Attribution Theory/Rotter’s Theory (internal vs external)
FINAL EXAM STUDY GUIDE Please note – only the information covered in the first 4 weeks will be on the Midterm! Some of these concepts are covered early in the course; others are covered after the midterm. This serves as a guide to help you as you are preparing and studying for the midterm and final. Reviewing the text, notes, and powerpoints along with this list is also recommended.
Stages of Play
Attribution Theory/Rotter’s Theory (internal vs external)
Characteristics of Expert Teachers (content vs pedagogy)
Characteristics of Expert Students (self-efficacy, volition, effort)
Chomsky
Ainsworth’s attachment theory
Piaget Equilibration, assimilation, accommodation
Stages
Research support
Critical Thinking/Creativity
Vygotsky (ZPD, scaffolding and intervention)
Maslow’s theory/Deficiency vs growth needs
Classical Conditioning/Pavlov UCS, CS, UCR, CR
Stimulus generalization
(Little Albert, Pavlov’s dogs)
Extinction
Operant Conditioning/Learning/Skinner Pos/Neg reinforcement and punishment
Reinforcement schedules (fixed ratio, fixed interval, etc.) Antecedent, Behavior, Consequence
Descriptive vs. experimental research
Social Learning Theory
Externalizing vs Internalizing behaviors
ELL/ESL language development/ acquisition
Kohlberg’s theory
Memory ST, LT, etc.
categories of long-term memory
Declarative/procedural, etc.
Memory strategies (e.g., chunking)
Sensory register, sensory integration
Reasoning Inductive, deductive (and syllogisms), prototypes, exemplars, heuristics (overconfidence, underconfidience, representativeness…)
Disabilities Giftedness, autism, OHI (Other Health Impaired), SLD (Specific Learning Disability), ADHD, Intellectual Disability, Oppositional Defiant Disorder, Emotional Disturbance
Intelligence Cattell and Horn (fluid, crystalized)
Gardner
Heritability, modifiability
Sternberg’s Triarchic theory
Gender Development (theories, behavioral, biological, social learning)
SES, Male vs. Female differences, Poverty
Constructivist approach to learning
Bloom’s
Parenting Styles
Classroom rules/behavior management
Risk factors and mental health (depression, suicide, symptoms…)
R. Von mizener
Welcome to EDOL 631 Please wait while all participants join….
Advanced Organizer Day 1 class outline
Introduction(s)
Tech. Help
Requirements
Syllabus/Grades
Required Text:
Sternberg, R. & Williams, W. (2009) Educational Psychology Second Edition. Allyn and Bacon Publishers.
Developmental Matrix
APA reference list (web tour) – library
Week 1 content from text
Week 1 Class Goals
Review basic structure and expectations of the course (and where to get help if you don’t!)
Understand expectations for signature assignment
Learn how to use UC library to find resources for APA style formatting and reference pages
Understand key characteristics of expert teachers and expert learners
Differentiate between descriptive (i.e., correlational) and experimental research
Weekly activities
EACH WEEK
Read assigned chapters prior to class
Chat
Discussion posts
Weekly Discussion Board Reflective Questions are due the Sunday following the weekly chat session at 11:59 pm.
Special assignments – Developmental Matrix week 3 (signature assessment), Disability chart week 5 DB
Midterm/final
Nature of course- expectations of students
Guided learning – won’t cover all material in chat time
You can earn up to 385 points in the course. To determine your grade in the course, total up the number of points you have earned on each activity and divide by 385 points. All of your grades will be available as they are graded on ilearn.
Grade scale ABCF
Weekly schedule
Week 1
Becoming Expert Teachers – Sternberg and Williams: Chapter 1
Physical/Motor Development: http://www.brightfutures.org/physicalactivity/if/index.html
Adolescent Development:
http://health.allrefer.com/health/adolescent-development-3.html
Week 2
Cognitive Development: Sternberg and Williams: Chapters 2 and 8
Piaget & Vygotsky Comparison
Information Processing Theories
Language Development
Week 3
Personal, Gender, Social and Moral Development: Sternberg and Williams: Chapter 3
Erikson
Ainsworth
Kohlberg
Week 4
Individual Differences: Intelligence, Learning Styles and Creativity: Sternberg and Williams: Chapters 4 and 9
Understanding the Nature of Intelligence (What it is and what it isn’t)
Learning Styles, Learning Preferences and Intelligence
De-mystifying Creative Thinking and Problem-solving
Week 5
Teaching Exceptional Learners: Sternberg and Williams: Chapter 5
Recognizing differences and similarities between disabled learners, EBD, and Gifted learners
KRS Definitions and Guidelines for Special Education
Week 6
Motivating Students to Learn: Sternberg and Williams: Chapter 10 and 12
http://www.ericdigests.org/1996-1/critical.htm Strategies for Enhancing Critical Thinking
Intrinsic and Extrinsic Motivation
Motivation Theories
Motivating Challenging Students
Week 7
Behavioral Approaches to Learning: Sternberg and Williams: Chapters 7 and 11
Understanding Classical-Operant Conditioning and Observational Learning
Week 8
Group Differences: Sternberg and Williams: Chapter 6
Culture, Ethnicity, and Socioeconomic Status
Parenting Styles
Discussion board
Students will complete 8 Weekly Reflective Questions and post their responses on the corresponding week’s discussion board. Additionally, students are asked to respond to 2 posts made by peers EACH WEEK (except week 5)
Late posts will not receive credit.
Incomplete posts (without two peer responses) will not receive full credit.
matrix
Developmental Learning Matrix
Each student will create a Developmental Learning Matrix for children ages birth to 18 years. The matrix will include developmental milestones in the following areas: (1) cognitive, (2) physical/motor, (3) communication, (4) self-help, (5) personal/emotional, and (6) moral/social. The Developmental Learning Matrix is due by chat time in Week 3. Assignments submitted late will not receive any more than 1/2 credit. Only accepted w/in 1 week
Matrix cont.
Guidelines for the Developmental Matrix and a Sample Matrix Entry can be found at ilearn under the Lessons Tab in Week 3.
note – sample only shows one age group….the sample shows only the minimum outline and does not represent the optimal performance
Format the matrix in a Microsoft Word table (rather than Excel) using 12 point font, single spacing.
Matrix guidelines
For each age range you need to provide significant developmental milestones that occur in each domain
Self-Help Domain – what (at each age) the child can do for him/herself. It may be as simple as holding a bottle while feeding to driving a car.
BE THOROUGH
MORE IS BETTER! A complete matrix will likely include 10 sources at a minimum. Please use MS Word (or Rich Text Format) to construct your matrix. DO NOT CONSTRUCT YOUR MATRIX IN EXCEL (OR SOME OTHER SPREADSHEET) FORMAT.
EXPECTATION is that there are a MINIMUM of 3 to 5 appropriate and complete entries per category for an average grade (B) – but this is a bare minimum, there may be many more than that for some categories.
Format the matrix in landscape orientation.
Matrix cont.
Remember, this is a research process, so poll a number of sources to cover each domain/age. Instead of using the regular APA citation process for this assignment, simply place a number in parentheses in each cell after the information is listed and then provide a references page (in APA format
Plagarism policy
Content – expert teachers
Expert Teachers are differentiated by….
Amount and depth of knowledge
Insights into problems on the job / solutions
Efficiency (do more in less time)
Content knowledge (subject matter knowledge)
Pedagogical knowledge – knowledge of how to teach
ABILITY to enhance student motivation, manage groups of students, design and administer tests?
Content-pedagogical knowledge – knowledge of how to teach what is specific to the subject that is being taught
Math teacher –specific skill in order to explain procedures/methods
Activity – small groups
pedagogy vs. subject matter knowledge
Pedagogical knowledge will help you…
Present information effectively or in new/different ways as needed
What is more important?
For a special education inclusion teacher???
An algebra teacher?
Have you had teachers with high content knowledge but low pedagogical knowledge?
Use your text and experience/insight to respond to discussion board post by Sunday night
Hint: 2 views on pg 9
Content – expert students
Expert Students… key points?
Self efficacy
Volition / persistence (effort)as a route to mastering material.
Goal setting
Internal (v. external) responsibility for self and actions
To what may one attribute the failure of a test?
CONTENT -Research
Descriptive
Correlational – ex: survey of student sleeping habits
Positive / negative relationship
No cause-effect relationship can be assumed
Experimental
Researchers exert “experimental control” and cause-effect relationship can be assumed if results of the study yield statistically significant findings
Random assignment of participants to experimental group
Example -a group of students assigned to a group allowed to sleep through the night perform better on a test than the group of students assigned to a group made to stay awake through the night
REVIEW Week 1 Class Goals
Review basic structure and expectations of the course (and where to get help if you don’t!)
Understand expectations for signature assignment
Learn how to use UC library to find resources for APA style formatting and reference pages
Understand key characteristics of expert teachers and expert learners
Differentiate between descriptive (i.e., correlational) and experimental research
Reflection/Questions
Assignments/Due Dates
Discussion board week 1 – Sunday 11:59 pm
Matrix due Sunday night after week 3
Post student biography by start of week 2 class
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