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| Theory of psychosocial development, FOCUS ON THE IMPLICATIONS FOR TEACHERS IN STAGES THREE, FOUR, AND FIVE. Erikson’s Basic principle is that the personality of an individual forms as the person progresses through a series of interrelated stages. |
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| theory of cognitive development, explain stages of cognitive development and define accommodation, adaptation assimilation, disequilibrium, equilibration, organization and schema |
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| Humanistic learning theory , teachers act as facilitator, nurturer, and cheerleader |
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| Information-processing learning theory five stages, the sensory register, short-term memory- long-term memory, metacognition vs cognition, and impact on the classroom |
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| behavioral learning theory- operant conditioning, punishment, generalization, positive reinforcement, negative reinforcement, spontaneous recovery, shaping, discrimination |
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| taxonomy for the cognitive domain, knowledge, comprehension, application, analysis, synthesis, and evaluation |
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| individuals with disabilities education act, terms mainstreaming, and collaboration |
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| theory of social development |
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| of moral development preconventional, conventional, and postconventional |
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| Triarchic theory of intelligence practical ability, creative ability, and analytical ability |
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| argues Kohlberg works better on males then females. |
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| a strategy that extends and refines the information in our individual files; it extends and refines each of our concepts, whether it is our concept of an object such as a table or our concept of an idea such as truth Five steps, list items, group the items, label the groups, regroup or subsume individual items, and synthesize the information by summarizing the date and forming generalizations |
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| an explicit, teacher centered strategy that should be used- when students have no prior knowledge to create the same mental image or schema. |
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| five steps, orientation, presentation, structured, guided, and independent |
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| ex using a story picture book affect refers to attitudes, beliefs, emotions, feeling, perceptions, and values; obviously these are subjective not objective. |
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| develop timeless virtues such as justice, temperance, fortitude, and prudence; instill knowledge for the sake of learning. Curriculum subject matter and common core curriculum; emphasis on arts and sciences |
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| promote and instill cultural literacy in all students; provide a common core of cultural knowledge Curriculum a uniform curriculum for all students emphasizing subject matter and cultural knowledge. Accepts the traditional social, political, and economic structure of American society. Provides students with the essentials of academics and character development |
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| use student interests as a basis for understanding and ordering students experience Curriculum students interest and needs; democracy, morality; social development Broaden curricula making education more relevant to the needs and interests of students. |
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| use education to help solve significant social problems and as a result, make democracy more efficient and effective Curriculum integrated knowledge of and solution of social problems in the regular curriculum |
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| emphasize self-actualization, help students become self-actualized and blend the cognitive and the affective; help students assimilate knowledge into their daily lives; stress human values Curriculum physical and emotional needs of students and development of learning experience so that students can fulfill their needs and resolve developmental crisis |
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| create climate of freedom and choice where individuals can choose and be responsible for their decisions. Curriculum social studies; humanities |
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| Humanistic learning Theory |
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| once a person’s basic needs are met they are free to use their talents and abilities. 5 hierarchy of needs-physiological, safety, social, esteem, and self actualization |
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| holds that meaningful learning occurs when students actively construct their own personal interpretations of reality by filtering ideas through existing knowledge schemes. |
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| behavioral modification by ignoring undesirable responses and by reinforcing desirable responses. |
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| noted cognitive psychologist and proponent of discovery learning theory of instruction: predisposition to learn; structure of knowledge; effective sequencing; and rewards and punishments. Essentialist. Key in constructivsm and consructivist teaching. |
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educational consultant from Chicago, Illinois. Social acceptance There is a brilliant student locked in every child
The Socratic Method |
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| father of modern experimental education- philosophy proponent of progressivism emphasized learning by doing or experimental learning, strong emphasis on problem solving and critical thinking. Belief that education is for social responsibility and democracy |
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| ensuring students can comprehend a passage they read. Students should understand and learn about the same core content across America. Essentialism! Author of cultural literacy founder of the core knowledge federation |
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| eight intelligences also referred to as multiple intelligences. Trained as a developmental psychologist. Progressivism! Harvard university professor. |
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| founder of the Montessori method, independence, observation, following the child, correcting the child, prepared environment, absorbent mind. Humanism. |
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| former headmaster of the summerhill school in the united kingdom. Existentialism Summerhill School is a co-educational boarding school that has established itself as the original free and democratic alternative school. It’s progressive and existentialist philosophy serves to provide children with complete freedom and choice in their own education. Students are given total authority over their own individual education; they can choose what classes they take, they can choose free time activities such as art, carpentry, games, and computers, and they are not required to attend any class. |
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| taught at the classical academy in Colorado Springs and leading advocate of DR E D Hirsch core knowledge foundation. Essentialism! Jigsaw method, changing productivity and gender expectations |
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| research in the learning process, conducted experiments to determine how learning occurs, purpose of schools should be to create habitats of learning with proper rituals and routines. The best instruction is a teacher-led approach using direct instructions such as lectures. Perennialism |
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| creator of differentiated instruction. Progressivism |
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| served as chairman of the board of editors of the encyclopedia Britannica. Essentialism |
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| varies teaching methods within individual classrooms to reflect difference in learning styles. Progressivism! Make sure students do Shakespeare |
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| adaptation (cognitive development) |
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| intellectual growth that has been adjusted to the world |
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| accommodation(cognitive development) |
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| when existing schema needs to be changed in order to take in new information |
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| assimilation (cognitive development) |
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| when new information or experiences are incorporated into existing schema |
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| schema(cognitive development) |
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| a set of linked mental representations of the world, which we use both to understand and respond to situations. |
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| vygotsky- where a more skilled peer structures a task in such a way as to help a child learn it better |
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| adapt to, shape, and select personal environment |
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| solve new, unfamiliar problems |
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| pull from prior knowledge and cognitive skills to learn and solve problems |
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| JB people interpret the world largely based on similarities and differences |
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