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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:
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Assimilate to mainstream
Pluralism: 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, metacognition
type of learning disability
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-Predominantly inattentive
-Hyperactive and impulsive
-Combination of all three
ADHD 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: strengthen
action: present
type of stimulus: desirable |
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effect on behavior: strengthen
action: remove
type of stimulus: aversive |
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effect on behavior: weaken
action: present
type of stimulus: aversive |
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| Punishment (Type II; Time Out) |
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effect on behavior: weaken
action: remove
type of stimulus: desirable |
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effect on behavior: weaken
action: withhold
type 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 behavior
select 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 behavior
Method: 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 behavior
Method: 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 it
Assumptions:
-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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Cognition
The way information is processed
Attended to, recognized, encoded, stored, retrieved, and purposefully used
Metacognition
-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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