Module 10
Key Terms:
Learning- This can occur in many ways, by observing others and changing our actions and thoughts. By working on and getting a better understanding of something.
Observational learning- When we learn by others, watching what they do and doing the same.
Modeling- This is where we do what we have just watched. A child may watch you or another example and do the behavior.
Live Models- Observed directly, they can be live or a symbol.
Symbolic Models- When someone does not live in the same environment as the observer, portrayed through movies and books etc.
ARPM (requisites for learning from models)- 1. Relevance 2. Competence 3. High Status 4. Gender- Appropriateness
Vicarious Reinforcement- When a behavior is imitated more when the model has been reinforced. Response facilitation effect.
Vicarious Punishment- Behavior is limited less frequently when a model has been punished. Response inhibition effect.
Self-efficacy- A persons belief and esteem in self capabilities.
Self-regulation- A personal characteristic that has received attention. Where we can control and maintain things.
Self-observation- Watching your self and viewing your own behavior.
Self-judgment- Comparing performance with goals and standards.
Self-evaluation- Deciding the quality of performance and deciding consequences.
Teacher Efficacy- Is our own belief in our capability to transmit knowledge and manage a classroom.
Collective Efficacy- Is the belief in success in a group.
Cognitive Modeling- Showing our thinking process to students and how we approached a situation.
Self-regulated learning- Where we can determine reinforcements and consequences on our own learning.
Reciprocal Determinism- Displaying our motivation and ambition in a situation.
Monday, March 7, 2011
Behaviorism Study Guide.
Module 9
Learning (Behaviorist definition)- Some define it as a change in behavior or knowledge, but there is much more too it. Deals with classical conditioning or operant conditioning where a persons learning can change in behavior, and with experiences.
Classical Conditioning- In this there is an unconditioned stimulus and unconditioned response, they are automatic. We can train our thinking and ways to respond to a particular situation.
Generalization- When you group or associate certain objects with another, for example the child thought the white rabbit was the same as the white rat.
Discrimination- When we differentiate and distinguish. The next step in conditioning where you can decipher different qualities.
Extinction- If the stimulus is repeated with out unconditioned stimulus, the behavior begins to come extinct.
Operant Conditioning- This includes paring of events, but it does not depend on involuntary behaviors. Has to do with voluntary behaviors.
Cueing- This is a non-verbal signal to help us or prompt us in remembering.
Reinforcement- This increases an understanding and is provided by review of material, helps us to put the information in our long-term memory.
Positive Reinforcement- This is adding desired rewards to a behavior.
Negative Reinforcement- Taking away unwanted behavior.
Presentation Punishment- For a specific action or performance this is what is taken away.
Removal Punishment- When negative behavior is present and something is taken away.
Schedules of Reinforcement- There are ratio, interval fixed and variable schedules. All of which can reinforce.
Token Economy- When a student is given a token for behavior, which you can exchange for prizes etc that they pick.
Contingency contract- Where there is a contract for each student going over goals for behaviors, and reward is given based on performances.
Group Contingency- This is based on behavior or academic achievement of the class as a whole. The students can help decided this.
Premack Principle- This is where you do not give tangible rewards more things like free time. Given especially in the early childhood years.
Shaping- When you want a behavior shown, steps are taken toward the behavior.
Fading- When an undesired behavior is being displayed and you gradually come out of it.
Reinforcing incompatible behaviors- Tow behaviors that are almost opposite, a teacher uses a strategy to reinforce the positive behavior.
Response cost- this is what happened in a given situation, the result of an action. Weather it be good or bad.
Learning (Behaviorist definition)- Some define it as a change in behavior or knowledge, but there is much more too it. Deals with classical conditioning or operant conditioning where a persons learning can change in behavior, and with experiences.
Classical Conditioning- In this there is an unconditioned stimulus and unconditioned response, they are automatic. We can train our thinking and ways to respond to a particular situation.
Generalization- When you group or associate certain objects with another, for example the child thought the white rabbit was the same as the white rat.
Discrimination- When we differentiate and distinguish. The next step in conditioning where you can decipher different qualities.
Extinction- If the stimulus is repeated with out unconditioned stimulus, the behavior begins to come extinct.
Operant Conditioning- This includes paring of events, but it does not depend on involuntary behaviors. Has to do with voluntary behaviors.
Cueing- This is a non-verbal signal to help us or prompt us in remembering.
Reinforcement- This increases an understanding and is provided by review of material, helps us to put the information in our long-term memory.
Positive Reinforcement- This is adding desired rewards to a behavior.
Negative Reinforcement- Taking away unwanted behavior.
Presentation Punishment- For a specific action or performance this is what is taken away.
Removal Punishment- When negative behavior is present and something is taken away.
Schedules of Reinforcement- There are ratio, interval fixed and variable schedules. All of which can reinforce.
Token Economy- When a student is given a token for behavior, which you can exchange for prizes etc that they pick.
Contingency contract- Where there is a contract for each student going over goals for behaviors, and reward is given based on performances.
Group Contingency- This is based on behavior or academic achievement of the class as a whole. The students can help decided this.
Premack Principle- This is where you do not give tangible rewards more things like free time. Given especially in the early childhood years.
Shaping- When you want a behavior shown, steps are taken toward the behavior.
Fading- When an undesired behavior is being displayed and you gradually come out of it.
Reinforcing incompatible behaviors- Tow behaviors that are almost opposite, a teacher uses a strategy to reinforce the positive behavior.
Response cost- this is what happened in a given situation, the result of an action. Weather it be good or bad.
Friday, February 25, 2011
Information Processing Study Guide.
Module 11
Describe each element of the information-processing model, including its purpose and duration.
Discuss ways to support working memory and long-term memory encoding in the classroom.
Explore methods of promoting complex cognition in the classroom.
Key Terms:
Learning- Applications of how we take our knowledge in. Different information comes from a variety of ways. There are three different things dealing with learning, 1. Cognitive processes influencing learning
2. People are selective about what they pay attention to and learn
3. Meaning is personally constructed by the learner and is influenced by prior knowledge, experiences, and beliefs
Memory- There are many different things that have to do with memory, it is the information we hold in our brain. Long-term, short-term and the process in which we remember information.
Model of Human Memory (Information processing model - draw it!)
Input perception
Input sensory & working retrieval long-term
Input memory attention memory storage memory
Information is lost form the system.
Encoding- Stores and retrieves information when needed, our mind does this. There are three steps in this, sensory memory, working memory and long-term memory.
Sensory memory- When your senses work together in registering and processing information.
Attention- your sensory memory does not take all of your attention, many things all together are what you are thinking, processing and doing. 1. Size 2. Intensity 3. Novelty 4. Incongruity 5. Emotion 6. Personal significance.
Perception- How we understand and take things in, it’s our point of view.
Working memory- When we pay attention we transfer the information being learned into our working memory. Where it processes the info from the sensory memory and maintains new information.
Central executive- Deals with sensory and long-term memory acts as the supervisor and decides what strategies to use when processing.
Phonological loop- stores auditory information for seconds, rehearses information increasing the chance of memory.
Maintenance rehearsal- repeating information so it can become a part of our working memory.
Elaboration (Elaborative rehearsal)- connecting new information to prior information you are trying to remember.
Mnemonics- this helps us make information more meaningful, keywords etc. (Rov G. Biv)
Organization- there are several ways to process and remember the information we are learning, when we organize it in one way or another it helps us to remember.
Advance organizers- things such as mnemonic devices, chunking etc.
Chunking- grouping information into a meaningful way. (2,4,6,8)
Hierarchies- putting broad concepts into narrow concepts.
Visual imagery- creating mental pictures, we are then able to have a better connection to something and able to remember it better.
Long-term memory- third memory stage, where we can store large amounts of info and hold on to it for long amounts of time.
Implicit knowledge- we are not aware of this, it can include conditioned responses, memories, or trigger related concepts in our long-term memory.
Episodic knowledge- where we remember a certain events or episode we have already experienced.
Declarative knowledge- (semantic knowledge) compilation of verbal facts.
Procedural knowledge- knowing how to do something, deals with skills.
Conceptual knowledge- explains why something is, an understanding of information.
Conditional knowledge- Where we only remember some information.
Network theory- Networks are created like true and false where information is stored.
Schema theory- Explains that new information can fit into a schema, and is easily remembered.
Cueing- clues and things to help us remember or retrieve information for an event.
Retrieval- hints about where to look for piece of information.
Decay- Where our information begins to leave our immediate retrieval.
Retrieval failure- information is unavailable; it cannot be pulled from our mental record.
Interference- this has to do with retrieval, interference gets in the way something occurs when learning.
Proactive interference- when you mix up some prior knowledge with new information.
Retroactive interference- this is more negative, new information is being stunted by old information.
Reconstruction error- retrieval failer, recalling only limited information.
Automaticity- when something connects fast and is just understood.
Meaningful learning- Is helpful in our continual knowledge, when information helps us with connections and remembering.
Wait time- the time we have to wait for retrieval of information.
Describe each element of the information-processing model, including its purpose and duration.
Discuss ways to support working memory and long-term memory encoding in the classroom.
Explore methods of promoting complex cognition in the classroom.
Key Terms:
Learning- Applications of how we take our knowledge in. Different information comes from a variety of ways. There are three different things dealing with learning, 1. Cognitive processes influencing learning
2. People are selective about what they pay attention to and learn
3. Meaning is personally constructed by the learner and is influenced by prior knowledge, experiences, and beliefs
Memory- There are many different things that have to do with memory, it is the information we hold in our brain. Long-term, short-term and the process in which we remember information.
Model of Human Memory (Information processing model - draw it!)
Input perception
Input sensory & working retrieval long-term
Input memory attention memory storage memory
Information is lost form the system.
Encoding- Stores and retrieves information when needed, our mind does this. There are three steps in this, sensory memory, working memory and long-term memory.
Sensory memory- When your senses work together in registering and processing information.
Attention- your sensory memory does not take all of your attention, many things all together are what you are thinking, processing and doing. 1. Size 2. Intensity 3. Novelty 4. Incongruity 5. Emotion 6. Personal significance.
Perception- How we understand and take things in, it’s our point of view.
Working memory- When we pay attention we transfer the information being learned into our working memory. Where it processes the info from the sensory memory and maintains new information.
Central executive- Deals with sensory and long-term memory acts as the supervisor and decides what strategies to use when processing.
Phonological loop- stores auditory information for seconds, rehearses information increasing the chance of memory.
Maintenance rehearsal- repeating information so it can become a part of our working memory.
Elaboration (Elaborative rehearsal)- connecting new information to prior information you are trying to remember.
Mnemonics- this helps us make information more meaningful, keywords etc. (Rov G. Biv)
Organization- there are several ways to process and remember the information we are learning, when we organize it in one way or another it helps us to remember.
Advance organizers- things such as mnemonic devices, chunking etc.
Chunking- grouping information into a meaningful way. (2,4,6,8)
Hierarchies- putting broad concepts into narrow concepts.
Visual imagery- creating mental pictures, we are then able to have a better connection to something and able to remember it better.
Long-term memory- third memory stage, where we can store large amounts of info and hold on to it for long amounts of time.
Implicit knowledge- we are not aware of this, it can include conditioned responses, memories, or trigger related concepts in our long-term memory.
Episodic knowledge- where we remember a certain events or episode we have already experienced.
Declarative knowledge- (semantic knowledge) compilation of verbal facts.
Procedural knowledge- knowing how to do something, deals with skills.
Conceptual knowledge- explains why something is, an understanding of information.
Conditional knowledge- Where we only remember some information.
Network theory- Networks are created like true and false where information is stored.
Schema theory- Explains that new information can fit into a schema, and is easily remembered.
Cueing- clues and things to help us remember or retrieve information for an event.
Retrieval- hints about where to look for piece of information.
Decay- Where our information begins to leave our immediate retrieval.
Retrieval failure- information is unavailable; it cannot be pulled from our mental record.
Interference- this has to do with retrieval, interference gets in the way something occurs when learning.
Proactive interference- when you mix up some prior knowledge with new information.
Retroactive interference- this is more negative, new information is being stunted by old information.
Reconstruction error- retrieval failer, recalling only limited information.
Automaticity- when something connects fast and is just understood.
Meaningful learning- Is helpful in our continual knowledge, when information helps us with connections and remembering.
Wait time- the time we have to wait for retrieval of information.
Saturday, February 12, 2011
Emotional and Moral Development Study Guide.
Module 4
Emotional intelligence- to be able to understand, express, and take control of emotions.
Emotional understanding- to be able to understand your emotions and others, differentiate and interpret.
Self-awareness- (18-24 months) when you can recognize your own thoughts and feelings. Then you can make decisions and act on them.
Emotional regulation- When you can regulate/ manage emotions. You are able to take control of them.
Social referencing- A strategy in helping other people with their emotions and reactions.
Self-motivation- When you can generate enthusiasm and confidence during something challenging.
Social-emotional learning (SEL)- goes with a school setting, and talks about social and emotional influences for success. Three important things 1) caring relationships are the foundation of all lasting learning 2) emotions affect how and what we learn & 3) goal setting and problem solving provide focus, direction and energy for learning.
Module 5
Morality- What we perceive to be right and wrong.
Moral reasoning- when we rationalize things in our choices in making right and wrong decisions.
Piaget's theory of moral development- a two-step process of cognitive and moral development.
Moral realism- first stage, what children see to be right and wrong, is determined by consequence of behavior that is given by adults.
Morality of cooperation- autonomy, when you understand that in certain circumstances rules can be bent. Understanding more of the complexities of right and wrong.
Kohlberg’s stages of moral development- piaget’s student, his belief was that the two-step process was much more to be involved his process has three stages.
Gilligan's criticisms of Kohlberg- He believes his theory to be too focused on “justice as the overarching theme” , a lot of what he believes theorist do it focuses mostly on men, when women and men are very different.
Moral dilemmas- a situation in which there is a problem dealing with our moral reasoning and reactions.
Caring orientation- deals with other peoples needs, helping our interpersonal relationships.
Justice orientation- deals with the rights of individuals, focusing on independence and individuality.
Prosocial behavior- voluntary actions that are sopose to help others through sharing.
Perspective taking- stage 0, egocentric viewpoint stage 1, social-informational role talking stage 2, self-reflective role taking stage 3, mutual role taking stage 4, social and conventional system role taking.
Emotional intelligence- to be able to understand, express, and take control of emotions.
Emotional understanding- to be able to understand your emotions and others, differentiate and interpret.
Self-awareness- (18-24 months) when you can recognize your own thoughts and feelings. Then you can make decisions and act on them.
Emotional regulation- When you can regulate/ manage emotions. You are able to take control of them.
Social referencing- A strategy in helping other people with their emotions and reactions.
Self-motivation- When you can generate enthusiasm and confidence during something challenging.
Social-emotional learning (SEL)- goes with a school setting, and talks about social and emotional influences for success. Three important things 1) caring relationships are the foundation of all lasting learning 2) emotions affect how and what we learn & 3) goal setting and problem solving provide focus, direction and energy for learning.
Module 5
Morality- What we perceive to be right and wrong.
Moral reasoning- when we rationalize things in our choices in making right and wrong decisions.
Piaget's theory of moral development- a two-step process of cognitive and moral development.
Moral realism- first stage, what children see to be right and wrong, is determined by consequence of behavior that is given by adults.
Morality of cooperation- autonomy, when you understand that in certain circumstances rules can be bent. Understanding more of the complexities of right and wrong.
Kohlberg’s stages of moral development- piaget’s student, his belief was that the two-step process was much more to be involved his process has three stages.
Gilligan's criticisms of Kohlberg- He believes his theory to be too focused on “justice as the overarching theme” , a lot of what he believes theorist do it focuses mostly on men, when women and men are very different.
Moral dilemmas- a situation in which there is a problem dealing with our moral reasoning and reactions.
Caring orientation- deals with other peoples needs, helping our interpersonal relationships.
Justice orientation- deals with the rights of individuals, focusing on independence and individuality.
Prosocial behavior- voluntary actions that are sopose to help others through sharing.
Perspective taking- stage 0, egocentric viewpoint stage 1, social-informational role talking stage 2, self-reflective role taking stage 3, mutual role taking stage 4, social and conventional system role taking.
Thursday, February 3, 2011
Soical Development Study Guide.
Terms:
Psychosocial crisis- In each developmental stage of Erickson’s theory a person goes through a challenge that turns out both positive and negative to help further their psychological development.
Erikson’s model of psychosocial development- There are eight stages, the first five develop in infancy through children in educational settings, and the others apply in the later years.
Trust v. Mistrust- Parents and caregivers are the biggest role at this time, when a caregiver provides care for the baby’s needs this develops trust. When a baby’s needs are not met, they begin to develop a sense of mistrust, creating attachment issues.
Autonomy v. Shame & Doubt- This occurs during toddlerhood, deals with responses. Dealing with capabilities, a child is developing autonomy or shame through the opportunities the parents are providing. Exploring with out guilt for mistakes, vs. disciplining or over protecting can hinder this development.
Initiative v. Guilt- Preschool age children, focuses more on interacting with peers. Children are rewarded for trying new things gaining a sense of initiative. You need to find a balance, too much of either initiative or guilt being where a child is over criticized can affect them.
Industry v. Inferiority- Elementary and middle age children, learning to master many skills. Parents are still important but teachers and peers are become more of an influence. Industry deals with completing a task and inferiority is when a child feels in competent.
Identity v. Role Confusion- Adolescence, individuality takes place. Psychological moratorium which is a time where teens need few responsibilities and more opportunities for exploring different roles.
Intimacy v. Isolation- In young adulthood, where you develop close personal relationships. Isolation happens when an individual goes through relationships with fear of rejection.
Generativity v. Stagnation- Middle adulthood, deals with giving back to the next generation. In giving to the society they are helping to create this, people who feel board with life and feel they are not contributing is the opposite side of things.
Integrity v. Despair- Elderly period of our lives, feeling that we lived a life worth living is integrity vs. despair feeling dissatisfaction with accomplishments.
Social skills- Developing them in many stages, dealing with ability to work with others and interact is a process that helps with our over all social competence.
Sense of Self- An over all feeling and knowing of us.
Self-concept- Talks about our perception about ourselves.
Self-worth/Self-esteem- How a person evaluates themselves going along with feelings.
Marcia's Theory of Identity Development- Has to do with commitment and exploration.
Identity achievement- Teens given opportunities dealing with occupations, skills etc. Related to better performance.
Identity diffusion- Teens have not yet begun the process of exploration, unable to make commitments.
Identity foreclosure- Teens have parents using authority to tell them what to do.
Moratorium- Teens are actively involved in exploring, but have yet to decide. DAP for most high schoolers.
Temperament- How a person acts, shy, excited etc. How there general person is.
Psychosocial crisis- In each developmental stage of Erickson’s theory a person goes through a challenge that turns out both positive and negative to help further their psychological development.
Erikson’s model of psychosocial development- There are eight stages, the first five develop in infancy through children in educational settings, and the others apply in the later years.
Trust v. Mistrust- Parents and caregivers are the biggest role at this time, when a caregiver provides care for the baby’s needs this develops trust. When a baby’s needs are not met, they begin to develop a sense of mistrust, creating attachment issues.
Autonomy v. Shame & Doubt- This occurs during toddlerhood, deals with responses. Dealing with capabilities, a child is developing autonomy or shame through the opportunities the parents are providing. Exploring with out guilt for mistakes, vs. disciplining or over protecting can hinder this development.
Initiative v. Guilt- Preschool age children, focuses more on interacting with peers. Children are rewarded for trying new things gaining a sense of initiative. You need to find a balance, too much of either initiative or guilt being where a child is over criticized can affect them.
Industry v. Inferiority- Elementary and middle age children, learning to master many skills. Parents are still important but teachers and peers are become more of an influence. Industry deals with completing a task and inferiority is when a child feels in competent.
Identity v. Role Confusion- Adolescence, individuality takes place. Psychological moratorium which is a time where teens need few responsibilities and more opportunities for exploring different roles.
Intimacy v. Isolation- In young adulthood, where you develop close personal relationships. Isolation happens when an individual goes through relationships with fear of rejection.
Generativity v. Stagnation- Middle adulthood, deals with giving back to the next generation. In giving to the society they are helping to create this, people who feel board with life and feel they are not contributing is the opposite side of things.
Integrity v. Despair- Elderly period of our lives, feeling that we lived a life worth living is integrity vs. despair feeling dissatisfaction with accomplishments.
Social skills- Developing them in many stages, dealing with ability to work with others and interact is a process that helps with our over all social competence.
Sense of Self- An over all feeling and knowing of us.
Self-concept- Talks about our perception about ourselves.
Self-worth/Self-esteem- How a person evaluates themselves going along with feelings.
Marcia's Theory of Identity Development- Has to do with commitment and exploration.
Identity achievement- Teens given opportunities dealing with occupations, skills etc. Related to better performance.
Identity diffusion- Teens have not yet begun the process of exploration, unable to make commitments.
Identity foreclosure- Teens have parents using authority to tell them what to do.
Moratorium- Teens are actively involved in exploring, but have yet to decide. DAP for most high schoolers.
Temperament- How a person acts, shy, excited etc. How there general person is.
Thursday, January 27, 2011
Cognative Development Study Guide.
Rachel Reese.
Cognitive Development
Module 7
Compare and contrast the perspectives and principles of Piaget and Vygotsky
Identify specific ways to implement the theories of Piaget and Vygotsky in classroom instruction
Recognize the limitations of these theories
Key Terms:
Piaget- Theory of Genetic Epistemology, idea the knowledge develops between nature and nurture. He had four main ideas, 1. Biological maturation (nature) 2. Active exploration of the physical environment (nurture) 3. Social experiences (nurture) 4. Equilibration (self –regulation).
Schemas- physical action that is organized
Assimilation- adding new information or an experience to previous knowledge
Accommodation- has to do with modifications of something you already know, adding this material will help it to be added to your overall schema
Disequilibrium- the discrepancy between your existing understanding and a new experience
Sensorimoter stage- birth to about two years old, where infants explore the world around them through their senses, object performance meaning when you remove something from sight its out of mind has to do with this stage as well.
Preoperational stage- two years to about seven, this is where a child actively explores with new objects, they are stuck on one way of thinking it has to be real to them
Concrete operational stage- seven years to eleven, this describes a child’s ability to think logically and use concrete methods
Formal operational stage- eleven years to adulthood, were a student can experiment with methods and are able to think out side of the box, they can evaluate the material
Vygotsky- argues that cognitive development comes from both factors of nature vs. nurture, he is famous for creating the theory of Zone of Proximal Development. This explains that children develop with more advanced thinking you potential is much higher with this interaction.
Internalization- a tool where we gather more cognitive responsibility for a task
Mediation- learning and being able to think about something, where a person can feel one with something
Self-talk- where you are able to discover and discus something to yourself and figure it out
Inner speech- learning to regulate your thoughts and actions
Zone of proximal development (ZPD)- is the difference what a learner can do with out help and what they can do with help
Scaffolding- is the changing of level of support; your guidance goes down when you have a better understanding of a concept
Guided participation- a child may need some help while engaging in an activity, this is where an adult steps in and is the help
Cognitive apprenticeship- is a theory of the process where a master of a skill teaches that skill to one who has not mastered it
Cognitive Development
Module 7
Compare and contrast the perspectives and principles of Piaget and Vygotsky
Identify specific ways to implement the theories of Piaget and Vygotsky in classroom instruction
Recognize the limitations of these theories
Key Terms:
Piaget- Theory of Genetic Epistemology, idea the knowledge develops between nature and nurture. He had four main ideas, 1. Biological maturation (nature) 2. Active exploration of the physical environment (nurture) 3. Social experiences (nurture) 4. Equilibration (self –regulation).
Schemas- physical action that is organized
Assimilation- adding new information or an experience to previous knowledge
Accommodation- has to do with modifications of something you already know, adding this material will help it to be added to your overall schema
Disequilibrium- the discrepancy between your existing understanding and a new experience
Sensorimoter stage- birth to about two years old, where infants explore the world around them through their senses, object performance meaning when you remove something from sight its out of mind has to do with this stage as well.
Preoperational stage- two years to about seven, this is where a child actively explores with new objects, they are stuck on one way of thinking it has to be real to them
Concrete operational stage- seven years to eleven, this describes a child’s ability to think logically and use concrete methods
Formal operational stage- eleven years to adulthood, were a student can experiment with methods and are able to think out side of the box, they can evaluate the material
Vygotsky- argues that cognitive development comes from both factors of nature vs. nurture, he is famous for creating the theory of Zone of Proximal Development. This explains that children develop with more advanced thinking you potential is much higher with this interaction.
Internalization- a tool where we gather more cognitive responsibility for a task
Mediation- learning and being able to think about something, where a person can feel one with something
Self-talk- where you are able to discover and discus something to yourself and figure it out
Inner speech- learning to regulate your thoughts and actions
Zone of proximal development (ZPD)- is the difference what a learner can do with out help and what they can do with help
Scaffolding- is the changing of level of support; your guidance goes down when you have a better understanding of a concept
Guided participation- a child may need some help while engaging in an activity, this is where an adult steps in and is the help
Cognitive apprenticeship- is a theory of the process where a master of a skill teaches that skill to one who has not mastered it
Human Brain Study Guide.
Rachel Reese.
Human Brain Study Guide
Module 6
Cerebral Cortex: outer layer or gray matter, of the two cerebral hemispheres. (Higher brain functions)
Neuron: brain cells that send information to other cells.
Synapse: A gap between two neurons that’s allows the transition of messages.
Frontal Lobes: arousal, inhibition, memory, attention, stress and reasoning are all a part of the frontal lobes functions.
Temporal Lobes: memory, auditory, information and emotional reactions.
Parietal Lobes: aspects of memory and visual processing.
Occipital Lobes: special working memory and visual processing.
Cerebellum: certain verbal and visual tasks, motor ordination and balance.
Myelin: a fatty substance that speeds the transmition.
Plasticity: brains ability to recognize itself by forming new neural connections.
Neurotransmitters: Chemical messengers in the nervous system.
Synaptic Pruning: weakening or degenerating.
Online
Hippocampus: in the cerebral hemisphere, shaped like a sea hoarse.
Amygdala: part of the limbic system, joining the temporal loab dealing with emotions of fear and aggression.
Reticular Activating System: part of the brain stem, with connections to the cerebral cortex that controls the activity of the central nervous system.
Broca’s Area: linked to speech production, if this part of your brain gets injured you might loose speech.
Wernicke’s Area: two parts of the cerebral cortex, words with the understanding the written and spoken language.
Corpus Callosum: tow halves of the cerebrum.
Prefrontal Cortex: part of the frontal lobe, it is highly developed in humans. It works with complex cognitive, emotional and behavioral functioning
Specialization: to peruse a specific line of work, interest or in any subject.
Lateralization: specialization of the brain, is located in the left hemisphere/ visual and spatial relations, right hemisphere/ other functions.
Long-term Potentiation: long response of nerve cells stimulation to the synapse, relates to long-term memory.
RAD Teaching: R: Reticular Activating System (RAS) A: Amygdala D: Dopamine.
Whole Brain Teaching: there are many different parts of the brain, as a whole it all functions together and things run smoothly.
Human Brain Study Guide
Module 6
Cerebral Cortex: outer layer or gray matter, of the two cerebral hemispheres. (Higher brain functions)
Neuron: brain cells that send information to other cells.
Synapse: A gap between two neurons that’s allows the transition of messages.
Frontal Lobes: arousal, inhibition, memory, attention, stress and reasoning are all a part of the frontal lobes functions.
Temporal Lobes: memory, auditory, information and emotional reactions.
Parietal Lobes: aspects of memory and visual processing.
Occipital Lobes: special working memory and visual processing.
Cerebellum: certain verbal and visual tasks, motor ordination and balance.
Myelin: a fatty substance that speeds the transmition.
Plasticity: brains ability to recognize itself by forming new neural connections.
Neurotransmitters: Chemical messengers in the nervous system.
Synaptic Pruning: weakening or degenerating.
Online
Hippocampus: in the cerebral hemisphere, shaped like a sea hoarse.
Amygdala: part of the limbic system, joining the temporal loab dealing with emotions of fear and aggression.
Reticular Activating System: part of the brain stem, with connections to the cerebral cortex that controls the activity of the central nervous system.
Broca’s Area: linked to speech production, if this part of your brain gets injured you might loose speech.
Wernicke’s Area: two parts of the cerebral cortex, words with the understanding the written and spoken language.
Corpus Callosum: tow halves of the cerebrum.
Prefrontal Cortex: part of the frontal lobe, it is highly developed in humans. It works with complex cognitive, emotional and behavioral functioning
Specialization: to peruse a specific line of work, interest or in any subject.
Lateralization: specialization of the brain, is located in the left hemisphere/ visual and spatial relations, right hemisphere/ other functions.
Long-term Potentiation: long response of nerve cells stimulation to the synapse, relates to long-term memory.
RAD Teaching: R: Reticular Activating System (RAS) A: Amygdala D: Dopamine.
Whole Brain Teaching: there are many different parts of the brain, as a whole it all functions together and things run smoothly.
Motivation Study Guide.
Rachel Reese
Motivation Study Guide
Module 15
Motivation: a persons desire to do/achieve something, this regulates behavior.
Extrinsic Motivation: “External” participating in an activity to gain an outcome other than the activity it’s self. (money, etc)
Intrinsic Motivation: “Internal” personal satisfaction in an activity, the activity itself is the reward.
Task-contingent rewards: rewards given for completing an activity. (Stickers, etc)
Performance-contingent rewards: rewards given for progress, when someone has reached a certain level or done well.
Flow: personal feeling of joy and accomplishment in a task that is challenging.
Module 16
Goal Theory: creating goals in all aspects, academic and non-academic.
Mastery Orientation (see Table 16.1): Focus- mastering a task, learning and understand. Standards- self-improvement, progress, deep understanding of a task. Outcomes- intrinsic motivation deep level learning strategies, preference for challenging tasks and moderate risk taking.
Performance Orientation (see Table 16.1): Focus- being superior, being the smartest, besting others. Standards- getting best or highest grades, being best performer in class. Outcomes- intrinsic motivation, effective, but often superficial learning strategies, low anxiety and positive self-efficacy.
Attribution theory: people try to understand things that have happened to them, where they then try to explain what has happened.
Locus: is where we put the cause of the outcome.
Stability: how we see the cause, safe and secure or not.
Controllability: what we do personally to affect the cause, the success or failer.
Learned Helplessness: happens when students who have failed repeated times contribute that to what is currently happening, they believe its causes beyond their control.
Facilitating Anxiety: by having clear and well-organized lessons, and allowing the students to have clear expectations.
Debilitating Anxiety: by teaching study skills, and test taking strategies & coping skills with techniques before tests.
Module 17
Self-efficacy theory: expecting that we can succeed and are capable of an activity can change our motivation for the task.
Self-worth theory: we naturally strive to obtain a sense of self-worth, and maintain it.
Arousal: the desire or stimulation to do something, gets your brain moving.
Self-determination Theory: being internally controlled and regulated, helping us to have choices in our actions, other than being pressured.
Autonomy: independent, self-determination.
Need for competence: an innate desire to work on skills, attempt, explore and master them.
Relatedness: a feeling of being connected to others, sense of security.
Maslow’s Hierarchy of Needs: a pyramid of different needs, the bottom needs need to be met first, as the pyramid goes up. (psychological needs, safety needs, belonging & love needs, esteem needs, cognitive needs, aesthetic needs and self actualization)
Internalization: to incorporate self-determination and behavior.
Motivation Study Guide
Module 15
Motivation: a persons desire to do/achieve something, this regulates behavior.
Extrinsic Motivation: “External” participating in an activity to gain an outcome other than the activity it’s self. (money, etc)
Intrinsic Motivation: “Internal” personal satisfaction in an activity, the activity itself is the reward.
Task-contingent rewards: rewards given for completing an activity. (Stickers, etc)
Performance-contingent rewards: rewards given for progress, when someone has reached a certain level or done well.
Flow: personal feeling of joy and accomplishment in a task that is challenging.
Module 16
Goal Theory: creating goals in all aspects, academic and non-academic.
Mastery Orientation (see Table 16.1): Focus- mastering a task, learning and understand. Standards- self-improvement, progress, deep understanding of a task. Outcomes- intrinsic motivation deep level learning strategies, preference for challenging tasks and moderate risk taking.
Performance Orientation (see Table 16.1): Focus- being superior, being the smartest, besting others. Standards- getting best or highest grades, being best performer in class. Outcomes- intrinsic motivation, effective, but often superficial learning strategies, low anxiety and positive self-efficacy.
Attribution theory: people try to understand things that have happened to them, where they then try to explain what has happened.
Locus: is where we put the cause of the outcome.
Stability: how we see the cause, safe and secure or not.
Controllability: what we do personally to affect the cause, the success or failer.
Learned Helplessness: happens when students who have failed repeated times contribute that to what is currently happening, they believe its causes beyond their control.
Facilitating Anxiety: by having clear and well-organized lessons, and allowing the students to have clear expectations.
Debilitating Anxiety: by teaching study skills, and test taking strategies & coping skills with techniques before tests.
Module 17
Self-efficacy theory: expecting that we can succeed and are capable of an activity can change our motivation for the task.
Self-worth theory: we naturally strive to obtain a sense of self-worth, and maintain it.
Arousal: the desire or stimulation to do something, gets your brain moving.
Self-determination Theory: being internally controlled and regulated, helping us to have choices in our actions, other than being pressured.
Autonomy: independent, self-determination.
Need for competence: an innate desire to work on skills, attempt, explore and master them.
Relatedness: a feeling of being connected to others, sense of security.
Maslow’s Hierarchy of Needs: a pyramid of different needs, the bottom needs need to be met first, as the pyramid goes up. (psychological needs, safety needs, belonging & love needs, esteem needs, cognitive needs, aesthetic needs and self actualization)
Internalization: to incorporate self-determination and behavior.
Saturday, January 15, 2011
Course Contract.
Goals:
1. Study Mon-Thurs an hour each day.
2. Read whole chapter on Monday, write down what to go over the next days.
3. Thursday prepare questions for Monday's class.
Schedule:
Work School Exercise Study Eat Sleep Church.
Monday- 7:00-11:45 12:00-5:00 5:30-6:30 6:30-7:00 7:00-8:00 9:30-5:30
Tuesday- 7:00-11:45 12:00-12:45 1:00-3:00 3:30-4:45 5:00-5:30 6:00-7:00 9:30-5:30
Wednesday- 7:00-11:45 12:00-5:00 5:30-6:30 6:30-7:00 7:00- 8:30 9:30-5:30
Thursday- 7:00-11:45 12:00-12:45 1:00-3:00 3:30-4:45 5:00-5:30 6:00-7:00 9:30-5:30
Friday- 7:00-11:45 12:00-5:00 5:30-6:30 6:30-7:00 12:00-8:00
Saturday- 8:00-12:00 exercise(class) temple(every other) 12:00-8:00
Sunday- three meals and a few snacks(everyday) church 1:00-4:00 9:30-5:30
Strategies:
Read each chapter assigned,
keep record of what needs to be done,
take specific notes on each chapter and assignments,
do tasks by prority.
Statement:
I strive to keep my life centered this semester,
by working for and obtaining an understanding of what is required and expected of me.
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