%. With criterion-referenced assessments I can see your strengths and weaknesses. I can see what you have mastered. I can see your individual progress.<\/p>\n\n\n\n
are standard – from the questions themselves, to the length of time students have to complete it (although some exceptions may be made for students with learning or physical disabilities), to the time of year in which the test is taken.<\/p>\n\n\n\n
The “O” in Objective stands for one right answer. Everyone in the class puts the exact same answer. Objective assessments are multiple choice, true\/false, and fill-in the blank. For example, on a multiple-choice test everyone must select C to be correct. If you select any other answer you are wrong. On a true \/false test, everyone who put false was marked correct, every one who put true was marked wrong. On a fill-in the blank question of “What is 3+2?” Everyone must answer 5 or they are wrong.<\/p>\n\n\n\n
The “S” in Subjective stands for squishy. It is not exact. Everyone puts a slightly different answer and the evaluator has leeway or squishiness in how they grade you. This is how essays, papers, and projects are graded. There is typically a rubric that is used, but even with a rubric every evaluator may grade something slightly differently. Your performance assessments at WGU are subjective assessments. Have you ever looked at a rubric for a performance assessment and thought you had perfectly answered the question only to be told by evaluation you must revise it? That is a subjective assessment.<\/p>\n\n\n\n
This is where you allow students to work towards mastery. If a student does not do well on a test, paper, project, etc. You reteach the student and assess them until they are competent (they pass). Competency based learning is used at WGU.<\/p>\n\n\n\n
Usually allows students to choose from a variety of assessments to demonstrate their mastery of the material. This transfers learning from the teacher to the student. If students do not do well, they are retaught and attempt to show their mastery again.<\/p>\n\n\n\n
Used for Performance Assessments and Essay Tests – This is a guideline for the criteria you are looking for on something you are grading.<\/p>\n\n\n\n
The instructional strategy used by Skinner\/operant conditioning\/behaviorism is direct instruction. Think of direct instruction as a lecture. A teacher lectures at a board and then gives you practice. The most common type of practice is a worksheet. The teacher than gives you feedback on how you did on your practice. If you do not learn the concept you will have more instruction and practice.
Direct instruction works best when teaching the basic skills of reading, writing, and math.<\/p>\n\n\n\n
The instructional strategies used by the information processing theory are<\/p>\n\n\n\n\n
The instructional strategies used by the social cognitive theory are<\/p>\n\n\n\n\n
The instructional strategies used by the humanistic learning theory are<\/p>\n\n\n\n\n
The instructional strategies used by the constructivist learning theory are<\/p>\n\n\n\n\n
from birth to 2 years, motor activity<\/p>\n\n\n\n
from 2 years to 7 years, development of language, memory, and imagination (symbolically)<\/p>\n\n\n\n
from 7 years to 11 years, logical thinking<\/p>\n\n\n\n
adolescence to adulthood, abstract thoughts<\/p>\n\n\n\n
a developmental process that refers to the physical growth of a person’s body<\/p>\n\n\n\n
the development of thinking, problem solving, and memory<\/p>\n\n\n\n
Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development.<\/p>\n\n\n\n
A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.<\/p>\n\n\n\n
Theory that proposes eight stages of human development. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved.<\/p>\n\n\n\n
(Erikson)
Infants learn basic trust if the world is a secure place where their basic needs are met<\/p>\n\n\n\n
Erikson’s second crisis of psychosocial development. Toddlers either succeed or fail in gaining a sense of self-rule over their actions and their bodies.<\/p>\n\n\n\n
Pre-school children initiating activities and asserting control.<\/p>\n\n\n\n
The fourth of Erikson’s eight psychosocial crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent.<\/p>\n\n\n\n
Erikson’s term for the fifth stage of development, in which the person tries to figure out “who am I?” but is confused as to which of many possible roles to adopt<\/p>\n\n\n\n
Erikson’s sixth stage of development. Adults see someone with whom to share their lives in an enduring and self-sacrificing commitment. Without such commitment, they risk profound aloneness and isolation.<\/p>\n\n\n\n
Holds that behavior, environment, and person\/cognitive factors are the key factors in development<\/p>\n\n\n\n
Developing children progress through a predictable sequence of stages of moral reasoning (preconventional, conventional, postconventional).<\/p>\n\n\n\n
Kohlberg’s stage of moral development in which rewards and punishments dominate moral thinking<\/p>\n\n\n\n
Uphold laws and rules to gain social approval or maintain social order<\/p>\n\n\n\n
Right and wrong determined by society’s rules which are viewed as fallible rather than absolute or by abstract ethical principles that emphasize equality and justice<\/p>\n\n\n\n
The theory suggesting that there is a different process of moral development in women than in men.<\/p>\n\n\n\n
Children have an inborn ability to learn language through exposure to it, not being taught it.<\/p>\n\n\n\n
Theory proposed that we learn language through association, imitation and reinforcement<\/p>\n\n\n\n
Social learning<\/p>\n\n\n\n
the process by which children come to understand and communicate language during early childhood<\/p>\n\n\n\n
Vygotsky’s concept of the difference between what a child can do alone and what that child can do with the help of a teacher (scaffolding)<\/p>\n\n\n\n
varying ways that psychologists conceptualize what is meant to be “smart”<\/p>\n\n\n\n
Personality is constructed by a series of learning experiences that occur through interactions between the individual and their environment.<\/p>\n\n\n\n
A research approach that emphasizes how the human mind receives, processes, stores, and retrieves information in learning and retrieving information.<\/p>\n\n\n\n
An explanation of behavior that emphasizes the entirety of life rather than individual components of behavior and focuses on human dignity, individual choice, and self-worth<\/p>\n\n\n\n
small groups of classmates work toward common goals<\/p>\n\n\n\n
Learning that takes place when students work in groups to discuss and solve problems together.<\/p>\n\n\n\n
Piaget’s theory, in which cognitive development results from children’s active construction of reality, based on their experiences with the world<\/p>\n","protected":false},"excerpt":{"rendered":"