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| How a group perceives the world-Shared beliefs-Ways of understanding and evaluating the world-Common ideas and experiences-Pattern of accepted behaviors |
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| Melting Pot vs. Pluralism |
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| Melting Pot:Assimilate to mainstreamPluralism: Accepting/embracing of differences |
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| effects of social class on learning |
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| -Graduation rates-Health and living conditions-Family environment-Motivation—Need for achievement: Investment in doing well Require high levels of emotional and instructional support |
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| Suggestions for teaching in low SES classrooms |
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| -Difference ? Deficit-Groups often made up of subgroups-Groups composed of unique individuals-Sensitivity |
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| Teacher Expectancy Effect |
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| -Conscious/unconscious expectations based on race, SES, ethnicity, dress, speech patterns, test scores, etc-Subtly communicate expectations-Students eventually behave to fit the pattern |
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| Effective Multicultural Teacher |
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| -Clear objectives-Communicate high expectations-Monitor progress/feedback-Years of experience-Embed instruction in meaningful contexts (makes things relevant)-Active learning: small groups/hand on activities-High dedication-Enhance self-esteem-“Affinity” for diverse students |
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| – teach in student’s native language- receive ESL instruction |
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| -Maintain or improve native language -Eventual transition to English language instruction |
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| Two-Way Bilingual (immersion, dual-language) |
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| both groups learning both languages, helping each other |
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| Between-Class Ability Grouping |
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| -The use of standardized test of mental ability (IQ) or achievement tests to group children at similar levels of ability-Little or no contact with students in other ability groupings-little support-affects instruction |
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| -Increased flexibility in grouping and narrower in scope-evidence inconclusive |
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| Regrouping across grade level (groups cut across grades but share level of ability) |
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| Within-Class Ability Grouping |
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| -Division of a single-class into 2 or 3 groups (usually used only in reading and math)-positive effects |
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| Individuals with Disabilities Education Act (IDEA) |
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| -ensure appropriate resources-teachers: referral, assessment, preparation of IEP, implementation and evaluation of IEP |
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| Individualized Education Program (IEP) |
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| -Statement of existing educational performance-Annual goals: short & long term-Identify educational resources and services-Level of mainstreaming-Dates and duration of service-Method of evaluating progress |
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| Significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills |
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| Disorder in psychological processes |
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| Memory encoding and storage, perception;visual or auditory, attention, metacognitiontype of learning disability |
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| -Predominantly inattentive-Hyperactive and impulsive-Combination of all threeADHD Treatment: Stimulant medication, School based psychological/educational program, Multi-modal program |
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| -Inability to learn NOT related to intellectual, sensory, or health factors-Difficulty with peer and teacher interpersonal relationships-Inappropriate types of behaviors-Pervasive mood of unhappiness or depression-Development of physical symptoms or fears associated with personal or school problems |
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| -compressed curriculum, extended school year, college courses-Prevent boredom, promote positive attitudes toward learning |
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| Gifted Classes and Schools |
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| Mixed evidence for success: careful match b/w student and setting |
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| Differentiated Instruction Type I (Gifted and Talented Education) |
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| expose students to new topics/material not covered in general curriculum |
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| Differentiated Instruction Type II (Gifted and Talented Education) |
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| promote creativity, problem solving, valuing |
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| Differentiated Instruction Type III (Gifted and Talented Education) |
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| investigate and collect data about real topic or problem |
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| Voluntary responses are strengthened when they are reinforced and weakened when ignored or punished |
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| effect on behavior: strengthenaction: presenttype of stimulus: desirable |
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| effect on behavior: strengthenaction: removetype of stimulus: aversive |
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| effect on behavior: weakenaction: presenttype of stimulus: aversive |
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| Punishment (Type II; Time Out) |
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| effect on behavior: weakenaction: removetype of stimulus: desirable |
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| effect on behavior: weakenaction: withholdtype of stimulus: desirable |
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| behavior reappears without reinforcement |
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| responding in similar way to slightly different stimuli |
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| teaching individuals to notice the unique aspects of similar stimuli/situations (to prevent generalization) |
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| reinforcing of action or behavior that move individual progressively closer to the desired terminal behaviorselect target behavior -> obtain baseline -> select reinforcer -> reinforce on a schedule |
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| learner is reinforced for the first desired response that occurs after a predetermined amount of time has elapsed (behavior may decrease earlier in the interval) |
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| Variable Interval Schedule |
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| length of time between reinforcement is random but averages out to predetermined interval |
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| reinforcement is provided whenever a predetermined number of responses are made (relatively brief period of no or few responses immediately after reinforcer is delivered) |
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| reinforcement after a different number of responses from one time to the next according to a predetermined average (reinforcer is unpredictable -> learners tend to respond rapidly for long periods of time) |
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| problem solving programs that mimic the real work using previous knowledge to solve problems |
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| teaches new information and skills in a step by step approach |
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| Operant Conditioning in Education |
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| -set expectations (clarify goals)-sequence of materials (logical order)-self pacing (set by student)-program the subject matter |
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| Goal: Increase or strengthen target behaviorMethod: Using something that has no inherent value but that can be used to “purchase” things that do have inherent value |
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| Goal: Increase or strengthen target behaviorMethod: Formal method of specifying desirable behaviors and consequent reinforcement (Written/Verbal contract; Mutual acceptance) |
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| Information Processing Theory |
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| Understand HOW people acquire-New information-Store itAssumptions:-Information is stored in steps and stages-Limits to information capacity at each stage-System is interactive (Information stored in memory influences and is influenced by perception and attention-Recall from memory-Role of previous knowledge and information in determining what and how something is learned) |
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| Cognition vs. Metacognition |
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| CognitionThe way information is processedAttended to, recognized, encoded, stored, retrieved, and purposefully usedMetacognition-Knowledge and awareness of cognitive operations-Understanding of how operations may be used to achieve a learning goal |
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| Information Processing in the Classroom |
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| -Use techniques that attract and hold attention (Practice will help students increase attention span)-Organize material for students (encourage older students to organize for themselves)- Make what students learn more meaningful (Concrete terms, Visual terms)-Highlight and help students recognize connection between what they already know and what they are learning-Use appropriate rehearsal (Meaning making, Chunking) |
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