EDF Exam 3 with complete solutions

Define autonomy as conceived by Ryan and Deci - Answer- Experience behavior as self-determined Describe the three types of autonomy proposed by Stefanou - Answer- Organization - decision-making role in terms of classroom management issues Procedural - offering students choices about the use of different media to present ideas Cognitive - affording opportunities for students to evaluate work from a self-referent standard Give examples of each type of autonomy - Answer- -Organization: ex: choosing assigned seats, picking due dates -Procedural: ex: students can choose how they want media to be presented (ppt, lecture, etc) -Cognitive: ex: have students justify their own answers or find their own solutions Identify the type of autonomy that is likely to result in better learning outcomes for students. Explain why. - Answer- Cognitive autonomy because it causes long lasting effects on engagement and motivation How does Stefanou use the "catch and hold" components of interest to explain the different types of effects that the three types of autonomy have on motivation and learning? - Answer- Catch activities represent the "bells and whistles" of instruction used to attract attention. - Hold activities represent instruction that engages students meaningfully in academic tasks. - The catch activities lead to a superficial level of motivation and the hold activities empower the students to achieve learning goals. - Organizational and procedural autonomy support, focusing, for instance, on choice of procedures and activities, representing a catch. - Cognitive autonomy support, focusing on empowering students to develop self-reliance in thinking, represents a hold. Describe Baumeister's theory of self-control. - Answer- self-control enables a person to restrain or override one response, thereby making a different response possible What are two ways that Baumeister's theory could be applied in the classroom to help students improve their self-control? - Answer- 1. Implementation intentions (if...then statements) 2. Social goals (wanting to help people; wanting to be good relationship partner) Describe Mischel's theory of self-control - Answer- teaching self-control through abstraction distraction What are two ways that Mischel's theory could be used in the classroom to help students improve their self-control? - Answer- 1. Distraction: teaching students to focus on other things so they aren't constantly focusing on what they want (think of marshmallow task and looking at the wall) 2. Abstraction: pretending the desirable object or activity is something else (pretending the marshmallow is a rock) What is constructivism? - Answer- Constructivist Learning Theory maintains that learning is not the result of teaching; rather, it's the result of what students do with the new information they are presented with. Students are active learners who construct their own knowledge, they are not passive recipients of new knowledge. Explain how knowledge about constructivism should affect the way teachers teach. - Answer- This affects how teachers teach because the most important factor to consider is student prior knowledge. It will either be a bridge to new learning or a barrier. According to Sewell, what is the one factor that is most likely to determine whether students learn new information that teachers present to them? - Answer- Student's knowledge bank (what they already know/prior knowledge) Why does Sewell think that one factor is so influential? - Answer- These misconceptions/wrong beliefs, more than other factors, determine whether students will learn the new information we present to them. What does Sewell suggest that teachers can do to help students overcome their misconceptions? - Answer- Teachers best address misconceptions by presenting information which conflicts with the student's wrong beliefs. Students are then forced to compare what they know with what has been presented to them and to either reconstruct their knowledge or reject the new information. Identify and define the two complementary processes that explain how humans learn, according to Piaget. - Answer- 1. Accommodation- the process of changing our understanding to fit new information. 2. Assimilation- the process of interpreting new information in terms of existing knowledge; assimilation often results in misconceptions that interfere with learning new information Give an example of accommodation. - Answer- Kristyn thought the word for what you put dirty clothes in was a hamster. When she learned it was hamper she started to call it a hamper. Give an example of assimilation. - Answer- 1. Julie knows that + means add. She sees for the first time and adds the numbers (assimilation with misconception). 2.Jessica knows that water turns to ice at 0 degrees celsius. She learns in a SciShow video that water needs impurities to do so.(assimilation without misconception; understanding is widened but not changed substantively). Identify the first stage of Piaget's theory and the characteristics associated with that stage. - Answer- Sensorimotor (Birth- 2yo) -exploration of environment through reflexes Gains Object Permanence - things exist when we can't see them "peekaboo" -based heavily on senses -Exploration of environment through reflexes, primary circular reactions (actions that serve as a stimulus and response), secondary circular reactions (actions that extend out to the environment), tertiary circular reactions (variation of "making interesting things last" cycle), and development of mental representation --Deferred Imitation --Mental Combinations to solve problems Identify the second stage of Piaget's theory and the characteristics associated with that stage. - Answer- Preoperational (2yo-6yo) -Major language development -egocentric- thinks everyone has the same point of view -focusing on one aspect of a problem -operations lack reversibility -use of symbols (writing, drawing, language, creative play) Identify the third stage of Piaget's theory and the characteristics associated with that stage. - Answer- Concrete Operations (7yo-11yo) Can perform concrete operations understands conservation "tall thin glass and short fat glass" (understanding that the amount of something remains the same and nothing is added or taken away-despite changes in appearance as a result of decentration) seriation (putting things in order) and classification (understanding of sets of objects and how one can include the other) mental representation logical thinking about actions and objects concept of reversibility Identify the forth stage of Piaget's theory and the characteristics associated with that stage. - Answer- Formal Operations (11yo+) -can perform non-concrete operations -abstract thinking -logical thinking about ideas -can test hypothesis -scientific reasoning -hypothetical reasoning -metacognition (thinking about thinking) What are the major outcomes of each of the four stages? - Answer- -Sensorimotor: development of object permanence -Preoperational: use of language -Concrete Operations: development of conservation -Formal Operations: ability to engage in abstract reasoning Identify the four processes (i.e., factors) that Piaget believed cause intellectual development. - Answer- -Maturation -Equilibration -Physical and Logico- mathematical experience -Social Interaction and Transmission Define Maturation and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Answer- -genetically controlled process of "organic growth...possibilities thus opened up to be fulfilled" Ex: Students of a certain age may not be able to understand a certain type of problem because they have not developed that skill yet ????? Define Equilibration and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Answer- -by self-regulation through the process of assimilation and accommodation Ex: Present ideas that the class agrees is plausible and fits with their original background information. Then present ideas that describe opposing ideas. (In class example of planets) Define Physical and Logico- mathematical experience and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Answer- -experience of acting upon objects in order to abstract their properties and with a view of learning the results of the coordination of the actions Ex: Performing experiments in science class or using manipulatives in math Define Social Interaction and Transmission and give an example of how teachers can apply it in their teaching in order to help students develop their intelligence. - Answer- -the student receives as much as they give when it comes to social interaction. Co-operation (thinking together) is necessary for transmission. This is often in the form of Sociocognitive Conflict (such as a debate). Ex: Suggest conflicting ideas and divide into groups for debate. Thinking actively to defend a standpoint, even if you don't agree with it. Select an important concept in a subject that you plan to teach. Describe how you would teach the concept to children in the preoperational, concrete operational, and formal operational stage, and explain how you have included a disequilibrating experience to motivate students to learn at each stage. - Answer- .. What is the zone of proximal development? - Answer- the difference between what a learner can do without help and what he or she can do with help What are its implications for the development of intelligence? - Answer- 1. Learning precedes development 2. Good instruction is aimed at the students' zone of proximal development 3. Higher-order thought processes develop through social interaction. 4. Intellectual development is mediated by tools provided by culture. 5. For Vygotsky, language is the most important psychological tool. 6. The child-in-activity-in-context is the basic unit of analysis. 7. Schooling plays a critical role in human development. What is mediation? - Answer- the mediator transforms, reorders, organizes, groups, or frames the stimuli to enable the learner to better perceive and understand them. What is internalization? - Answer- private speech (self-talk) and inner speech (thinking) How does the development of intelligence relate to Vygotsky's concepts of mediation and internalization? - Answer- 1. Mediation --Teacher mediates stimuli to bring it closer to student's zone of proximal development so that they are able to learn and understand the stimuli/information --Text-mediational: texts can be considered "thinking devices" that one can engage in dialogue and construct new meanings --Students predict the outcome and then debate answers with students who disagree. 2. Internalization: --Modeling: teacher assumes regulative role that learner gradually internalizes What are the two concepts described by Vygotsky in the development of children's thinking? - Answer- -Scientific (schooled) -Spontaneous (unschooled) (everyday) What are Unschooled concepts? - Answer- --come from children's observations and experiences **refined into systematic knowledge as we construct schooled concepts -Learned unconsciously (spontaneously) -Learned through concrete examples -Learned through observations, through the senses, situation specific What are Schooled concepts? - Answer- --come from the systematic instruction we associate with schooling -Learned deliberately -Learned as abstractions -Systematic and generalizable Define scaffolding (mediation in Vygotsky's terms), and give an example of how a teacher might use the six steps described by Bruner to teach a lesson as described by Bruner and his colleagues. - Answer- Scaffolding : the adult controls the elements of the task that are initially beyond the learner's capacity, which permits the student to concentrate and complete only the elements within their range of competence. The Bruner Scaffolding Process 1. Recruitment: Spark the student's interest and present the requirements of the task Ex: Pick material that is relevant to the student's interests 2. Modeling: Demonstrating solutions to a task, involves an "idealization" of the act to be performed and may involve completion or explanation of a solution already partially executed by the tutee Ex: The "I do" part of "I do, we do, you do" 3. Simplify the task: simplify the task by reducing the number of steps Ex: Providing a simple question for practice, before increasing difficulty 4. Direction maintenance: keeping the child focused and partly the expression of enthusiasm to keep the child motivated Ex: Positive reinforcement for correct action and redirection for incorrect action 5. Marking critical features: the tutor accentuates certain features of the task that are relevant Ex: Pointing out the important or confusing steps and clarifying 6. Frustration control: helping the learner avoid errors that would be embarrassing if made in front of others or by exploiting the learner's "wish to please" Ex: Allow the student to have lots of practice before trying it in front of others If teachers would like to use peers to scaffold the learning of other students, what must teachers do to make sure that the scaffolding is effective? - Answer- At the base of scaffolding there must be one person who is knowledgeable and another who is less knowledgeable where the more knowledgeable person is teaching the less knowledgeable person. for teachers to make scaffolding effective in the classroom they must pair students together with one being on a higher level than the other one. (the more knowledgeable student will help the less knowledgeable student). Using the major concepts in Vygotsky's theory, describe what parents and teachers should do to foster the development of children's thinking abilities? - Answer- -engage students in social interaction that leads to intersubjectivity --page 39 of packet: recruitment, modeling, simplify the process, support students' learning, gradually transfer responsibility for use of strategies to students as they become skilled in using the strategies -remembering can be viewed as an activity that is at first jointly carried out by parent and child and then later performed by the child alone. -parents ask children about things that happened in the past, children learn that the important factors to remember about events are the whos, whats, whens, and wheres, of their experiences. -by asking repeated questions to children, adults are structuring the conversation, showing children how remembering is done -use elaborative language when talking about memory with their children What are the two elements of play that Vygotsky believed are so critical in fostering children's development? - Answer- 1. an imaginary situation 2. the rules implicit in the imaginary situation List and define the six resources necessary for fostering creativity described by Sternberg and Lubart. - Answer- 1. Intelligence: Foster your students ability to define and redefine problems and the ability to think insightfully. 2. Knowledge: teach students why the information being taught is important and relevant in order for students to retain the information being taught 3. Intellectual Style: encourage students to embrace the legislative style (legislative style is an individual who enjoys formulating problems and creating new systems of rules and new ways of seeing things) 4. Personality: teach student attributes such as tolerance of ambiguity, willingness to surmount obstacles, willingness to grow, and willingness to take risks. 5. Motivation: encourage students to develop intrinsic motivation and the motivation to excel. Both lead to a focus on tasks rather than external rewards. 6. Environmental Context: teachers must spark creative ideas, encourage follow up of ideas, and reward ideas. What are Selman's five stages of perspective taking? - Answer- -Egocentric Perspective Taking -Subjective Perspective Taking -Second- Person Reciprocal Perspective -Third- Person Mutual Perspective Taking -Societal, Symbolic Perspective Taking What are the negotiation strategies that children are likely to use at the first stage of perspective taking? - Answer- Egocentric Perspective Taking (3-6yrs) -Awareness that people differ physically, but little awareness that they differ psychologically -Assumption that others have the same thoughts and feelings as themselves -Indignant when others express differing views What are the negotiation strategies that children are likely to use at the second stage of perspective taking? - Answer- Subjective Perspective Taking (6- 8yrs) -Realization that others have thoughts and feelings of their own -Overly simplistic perceptions of others' perspectives -Tendency to equate people's outward expressions with their internal feelings What are the negotiation strategies that children are likely to use at the third stage of perspective taking? - Answer- Second- Person Reciprocal Perspective Taking (8-10yrs) -Realization that others may have mixed and contradictory feelings -Understanding that people may feel differently from what their behaviors indicate -Understanding that people sometimes do things they didn't intend to. What are the negotiation strategies that children are likely to use at the forth stage of perspective taking? - Answer- Third- Person Mutual Perspective Taking (10-12yrs) -Ability to step outside a second- person perspective and imagine how the self and other are viewed from the viewpoint of a third, impartial person What are the negotiation strategies that children are likely to use at the fifth stage of perspective taking? - Answer- Societal, Symbolic Perspective Taking (12- 15yrs) -Ability to understand that third- person perspective taking can be influenced by one or more larger societal values (justice, equality, etc) For Egocentric Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Answer- Encourage students to share their unique perspectives about simple topics. For example, read a story to preschoolers and then ask them to describe how they each felt about various story character's actions. Point out the variability in the children's opinions For Subjective Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Answer- Acknowledge students' perspectivness in detecting the unique perspective of others. Extend their understanding by pointing out the complex feeling that people sometimes have. For 2nd Person Reciprocal Perspective Taking, what can parents and teachers do to foster the development of perspective taking in children? - Answer- Help students to make sense of the complex motivations that guide people's actions. Communicate the legitimacy of mixed feelings. For 3rd Person, Mutual Perspective Taking, what can parents and teachers do to foster the development of perspective taking in childre