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| 10,000 hour apprenticeship |
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| 3 stages of teacher development; survival stage, task stage, impact stage |
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| McCown, Driscoll, and Roop |
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| reflective teaching cycle |
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| Schema, assimilation, accomodation, 4 stages of cognitive development; Sensorimotor, preoperational, concrete operational, formal operational stage |
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| Language is cultural toolbox, social interaction, ZPD and scaffolds |
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| Bio ecological model of human development; looking at relationships that form the childs life |
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| 8 crisis stages; trust vs. mistrust, autononomy vs. shame, initiative vs. guilt, industry vs. inferiority, identity vs. identity diffusion, intimacy vs. isolation, generativity vs. self-absorption, integrity vs. disgust |
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| Forclosure and Moratorium |
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| Theory of Moral Reasoning; preconventional, conventional, post-conventional |
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| Find out what level of moral reasoning the student is at and help them get to the next level |
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| Limited “g” of intelligence |
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| Fluid intelligence, Crystallized intelligence |
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| Model of intelligence; Operation (cognitive), Content (symbollic), Product (class) |
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| Theory of multiple intelligences; bodily-kinetic, linguistic, logical-mathimatical, visual-spacial, musical, interpersonal, intrapersonal, naturalistic |
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| Forclosure and Moratorium |
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| Slavin Johnson and Johnson, and Kagan |
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4 factors for vicarious learning; grab attention of learner, retention, production/coaching, motivation
Formula for motivation: Expectancy x Value – Risk = Motivation |
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| Didn’t like extrinsic motivations |
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| Liked extrinsic motivation |
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| Motivation through culture |
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| 3 elements of attribution: locus of control, stability, controllability |
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| with-it-ness, over-lapping activities, maintenance, movement management |
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| Problem ownership, empathetic listening, no-lost problem solving, I-messages |
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| Behavioral objectives in lesson plans; 3 required elements: measurable verbs, minimum level criteria, observation conditions |
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| 2 elements bind students to classroom: relationship and self-agency |
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| 5 ways to make healthy diverse classroom: content integration, knowledge construction process, prejudice reduction, and equity pedagogy, empowering school culture |
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| Triarchic model of intelligence; analytic, creative, practical |
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