Term
|
Definition
| Child who has an IQ above the retarded range and has significant difficultly in a school related area but does not display severe emotional disorders. |
|
|
Term
|
Definition
| A child consistently shows one or more of: inattention, impulsivity, and hyperactivity. |
|
|
Term
|
Definition
| Education for all handicapped children act, recast in 1997 to for IDEA (individuals with disabilities act) with broad mandates including IEP’s and use of the LRE and inclusion. |
|
|
Term
|
Definition
| Individualized education plan, usually controlled by a special education teacher, but includes regular teachers, parents, and doctors to form the best plan for the child. |
|
|
Term
|
Definition
Education children with special needs full time in a regular classroom.
Problems can include children with special needs not getting the attention that they require or having lowered standards so that they can keep up with the class. |
|
|
Term
| Characteristics of Children Who Are Gifted |
|
Definition
IQ of 130 or Higher
Precocity – master an area earlier than other peers
Marching to Their Own Drummer – require less support and scaffolding, often resist explicit instruction, make discoveries on their own and solve problems within their area of giftedness
A Passion to Master – intense, obsessive interest and an ability to focus, internal motivation
Rapid Information Processing Skills – can monitor their understanding |
|
|
Term
| Social Cognitive Approach to Learning |
|
Definition
| Emphasizes how behavior, environment, and person/cognitive factors interact to influence learning. |
|
|
Term
| Information-Processing Approach to Learning |
|
Definition
| Focuses on how children process information through attention, memory, thinking, and other cognitive processes |
|
|
Term
| Cognitive Constructivist Approach to Learning |
|
Definition
| Emphasizes the child’s cognitive construction of knowledge and understanding |
|
|
Term
| Social Constructivist Approach to Learning |
|
Definition
| Focuses on collaboration with others to produce knowledge and understanding |
|
|
Term
|
Definition
| A form of learning in which the consequences of behavior produce changes in the probability that the behavior will occur |
|
|
Term
| Thorndike’s Law of Effect |
|
Definition
| States the behaviors followed by positive outcomes are strengthened and that behaviors followed by negative outcomes are weakened |
|
|
Term
|
Definition
| A reward or consequence that increases the probability that a behavior will occur |
|
|
Term
|
Definition
| A consequence that decreases the probability that a behavior will occur |
|
|
Term
|
Definition
| The frequency of a response increases because it is followed by a rewarding stimulus |
|
|
Term
|
Definition
| The frequency of a response increases because it is followed by the removal of an aversive stimulus |
|
|
Term
| Applied Behavior Analysis |
|
Definition
| Applying the principles of operant conditioning to change human behavior |
|
|
Term
| Fixed Ratio Schedule of Reinforcement |
|
Definition
| Behavior is reinforced after a set number of responses |
|
|
Term
| Variable Ratio Schedule of Reinforcement |
|
Definition
| A behavior is reinforced after an average number of times but on an unpredictable basis |
|
|
Term
| Fixed Interval Schedule of Reinforcement |
|
Definition
| The first appropriate response after a fixed amount of time is reinforced |
|
|
Term
| Variable Interval Schedule of Reinforcement |
|
Definition
| A response is reinforced after a variable amount of time has elapsed |
|
|
Term
|
Definition
| An added stimulus or cue that is given just before a response that increases the likelihood that the response will occur |
|
|
Term
|
Definition
| Involves teaching new behaviors by reinforcing successive approximations to a specified target behavior |
|
|
Term
| Removing Desirable Stimuli to Increase Desirable Behavior |
|
Definition
Time-Out - take the student away from positive reinforcement
Response Cost - taking a positive reinforcer away from a student, as when a student loses certain privileges |
|
|
Term
| Bandura’s Social Cognitive Theory |
|
Definition
Social Cognitive Theory – social and cognitive factors, as well as behavior, play important roles in learning. Cognitive factors might include a student’s expectation for success; social factors might include students observing their parents achievement behavior
Reciprocal Determinism Model – person/cognitive, behavior, environment, reciprocate between each other (triangle model) |
|
|
Term
|
Definition
| The belief that one can master a situation and produce positive outcomes |
|
|
Term
|
Definition
Observational Learning – learning that involves acquiring skills, strategies, and beliefs by observing others (BoBo doll experiment)
Attention – watching what others are doing
Retention – code and memorize the actions/information
Production – reproduce the behavior to the best of ones ability
Motivation – some children retain the information but lack the motivation to imitate the actions of a person |
|
|
Term
| Siegler’s View of Information Processing |
|
Definition
Encoding – the process by which information gets stored in memory
Automaticity – the ability to process information with little or no effort
Strategy Construction – the creation of new procedures for processing information
Metacognition – knowing about knowing |
|
|
Term
|
Definition
| Limited capacity memory system in which information is retained for as long as 30 seconds, unless the information is rehearsed or otherwise processed further, in which case it can be retained longer |
|
|
Term
|
Definition
| Memory involves long sequences of sensory memory, short term memory, and long term memory stages |
|
|
Term
|
Definition
| Describe how different information in memory is organized and connected |
|
|
Term
|
Definition
Schema Theories – when we construct information, we fit it into information that already exists in our minds
Schema – concepts, knowledge, info about events that already exists in a persons mind
Script – a schema for an event |
|
|
Term
|
Definition
Fuzzy Trace Theory – when individuals encode info it creates two kinds of memory representations:
Verbatim Memory Trace – consists of precise details
Fuzzy Trace – the central idea of the information |
|
|
Term
|
Definition
Define the Concept – link it to a superordinate concept and identify its key features or characteristics
Superordinate Concept – a larger class into which a concept fits
Clarify Terms in the Definition – make sure key features and characteristics are will understood
Give Examples – give examples that fit into the concept and some non-examples can help to understand what does not fit into a concept
Provide Additional Examples – ask students to categorize concepts, explain their categorization, or have them generate their own examples of a concept |
|
|
Term
|
Definition
| Reasoning from the specific to the general, drawing conclusions about all members of a category based on observing only some of its members |
|
|
Term
|
Definition
| Reasoning from the general to the specific |
|
|
Term
|
Definition
| Finding an appropriate way to attain a goal |
|
|
Term
|
Definition
| Setting intermediate goals that put students in a better position to reach the final goal or solution |
|
|
Term
|
Definition
| Emphasizes solving authentic problems like those that occur in daily life |
|
|
Term
|
Definition
| When a person applies previous experiences or knowledge to learning or problem solving in a new situation |
|
|
Term
|
Definition
Near Transfer – the classroom learning situation is similar to the one in which the initial learning took place
Far Transfer - the transfer of learning to a situation very different from the one in which the initial learning took place |
|
|
Term
| Low-Road vs. High-Road Transfer |
|
Definition
Low-Road Transfer – previous learning automatically transfers to another situation
High-Road Transfer – conscious and effortful transfer of learning to a new situation |
|
|
Term
| Forward-Reaching vs. Backward-Reaching Transfer |
|
Definition
Forward Reaching Transfer – students think about how they can apply what they have learned to new situations
Backward Reaching Transfer – students look back at previous situations for information that will help them solve a problem in a new context |
|
|
Term
| Social Constructivist Approach |
|
Definition
| Emphasizes the social contexts of learning that knowledge is mutually constructed |
|
|
Term
| Characteristics of Social Constructivist Classrooms |
|
Definition
-construction of collaborative meaning
-teachers closely monitor student’s perspectives, thinking, and feeling
-the teacher and students are learning and teaching
-social interaction permeates the classroom
-the curriculum and physical contents of the classroom reflect student’s interests and are infused with their culture |
|
|
Term
|
Definition
| The idea that thinking is located in social and physical contexts, not within an individuals mind |
|
|
Term
|
Definition
A cognitive apprenticeship between and expert and a novice
Cross age and same age peer tutoring is beneficial to both the student and the tutor |
|
|
Term
|
Definition
Students work in small groups to help each other learn
-group rewards are generated
-individuals are help accountable
-increased motivation to learn
-promotes interdependence and teaching one’s peers
CL Approaches include: STAD, Jigsaw Classroom, learning together, group investigation, cooperative scripting |
|
|
Term
| FCL (Fostering a Community of Learners) |
|
Definition
Focuses on literacy development and biology
-use of adults role models and experts
-children teaching children (reciprocal teaching)
-online communication |
|
|
Term
|
Definition
Phonics Approach – sounding out words
Whole Language Approach – child is immersed in written language
-Best results when used together |
|
|
Term
| Cognitive Approaches to Writing |
|
Definition
-Planning, Outlining, Organizing
-Problem Solving, Make Meaning from Words
-Revising, Drafting, Rewriting, Reviewing, Constructive Criticism
-Metacognition, Monitoring One’s Writing Progress |
|
|
Term
| Approaches to Teaching and Learning Math |
|
Definition
-Make math realistic and interesting
-Consider the students prior knowledge
-Make the math curriculum socially interactive |
|
|
Term
|
Definition
-Americans emphasis on the early use of technology prevents students from gaining experience in manipulating concrete objects that they need to learn
-Japanese and Chinese teachers DON’T allow the everyday use of calculators or computer in math classes |
|
|
