WGU D307 Educational Psychology and Human Development Already Passed

Document Content and Description Below

WGU D307 Educational Psychology and Human Development Already Passed Maslow ✔✔Humanist psychologist who developed a pyramid representing heirarchy of human needs Piaget ✔✔theorist that dev... eloped a series of stages in which an individual passes during cognitive development; associated with constructivism Vygotsky ✔✔theorist focused on the social world of people when explaining cognitive development; associated with constructivism Erikson ✔✔theorist who studied psychosocial development across the lifespan Bandura ✔✔Theorist who focused on observational learning; famous for the Bobo doll experiment; active in social-cognitive theory Kohlberg ✔✔theorist who claimed individuals went through a series of stages in the process of moral development. Gilligan ✔✔theorist who examined moral differences between boys and girls based on social rules and on ethic of caring and responsibility; critical of Kohlberg Skinner ✔✔theorist who developed the theory of operant conditioning; associated with behaviorism Chomsky ✔✔theorist who formed the Universal Grammar theory; associated with language development Spearman ✔✔theorist who proposed a theory of general intelligence (IQ) measured by 'g factor') Gardner ✔✔theorist who wanted to broaden definition of intelligence; created 8 types of intelligence Thurnstone ✔✔theorist who proposed multiple primary mental abilities as a way to define intelligence Sternberg ✔✔theorist who developed triarchic theory of intelligence Rogers ✔✔theorist who expanded on Maslow's concepts; associated with humanism Bloom ✔✔theorist who developed taxonomy of cognitive processes Maslow's Hierarchy of Needs ✔✔(level 1) Physiological Needs, (level 2) Safety and Security, (level 3) Relationships, Love and Affection, (level 4) Self Esteem, (level 5) Self Actualization Schema ✔✔a conceptual framework a person uses to make sense of the world Assimilation ✔✔interpreting our new experiences in terms of our existing schemas Accommodation ✔✔adapting our current understandings (schemas) to incorporate new information Equilibration ✔✔the process by which children (or other people) balance assimilation and accommodation to create stable understanding Zone of Proximal Development (ZPD) ✔✔The gap between what a learner can accomplish alone and what he or she can achieve with guidance from more skilled partners. Vygotsky's 3 Types of Language ✔✔Social Speech (to others), Private Speech (to self), and Silent Inner Speech (associated with self-regulation) Observational Learning (3 types) ✔✔learning by observing others; the three types are live (live demonstration), verbal (verbal instructions), and symbolic (e.g. narrative lesson) Social Learning Theory ✔✔the theory that we learn social behavior by observing and imitating and by being rewarded or punished; associated with Bandura and his Bobo doll experiment Bandura's 4 Elements of Observational Learning ✔✔attention, memory, imitation, motivation (also called mediational processes) Care Ethics ✔✔The theory that attitudes like caring and sensitivity to context is an important aspect of the moral life, particularly for women and girls; developed by Carol Gilligan Nativism ✔✔theory that human beings have an inborn capacity for language acquisition; associated with Noam Chomsky Universal Grammar ✔✔Noam Chomsky's theory that all the world's languages share a similar underlying structure 3 Ways to Learn (Skinner) ✔✔imitating others, prompting from others, shaping from others; associated with Behaviorism The 6 Cognitive Skills ✔✔knowledge, comprehension, application, synthesis, analysis, evaluation Intelligence ✔✔mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations Gardner's Multiple Intelligences ✔✔linguistic, logico-mathematical, musical, spatial, bodilykinesthetic, naturalist, interpersonal, intrapersonal General Intelligence ✔✔the idea that one general factor underlies intelligence, measured in 'g factor'; associated with Spearman triarchic theory of intelligence ✔✔theory that there are three kinds of intelligence: analytical, creative, and practical; associated with Sternberg Classical Conditioning ✔✔a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited only by the second stimulus is eventually elicited by the first stimulus alone. Operant Conditioning ✔✔Learning based on the consequences of responding; associated with Skinner Reinforcement ✔✔any event that strengthens the behavior it follows; can be positive (adding stimuli to reinforce behavior) or negative (taking away stimuli to reinforce behavior); associated with Behaviorism Punishment ✔✔an event that decreases the behavior that it follows; can be positive (adding stimuli to decrease behavior) or negative (taking away stimuli to decrease behavior); associated with Behaviorism Generalization (Behaviorism) ✔✔the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses Discrimination (Behaviorism) ✔✔the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus Direct Instruction ✔✔The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved; characterized by very structured curriculum Information Processing Model ✔✔a cognitive understanding of memory, emphasizing how information is changed when it is encoded, stored, and retrieved; sensory memory -> working memory -> long term memory Sensory Memory ✔✔the immediate, very brief recording of sensory information in the memory system Working Memory ✔✔active maintenance of information in short-term storage; can generally only hold 5-9 items at a time Long-Term Memory ✔✔the relatively permanent and limitless storehouse of the memory system; includes explicit (facts and events) memory and implicit (skills and priming) memory Self-Efficacy ✔✔one's sense of competence and effectiveness Learned Helplessness ✔✔the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events Metacognition ✔✔awareness and understanding of one's own thought processes; associated with reflection Humanism ✔✔a theory that focuses on the inherent good of humanity, prizes subjective perception over objective reality, and utilizes qualitative studies rather than quantitative studies; associated with Maslow and Rogers Growth Mindset ✔✔the idea that our abilities are malleable qualities that we can cultivate and grow Collaborative Learning ✔✔learning that takes place when students work in groups to discuss and solve problems together; associated with Vygotsky and social constructivism Inquiry-Based Learning ✔✔students are encouraged to ask questions and actively make sense of data; focuses on helping students develop good habits of mind to take into adulthood; 3 dimensions: concepts, skills, habits of mind Station Rotation Model ✔✔a system in which students are split into groups and rotated through collaborative projects, teacher instruction, and online work throughout the lesson Lab Rotation Model ✔✔a system in which students are split into groups and rotated from class instruction to a computer lab for online learning throughout the school day/lesson Flex Model ✔✔a system in which online learning is the backbone of student learning. Students are each given a customized, fluid schedule and are given the opportunity to work at their own pace. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis. Behaviorism ✔✔learning theory that emphasizes the predictable role of environment in causing observable behavior Cognitivism ✔✔the theory that learning is a conscious, rational process; focuses on what is happening inside the brain, specifically how memory develops and how external factors combine with prior beliefs and understandings to create memory/learning; prioritizes teaching students to use the "right" learning strategies that promote transfer of knowledge into long-term memory (these include "chunking" concepts into smaller pieces, organizing concepts in sequence, and encouraging connections with previously learned material) Constructivism ✔✔a philosophy of learning based on the premise that people construct their own understanding of the world they live in through reflection on experiences; associated with Piaget and Vygotsky Bloom's Revised Taxonomy ✔✔remember, understand, apply, analyze, evaluate, create Goals ✔✔broadly what you want to the students to achieve Learning Objectives ✔✔specific behaviors/abilities students are expected to exhibit at the end of a series of lessons Learning Outcomes ✔✔the demonstrated behaviors/abilities of the students after a series of lessons 4 Types of Knowledge (Bloom's Revised Taxonomy) ✔✔factual, conceptual, procedural, metacognitive Formative Assessment ✔✔assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching Summative Assessment ✔✔assessment data collected after instruction to evaluate a student's mastery of the curriculum objectives and a teacher's effectiveness at instructional delivery. Authentic Assessment ✔✔a testing procedure that focuses on the process used in solving complex, real-life problems rather than the product that results from the process Performance-Based Assessment ✔✔an assessment that requires a student to perform a task rather than select an answer from a pre-determined list of options. Selected Response Assessment ✔✔an assessment that requires a student to identify a correct answer from given options; e.g. multiple choice, matching, etc Criterion-Referenced Assessment ✔✔an assessment in which a student's performance is compared to a particular level of mastery Norm-Referenced Assessment ✔✔an assessment that indicates how students perform relative to a peer group 3 Factors of Instructional Contexts ✔✔physical (instructional media), social (opportunities for peer & student-teacher interaction), motivational (content being relevant/interesting to students) Stages of Development - Physical ✔✔0-2yrs: infant stage; gross motor skills develop; sit, walk, jump, throw, etc. 2-6yrs: early childhood; fine motor skills improve; drawing, eating with utensils, etc. 6-10yrs: middle childhood; coordination improves; sports, good handwriting, etc. 10-18 yrs: puberty; increased muscle mass, greater independence Stages of Development - Cognitive (Piaget) ✔✔0-2yrs: sensorimotor stage; infants use senses to relate to their environment, develop object permanence 2-7yrs: preoperational stage; children can use symbols to relate to their environment, conduct pretend play; characterized by egocentrism 7-11yrs: concrete operational stage; children begin using logic and mathematics, understand conservation 12+yrs: formal operational stage; children begin using abstract and moral reasoning Stages of Development - Psychosocial (Erikson) ✔✔Trust vs. Mistrust (birth-1 year) Autonomy vs. Shame and Doubt (2-3 years) Initiative vs. Guilt (3-6 years) Industry vs. Inferiority (6-11 years) Identity vs. Identity Diffusion (12-18 years) Intimacy vs. Isolation (early adulthood: 19-mid 20s) Stages of Development - Moral (Kohlberg) ✔✔Level 1: Preconventional --> Stage 1: Obedience & Punishment Orientation (punished actions = bad actions, external authority) --> Stage 2: Instrumental Orientation ("what's in it for me" mentality) Level 2: Conventional --> Stage 3: Good Boy, Nice Girl Orientation (good behavior is defined by "niceness"; seeking approval) --> Stage 4: Law-and-Order Orientation (rules & convention fully accepted; duty-based) Level 3: Postconventional --> Stage 5: Social Contract Orientation (willing to oppose "bad" laws; understands moral diversity) --> Stage 6: Universal-Ethical-Principle Orientation (adherence to strong abstract sense of justice) Stages of Development - Moral (Gilligan) ✔✔Preconventional: "I love myself" Conventional: "I love you more than I love myself" Postconventional: "I love myself and I love you" Stages of Development - Social/Emotional ✔✔2mo: cry to get needs met, self-soothe by sucking 4mo: differentiated crying for different needs, smile in response to smiles 6mo: differentiate people, respond to emotions of others 9mo: stranger anxiety, toy preferences 12mo: have favorite people, play interactive games 18-24mo: temper tantrums/defiance, simple pretend play, parallel play 3-4yrs: wide range of emotions, interest in pretend play & cooperative play, separate from caregivers more easily 5-6yrs: more conversational/independent, test boundaries, understand embarrassment 7-8yrs: try to behave well but aren't attentive to directions, try to express feelings but may resort to aggression, aware of perceptions of others 9-10yrs: share secrets/jokes with friends, start developing identity away from family 11-15yrs: start thinking logically/introspectively, may need privacy, testing new ideas 16-18yrs: strive for independence, try to uncover strengths/weaknesses, may seem self-centered or impulsive, spend time with friends and may date Stages of Development - Language ✔✔0-6mo: pretalking/cooing; child produces vowel-like sounds 6-8mo: babbling stage; child produces consonant-vowel combinations 9-18mo: holophrastic stage; child uses some words 18-24mo: two-word stage; child begins to form two-word "sentences" 24-30mo: telegraphic stage; child uses simple "grammar" to make sentence-like strings of words 30+mo: later multiword stage; child's vocabulary increases significantly, all utterances have communicative intent, no babbling Signs of Cognitive Processing Disorders ✔✔difficulty paying attention, hard time sitting still, taking a long time to complete tasks, poor memory, weak listening skills, problems with reading/spelling/vocab/comprehension, difficulty with abstract concepts in math, struggle to plan/prioritize Signs of Learning Disabilities ✔✔delayed speech development, messy handwriting, difficulty with jokes/sarcasm, lack of coordination, frequently loses items, trouble comprehending conceptual time Signs of Trauma ✔✔trouble forming relationships with teachers, poor self-regulation, negative thinking, hypervigilance, difficulty with executive functioning, chronic absenteeism, chronic health issues Signs of Language Disorders ✔✔not understanding/following directions, simple/short sentences, odd word choice/order, words omitted from sentences, echoing questions, use of incorrect tenses, reluctance to talk Signs of Hearing Loss ✔✔delayed speech, reacts more to movement & facial expression than to sound, speech is monotonous or garbled, mispronounces sounds, less worldly knowledge, appears shy & withdrawn Signs of Visual Impairment ✔✔rub their eyes a lot, blink more than normal, hold books close to the face, complain of headaches/nausea/itchy eyes after a lot of close eye work 3 Types of Orthopedic Impairment ✔✔neuromotor impairments (ex: cerebral palsy), degenerative diseases, musculoskeletal disorders Common Needs of Students with Cognitive Barriers ✔✔support with organization, support with routines/procedures, repetition of directions, extended time, positive behavioral supports, redirection and de-escalation of challenging behaviors, supports for memory, communication support Common Needs of Students with Language Challenges ✔✔reading support, writing assistance/support, social skills coaching, speech therapy, expressive language instruction, receptive language instruction, assistive technology to support communication, augmentative/alternative communication (AAC), extra time on tests and when speaking, advance notice when being called on Common Needs of Students with Physical Barriers ✔✔extended time on tests, positive and nonpunitive supports for behavior, logistical/material support such as food/transportation/clothing, assistive technology, mobility supports, accessible environments, access to braille/captioning/hearing systems, trauma-sensitive teaching Common Needs of Students with Trauma ✔✔Consistent rules/routines, calm and controlled environment, clarity on what's happening in the future, advance notice about changes, clean and decluttered classrooms, a calm-down spot in the classroom, help naming and managing emotions, consistent de-escalation strategies, authentic positive reinforcement [Show More]

Last updated: 1 year ago

Preview 1 out of 18 pages