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Terms in this set (86)
Knowledge that is already known
Domain Specific Knowledge
Knowledge we have for a specific thing, like our majors
knowledge based on the condition and tells you how to use that knowledge
I know hot to..muscle memory
memory for meaning, general knowledge we have, everything we learn in school
tied to a time and place, personal experience
what you are thinking about right now, hold for 20 seconds
based on the five senses, lasts for three seconds
in depth process of saving information
practicing it over and over in your head
an address, you are picturing the address
putting information together to remember them, to reduce the amount of information stored in working memory
rehearse so much it becomes automatic, it gets it into long term memory
when, where, how we get information and how we make the logical connections
spread of activation
retrieval of information with relationship to each other
always guaranteed correct answer
does not guarantee a correct answer, leads to a solution, and is our common sense, crossword puzzle
thinking about your thinking, how do i learn. think and what strategies for studying work best for me
over learning convert
you can't visually see, when you are thinking how to organize what you are writing down
over learning overt
you can see it happening, concept map
new phone vs old phone, try what you did on something similar on something new
finding an answer by working backwards
using something you already learned and transferring it on different material
rigidity to solve a problem, we get stuck seeing something one way
when we organize a problem, the AHA moment
key is that the student become the expert
the expert does the lesson and teaches, then gets the group to think, students think of questions then talk about them
What is the cognitive approach to learning?
Learning is active, construction of knowledge; the same vent means different things to different people. Behavioral is passive learning, goals is identify a few general principles that apply in all situations
What is the purpose of chunking?
to reduce the amount of information stored in the working memory. 5-9 pieces of information in working memory at a time (7+-2)
Describe the concept of elaboration, in relation to memory?
Make sure students work together to expand the meaning, someone who learns about percentages and realizes they can use this to find the stats of favorite baseball players
Define, describe and create an example for each type of mnemonic?
mnemonics is a memory trick or aid to help us recall information
create it's own word to help remember a phrase-it has to make sense to you
key word mnemonic
associating key concepts with learned material
associations or links to the information, have to have an association with precious word (Do Re Mi)
What are visual organizers?
learning strategies, convert and overt learning, either you can't see it or you can see it in a concept map.
KWL- what i know what i want to know, what i already know
ven diagram- know one thing and another thing and there are shared things in the middle
What is functional fixedness?
Inability to use an object or a tool in a different way, response set rigidity. the brick example in class
How are Torrence's creativity tests scored? (draw in circles test)
originality, fluency, flexibility
What is a good example of creative behavior when given a problem and what type of thinking is directly associated with creativity?
Gloria thinks about the solution to a problem regarding welfare in her American problem course, She asks herself what she needs to know in order to solve the problem, She tries to think about the problem in different ways. She then decides of a useful solution----creativity
High road transfer
mindful and conscious use of that information, first aid after many years
low road transfer
automatic use of that information, driving a stick shift in any car
How does the constructivist view learning?
By reflecting on our experiences we construct our ideas, learners are active and social interactions are important
What are the requirements of a true cooperative learning group?
collaboration skills, individual accountability, positive interdependence, heterogeneous
everyone has a job in the group
they need each other for support, they can not do the work without each other
they have to be different/diverse, you don't want a group of all smart kid's same gender, same culture, etc...
Students who benefit mos from cooperative learning groups do what?
Students who actively explain information to each other get the highest benefit from cooperative groups.
Cooperative group consists of?
Reflector, Quiet captain, checker, gate keeper, encourager, question commander
monitors the process within the group
keeps the voice level down in the group
makes sure everyone knows what the goal is or the question is
makes sure everyone knows the dominating person isn't dominating
makes sure everyone has a say
makes sure questions are getting answered
What are the principle characteristics of constructivist teaching?
Learners are active and social interactions are important
by reflecting on our experiences we construct our ideas
Learning is constructed
learn what they already know
Learning is active
make them active within what they are learning
Learning is reflective
how did they learn, and did they actually learn it
Learning is collaborative
working with peers, and learning from them
Learning is inquiry-based
starting with a question and trying to solve the problem, Teacher is the mediator, doesn't give information but guides children.
a philosophy of how we deal/ work together
how we work together for that common goal
one of the keys of construtionism, make sure you help students work together to expand the meaning
make sure they learn the goals correctly
make sure they are sharing the ideas that they have
Explain "withitness" and give an example?
Being aware of everything that is going on in the class at all times
What are the components and elements of a complete objective?
It has to be measurable, have a condition, have a criteria (All 50 states)
Describe intended student behavior, watch it actually happen, do create, discuss
how is this knowledge going to be measured or recognized
how are you going to know if it is measured correctly
is given to find the ability of student, given before instruction, to form what needs to be taught
happens at the end of instruction to see what students have learned
preplanned assessments SAT, ISATS
day to day observational types of assessment, journals, checklists, polls
What are possible problems/ obstacles with essay exams and how can you avoid them?
Biggest problem is scoring, subjectivity and assessing the product. You need a rubric- an objective scoring guide for subjective assessments
What is the Pygmalion effect and how might it manifest itself in the classroom?
A teachers high expectation equals high results from students, what is expected will end up happening
Respect each other
Students will pass their work forward to turn in
no bathroom passes will be given
bring a pencil to class every day
no cell phone use in class
routines and procedures
how students do something
what students can or can not do
need to be consistent, punish the behavior not the student
Conductive learning environment
use an authoritative parenting style, "high level of comfort/control" safe and secure