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| Characteristics of Professionalism |
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A commitment ot learners
The ability to make decisions in complex and ill-defined contexts
Reflective practice
A body of specialized knowledge. |
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| A theory of learning that focuses on changes in behavior that result from observing others in their environment. |
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| The art or profession of teaching. |
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| More-desired activity can serve as a positive reinforcer for a less-desired activity |
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| The ability to manipulate abstract symbols and concepts |
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Piaget: Development is mostly Biological influences; Cognitive development preceeds language development
Vygotsky: development depends on social influences; Language development preceeds cognitive |
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| True or false. The thinking of children in elementary schools tends to be limited to the concrete and tangible, whereas the thinking of middle and high school students tends to be abstract |
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| What is response to intervention (RtI) |
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| A framework to raise achievement; a process by which schools use data to identify the academic and behavioral supports each student needs to leave school ready for life. |
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| Action based/policy based; uses tests, surveys, interviews, and observations to describe |
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| Reading professional literature; predicting student success; relationships between two things |
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| Case studies/action based; nonnumerical data; i.e. pictures and words |
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| denotes a superordinate-subordinate relationship within a system. |
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| principle of reversibility |
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| regarded by Piaget as the most significant quality of the concrete operations period. |
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| principle of associativity |
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| detours in thinking may occur so that the same end result can be achieved by different methods. |
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| zone of proximal development |
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| A range of tasks that an individual cannot yet do alone but can accomplish when assisted by the guidance of others. |
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| Instructional assistance that helps anyone complete tasks they cannot complete independently |
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| The ability to manipulate abstract symbols and concepts |
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| crystallized intelligence |
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| Culture-specific mental ability, heavily dependent on experience and schooling. |
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| The flexible, culture free mental ability to adapt to new situations |
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| three ways in which Sternberg believes intelligence can be expressed |
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1) Analytical thinking and problem solving
2) Creative thinking and problem solving
3) Practical thinking and problem solving |
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| The process of increasing the frequency or duration of a behavior as the result of presenting a reinforcer |
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| The process of increasing behavior by avoiding or removing an aversive stimulus. |
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| Descriptions of patterns in the frequency and predictability of reinforcers that have differential effects on behavior |
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| reinforcement schedules which depend on the number (ratio) of individual behaviors to another ratio of reinforcement |
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| reinforcement schedule wherein reinforcers are presented after the passage of a specified quanta of time |
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| Reinforcement occurs at a predictable interval |
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| in a variable-interval schedule, the subject cannot predict when they will be reinforced: t/f |
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| basic definition for contingency |
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| "If/then" relationship. If you do this, then you will experience this. |
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| A "red flag" or warning that a contingency is close to being initiated |
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| What is the social cognitive theory |
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| A theory of learning that focuses on changes in behavior that result from observing others in their environment. |
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