Term
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Definition
How a group perceives the world
-Shared beliefs
-Ways of understanding and evaluating the world
-Common ideas and experiences
-Pattern of accepted behaviors |
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Term
| Melting Pot vs. Pluralism |
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Definition
Melting Pot:
Assimilate to mainstream
Pluralism: Accepting/embracing of differences |
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Term
| effects of social class on learning |
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Definition
-Graduation rates
-Health and living conditions
-Family environment
-Motivation—Need for achievement: Investment in doing well
Require high levels of emotional and instructional support |
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Term
| Suggestions for teaching in low SES classrooms |
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Definition
-Difference ≠ Deficit
-Groups often made up of subgroups
-Groups composed of unique individuals
-Sensitivity |
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Term
| Teacher Expectancy Effect |
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Definition
-Conscious/unconscious expectations based on race, SES, ethnicity, dress, speech patterns, test scores, etc
-Subtly communicate expectations
-Students eventually behave to fit the pattern |
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Term
| Effective Multicultural Teacher |
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Definition
-Clear objectives
-Communicate high expectations
-Monitor progress/feedback
-Years of experience
-Embed instruction in meaningful contexts (makes things relevant)
-Active learning: small groups/hand on activities
-High dedication
-Enhance self-esteem
-“Affinity” for diverse students |
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Term
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Definition
- teach in student's native language
- receive ESL instruction |
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Term
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Definition
-Maintain or improve native language
-Eventual transition to English language instruction |
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Term
| Two-Way Bilingual (immersion, dual-language) |
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Definition
| both groups learning both languages, helping each other |
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Term
| Between-Class Ability Grouping |
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Definition
-The use of standardized test of mental ability (IQ) or achievement tests to group children at similar levels of ability
-Little or no contact with students in other ability groupings
-little support
-affects instruction |
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Term
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Definition
-Increased flexibility in grouping and narrower in scope
-evidence inconclusive |
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Term
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Definition
| Regrouping across grade level (groups cut across grades but share level of ability) |
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Term
| Within-Class Ability Grouping |
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Definition
-Division of a single-class into 2 or 3 groups (usually used only in reading and math)
-positive effects |
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Term
| Individuals with Disabilities Education Act (IDEA) |
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Definition
-ensure appropriate resources
-teachers: referral, assessment, preparation of IEP, implementation and evaluation of IEP |
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Term
| Individualized Education Program (IEP) |
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Definition
-Statement of existing educational performance
-Annual goals: short & long term
-Identify educational resources and services
-Level of mainstreaming
-Dates and duration of service
-Method of evaluating progress |
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Term
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Definition
| Significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills |
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Term
| Disorder in psychological processes |
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Definition
Memory encoding and storage, perception—visual or auditory, attention, metacognition
type of learning disability |
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Term
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Definition
-Predominantly inattentive
-Hyperactive and impulsive
-Combination of all three
ADHD Treatment: Stimulant medication, School based psychological/educational program, Multi-modal program |
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Term
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Definition
-Inability to learn NOT related to intellectual, sensory, or health factors
-Difficulty with peer and teacher interpersonal relationships
-Inappropriate types of behaviors
-Pervasive mood of unhappiness or depression
-Development of physical symptoms or fears associated with personal or school problems |
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Term
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Definition
-compressed curriculum, extended school year, college courses
-Prevent boredom, promote positive attitudes toward learning |
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Term
| Gifted Classes and Schools |
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Definition
| Mixed evidence for success: careful match b/w student and setting |
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Term
| Differentiated Instruction Type I (Gifted and Talented Education) |
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Definition
| expose students to new topics/material not covered in general curriculum |
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Term
| Differentiated Instruction Type II (Gifted and Talented Education) |
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Definition
| promote creativity, problem solving, valuing |
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Term
| Differentiated Instruction Type III (Gifted and Talented Education) |
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Definition
| investigate and collect data about real topic or problem |
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Term
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Definition
| Voluntary responses are strengthened when they are reinforced and weakened when ignored or punished |
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Term
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Definition
effect on behavior: strengthen
action: present
type of stimulus: desirable |
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Term
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Definition
effect on behavior: strengthen
action: remove
type of stimulus: aversive |
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Term
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Definition
effect on behavior: weaken
action: present
type of stimulus: aversive |
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Term
| Punishment (Type II; Time Out) |
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Definition
effect on behavior: weaken
action: remove
type of stimulus: desirable |
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Term
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Definition
effect on behavior: weaken
action: withhold
type of stimulus: desirable |
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Term
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Definition
| behavior reappears without reinforcement |
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Term
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Definition
| responding in similar way to slightly different stimuli |
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Term
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Definition
| teaching individuals to notice the unique aspects of similar stimuli/situations (to prevent generalization) |
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Term
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Definition
reinforcing of action or behavior that move individual progressively closer to the desired terminal behavior
select target behavior -> obtain baseline -> select reinforcer -> reinforce on a schedule |
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Term
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Definition
| learner is reinforced for the first desired response that occurs after a predetermined amount of time has elapsed (behavior may decrease earlier in the interval) |
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Term
| Variable Interval Schedule |
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Definition
| length of time between reinforcement is random but averages out to predetermined interval |
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Term
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Definition
| reinforcement is provided whenever a predetermined number of responses are made (relatively brief period of no or few responses immediately after reinforcer is delivered) |
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Term
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Definition
| reinforcement after a different number of responses from one time to the next according to a predetermined average (reinforcer is unpredictable -> learners tend to respond rapidly for long periods of time) |
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Term
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Definition
| problem solving programs that mimic the real work using previous knowledge to solve problems |
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Term
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Definition
| teaches new information and skills in a step by step approach |
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Term
| Operant Conditioning in Education |
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Definition
-set expectations (clarify goals)
-sequence of materials (logical order)
-self pacing (set by student)
-program the subject matter |
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Term
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Definition
Goal: Increase or strengthen target behavior
Method: Using something that has no inherent value but that can be used to “purchase” things that do have inherent value |
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Term
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Definition
Goal: Increase or strengthen target behavior
Method: Formal method of specifying desirable behaviors and consequent reinforcement (Written/Verbal contract; Mutual acceptance) |
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Term
| Information Processing Theory |
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Definition
Understand HOW people acquire
-New information
-Store it
Assumptions:
-Information is stored in steps and stages
-Limits to information capacity at each stage
-System is interactive (Information stored in memory influences and is influenced by perception and attention
-Recall from memory
-Role of previous knowledge and information in determining what and how something is learned) |
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Term
| Cognition vs. Metacognition |
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Definition
Cognition
The way information is processed
Attended to, recognized, encoded, stored, retrieved, and purposefully used
Metacognition
-Knowledge and awareness of cognitive operations
-Understanding of how operations may be used to achieve a learning goal |
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Term
| Information Processing in the Classroom |
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Definition
-Use techniques that attract and hold attention (Practice will help students increase attention span)
-Organize material for students (encourage older students to organize for themselves)
- Make what students learn more meaningful (Concrete terms, Visual terms)
-Highlight and help students recognize connection between what they already know and what they are learning
-Use appropriate rehearsal (Meaning making, Chunking) |
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