Education Study Guide.pdf

Examples Answers New bullets Education study guide Definition/ voc words. Chapter 1 Teaching and Educational Psychology Strategies learning effectively ( be able to recognize them ) Set one or more goals for yourself as you read and study relate what...

Examples Answers New bullets Education study guide Definition/ voc words. Chapter 1 Teaching and Educational Psychology Strategies learning effectively ( be able to recognize them ) Set one or more goals for yourself as you read and study relate what you read to existing knowledge prior experiences engage in meaningful learning periodically check yourself to make sure you remember& understand what you have read consider how new information might contradict your existing belief Strategies for developing as a teacher (educational professional ) ( be able to recognize them ) ~Keep to date on research findings and innovations in education ~learn as much as you can about the subject you teach ~Learn as much as you can about specific strategies for teaching your particular subject ~ Learn as much as you can about the cultures of community in which you are working ~ reflect on and critically examine your assumptions, inferences, and teaching practices (reflective teaching) Evidence - based-practice - examples and why it is important The use of instructional methods and other classroom strategies that research has consistently shown to bring about student's development and academic achievement  It increases the chances of students positive outcomes and sets them up for success. example: give feedback to students, group-work, assess prior knowledge Types of research studies and examples ( types of quantitative and qualitative research ) ~ Descriptive, correlation, and experimental studies Quantitative research: they yield numbers that reflect percentages, frequencies or averages related to certain characteristics or phenomena. example: comparing math data to other students, comparing students grade attendance compared to other grade levels. Qualitative research: yield nonnumeric data that capture many aspects of a complex situation, example: form of verbal report, - written documents, pictures and videos. Descriptive study: describes a situation. Provide information about students, or teachers, school, districts and even neighborhood. Example: how many are involved in extra curricular activities? Correlational studies: explore the relationship between two or more variables. Example: are students involved in extracurricular activities have higher grades those who are involved in activities Experimental studies: researchers manipulate one or more variables in order to examine the effects of such manipulation on other variables. Examples: will joining two extra curricular affect students grades. (All types of qualitative research) - Interpreting data results be careful not to jump to conclusions scrutinize the reports carefully we can determine that a particular condition has led to a particular outcome - there is a cause & effect, What is a "theory?" why are theories important Theory tell us why certain factors might be important. (Integrated set of concepts and principles that tell us why certain factor ere important for human learning and development) Theories are important because it can create learning environment that help students learning and development and achievement to the greatest extent possible. Propose underlying mechanism to explain and predict phenomena. Action research, (what is it?) when a teacher conduct studies for issues and problems in their own schools or class to implement better strategies. Chapter 6: behavioral views of learning Part 1: Definition and characteristics of learning (long term change) ~ Learning is a long-term change In mental or associations as a result of an experience. ~Characteristics: first learning is long term change, isn't just a brief use of information ~second part involves mental representation or association (phenomenon that takes place in the brain.) ~third learning is a change due to experience rather than physical maturation Like drugs or mental illness, old age etc Behaviorist views of learning-what is behaviorism? How would you explain the theory of behaviorism Behaviorism focuses on how people's local environment bring about changes in their behavior Theory of behaviorism is all behaviors are acquired through conditioning and environment. Classical conditioning (including stimulus, response, unconditioned and conditioned stimulus/ response, neutral stimulus ) classical conditioning: theory on how sometimes we learn new responses as a result of two stimuli being presented at the same time. stimulus/stimuli: surrounding environment responses: learner's behavior unconditioned stimulus (UCS) : when a stimulus leads a particular response at the situation at hand. unconditioned response (UCR): unconditioned response that is usually automatic. Learner has little to no control over it. neutral stimulus (NS): occurs only when the unconditioned stimulus is about to follow. conditioned stimulus (CS): previously neutral stimulus that triggers a conditioned stimulus. conditioned response (CR): automatic reaction that develop in response previously through conditioned stimulus. Know and understand the terms "generalization" and "extinction" Generalization means having a conditioned response to a new stimuli. Ex: A boy is anxious about learning long division so he might feel anxious about other math problems Extinction: when the conditioned stimulus occurs repeatedly in the absence of the unconditioned stimulus. ( the conditioned response may decrease or eventually disappear. ) ex: when Paulo kept shining the light but not giving meat to the dog, the dog stopped salivating..  Part 2 Instrumental conditioning (general definition) response is voluntary learner exhibits behavior (stimulus) and is reinforced or punished How do classical and instrumental conditioning compare and contrast? classical conditioning is when we learn new responses based on two stimuli being present. Instrumental conditioning is when behavior increase or decrease as a result of consequences the response is voluntary rather than involuntary. Reinforcement (definition) Increase the desirable behavior Punishment (definition) decreases the frequency of undesirable behavior * & Positive reinforce ment Negative reinforceme nt & Presentation punishment Removal punishment  Forms of reinforcement (primary and secondary) Primary: basic biological need (food, water, basic needs) Secondary: become reinforcing over time through association with other reinforcers (learners come to appreciate them ) ex: praise, money trophies Positive reinforcement (definition) when a reinforcer is introduced or presented after a behavior has occurred. Extrinsic reinforcement: when a learner does something for a praise or a reward after. Concrete reinforcer: something that is tangible - something that can be touched, like sticker or a trophy Social reinforcer: a gesture or sign, like a peace sign or a thumbs up usually to communicate positive regard. Activity reinforcer: learner does one thing they don't like to do what they like after Token reinforcer: Small, insignificant item like a poker chip or fake money used to buy something later Premack principle (also grandma's rule) When a learner does a less preferred activity in order to do a more preferred activity. Intrinsic reinforcement when a learner does an activity because they enjoy it and don't expect a reward. Negative reinforcement: negative (aversion) stimulus is removed after a behavior, and behavior is increased as a result ex: you turn a paper in early and you tell relief so you start turning in your assignments in early. Forms of punishment: - Presentation punishment: presenting a new stimulus that a learner finds unpleasant. Ex: scolding or teacher scowling reduces behaviors. Removal punishment: removing a desired stimulus following behavior leads to reduction in the behavior. Ex: fine, loss of a privilege, time out Difference between Negative reinforcement and punishment negative reinforcement is when a stimulus is removed after a behavior and behavior is increased as a result, punishment decreases the undesirable behavior. Consequences that are effective punishments (when used appropriately ) Verbal reprimands: scolding Response cost: losing a previously earned reinforcer Logical consequences: consequences that fit the misbehavior Time-out : temporary removing a learner from the environment In-school suspension: removing student from regular class for extended period Consequences that undermine behavior change + why Physical punishment - can leads to resentment to teacher, avoidance, and long term damage Psychological punishment - can harm learners self esteem and cause long term psychological harm. Extra classwork - gives a student the message that school is unpleasant Out of school suspension - loss of valuable education time or is something the student wanted which prompt bad behaviors. Consequences with mixed reviews & why Missing recess - young learners need to release their energy and they do work better after they release energy After school detention - students may have issues or responsibilities at home or transportation issues Shaping behaviors: Cueing & setting events - what might it look like Cueing students is giving them nonverbal signals to remind them to behave. Ex: flicking off and on lights to remind them to be quiet Setting events: alternative approach to create on overall environment. Ex: playing a teamwork game - makes the kids work together. Playing Jeopardy - makes the students competitive Chapter 10: motivation: confidence, values, and needs (part 1) Social cognitive theory (definition) Social cognitive theory: perspective that help us understand learning & motivation. Theory focus on how students learn by others observing  Be able to recognize the basic assumptions of social cognitive theory. (Don't need to remember entire list) People learn by observing others learning is an internal process that may or may not lead to behavior change cognitive process influence motivation as well as learning people & their environment mutually influence each other. Be able to identify and give examples of reciprocal causation ~ A person behavior is influenced by the surroundings and individuals Person Environment Behavior Modeling: what is it? ~ Describing what a model does (demonstrate a behavior) or to describe what the observer does Know these terms and examples: live models, symbolic model, verbal instruction Live models: an actual person demonstrating something Symbolic model: a person or a character portrayed in a book, show, or game Verbal instruction: descriptions on how to successful execute certain behaviors  Know that models can impact learning of: academic skills, aggression, and interpersonal skills ~ Cognitive modeling (definition) when the modeler not only demonstrates how to do a task but also how to think about doing the task. - Be able to recognize what researchers say about the relationship between modeling and aggression ~ If the model is aggressive, either from love models or symbolic, the learner will become aggressive. Be able to recognize the example of the relationship between modeling and interpersonal behaviors ~ learners can adapt many interpersonal skills by observing and intimating others. Ex: learners learn effective discussion skills when they see their teacher conduct good discussion skills like "I disagree...," or " I agree " Characteristics of effective models (competence, prestige, and power, exhibiting relevant behavior ) Competence: children want to imitate others who are dong well rather than poorly Prestige and power: learners will imitate those who have influence I known by others Relevant behavior: learners are more likely to adopt behaviors they think are useful to them and that they can successfully do. What are the conditions for successful modeling?( attention, retention, motor reproduction, motivation) attention: learner must by engaging to the model retention: learner must remember what the model does motor reproduction: learner must be capable of reproducing what the model did Self-efficacy - what is it? Self-efficacy is the learners judgement on what they can or can't do Be able to recognize relationship between self efficacy and goals, effort and persistence, and learning and achievement Goals: learners set more goals for themselves when they have high self efficacy Effort and persistence: learners with a high sense of self efficacy are more likely to put more effort into task Learning and achievement: learners are more likely to learn and achieve more with a higher self efficacy compared to those who do not. Know why some overconfidence can be beneficial but too much can have a bad impact: Some over confidence can help learners want to try new task and take on challenges but too much can let them to believe they've mastered some thing when they haven't. What factor affect our self - efficacy? Previous success and failures Current emotional state Messages from others Success and failures of other individuals Know these terms: teacher self efficacy and collective self efficacy Teacher self efficacy is when a teacher believes they can help students learn or believe in their abilities to help them succeed Collect self efficacy is when a group of teachers believe they can make a difference in students lives Social cognitive view of reinforcement and punishments Mental influences process effects reinforcement and punishments. If they receive feedback on their performance or tasks, they'll understand and become influenced by the responses.  What does it mean when learners form outcome expectations? Learners form outcome exceptions on previous patters of reinforcement, non reinforcement, and punishment Understand vicarious reinforcement & vicarious punishment Vicarious reinforcement. When a student sees a classmate get good test grades by studying they'll more likely do that as well Vicarious punishment: when a student sees A classmate get in trouble for cheating, they'r less likely imitate that act. What does it mean that the nonoccurence of an expected consequence may be reinforcing or punishing? If you enter a Halloween party as last year's costume winner and you dressed up as that but didn't win this year, you'll be less likely to copy last years winning costume. ( punishing) If you and something bad, expecting a punishment but it never came, that is considered form of reinforcement, Chapter 7: learning, cognition, and memory What is cognitive psychology? General theory that focuses on how we learn and the mental process underlying learning and behavior Basic assumptions of cognitive psychology Cognitive process influence what is learned - cognitive process- what people try to do mentally like studying and remembering People can draw inferences based on observations of other people People are selective with what they process and learn - we can only remember so much, so we learn what is important only Model of human memory and each part - know what each part does - the capacity (how much it can hold) and the duration (for how long it holds info), know examples - understand how the information flows through the whole model Focuses on attention and oversees flow of information through memory system Stores accumulated knowledge and skills. Has long duration and unlimited capacity Has a large capacity First step - involves mentally paying attention Overall: Allows active Sensory register processes processing of information in its raw information unencoded form. (Has a large Component of capacity and holds info for memory that Holds info 2-3 sec.) holds Has a short duration: less for 2-3 than a minute. Unless they information you second do something w/ the received in its information. Has a limited unencoded form capacity  The information is stored the way we perceive it What is attention? What do teachers need to know about attention? whenever someone mentally pays attention to more their information into working memory. Teachers need to know that attention capacity is limited and even when learners are actively paying attention, they can handle small amounts of attention. Young learners get distracted by objects and unrelated things so their attention moves quickly. Forms of knowledge - declarative and procedural Declarative knowledge is explicit knowledge and is more of like " how things are, were, will be, or might be. Ex: How was earth formed Procedural knowledge is when they learn how to do things. Also includes information about how to respond to things. Ex: learning how to drive a car. Rote learning and meaningful learning Rote learning is memorization without meaning, often includes rehearsal. Ex: singing the ABC's but not knowing what they mean or how to use them Meaningful learning is when you elaborate, organize, or create visual imagery. Ex: associating the ABC's with animals/objects with the same beginning letter to associate the words.  How is procedural knowledge learned? Procedural knowledge is learned by adapting behavior to changing conditions and being taught how to do certain things. Understand prior knowledge activation and conceptual change Prior knowledge activation is reminding students to recall things they know to relate it to the new content. Ex: asking students how their parents keep plants alive. Conceptual change is revising or overhauling an existing theory or belief system in a way so students can better understand concepts. Know and understand the factors that affect retrieval Wait times regular practice relevant retrieval cues multiple "connections" to concepts & context emotional overtones distinctiveness Why learners forget Learners forget because they fail to store or consolidate info Decay reconstruction error unsuccessful search of long term memory  Terms Maintenance rehearsal - when learners repeat something to themselves with no meaningful learning involved. Retrieval- recalling cues to remember something Visual imagery - forming mental pictures of objects or ideas. Knowledge base- when a learner has existing knowledge to which they can connect that information with the new information they're learning about. Prior knowledge activation - asking students to recall things they already know to the it In concepts to help them better understand and connect ideas Mnemonic - can help students remember materials more effectively because they can help learners recall information through use of visual or auditory cues. Retrieval cue- a hint where to " look " in long-term memory to recall information. Automaticity - learner mastered a concept so they can retrieve what they learned quickly and effortlessly. Wait time - the amount of time that a teacher waits for a students to respond or the amount of time between a students response before the teacher reacts Failure to store or consolidate information in long-term memory - when the learner isn't moving / processing the information to the working memory Decay- when we haven't used the knowledge we learned in a while so it starts to fade away when we try to recall it Interference - something stored in long-term memory that inhibits one's ability to remember something else correctly. Reconstruction error - when you recall information or an event but someone else tells you something else differently when you guys experienced the same thing.