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)
Ainsworth’s  attachment theory

Piaget  Equilibration, assimilation, accommodation
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)
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)
Heritability,  modifiability
Sternberg’s Triarchic theory
Gender  Development (theories, behavioral, biological, social learning)
SES,  Male vs. Female differences, Poverty
Constructivist  approach to learning
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


Tech. Help



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







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Weekly activities


Read assigned chapters prior to class


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


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:

Adolescent Development:

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




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 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.






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.


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


Correlational – ex: survey of student sleeping habits

Positive / negative relationship

No cause-effect relationship can be assumed


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













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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