Final Exam Review 3rd Ed with page numbers PDF

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This is the final exam review for the Education 1300 class. I in-depth covered all chapters. ...

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EDUC 1300 - 3rd Ed. Final Exam Review (with page numbers) For the final exam, you should understand the following:

Chapter 1 1. Purpose of a college education (21-25) a. College graduates are: i. more likely to have strong decision-making and critical thinking skills that are needed personally and professionally ii. happier, less depressed, and physically healthier iii. more engaged in community iv. better parents v. more likely to be employed and earn higher salaries vi. less likely to smoke 2. Decision-making model (26-27) a. Step 1: Keep your goal(s) visible—ask, “What do I want?” b. Step 2: Gather relevant information—ask, “What do I need to know?” c. Step 3: Creatively identify and explore possible options—ask, “What are my options?” d. Step 4: Evaluate options—ask, “What are the pros and cons?” e. Step 5: Decide and take action—ask, “What is my decision?” f. Step 6: Assess whether your choice supported your goal and was effective— ask, “Was this decision a good one?” 3. Information Literacy (28-30) a. Information literacy refers to your ability to determine what information is needed, finding that information, and then evaluating the value and relevance of that information. Information literacy is a skill needed in careers (90% of college graduates reported using information literacy skills at least once a month). Good questions to ask are as follows: i. • Who might be an expert or credible source for this information? Why? ii. • What was the purpose of this information and did the purpose influence its creation? iii. • Who deserves credit for the information? • What conclusions can be made based on this information? iv. • What are the various perspectives on this topic? v. • What information would be most useful? How can I find this information? 4. Peer-reviewed scholarly journal articles (31-38) a. Peer-reviewed research—scholarly theoretical or research work that has been deemed worthy of publication by professionals in the field. i. • Parts of a research article: abstract (summary), introduction (purpose and research question), method (how the study was conducted), results (answer to the research question), and discussion (importance of key findings) ii. • Reading journal articles: Read the abstract several times, then introduction and discussion, and finally the entire article

5. Critical Thinking (43) a. • Critical thinking is high-level thinking, which involves considering many perspectives, evaluating evidence, monitoring and reflecting, and making judgments or conclusions b. • Constructivism theory focuses on how one creates knowledge by connecting new information to what’s already known—active learning is a must! c. • Four stages of intellectual development: absolute right or wrong; personal opinions matter most; rules; formal evaluative strategies d. • Bloom’s taxonomy—different levels of knowing (remembering, understanding, applying, analyzing, evaluating, creating) i. Process to become a critical thinker: 1. • Knowledge—need to know about a subject in order to think critically about it; add to or modify current knowledge 2. • Self-efficacy—belief about whether one can successfully complete a task; high self-efficacy increases effort and achievement 3. • Desire and drive—motivation is higher when tasks are perceived to be valuable and meaningful; need to care about the task and commit to it 4. • Challenging tasks—assignments, class activities, out-of-class activities (work with faculty on research, leader of the club, community service project) 5. • Support—strategies to help learn and complete academic tasks; reach out for help 6. Six levels of Bloom’s Taxonomy (40-41)

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efficacy (43) a. Self-efficacy refers to your belief about whether or not you can successfully complete a task such as critical thinking. If you think you will be able to do a task successfully, you will be much more likely to put in the effort needed and will also be more likely to keep trying even if you experience some difficulties along the way. The way in which we think about ourselves and our abilities undoubtedly drives our actions. Chapter 2 1. Short-term and long-term goals (49-50) a. Long-term goals are important because they provide us with a big-picture view of where we want to be in our future. Long-term goals can take anywhere from several months to many years to accomplish. b. Short- term goals are goals that you can complete within days, weeks, or months. Your short-term goals are often considered steps toward your long-term goal. 2. Self-monitoring and self-regulation (54) a. specific and high-level goals produce the best results b. “do your best” is not effective c. specific goals make it easier to monitor your personal progress and make adjustments where necessary 3. SMART goals (51) a. SMART (Specific, Measurable, Achievable, Realistic/Relevant, and Time-based) b. ABC’s of goal making (Aim high, Believe in yourself, Care and Commit, Specify and Self reflect) 4. Social learning theory (57) a. According to social learning theory (Bandura & Walters, 1963), we also learn from watching others. When we observe others do a task, we experience emotions and reactions such as becoming interested and excited or frustrated and disinterested.We can, therefore, learn a lot about ourselves and our preferences by trying out new tasks and by watching others do so. 5. Happenstance learning theory (59) a. According to happenstance learning theory, career journeys don’t necessarily follow a predicted path but rather happen as a result of planned and unplanned events. b. Action steps: i. • Talk to others (professors, friends, family, and coworkers) about career options. • Take a variety of courses in college and talk with professors and classmates about your career aspirations. • Participate in clubs and organizations and talk with the club advisors and members about your career goals. • Seek out work experiences in a variety of settings and talk to coworkers about career issues. • Participate in an internship program to gain experience in a work environment in your field of interest. • Engage in a service-learning project. • Conduct informational interviews with individuals from different careers. • Ask others you meet at social events, conferences, and club meetings about their career journey.

6. Holland’s theory a. His theory focuses on a person-environment model. According to this theory, interests, personality types, and work environments can be characterized according to six basic themes: realistic, investigative, artistic, social, enterprising, and conventional career theory (59-60) b. The basic premise of the person-environment theory is that if you can identify a work environment or career that matches well with your personality and interests, then you will be satisfied with your career choice

c. 7. Gardner’s multiple intelligence theory (63-64) a. 1. Linguistic—ability to use language b. 2. Logical-Mathematical—ability to use logic and solve mathematical problems c. 3. Spatial—ability to perceive spatial relationships d. 4. Bodily-Kinesthetic—ability to use your body to perform tasks e. 5. Musical—ability to comprehend and create music f. 6. Intrapersonal—ability to engage in self-reflection g. 7. Interpersonal—ability to engage in social behavior h. 8. Naturalistic—ability to identify patterns in nature i. 9. Existential/Philosophical—ability to think deeply about philosophical questions such as the meaning of life Chapter 3 1. The memory process (78-80) a. Encoding (how we get our memories into our memory system) b. Storage (how we hold onto and save our memories) c. Retrieval (finding stored info when you need it ) 2. Memory strategies (80-82) a. Rehearsal: recalling a phone number to remember it/ not very effective for long term memory b. elaboration: finding info you know and attaching it to new concepts c. chunking: putting the info into chunks/ one of the most effective d. mnemonics: creating built-in retrieval tools for new concepts to remember large chunks of information e. retrieval practice: retrieving from long-term memory 3. The testing effect (96-97)

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a. testing improves learning and helps memorization (flashcards) i. makeup tests and do practice tests ii. use flashcards iii. recall what you learned from class and reading assignments iv. learn from mistakes while there are no negative consequences Elaboration (100-101) a. new concepts linked to previously known content b. identifying meaningful examples related to the content being learned Highlighting – when and why (85) a. highlighting too much is worse than not highlighting b. bring attention to important points c. 1 or 2 highlights per paragraph Note-taking tips and strategies (94) a. use examples to help material come to life b. PowerPoint slides c. pause to summarize what you've learned d. emphasize key points e. take notes on all learning activities f. read the textbook before class and repackage your notes after class g. study your notes Visual images related to the learning process (95) a. Visual images appear to be particularly powerful in the learning process. Based on numerous experimental studies, Mayer (2009) found that adding an image to text resulted in significantly better memory for the concept. Other researchers have found that we are able to process pictures more quickly and efficiently than words (Seifert, 1997), and our memory for pictures is better than it is for words (Foos & Goolkasian, 2008). b. Picture superiority effect

Chapter 4 1. Soft skills (108-109) a. general skills needed in life and many careers b. professionalism, work ethic, communication skills, interpersonal skills, time management, problem-solving, and leadership c. soft skills more valuable than grades in the hiring process d. Based on an employer survey conducted by Barrington, Wright, and Casner-Lotto (2006), the four most important skills needed by employees were: Professionalism, work ethic, Oral and written communication, Teamwork and Collaboration, Critical thinking and problem-solving 2. To-do-lists (115-116) a. make to-do lists of all tasks that need to be completed, ranked by deadline or importance b. organize all content related to each task or project

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c. develop a schedule to complete each task d. don’t multitask to maximize your time i. break down big tasks into smaller tasks ii. develop a schedule iii. combat procrastination Characteristic of transformational leaders (132) a. the transformational leader is often most desired by employers. A transformational leader inspires others to engage in creative and collaborative problem-solving aimed at achieving a common goal that is highly valued by all members of the team. b. charismatic, inspiring and motivational, intellectually stimulating, respectful of individual differences Professional communication (111) a. don’t share unsavory details about yourself or personal life b. keep a professional presence on social media c. demonstrate respect even through conflict d. stay away from informal communication like slang or emojis e. use professional email etiquette Leadership skills (131-133) a. see above Ethnocentrism (130) a. refers to when individuals place a higher value on their own cultural perspective, viewing other perspectives and cultures as being inferior, noting that ethnocentrism negatively impacts work relations Emotional Intelligence (124-125) a. perceiving, understanding, and managing your emotions as well as the emotions of others b. using effective coping strategies and recognizing the feelings of others c. high levels of emotional intelligence have been connected to positive academic and career outcomes d. Social responsibility refers to one’s ability to work collaboratively with others to engage in meaningful and productive actions that benefit society

Chapter 5 1. Plagiarism (142) a. presenting someone else’s work as your own 2. Citing sources – styles (143) a. APA, MLA 3. Paraphrasing (143-145) a. always cite the source when you’re paraphrasing b. APA (Harrington,2019) c. MLA (Harrington 141) 4. Effective test-taking strategies (156-160) a. multiple-choice tests i. anticipate answer before looking at options

ii. read all choices iii. eliminate wrong answers iv. skip difficult questions and come back to them v. write on the exam and highlight key terms vi. change your answer if you have a good reason b. Short answer and essay exams i. spend ⅕ of your time to plan ii. read the question carefully iii. begin with a strong opening iv. end with a solid conclusion v. read the question again and again and mark off parts as you’ve covered them vi. proofread c. take home and online exams i. maintain academic integrity ii. can be challenging and time-consuming iii. prepare well Chapter 6 1. Online coursework (173-175) a. asynchronous online course- class not scheduled to be online at the same day and time b. synchronous online course- class meets to scheduled days and times c. discussion boards, writing assignments, and reading tasks replace lectures i. higher GPA ii. upper-level students with some background in course content iii. prior experience with online coursework iv. good time management v. confidence w technology skills vi. self-control vii. higher levels of motivation viii. higher self-efficacy 1. Advantages: time saver, flexible, higher-level discussions 2. Disadvantages: easy to forget, difficult to identify main points, delay in questions getting answered, social connections less personal, possible technological issues 2. First impressions (180-181) a. long-lasting and important 3. Social media presence (181-183) a. be mindful of what you post or what you’re tagged in b. know your social media presence, google yourself c. use platforms like linked in or twitter to expand your network and learn about your desired career d. use a professional photo and email e. Share your accomplishments via social media f. check privacy settings, adjust as needed

4. Types of college loans (191-192) a. subsidized: don’t accrue interest while being a student b. unsubsidized: starts to accrue interest from the second you sign for it c. variable rates: rate can go up or down at any time but typically start low d. fixed ratios: locked rates throughout the duration of the loan 5. Good credit score (194-195) a. payment history (35%) b. amount owed/debt (30%) c. length of credit history (15%) d. new credit (10%) e. type of credit (10%) i. pay bills on time ii. getting a credit card iii. using your card wisely Chapter 7 1. Self-reflection/Self-regulation (203) a. setting goals b. monitoring progress toward these goals c. making changes as needed so that the goal can be realized i. self-reflection is the process of pausing to carefully consider the progress you have made toward your goals 2. Attribution theory (207-209) a. looks at how we interpret our successes and failures b. internal attribution: something within you caused the success or failure (personality, effort, etc) c. external: something outside of you caused the success or failure (a situation, another person) d. changeable: you have the power to change the cause (effort, time invested) e. unchangeable: you do not have the power to change the cause (bad luck, snowstorm) i. how to shift to a positive attribution style: 1. the amount of time you invested and your study schedule 2. the strategies used when reading and studying 3. whether or not you asked for help or support 4. overall effort ii. Avoid these mistakes 1. a mistake that causes harm to you or someone else 2. the same mistake (bc you didn’t learn) 3. Cognitive and outcome feedback (204-205) a. Cognitive feedback occurs during the homework or studying process. It involves you making judgments about your progress to guide your behavior. In other words, assessing your progress toward studying for an exam can help you decide how much more you need to study and which concepts or topics you should target. b. outcome feedback table Self-reflective Questions to Monitor progress Assignments

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Exams 1. did I accurately predict my grade? 2. did my performance match the level of effort and work I did? 3. What part or parts of the assignment was I most successful with? 4. how can I use the feedback provided to improve my performance on future learning tasks? 5. Specifically, what can I do differently on the next assignment? What resources could I use to help me perform even better? 1. did I accurately predict my exam performance? 2. Which topics did I know best? how much time did I spend studying these topics and what study strategies did I use? 3. Which topics did I struggle with? how much time did I spend studying these topics and what study strategies did I use? 4. What was the nature of any errors I made? how can I avoid these errors in the future? 5. What strategies will I use again before the next exam? What different or additional strategies might I use next time? Intrinsic and extrinsic motivation (215) a. Intrinsic motivation refers to an internal drive to begin and continue a task b. Extrinsic motivation refers to being motivated by external factors, such as rewards. c. Research has shown that intrinsic motivation is much more powerful and longer-lasting Theories of motivation (210-216) a. behavioral (skinner) i. consequences motivate us ii. motivation increases with reward b. Cognitive (Beck) i. thoughts and interpretations motivate us ii. having higher self-efficacy (the belief in your ability to successfully achieve tasks) motivates us c. Humanistic (Maslow, Deci, and Ryan) i. everyone will achieve his or her potential if needs are met ii. basic needs must be met first (physiological, safety, belonging, esteem, selfactualization) iii. needs for autonomy, relatedness, and competence must also be met d. Social (Vygotsky) i. we are social beings and our relationships with others motivate us ii. interacting with others who are different from us expands our social network and increases critical thinking skills Resilience and GRIT (222-223) a. Resilience is a person’s ability to bounce back after a traumatic or tragic event b. Grit is related to resilience because in part it is about your ability to be resilient when faced with adversity, but it requires more than resilience. Grit also involves being deeply committed to something and sticking with it on a long-term basis (Perkins-Gough, 2013). Duckworth, Peterson, Matthews, and Kelly (2007) define grit as “perseverance and passion for long-term goals” (p. 1087), meaning individuals continue to work toward goals even when faced with failure or challenges along the way. Growth and Fixed mindset (224-226)...