Term
| Personal Characteristics- internal factors |
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Definition
Mental and Emotional Factors
Metacognitive knowledge
Self efficacy |
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Term
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Definition
Beliefs about our ability to successfully carry out particular tasks
Emotional aspect, how much control we feel we have |
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Term
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Definition
Self Observation
Self Evaluation
Adjusting behavior to overcome or reduce perceptions of low-efficacy, anxiety, ineffective learning strategies, creating productive study environments |
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Term
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Definition
external factors outside of the individuals
Social and physical environment |
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Term
| Triadic Reciprocal Causation (3 Determinants) |
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Definition
| Personal, Behavioral, Environmental |
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Term
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Definition
| Ability to control ones actions in the absence of external reinforcement/ punishment |
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Term
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Definition
Consistent/appropriate application of self control to new situations
When and how we use control |
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Term
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Definition
| Self-efficacy is more influential than expected rewards or punishment or actor skills because its based on the belief that one can or cannot produce the required behavior to produce a particular outcome |
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Term
| Students with higher self-efficacy |
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Definition
use self-regulating skills to concentrate on the task
creating strategies to accomplish task
choose appropriate tacts
use time management
monitor performance
make behavioral adjustments to improve |
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Term
| antecedents of self-efficacy |
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Definition
Performance accomplishments
verbal persuasion
emotional arousal
vicarious experience |
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Term
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Definition
| Verbally convincing an individual that they have the ability to perform successfully |
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Term
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Definition
| Emotions that arise when we prepare to engage in a task |
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Term
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Definition
| Observing the success and failure of individual with whom we identify... modeling. |
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Term
| Selection Process and self efficacy |
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Definition
the way individuals go about selecting goals and activities--> consider wide range of goals
the kinds of things you're going to engage in,
people with higher self efficacy tend to engage in broader set of things |
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Term
| Cognitive process and self efficacy |
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Definition
| high self efficacy means you use a higher-level thought processes |
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Term
| motivational process + self efficacy |
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Definition
less likely to give up on a task
feel like they'll be able to do it, just takes effort
Tell children they worked hard is a good way increase self efficacy |
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Term
| affective process + self efficacy |
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Definition
going to like the experience
excitement, curiosity, eagerness to get started |
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Term
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Definition
| Forethought -> Performance -> Self Reflection |
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Term
| Forethought Phase of Self Regulatory |
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Definition
Task Analysis: Planning-> setting goals, formulating strategies
Self Motivational Beliefs-> Self efficacy or self regulated learning, consequences of goal achievement, intrinsic interest in the task, learning oriented v. performance oriented goals
Limitations: younger children less likely to attend to teacher for long periods |
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Term
| Performance Phase of Self Regulatory |
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Definition
Self control: attention focusing, self-instruction, tactics
Self-observation: recording one's behavior + attempting different behaviors
Limitations: limited ability to ignore external and internal distractions, less likely to perform the steps of a task more slowly and deliberately to avoid mistakes |
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Term
| Self Reflection Phase of Self Regulatory Cycle |
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Definition
Self-judgment- 1. evaluating behavior 2. causal attribution
Self-reaction: self satisfaction and adaptive inference, positive feeling associated with good job
Limitations: compare selves to peers as basis for judging capabilities, hard making appropriate attributions about their successor failure, limited skill in accurately assessing the level of their own ability |
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Term
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Definition
| Thoughts feelings or actions that are purposefully generated and controlled by a student to maximize learning of knowledge and skills for a given task or set of conditions |
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Term
| Components of learning strategies |
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Definition
Metacognition (self awareness)
Analysis (awareness of learning task)
Planning
Implementation
Monitoring of Progress
Modification |
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Term
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Definition
| Observation, emulation, self-control, self-regulation |
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Term
| Constructivist learning theory |
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Definition
creating meaning out of what you've done
takes place when people actively engage in a task |
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Term
| Facets of Constructivism* |
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Definition
Active creation of knowledge structures from personal experience
Knowledge can never be fully transferred to another person because of difference in personal experiences
Modification of knowledge structures comes from sharing of multiple persepectives |
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Term
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Definition
| Focus on the cognitive processes that take place within the individual |
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Term
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Definition
| Meaningful learning occurs when people are taught how to use psychological tools of their culture |
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Term
| Conditions for constructivism |
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Definition
Cognitive Apprenticeship
Situated Learning
Multiple perspectives |
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Term
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Definition
Modeling, providing hints, asking leading questions
Gradually removing support structures
Scaffolding |
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Term
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Definition
| Learning tasks in realistic (situational) contexts , more likely to be meaningful |
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Term
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Definition
| Problems are often multifaceted and complex |
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Term
| Constructivism in practice |
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Definition
Determine student's current understanding,
realistic learning experiences
complex, meaningful, problem based learning activites
debate and discuss substantive issues
allow students to think for themselves
encourage use of high-level cognitive process
evaluation in multiple forms
continuous evaluation |
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Term
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Definition
Well Structured- clearly formulated, solved by recall or application
Ill Structured- More complex, few cues pointing toward solution
Issues- Like ill structured problems but added component: problem tends to divide people into opposing camps: emotional provocation |
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Term
| Step towards becoming good problem solvers |
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Definition
| Recognize existence of problem, understand nature of the problem, compile relevant info, formulate and carry out a solution, evaluate the solution |
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Term
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Definition
| Independent application of knowledge and problem-solving skills to similar but new situations |
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Term
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Definition
| prior learning aids subsequent learning |
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Term
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Definition
| Prior learning interferes with subsequent learning, tasks are similar but require different responses |
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Term
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Definition
| prior learning has no effect on new learning |
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Term
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Definition
| Specific similarities between two tasks |
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Term
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Definition
| Use of similar cognitive strategies |
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Term
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Definition
| Previously learned knowledge and skills used relatively soon on highly similar tasks |
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Term
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Definition
| Previously learned knowledge and skills used much later on dissimilar tasks and under different conditions |
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Term
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Definition
| Previously learned skill automatically applied to similar current task |
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Term
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Definition
| Previously learned skill transferred over long time periods to new situations that look different from original tasks |
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Term
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Definition
| Observable, measurable, student behavior, help achieve major educational goals or policies |
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Term
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Definition
| Broad, major goal or policy in place at district, state, or national level |
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Term
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Definition
| more specific, observable, measurable |
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Term
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Definition
| information and skills you want to get across |
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Term
| Cognitive Domain/Taxonomy |
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Definition
| Knowledge (previous info/facts), comprehension (meaning making, implications), application, analysis(break down objects or ideas into simple subcomponents), synthesis (reorganizing and interpreting), evaluation(making judgements) |
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Term
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Definition
| Receiving/attending(willingness to receive), responding, valuing(attitude regarding worth/value), organization, characterization by value or value complex(value system as a way of life) |
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Term
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Definition
| Perception(sense organs to obtain cues to guide motor activity), set(ready to perform a particular action), guided response, mechanism(habitual performance), complex/overt response, adaptation, origination |
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Term
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Definition
| Describe what you want, how will you assess? , i dentify and name the behavioral act, conditions under which behavior is to occur, separate objective for each learning performance |
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Term
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Definition
Examine what is to be learned relative to objectives
Create general objectives that describe behaviors to be exhibite
Under each objective, list 5 specific learning outcomes (action verbs) |
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Term
| Alignment of objectives and assessment |
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Definition
| Objectives must match assessments |
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Term
| Which questions test mastery of basic factual knowledge |
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Definition
| Multiple choice, short answer, true false |
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Term
| Which questions test comprehension, analysis, and synthesis |
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Definition
| Essays: summarize, compare/contrast |
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Term
| Behavioral approach to teaching |
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Definition
Direct instruction/ explicit instruction
-focus on basic skills, teacher makes all decisions, keep students on task, positive classroom climate through positive reinforcement |
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Term
| Components of Direct Instruction |
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Definition
Orientation
Presentation
Structured, guided, and independent practice |
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Term
| Orientation in direct instruction |
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Definition
Overview of lesson
explain relevance
relate to previous material or life experience
inform students what they'll need to do to learn material
describe expected level of performance |
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Term
| Presentation in direct instruction |
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Definition
Explaining, illustrating, demonstrating new material
Lesson in small, easy to learn steps
Examples! |
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Term
| Structured, guided, and independent practice in direct instruction |
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Definition
Scaffolding
Structure-> lots of teacher assistance
Guided-> STudent works alone, teacher circulates correcting and checking
Independent -> Practice alone at school and home |
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Term
| Cognitive approach to teaching: information-processing approach |
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Definition
| Design lessons and teaching practices to capitalize on meaningful learning, make students aware of how they learn and how they can use knowledge to impove performances |
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Term
| Components of Information Processing |
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Definition
| Communicate clear goals and objectives, use attention-getting devices, organization and meaningfulness, learnable amounts and realistic time periods, facilitate encoding of information into long term memory. |
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Term
| Cognitive approach to teaching: constructivist approach |
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Definition
Using existing knwledge, attitudes, and values as filters, people interpret current experience in a way that makes sense at the time
-element of active constuction, vaires over time
takes a long time to be a good teacher, must change as student's experiences change |
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Term
| Components of Constructivism |
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Definition
Scaffolding instruction within Zone of Proximal Development
Learning through discovery
Multiple view points
relevant problems
self-directed learning |
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Term
| Difficulties with constructivism |
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Definition
Understand how different students think
completeness of student knowledge
student self-awareness of own knowledge
variety of methods to support learning through problem based activites
guidance in selecting projects
Fostering collaborative activities
Teachers require deep knowledge to be effective
Range of alternative assessments |
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Term
| Humanistic Approach to Teaching |
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Definition
Attention to role of noncognitive variables in learning, such as students' needs, emotions, values and self-perceptions
Personally meaningful
Students understand themselves
Create supportive environment
Inherent desire to learn and fulfill potential |
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Term
| Components of Humanistic Approach |
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Definition
Defining the helping situation
Exploring the problem
Developing insight
Planning and decision making
Integration |
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Term
| Social approach to teaching |
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Definition
| Cooperative goals structures are characterized by students working together to accomplish shared goals |
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Term
| Components of Social Approach |
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Definition
| Group heterogeneity, group goals + positive interdependence, promotive interaction, individual accountability, interpersonal skills, equal opportunity for success, team competition |
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Term
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Definition
Selection, persistence, intensity, and direction of behavior
Willingness to expend effort to achieve a goal |
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Term
| Behavior view of motivation |
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Definition
| Behaviors can be reinforced, students can be motivated by promising rewards |
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Term
| Limitations of behavior view of motivation |
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Definition
| Extrinsic motivation only, change in behavior may be temporary, develop materialistic attitude toward learning, lessen intrinsic motivatioin |
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Term
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Definition
| Learner does something to earn external rewards |
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Term
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Definition
| Learner does something to experience an inherent satisfaction |
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Term
| Social cognitive view of motivation |
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Definition
Observe and imitate models, vicarious reinforcement
improve self-efficacy: learning goals, outcome expectations, attribution |
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Term
| Key component of Social Cognitive View of Motivation |
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Definition
| Observation and imitation of a model |
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Term
| Performance-approach goals |
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Definition
| Demonstrating to teachers and peers ones intellectual ability by outperforming others |
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Term
| performance avoidance goals |
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Definition
| Reducing possibility of failure so as not to appear less capable |
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Term
| Outcome expectations of Social Cognitive View of Motivation |
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Definition
High self efficacy-> expect positive outcomes
Low self efficacy -> expect disappointing outcomes, use simpler learning skills, give up more quickly |
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Term
| Attribution (of success/failure )of Social Cognitive View of Motivation |
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Definition
High self efficacy -> credit failure to insufficient effort + success to ability/effort
Low self efficacy -> credit failure to low ability and success to luck/ease of task |
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Term
| Cognitive Development View of Motivation |
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Definition
Piaget: organization and equilibration-> modifying scheme
Desire for equilibration + mastery of environment -> increases motivation
Need of Achievement
Attribution Theory |
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Term
| Cognitive Development View of Motivation + High/Low need for achievement |
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Definition
High need for achievement: prefer moderately challenging tasks
Low need for achievement:prefer low/easy or very hard tasks (to save face, if its super hard no shame in failing) |
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Term
| Cognitive development view of motivation and attribution |
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Definition
Unsuccessful students attribute success to luck/easy tasks
*Unsuccessful students attribute failure to lack of ability |
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Term
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Definition
Values of culture and ethnic group
Emotions aroused by subject/activity
Degree of competence attained in subject/activity
Degree to which subject/activity is seen as relevant to achieving goal
Level of prior knowledge
Perceived hold on topic that person already knows |
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Term
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Definition
State of cognitive conflict or disequilibrium
Well-written reading material
Opportunity to work with others
Engaging in hands-on tasks
Observing influential models
Teacher use of novel stimuli
Teacher use of games and puzzles |
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Term
| Humanistic View of Motivation |
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Definition
Higher complex needs emerge as lower needs are fulfilled
deficiency needs: motivate to act when they're unmet
Growth needs: constantly strive to satisfy
Choice between safety and growth |
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Term
| Implications of humanistic view of motivation |
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Definition
Implication 1: teachers should do everything possible to see that lower level needs are satisfied
2: teachers should attempt to enhance attractions and minimize dangers of growth |
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Term
| Self-concept and motivation Implication |
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Definition
Implication
Design Instructional programs that are aimed at improving BOTH academic self-concept and achievement |
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Term
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Definition
Authoritarian- rules to be blindly obeyed
Permissive- few controls, children make basic decisions
Authoritative- rules for which reasons are discussed, clear ways to meet expectations, rewards for meeting expectations, ceding of responsibility with increased self-regulation |
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Term
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Definition
Want students to learn to regulate their own behavior
Explain rationale for classroom rules
Adjust the rules as students demonstrate ability for self-governance
Adopting these norms may lead to achievement of valued academic goals |
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Term
| Preventing problems in the classroom |
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Definition
Show students you are with it
Learn to cope with overlapping situations
Maintain smoothness and momentum in activities
Keep the class involved
Introduce variety and be enthusiastic
Be aware of ripple effect |
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Term
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Definition
*Planned ignoring—extinguish inappropriate attention seeking by ignoring
*Signal—subtle signal (clear throat)
*Proximity and touch control—place yourself closer to the misbehaving student
*Interest boosting—pay additional attention to student when losing his interest
*Humor—gentle and benign rather than derisive, ironic, or sarcastic
*Helping over hurdles—some students do not understand what they are to do or lack ability to carry out assignment
*Program restructuring—recognize when lesson is failing and try something else
*Antiseptic bouncing—ask student to leave the room
*Physical restraint—protective, NOT punitive (younger children)
*Direct appeal—point out connection between conduct and consequence
*Criticism and encouragement—if necessary to criticize student, do so privately (avoid ridicule or humiliation)
*Defining limits—establishing rules AND enforcing them
*Post-situational follow-up—debriefing with individual or class to understand what the problem is/was
*Marginal use of interpretation—analysis of behavior while it is occurring rather than afterward |
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