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The facility to do something regardless of how an individual acquired the skill, knowledge, or experience.
(Gardener) Possessed by all individuals. Cultivated through environment. |
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| Capacity or potential in an individual to develop musical ability. |
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| An immediate, short-term choice of specific objects or events that can change at any time. |
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| Long-term or permanent commitment to a broad group of objects or events. |
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| Demonstration of ability. Demonstrates what has been accomplished. |
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| Proposed by Jerome Bruner. Student first learns fundamentals of subject, which are continuously re-applied in more complex ways. Transfer is essential. |
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| Bloom's Taxonomy of Learning |
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Organized thinking processes into three groups (Cognitive, Psychomotor, Affective) and from lowest to highest.
Cognitive: Knowledge/Recall to Evaluation
Affective: Reception to Internalizing Values
Psychomotor: Perception to Origination |
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Theory of Cognitive Development: Children think differently than adults. Humans assimilate new information into schemas. Stage theory.
Sensorimotor, Preoperational, Concrete Operational, Formal operational.
Four factors of change: biological maturation, activity. social experiences, interaction between cognitive perception and environment. |
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Zone of Proximal Development: the gape between current level of development and potential level of development.
Proposed by Vygotsky.
Learning occurs through interactions and discovery (children are products of their environment). |
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| Psychosocial Theory of Development |
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| Erik Erikson. Stage theorist. Nonlinear. Individual faces developmental crisis: resolution determines person's self-image and view of society. |
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| Sociocultural Theory of Learning |
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| Leo Vygotsky- Examine the social world to understand the individual. Children are products of their environment. Not stage theorist. ZPD. |
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| Operant conditioning. Reinforcement/punishment. |
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| Theory of Cognitive Development |
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| Proposed by Piaget. Stage theory. Individuals progress through four stages: sensorimotor, preoperational, concrete operational, formal operational. |
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| An active dramatic human presence: body movement, voice fluctuation and speed, movement around class, eye contact, facial expression. |
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| Professional appearance, energetic, enthusiastic, connecting with students, positive, posture, awareness of community standards, inquisitive |
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| Describes how an individual explains and justifies success or failure, resulting in an influence on motivation. |
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Intrinsic vs. extrinsic
Natural personal factor, rewards, punishment. |
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| Stage theorist. Devised Psychosocial Theory of Learning (8 nonlinear stages) |
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Theory of Multiple Intelligences. Each individual has seven intelligences: linguistic, logical, musical, spatial, kinesthetic, interpersonal, intrapersonal.
Every individual has the same potential but they are developed or not based on the environment. |
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| Responsibility for actions and outcomes: teachers are responsible for what the student learns. |
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| Environment/parenting/peers/exposure vs. genetics/biology/innate characteristics |
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| State-controlled. Alternative vs. Traditional certification. Teacher shortage. |
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Stepladder System
Career Ladder System (Apprentice to Novice to Master)
Merit Pay System |
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| Job security contract between teacher and school which makes it difficult for school to fire teacher after probationary period. |
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| 5-10 year job security compromise between annual contract and tenure |
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American Federation of Teachers- high standards, standardized testing
National Education Association- Teacher power instead of state boards/politicians |
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| Individualized Education Program |
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