Ed Psych Exam 1 - Study Guide for exam 1 EDUC305 with Carey Dimmitt PDF

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Study Guide for exam 1 EDUC305 with Carey Dimmitt ...

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https://quizlet.com/272805424/edu-psych-305-exam-1-flash-cards/ Psych/Educ 305 Test #1 Review Sheet Test #1 Outline 4 multiple choice questions - 2 pts each (8 pts total), will provide 5 options 6 short answer questions (1-2 paragraph answers) - 12 pts each (72 pts total), will provide 7 options 1 long answer/case study question (3-4-paragraph answer) - 20 pts (20 pts total), will provide 2 options Class Topic

Required Readings

Educational Psychology Research Methods; Best Practices

Module 1

1.

What is the difference between a descriptive, a correlational, and an experimental research design? What is an example of each that might be done in a school?

Contexts of Development

Module 2

1.

Describe or draw out Bronfenbrenner’s Bioecological Model. Why is this considered the best developmental model for educational psychology?

2.

What are some family context factors that impact children’s development and educational well-being?

3.

How does attachment impact children’s development and educational experiences?

4.

What are broader community and cultural context factors (exosystem and macrosystem factors) that impact children’s development and educational well-being?

1.

What are 3 teaching and parenting strategies that help advance social-emotional development? Why do they do so? What are 3 teaching and parenting strategies that help advance moral development? How do they do so? Explain why social-emotional learning programs are important in K-12 schooling.

Social-Emotional, and Moral Development

Modules 3 and 4

Possible Related Questions

2. 3.

Brain and Development

Module 5 and Diamond & Amso (2008)

1. 2.

Describe 3 ways neuroscience informs best practices in education. Describe 3 ways you can support positive brain development as a teacher or parent.

Cognitive and Language Development

Modules 6 and 7

1.

How are Piaget’s and Vygotsky’s theories of cognitive development used in educational settings? How could you use them as a parent?

2.

Explain Vygotsky’s concept of the Zone of Proximal Development and describe how it is relevant in K-12 classroom practice. Use of a visual model for ZPD is fine but be sure to explain each component.

3.

You are introducing fractions to your 4 grade students and realize that many of the students are confused. Describe how you would teach the class, using an approach that is consistent with Piaget. Describe how you would teach the class using an approach that is consistent with Vygotsky. If you were teaching 11th graders Algebra, how would your approach differ, and how would you use the ideas of Piaget and Vygotsky with that age? How could you support language development as the parent or teacher of a preschooler (ages 3-4)?

4.

Behavioral Learning Theory (BLT)

Module 8

1. 2. 3.

Social Cognitive Learning Theory (SCLT)

Module 9

th

Describe and summarize the model for/main ideas of BLT. Make sure to include both classical and operant conditioning. A visual model is fine but explain each element clearly. How could you use BLT to teach or parent effectively? Give at least 2 concrete examples (2 teaching, 2 parenting, or one of each). As a parent or teacher, describe at least 3 ways you could use behavioral consequences effectively. Explain why you think each strategy would be effective.

1.

Describe and summarize the model for/main ideas of SCLT. A visual model is fine but explain each element clearly.

2.

How could you use SCLT to teach or parent effectively? Give at least 2 concrete examples (2 teaching, 2 parenting, or one of each). Describe self-efficacy and self-regulation. How is each relevant to education, and what are 2 ways you could support each as a parent or teacher?

3. 4.

How might social cognitive learning theory explain both positive and problematic learning behaviors in high school classes? Give at least two examples of behaviors you’ve seen in classrooms, and explain how SCLT concepts such as modeling, response facilitation, response inhibition, and response disinhibition could explain them. Make sure to define the SCLT concepts as well. Given all this, what can HS teachers do to more effectively support positive learning behaviors from a SCLT perspective?

Information Processing Module 10 Learning Theory (IPLT)

1. 2. 3.

Describe and summarize the ways information can be encoded so that it is effectively stored in long-term memory.

Describe and summarize the main ideas of CLT.

Constructivist Learning Theory (CLT)

Pp. 112-121 and 124-126 in text, and Yilmaz (2008)

1. 2.

Metacognition

Module 11 and Dimmitt & McCormick (2012)

1. 2.

Modules 12 and 13

1.

Transfer, Critical Thinking, and Problem Solving

2. 3.

Executive Skills/Executive Functions

Readings in Dawson & Guare, 2010

Describe and summarize the main ideas of IPLT. A visual model is fine but be sure to explain each component fully. How could you use IPLT to teach or parent effectively? Give at least 2 concrete examples (2 teaching, 2 parenting, or one of each).

How could you use CLT to teach or parent effectively? Give at least 2 concrete examples (2 teaching, 2 parenting, or one of each).

What is metacognition and why is it important in education? Describe 3 ways teachers/parents can support the development of metacognition.

What is transfer, and what are 3 strategies for supporting positive transfer as a teacher or parent? What is critical thinking, and what are 3 strategies for supporting critical thinking as a teacher or parent? What is problem solving, and what are 3 strategies for supporting problem solving as a teacher or parent?

33. What are executive functions and why are they important in education? 34. Identify 3 executive functions that you would prioritize teaching to an 8-year-old. Define each and explain why you would prioritize these 3 -why do you think they are the most important at this age? Describe 2 ways you could teach each of these executive functions as a parent or a teacher (so 6 strategies in total).

Additional Review Questions and Content: 1. Develop your own learning theory, integrating the BLT, SCLT, IPLT and CLT theories. 2. Given what you now know about how people learn, what might you change about your study habits to make them more efficient, and why?

1. What is the difference between a descriptive, a correlational, and an experimental research design? What is an example of each that might be done in a school? Descriptive

Creates a snapshot of the current state of affairs

EX: teacher assessment survey, raising hands

Correlational

Assesses the relationships b/w & among 2+ variables

EX: does studying correlate with getting good grades?

Experimental

Assesses casual impact of 1+ experimental manipulations (independent) on the dependent variable

EX: test scores (DEP) pen&paper vs computer (INDEP)

2. Describe the BBM model. Why is this considered the best developmental model for educational psychology? ● The BBM model incorporates individual and multiple content that development occurs in, it accurately depicts the complexity of children’s development/lives, incorporates how school relates to child development (most models don’t do this) ● Cognitive: share interests, ideas, perspective (learning/recreational activities) ○ Develop creativity, problem solving, conflict resolution ● Emotional: bond/experience different emotions ○ Promote self esteem, & coping skills ● Physical: healthy/fit/strong bodies ○ Develop motor skills, reflex, agility, self esteem 3. What are some family context factors that impact children’s development and educational well-being? ● Microsystems: family, childcare, school, peers ○ Values: healthy vs unhealthy, right from wrong ○ Skills: motor, language, emotion ○ Socialization: learning trust, sustaining relationships, facial expressions/social cues ○ Security: reliance of basic needs, emotional consistency, REQUIRED for further development of other skills 4. What are some peer contexts that influence a child’s learning, development, education and well being? ● Mesosystems: family with school, family with peers, school with peers ○ Social: cooperation, collaboration, communication ○ Cognitive: share intetests, ideas, perspectives (learning/recreational activities) ○ Emotional: bond/experience different emotions

○ Physical: healthy, fit, strong bodies 4. What are broader community & cultural contexts (exo and macro) that might impact children’t development and educational well being? ● Exosystems: parental employment, extended family, neighborhood, media, community ● Macrosystems: cultural beliefs & values, customs, knowledge, socio-economic status 5. What are 3 teaching/parentng strategies that help advance social-emotional development? Why do they do so? ● Authoritative parenting: clear limits but also caring and loving ● Permissive parenting: no set rules for behavior but close connection to children ● Talking to children/strategizing: overcome challenges, create solutions, shift feelings through discussion ● Conflict/teachable momemt: good teaching/learning moment for children on how to solve different problems with ease 6. What are 3 teaching/parenting strategies that help advance moral development? Why do they do so? ● Providing good role models for children to follow & learn from (how you treat people, honesty, integrity, etc) ● Consistent dicipline with children, teaching right vs wrong ● Authoritative vs authoritarian parenting: high dicipline for behavior vs rules strictly enforced “because I said so” mindset 7. Explain why social-emotional learning programs are important in K-12 schooling, based on your knowledge of social-emotional and moral development. ● Modulate Behavior: the ability to self regulate behavior in children ○ w/o it - scared, depressed, overly emotional children, get into trouble otherwise ○ Improve academic performance (10-20% increase in exam scores) 8. Describe 3 ways neuroscience infirms best practices in education. ● Neuroscience: learning occurs when neural synapses are created, making connections through reinforcement ○ Repetition ○ Linking things to prior knowledge ○ Heling students see why something is relevant ○ Social conditions/school behavior impact learning positively as well as being relaxed/comfortable in a learning environment

○ EX: different kinds of problem solving (algebra/geometry) use different areas of the brain from memory, teaching seperately promotes better learning than teaching it all together 9. Describe 3 ways you can support positive brain development as a teacher/parent. ● Brain responds POSITIVELY to exercise ○ Support physical activity in learning environments ● Social conditions & school behavior POSITIVELY impact learning ○ Support random social groups for small percentage of the day ● Working memory can get overloaded quickly in children ○ Teach in small chunks 10. How are Piaget’s and Vygotsky;s theories of cognitive development used in educational settings? How could you use them as a parent? ● Piaget KEY ideas ○ Children construct knowledge through their interaction with the world; nature vs nurture, stonger on the nature/experience side ○ Cognitive development occurs in interplay of biology and environment ● Piaget EDUCATIONAL/PARENTAL implementation ○ Discovery learning & active teaching POSITIVELY supports learning; interact with environment and construct meaning from it ○ Ask to explain reasoning/assumptions; explicit understanding of how they are constructing knowledge ○ Use strategies to foster development of higher skills; start simple, gradually get more complex ● Vygotsky KEY ideas ○ Complete mental process begins as social activities, evolve into individual mental activities ○ Challenging tasks promote cognitive growth (ZPD) ○ Language & cognitive development, contexts are completely interactive/occur simultaneously ● Vygotsky EDUCATIONAL/PARENTAL implementation ○ Scaffolding: adult creating a strong structure w/reinforced base ■ Gradual, within students own ZPD, supports independence, may include structure, modeling, reminders ○ Guided participation in adult activities ■ Work with more capable people provides meditation/encouragement ● Language needed for concious thoughts, reflex, planning ○ Vygotsky: language and thought intertwined ○ Piaget: thinking comes before langauge, not necessary as primary role ○ Second language promotes increased cognitive function/neural synapses

11. Explain Vygotsky’s concept of the ZPD & describe how it is relevant in K-12 classroom practice, use of a visual model is fine but make sure to explain each component. ● ZPD: the difference b/w actual developmental level (determined by independent problem solving) and the level of potential development (problem solving under capable guidance through adults or peer collaboration) ○ In between the levels of what the learner cannot do and what the learner can do comletely unaided ● Educational importance: interaction with peers effective for developing skills/strategies (cooperative learning exercises, less competent develop w/help of more skillful peers) ● Scaffolding: continually adjust level of help in response to level of performance (produce immediate results, instills skills necessary for independent skill growth) 12. How could you support language development as the parent or teacher or a preschooler (age 3-4)? ● Tv shows in a second language - kids learn the words they hear the most ○ Promotes increased neural synapses (repetition) ● Reading books to them, ENCOURAGING reading at a young age ○ Reading out lout also helps children hear what language sounds like ● Language learning through games ○ Computer programs, apps, etc. 13. Describe & summarize the model for main ideas of behavioral learning theory. Make sure to include both classical and operant conditioning. A visual model is fine but explain each element clearly. ● Learning is any relatively permanent change in observable behavior/thoughts ○ Must include association b/w stimulus and response ○ Action & reaction, must occur close together in time in an educational setting ○ Results from experience, goes from working to long term memory ○ Mental processes are not observable, therefore not considered; not interested in feelings/attitudes, if behavior doesn’t match what you’re saying, not interested ○ EX: says they are reliable, doesn’t show up ● Operant conditioning: deliberate actions to change behaviors ○ Antecedents (before behavior), cues, prompts ○ Behaviors (what the child does) ○ Consequences: reinforcement, punishment, law of effect ● All based highly on animal learning, as humans and animals learn behavior similarly 14. How could you use BLT to teach/parent effectively? 2 examples ● Parenting ○ Gets to play video game and dessert (postive reinforcement) ○ Put in time out and no dessert or video game (punishment) ● Teaching

○ Extra recess, less class time (positive & negative reinforcement) ○ Extra hw (punishment) 15. Describe & summarize the main ideas of the SCLT ● Learning is enduring change in mental structures that create potential to demonstrate different behaviors ○ New behaviors need not be seen for learning to occur, but may or may not occur depending on the child ○ Learning can occur by observing others (observational learning/vicarious) ■ Live models, symbolic models ○ Enhancement by environment - response facilitation, response inhibition, response disinhibition ○ Self efficacy - beliefs in one’s own abilities (development & influences) 16. How could you use SCLT to teach/parent effectively? ● Parenting ○ Older sibling gets money for each A on report card (facilitation) ○ Older sibling gets phone taken away for bad grades (inhibition) ● Teaching ○ Student gets candy for sitting quietly in class (facilitation) ○ Student gets sent to the hallway for being too talkative (inhibition) 17. Describe self efficary and self regulation. How is each relevant to education and what are 2 ways you could support each as a parent/teacher? ● Self efficacy - beliefs in one’s own abilities ○ Development - past performance, modeling, verbal persuasion ○ Influences - choice of behavior, effort/persistance, achievement ○ Support - persuade something is easy, modeling confidence for a child ● Self regulation - independent analysis and correction of one’s own situations ○ Behavioral - ability to act in long term best interest which is consistent with ones values ○ Emotional - ability to calm down when upset, cheer up when sad ○ Support - promote effort through rewards, create small achievements for accomplishment of tasks; trophy even though they didn’t win 18. How might SCLT explain behaviors such as computer and phone usage in college classes? Give at least 2 examples of behaviors you’ve seen in classrooms and explain how SCLT concepts such as modeling, response facilitation, response inhibition and response disinhibition could explain them. ● Professor does not punish use of phones (disinhibition), student uses phone as a result

● Professor takes phone after clearly stating not to use them (inhibition), students don’t use phone as a result 19. Describe/summarize the main ideas of the IPLT. A visual model is fine, just be sure to explain each component clearly. ● Enduring change in mental structures/memory occurs as a result of interaction of an individual with their environment ● Knowledge is learned (cognitive) and new knowledge makes changes in behavior that much more possible ● Learning influences by how we cognitively process information (perception) ○ Attention is most important, cannot learn without it ○ People are active processors of info ○ Prior knowledge & experience provide context for new info to be learned ● Sensory memory - holds fleeting sensory data that is not yet processed, unlimited capacity but limited duration ○ Attention: pay attention and ignore others (important vs unimportant) ○ Automatic processing: minimal attention given (tying shoes) ○ Concious processing: more attention given (learning a new topic in psych 305) ● Perception: cognitive proces gives meaning to sensory inputs ○ Influenced by contexts, prior experience/knowledge ● Working/short term memory: info integrating from short to long term, similar to sensory memory in terms of duration and capacity ○ Processing info, rehearsal and encoding as an aid to help remember info (mnemonic devices, organizational strategies) ● Long term memory: enables storage of knowledge and retains it for long periods of time, only happens when the info from working memory makes sense, can be connected to prior knowledge, is relevant ○ Episodic - memory of certain episode ○ Semantic - compilation of frequent facts ○ Procedural - knowing how to do something 20. How could you use IPLT to teach/parent effectively? 2 examples ● Teaching - field trips (relevant info to what is being learned) ● Parenting - flash cards/games to remember times tables (repetition) 21. Describe/summarize the ways info can be encoded so it is effectively stored into long term memory. ● rehearsal/encoding - aids to help remember info ○ Mnemonic devices - acronyms ○ Organizational strategies - chunking, hierarchies, visual imagery

22. Describe/summarize the main ideas of the CLT. ● Knowledge is constructed by the learner ● World is understood through own individual perspective ○ Based on unique set of prior experiences ○ Construct new knowledge based on intersection of old and new ● Completely dependent on con...