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EDTE 2000 Exam #1

Terms in this set (68)

What is Educational Psychology?
applies research on human development and learning to teach, purpose is to improve learning in the classroom
What are the 3 Main Principles of educational psychology?
1. They relate new info. to prior knowledge
2. they are active learners
3. they periodically check for understanding
4 different types of knowledge that promote effective teaching?
1. content
2. pedagogical content
3. general pedagogical
4. knowledge about students and learning
What is content knowledge?
knowing your subject matters
What is pedagogical content knowledge?
subject specific teaching skills
What is general pedagogical knowledge?
class management, motivation, communication
What are the 4 components of "professionalism" in teaching?
1. understand social justice and code of ethics
2. good decision making
3. reflective practice-- critically evaluate your beliefs and practices for improvement
4. having specialized and current knowledge
What are the levels within Bronfenbrenner's model?
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
Who is in the Microsystem?
your immediate relationship and activities
EX: family, friends, classroom, church
Who is in the Mesosystem?
relationship within the microsystem
EX: your family to your friends
Who is in the Exosystem?
social settings that affect you directly
EX: community, media, school system
Who is in the Macrosystem?
larger society
EX: cultural values, politics, economics
What is self-esteem?
how you feel about yourself
How to improve self esteem
identify causes of low self esteem, help students achieve, provide emotional support and social approval
What are examples of the positive outcomes of self- esteem?
academic success, positive attitude on school, peer acceptance
How does self esteem develop overtime? (across schooling years)
Elementary school: self esteem is highest
Middle school: self esteem is lowest, declines with puberty
High School: self esteem slightly rises after puberty, but females have lower self esteem
Invincibility
believe they are unique and not understood by others
Personal Fable
believe they are unique and not understood by others
Imaginary Audience
believe they are constantly being judged by others
4 different parenting styles
1. Uninvolved
2. Authoritarian
3. Permissive
4. Authoritative
Uninvolved Parenting
lack of warmth and control, seem disinterested, low expectations
Authoritarian Parenting
low warmth but high control, overly high expectations, value obedience, seem detached
consequences: inner critic, withdrawn, angry/defiant
Permissive Parenting
high warmth but low control, few rules or consequences
Consequences: immature kids, impulsive and no self discipline, little respect for authority
Authoritative Parenting
high warmth and high control, appropriately high expectations, gives respect and listens, provides rules and consequences
Consequences: higher self confidence, independent and secure, more successful
5 Peer status categories
1. Peer accepted children
2.rejected children
3. average children
4. controversial children
5. neglected children
Peer accepted children
liked by most peers
sensitive, friendly, cooperative, not always popular
Rejected children
Actively disliked
rejected aggressive: hostile and impulsive (bullies)
rejected submissive: socially awkward
Average Children
have friends but are not popular or unpopular
controversial children
very liked or very disliked
may be hostile/disruptive, fun and nice to some but mean to others
neglected children
likable but overlooked
shy/quiet
What are the principles of stage theories and human development?
stages are cumulative and gradual, represent qualitative differences, order of stages does not change
Erikson's 5 stages of devlopment
1. Stage 1 Mistrust vs Trust
2. Stage 2 Autonomy vs Shame and Doubt
3. Stage 3 Initiative vs Guild
4. Stage 4 Industry vs Inferiority
5. Stage 5 Identity vs Role Confusion
Stage 1 Mistrust vs Trust
-At birth/ 1 year
-infant requires dependable care and comforting
-success leads to a loving, trusting bond with caregiver
-failure leads to withdrawal and fear
Stage 2 Autonomy vs Shame and Doubt
- Age 1-3
-toddler attempts to master physical skills like potty training
-success leads to self control and confidence
-failure leads to feeling inadequate
Stage 3 Initiative vs Guilt
- Ages 3-6 (preschool)
-children need to be assertive in being overly criticized/ controlled leads to self doubt
Stage 4 Industry vs Inferiority
- Ages 6-12 years old (school ages)
- children compare themselves to peers to develop sense of achievement
-failure can create a sense of inferiority
Stage 5 Identity vs Role Confusion
- Ages 12-20 (Adolescents)
-teens must achieve a sense of identity in occupation, sex roles, politics and religion
-failure can lead to repression
Stage 3 Initiative vs Guilt teaching tips
give students choices and opportunities to lead (choose book to read) and reinforce good choices
Stage 4 Industry vs Inferiority teaching tips
encourage mastery learning, encourage students to help others who are struggling
Stage 5 Identity vs Role Confusion teaching tips
use a variety of role models, allow for exploration, incorporate their interests into projects
Kohlberg's 3 levels of moral development
Pre conventional
Conventional
Post conventional
Level 1 Pre conventional Morality
-ages 9 and under
-right or wrong based on personal needs, no personal code of morality
-Stage 1 and 2 fall under this
Stage 1: Obedience or Punishment Avoidance
being "good" to avoid being punished
Stage 2: Personal Reward
what satisfies the child's needs is seen as "good"
Level 2 Conventional Morality
-most adolescents and adults
- right and wrong based on law and society's expectations, authority (not morality) is internalized
- Stage 3 and 4
Stage 3: Good boy/girl
doing what is expected of them by parents or teachers
"good students don't cheat"
Stage 4: Law and Order
following rules and laws, most common
"It's against the rules to cheat"
Level 3 Post Conventional Morality
- 10-15% of adults
- right and wrong based on personal principles, morality is based on individual rights and justice
- stages 5 and 6
Stage 5: Social Contrast
focused on maintaining a good society, individual rights and democracy (majority)
Stage 6: Universal Ethical Principle
common principles of justice
How can teachers promote moral development in their students?
modeling, game/role playing/activities, storytelling, praise with reinforcement, concept discussions, showing the opposite of a virtue.
Syntax
rules that govern sentence structure
Semantics
the meaning of words and sentences
EX women and girl
pragmatics
social conventions or etiquette for verbal interactions (flow of conversation)
Phonology
the basic sounds that comprise language (/s/=sss)
Biological influences on language development
-children worldwide reach language milestones at the same time
-infants inherit preference for human voices and the ability to differentiate between subtle speech sounds
- regions of the brain are related to language: left hemisphere=language processing, Wernicke's area= language comprehension, broca's area= speech production
-we have "sensitive periods" or built in frames for learning language
Environmental influences on language development
- children develop vocab. quicker when exposed to variety and complexity of language
- rather than absorbing language, children construct their own understanding
- language differs on the parents SES
-middle income parents talk to their children twice as much as low SES parents do
Trends in language development
- vocab. becomes more abstract and less concrete as we grow
- understanding of syntax improves
-around age 11 children understanding that listening requires understanding what was said instead of listening is being quiet
-early elementary students interpret words too literally
-pragmatics improve with age
Challenges for English Language Learners
-fall behind in academic achievement
-more likely to be referred to special education
-less likely to graduate
Teaching tips for ELL students
-speak slowly and clearly
-use visual aids
-communicate that you respect and value all cultures
-provide ample opportunities for practicing language, speaking, reading and writing
Symbolic thought
using words to represent objects and events
EX: mom= nice person who takes care of you
SES
socioeconomic status
working poor
working but not earning enough income to rise out of poverty
How does SES influence learning?
family experiences, basic needs, parental involvement, attitudes and values
Gender role identity
beliefs of how males and females should think, act and feel
created by our tendencies and societal expectations
Gender differences
-Personality: girls are more extroverted, anxious and trusting; boys are more aggressive and confident
-Physically: girls play is more cooperative; boys are more active, rough and tumble play
-classroom: girls have stronger verbal abilities, get better grads; boys have stronger science, math and visual abilities, more active participants, boys are more likely to be held back, drop out or misbehave, better on standardized test; boys and girls have similar IQ
Nature with gender identities
heredity/hormones determine some physiological differences such as puberty, body shape/size, aggression verbal skills and preference for stereotypical behaviors
Nurture with gender identities
observation and imitation of gender behavior, different parental treatment and reinforcement
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