Ed Pysc 1

No Child Left Behind;
state mandated, if they haven’t learned, you haven’t taught
10,000 hour apprenticeship. people revert back to this instead of their education
expanded on lortie;
3 stages (survival, task, impact)
McCown, Driscoll and Roop
Reflective teaching cycle.
knowledge base, situation,make a plan, act, reflect again on kb, etc.
quality research
Uses observation or experimentation to systematically gather valid and reliable data.
see it and describe it; observation
Correlation Studies
• Numerical description of the relationship between two variable
“how two things CO-relate”
So if there is a strong correlation does that mean it caused it?
NO! Correlation does not equal causation
Continuous vs Discontinuous
mountain or a set of stairs?
schema (pathways that are reinforces as we explore the world)
when a new schema works with an existing schema and it’s enforced “fitting new information into existing schemes”
working to connect schema in a new way
Dissonance and Disequilibrium
if they are too frustrated, they’ll quit. If there is too much dissonance
4 Stages cognitive development:
Sensorimotor: senses, what your senses are engaged in is what you understand. interacting with the environment
4 Stages of Cognitive Development: #2
Preoperational: learning to represent ideas symbolically. they think from their point of view; they must ineract with the environment.
4 Stages of Cognitive Development: #3
Concrete Opertational: Most people stay here. They can think and reason with things that are CONCRETE. Not as ego-centered. We can show them things and have them grasp the demonstration
4 Stages of Cognitive Development: #4
Formal Operational:think logically about hypothetical situations, experiences, and abstract thinking.
language is important for building blocks.
social learning: teacher to student, student to student, peers explain differently than teacher.
Zone of Proximal Development: (Known zone, ZPD, Frustration zone)
supports that help students to build within their ZPD, understand complex matieral.
manipulatives, metaphors, posters/visuals.
compare and contrast Vygotsky/ Piaget


  • Piaget


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    Concrete methods

    Peer education,  self talk

    More manipulatives, delivery trucks


    Similar stages and grade structure

    Mix up the Differing ZPD’s and abilities to teach each other

    Centers with different tasks that students go to.

    Round tables encouraging discussion


    Where should teaching be going on?

right brain is what?
comprehension of story
left brain is what?
syntax and grammar
self- concept
their individual knowledge in all spheres of their life
self esteem
my evaluation of how well I fulfill my role in the world
Urie Bronfenbrenner’s Bioecological model of human development
What we see as students is just the tip of the iceberg. Micro and Exo systems affect you in the MESOsystem.
8 stages of conflict based upon age. Either resolves positively or negatively, but child always moves on.
Erickson, infancy:
trust versus mistrust
Erickson, Toddlers (18 mo to 3 years)
Autonomny versus Shame, Doubt;developing a sense of confidence in taking care of themselves
Erickson: play age (3 to 6 years)
initiative versus guilt; ready to reach outside of self to interact with the world.
Erickson; school age:
industry versus inferiority; compares self with others and looks for success.
Erickson: Adolesence (teen years, puberty)
crucial stage! Who am I and how do I fit it?
Young Adult: intimacy versus isolation
leads to identity being found and now seeking intimacy.
Erickson: Generativity versus self-absorption
Generativity is contributing to our generation.
Mature Age
Integrity versus Disgust and despair
James Marcia
Moritorium; slow down the identity choosing process
Kohlberg’s Moral Reasoning:
Preconventional: what’s in it for me? (Punishment/Obedience;Personal Reward)

Conventional:We make our decisions based on who we want to please in our life. (Good girl/good boy; law and order)

Post-conventional: going outside of what’s written in the law, socially agreed upon standards (Social contract orientation;universal ethical principle)

Modal + 1 reasoning
try to elevate him beyond the stage that he’s in to improve him
limited “g” view of intelligence; only one mental attribute and we all have varying amounts of it
Cattell & Horn
Fluid & Crystalized. Fluid is the limited, hereditary “g” factor, and crystalized is the social, cultural, teachable factor.
Guilford’s Model of the Structure of the intellect
Allows us to teach to strengths and weaknesses; weaknesses CAN be remediated.
Gardner’s Theory of Multiple Intelligences:
8 areas of intelligence and learning: bodily-kinesthic, linguistic, logical-mathematical,
Sternberg’s Triarchic Model
Componential: facts, skills, knowledge we’ve aquired
Contextual: can take your context and maximize your strengths to make it best fit your needs
Experiential: forms new ideas, reflects on knowledge base and is innovative
Most promising and upheld view because none of these takes away from the other; we can use it to scaffold our students.
Binet & Standford
First ones to come up with the intelligence quotient tests
mental age divided by your chronological age x 100.
Zero Reject Policy
NO child can be turned away from recieving a public education
Individual’s with Disabilities in Education (Improvement) Act. No one could beturned away, and everyone had an equal right to FAPE. 1975
steps to plan
IEP: Individual education program. THEN
LRE: least restrictive environment
NOREP: parents sign the notice of recommended education.
Field Independent
Learn the little parts first, then know the whole picture
field dependent
learn the BIG picture first and then learn the little details
Pymalian affect
we’ll always see our students as low acheievers if we only concentrate on their backgrounds and not the progress they’ve made.
James Banks 5 dimensions on multiculturalism
Five Elements

•Content Integration
•Prejudice Reduction
•Equity Pedagogy
•Knowledge Construction
•Empowering School Culture and Social Structure

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