PSY Midterm - Oct 9th.pdf

Midterm Wednesday October 9th Review Sheet Definitions, fill in the blank, short answer, true-false, short essay and long-essay Poverty and schools Effects of poverty (outcomes and mechanisms) Outcomes ○ Timing (early years wors...

Midterm Wednesday October 9th Review Sheet Definitions, fill in the blank, short answer, true-false, short essay and long-essay Poverty and schools Effects of poverty (outcomes and mechanisms) Outcomes ○ Timing (early years worse) ○ Level (deeper worse) ○ Poverty of school (high poverty worse) ○ Duration (persistent poverty worst) Mechanisms ○ How teachers can support poor children in the classrooms Culture of learning, instructional strategies to engage students, high expectations, closely communication with students, questioning and discussion techniques, demonstrates knowledge of students, flexibility and responsiveness, student growth goals, environment of respect, fair, monitor student behavior, classroom is safe, cultivate sense of belonging Culture and diversity Ethnic and racial identity The beliefs, feelings, significance, and meaning people have about their ethnicity or race Intersectionality Our overlapping, intersecting social identities (gender, sexual orientation, class, ethnicity, religion, SES, age, etc) that shape us in unique ways Stereotype threat Refers to an “apprehensiveness about confirming a stereotype” (prove them wrong) Race differences in achievement Asian, White, Hispanic, Black Gap for black students widens over elementary school Correlation between race & SES Achievement vs. opportunity gap Mismatch between students demographics & teacher demographics  Mismatch between public schools values & values diverse learners Academic benefits of affirming racial identity Gender and schooling Gender differences in outcomes Most of research has assumed gender as binary Differences within gender greater than differences between gender Intersectionality (Group struggling most is low-income, black males) Cultural differences in gender Historical changes in gender differences How schools socialize gender Subjects specific / expectations Teachers / principals / cafeteria ladies Curriculum Responsibility / disciplinary Physical separation in sports or classes Immigrants Challenges facing immigrant students Language barriers Cultural barriers Immigration stress Anxiety Discrimination Culturally relevant pedagogy Excellent teaching that supports students’ cultural identities by promoting 1. academic success, 2. developing/maintaining cultural competence, and 3. developing a critical consciousness to challenge the status quo. Approaches to bilingual education Dual language immersion Transitional bilingual education Working with immigrant families Build relationships Create a welcoming environment Provide academic support Connect family to resources Immigrant paradox First generation immigrant youth are more academically successful than more established immigrants and non-immigrants Parenting Outcomes of parent involvement Ethnicity & culture ○ Cultural mismatch SES ○ Higher SES families: Concerted cultivation Age ○ Decline over time Type of involvement ○ Help with homework (negatively related) Barriers to parent involvement Working, language barrier, culture of school, family type, low parental efficacy, physical illness, mental health, parental role construction, work, transportation How can schools increase parent involvement Multilingual, activities in school, community building, home-visiting, parent leadership Parenting styles The ways of interacting with and disciplining children ○ Authoritative parents (high warmth, high control, high expectations, set clear limits, enforce rules) supportive ○ Authoritarian parents (low warmth, high control, low autonomy, seem cold and controlling in their interactions with their children strict ○ Permissive parents (high warmth, low control, low expectations, high autonomy, few rules or consequences ○ Rejecting/Neglecting/Uninvolved parents (indifferent about expectations or autonomy, don't seem to care at all) Peers Sociometric status Measure of how well-liked or disliked a person is by their peers Social and emotional learning SEL: How peers socialize achievement Supporting aggressive children Social Skills Training Social and emotional learning programs Meditation/yoga/mindfulness Behavioral strategies Changing thinking and cognitive counseling Disabilities IDEA Individuals with Disabilities Education Act ○ Guarantees a free public education to all children regardless of disability  ○ Free, appropriate public education FAPE for all students with disabilities No expectations- the law requires zero rejection. Tiered interventions Tier 1: schoolwide, grade-level, high quality research-based, academic and behavioral instruction serve 75% to 80% of students as well Tier 2: Targeted supplemental instruction for about 15% to 20% of students who do not archive as hoped in Tier 1 Offered 3-4 times a week for 30 min, small groups Tier 3: Intensive interventions 5% to 10% of students by specialists 5 times a week for 45 min per session, very small groups or 1-to-1. ADHD (what is it, how to support students) What is it? ○ Current term for disruptive behavior disorders marked by overactivity, excessive difficulty paying attention, or impulsiveness. Symptoms ○ Inattention ○ Hyperactivity/Impulsivity How to support students ○ Visual aids, auditory, small class environment, hands on problem solving activities, frequent breaks, break small into smaller stamps, minimize distractions Autism spectrum disorders (what is it, how to support students) What is it? ○ Developmental disability significantly affects verbal and nonverbal communication and social interaction, generally evident before age 3, and ranging from mild to severe. Symptoms ○ Difficult with social interactions, poor eye contact ○ Obsessive interests ○ Restrictive or repetitive behaviors ○ Need for unvarying routine/difficulty with change ○ Greater sensitivity to light, sound,touch How to support students ○ Learn communication, patience, creativity, emotion cords, interest, environment, role of routines, family interventions, Learning styles Types of intelligence General intelligence (g) ○ A general factor in cognitive ability that is related in varying degrees to performance on all mental tests Fluid intelligence (abstract reasoning) ○ Mental efficiency; nonverbal abilities grounded in brain development Crystallized intelligence (skills, knowledge, facts gained from experience) ○ Ability to apply culturally approved problem solving methods Gardner’s theory of multiple intelligences 8 different types of intelligence ○ Logical-mathematical, verbal linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist Intelligent testing Intelligence quotient (IQ) ○ Score comparing mental and chronological ages (mental age/chronological age x100) Flynn effect ○ Smaller families, better health, IQ test scores are rising Debate over learning styles Approach to learning & studying; should tailor instruction to learning style ○ Example: visual, auditory, kinesthetic Very popular with public & teachers Educational psychologists have disproven Creativity Ability to think in novel ways Nature vs nurture ○ Genetic components ○ Schools not structured to support creativity ○ Can create conditions for creativity Creative people experience more flow ○ Complete involvement in activity ○ Lose sense of time and space Divergent and convergent thinking Convergent: one right answer Divergent: multiple solutions to problem Self-beliefs Self-concept and self-esteem Self-esteem: Global evaluation of self-worth Self-concept: Perceptions of ability in different domains Changes over time Developmental changes ○ Young children unrealistic ○ Differentiated in middle childhood ○ Decline in self-esteem/self-concept in adolescence Gender differences Outcomes ○ Self-concept predicts choice of activities ○ Self-concept predicts achievement Cognitive processes Metacognition and learning strategies (developmental changes, outcomes, fostering in classroom) Metacognition: Thinking about thinking ○ Planning (how to approach task) ○ Monitoring (how am I doing?) ○ Evaluating (making potential changes to approach) Metacognition: Predicts higher achievement Metacognition: Improves over time Learning strategies ○ Deep learning: Focus on meaning and understanding ○ Surface learning: superficial approach to learning ○ Increase use of strategies Understand why, when, and how to use Believe learning strategy will help reach goal Be motivated to use strategy Have prior knowledge Self-efficacy (sources, outcomes) Belief can be successful at a particular task ○ Outcomes high self-efficacy Higher effort Higher performance Persist with challenges Recover from failure ○ Outcomes of low-self-efficacy Lower goals More negative about challenges Difficulty with setbacks ○ Predictors/sources of self-efficacy Success Modeling (watch someone being successful) Encouragement Goal setting Positive affect (feedback, monitor their goals) Problem solving Well-structured problems ○ Close-ended ○ Single solutions ○ Can be solved by applying rule, algorithm, or tool Ill-structured problems ○ Open-ended ○ Multiple answers or solutions ○ Often mirror real-world problems Experts versus novice thinkers Attention (focus on key ideas)  Identify patterns Content knowledge; organized to reflect understanding Fast retrieval of informations Deliberate practice Metacognitive Strategic and flexible thinking More connections, they are paid, experience, concept mapping, connect concepts Teaching for transfer Application of learned material to a new context ○ Near: Apply learning in one area to a substantially different context ○ Far: Apply learning in one area to a substantially different context Why is transfer hard? Memorization, surface strategies → not deep High school rules/understanding formulas Not enough time Facilitating transfer Practice, adequate time, students actively involved in learning, provide variety of situations and conditions, authentic learning, group work, modeling transfer, reflection Coordinations among settings → clarity Explicit teaching, give real-world examples Authentic, connections, different types of problems