FINAL EXAM STUDY GUIDE 3

Table of Contents

FINAL EXAM STUDY GUIDE
FINAL EXAM STUDY GUIDE

DR. Von mizener

EDOL 631 3

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Advanced Organizer Week 3 class outline

Chapter 3

PERSONAL, GENDER, SOCIAL, MORAL Dev’t

Erikson

Ainsworth

Kohlberg

Play

Risks

Week 3 class goals

Understand Erikson’s stages and how we/staff can support students’ successful passage through each stage

Understand Marcia’s theory of identity development

Be able to compare/contrast biological vs. social learning vs. behavioral theories of gender dev’t

Be able to identify various “types” of attachment

Identify your own level of morality, according to Kohlberg

Prepare for mental health risks your students may face

activity- ERIKSON

Psychosocial theory

GROUPS – 8 stages

FINAL EXAM STUDY GUIDE

– briefly summarize what happens in your stage and implications for your profession(s)

– real life example of someone you knew/ know in the stage See page 80/83

Content – erikson

Know stages, conflicts, and outcomes

Developmental crisis – outcomes

Autonomy vs shame/doubt – tolerance

Initiative vs guilt – Providing opportunities for Choice

Industry vs Inferiority – Role of praising effort over performance / praise improvement rather than compare to peers.

Goal-setting

More on page 83 – implications

Pegword example:

http://www.youtube.com/watch?v=LnDM1jYHe2A

Activity/assessment- marcia polling responses

Identity development – Marcia

2 questions: Active search? Commitments?

A) Achievement – yes/yes

B) Diffusion – no/no

C) Moratorium – yes/no

D) Foreclosure – no/yes

Temperament

Please share whether you believe temperament is consistent over time. What have you noticed in yourself, your own children or family members?

Easy, difficult, slow to warm up

Matching environment to baby “type”

Sexual and gender dev’t

Biological views

Freud’s view

Do you buy the Oedipal and Electra conflicts?

Behaviorist view

Are boys/girls treated differently from the start?

Have you observed this? In what ways?

Social learning view

Examples? How does TV play a role in learning stereotypes?

Disney?

Schema-based view

Activity & Examples – attachment video and polling

Attachment theory – Ainsworth

Strange situation – Ainsworth (Bowlby)

Avoident / Secure / Resistant

A / B / C

Examples –

9

Activity – stages of Play video identify types of play in clip

Unoccupied

Solitary

Onlooker

Parallel

Associative

Cooperative

Content – Kohlberg

Preconventional

Egocentric

Stage 1 obtain rewards / avoid punishments

Stage 2 follow rules if in best interest / depends on rewards

Conventional

Conform to social rules b/c believe it is “right” to do so

Stage 3 good boy/good girl – want to please – golden rule

Stage 4 law and order

Postconventional (stages 5/6)

Internal rules may or may not agree with societies norms

Universal ethical principle – may disobey laws that violate

Activity – Kohlberg – Heinz small group discussion

http://www.youtube.com/watch?v= 5czp9S4u26M

A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?[1]

FINAL EXAM STUDY GUIDE

Activity – group discussion cont.

Groups – Answer the Heinz Delimma for yourself. Choose and justify a course of action

Should Heinz steal the drug? Why or why not?

Analyze your response and determine what level of morality your “group” is in.

Remember the “REASON” for the action is more important than the action chosen

NOTE: weak link between “level” and action

Content – risks

Depression in children/adolescents

Indicators

Suicide – 2nd leading cause to…

Men vs women – why differences?

Affects on classmates

Does your school have a response plan?

Reflections Q/A?

Review – Week 3 class goals

Understand Erikson’s stages and how we/staff can support students’ successful passage through each stage

Understand Marcia’s theory of identity development

Be able to compare/contrast biological vs. social learning vs. behavioral theories of gender dev’t

Be able to identify various “types” of attachment

Identify your own level of morality, according to Kohlberg

Prepare for mental health risks your students may face

Assignments/Due dates

DB post due Sunday 11:%9

Read chapters

Midterm released after class week 4/ due by start of class week 5 (example of question will be shared next week)

Week 5 DB post upcoming – review guidelines online before next week

FINAL EXAM STUDY GUIDE   Please  note – only the information covered in the first 4 weeks will be on the Midterm!   Some  of these concepts are covered early in the course; others are covered after the midterm. This serves as a guide to help you as you are preparing and studying for the midterm and final. Reviewing the text, notes, and powerpoints along with this list is also  recommended.  

FINAL EXAM STUDY GUIDE

  Stages  of Play
 Attribution  Theory/Rotter’s Theory (internal  vs external)
 Characteristics  of Expert Teachers (content vs pedagogy)
 Characteristics  of Expert Students (self-efficacy, volition, effort)
 Chomsky
 Ainsworth’s  attachment theory

 Piaget  Equilibration, assimilation, accommodation
 Stages
 Research support  
 Critical  Thinking/Creativity
 Vygotsky (ZPD,  scaffolding and intervention)

 Maslow’s  theory/Deficiency vs growth needs
 Classical  Conditioning/Pavlov  UCS, CS, UCR, CR
 Stimulus generalization  
 (Little  Albert, Pavlov’s dogs)
 Extinction  
 Operant  Conditioning/Learning/Skinner  Pos/Neg reinforcement and punishment
 Reinforcement schedules (fixed ratio, fixed interval, etc.)  Antecedent, Behavior, Consequence   
 Descriptive  vs. experimental research
 Social  Learning Theory
 Externalizing  vs Internalizing behaviors
 ELL/ESL  language development/ acquisition
 Kohlberg’s  theory
 Memory  ST, LT, etc.
 categories of long-term memory
 Declarative/procedural, etc.
 Memory strategies (e.g., chunking)
 Sensory register, sensory integration  
 Reasoning  Inductive, deductive (and syllogisms), prototypes, exemplars, heuristics (overconfidence, underconfidience, representativeness…)  
 Disabilities  Giftedness, autism, OHI (Other Health Impaired), SLD (Specific Learning Disability),  ADHD, Intellectual Disability, Oppositional Defiant Disorder, Emotional Disturbance  
 Intelligence  Cattell and  Horn (fluid, crystalized)
 Gardner
 Heritability,  modifiability
 Sternberg’s Triarchic theory  
 Gender  Development (theories, behavioral, biological, social learning)
 SES,  Male vs. Female differences, Poverty
 Constructivist  approach to learning
 Bloom’s
 Parenting  Styles
 Classroom  rules/behavior management
 Risk factors and mental health (depression, suicide, symptoms…)   

DR. Von mizener

Welcome to EDOL 631 Please wait while all participants join….

Advanced Organizer Day 1 class outline

Introduction(s)

Tech. Help

Requirements

Syllabus/Grades

Required Text:

Sternberg, R. & Williams, W. (2009) Educational Psychology Second Edition. Allyn and Bacon Publishers.

Developmental Matrix

APA reference list (web tour) – library

Week 1 content from text

Week 1 Class Goals

Review basic structure and expectations of the course (and where to get help if you don’t!)

Understand expectations for signature assignment

Learn how to use UC library to find resources for APA style formatting and reference pages

Understand key characteristics of expert teachers and expert learners

Differentiate between descriptive (i.e., correlational) and experimental research

iLearn support

(877) 633-9146

Support Page

ilearn@ucumberlands.edu

Weekly activities

EACH WEEK

Read assigned chapters prior to class

Chat

Discussion posts

Weekly Discussion Board Reflective Questions are due the Sunday following the weekly chat session at 11:59 pm.

Special assignments – Developmental Matrix week 3 (signature assessment), Disability chart week 5 DB

Midterm/final

Nature of course- expectations of students

Guided learning – won’t cover all material in chat time

You can earn up to 385 points in the course. To determine your grade in the course, total up the number of points you have earned on each activity and divide by 385 points. All of your grades will be available as they are graded on ilearn.

Grade scale ABCF

Weekly schedule

Week 1

Becoming Expert Teachers – Sternberg and Williams: Chapter 1

Physical/Motor Development: http://www.brightfutures.org/physicalactivity/if/index.html

Adolescent Development:

http://health.allrefer.com/health/adolescent-development-3.html

Week 2

Cognitive Development: Sternberg and Williams: Chapters 2 and 8

Piaget & Vygotsky Comparison

Information Processing Theories

Language Development

Week 3

Personal, Gender, Social and Moral Development: Sternberg and Williams: Chapter 3

Erikson

Ainsworth

Kohlberg

Week 4

Individual Differences: Intelligence, Learning Styles and Creativity: Sternberg and Williams: Chapters 4 and 9

Understanding the Nature of Intelligence (What it is and what it isn’t)

Learning Styles, Learning Preferences and Intelligence

De-mystifying Creative Thinking and Problem-solving

Week 5

Teaching Exceptional Learners: Sternberg and Williams: Chapter 5

Recognizing differences and similarities between disabled learners, EBD, and Gifted learners

KRS Definitions and Guidelines for Special Education

Week 6

Motivating Students to Learn: Sternberg and Williams: Chapter 10 and 12

http://www.ericdigests.org/1996-1/critical.htm Strategies for Enhancing Critical Thinking

Intrinsic and Extrinsic Motivation

Motivation Theories

Motivating Challenging Students

Week 7

Behavioral Approaches to Learning: Sternberg and Williams: Chapters 7 and 11

Understanding Classical-Operant Conditioning and Observational Learning

Week 8

Group Differences: Sternberg and Williams: Chapter 6

Culture, Ethnicity, and Socioeconomic Status

Parenting Styles

Discussion board

Students will complete 8 Weekly Reflective Questions and post their responses on the corresponding week’s discussion board. Additionally, students are asked to respond to 2 posts made by peers EACH WEEK (except week 5)

Late posts will not receive credit.

Incomplete posts (without two peer responses) will not receive full credit.

matrix

Developmental Learning Matrix

Each student will create a Developmental Learning Matrix for children ages birth to 18 years. The matrix will include developmental milestones in the following areas: (1) cognitive, (2) physical/motor, (3) communication, (4) self-help, (5) personal/emotional, and (6) moral/social. The Developmental Learning Matrix is due by chat time in Week 3. Assignments submitted late will not receive any more than 1/2 credit. Only accepted w/in 1 week

Matrix cont.

Guidelines for the Developmental Matrix and a Sample Matrix Entry can be found at ilearn under the Lessons Tab in Week 3.

note – sample only shows one age group….the sample shows only the minimum outline and does not represent the optimal performance

Format the matrix in a Microsoft Word table (rather than Excel) using 12 point font, single spacing.

Matrix guidelines

For each age range you need to provide significant developmental milestones that occur in each domain

Self-Help Domain – what (at each age) the child can do for him/herself. It may be as simple as holding a bottle while feeding to driving a car.

BE THOROUGH

MORE IS BETTER! A complete matrix will likely include 10 sources at a minimum. Please use MS Word (or Rich Text Format) to construct your matrix. DO NOT CONSTRUCT YOUR MATRIX IN EXCEL (OR SOME OTHER SPREADSHEET) FORMAT.

EXPECTATION is that there are a MINIMUM of 3 to 5 appropriate and complete entries per category for an average grade (B) – but this is a bare minimum, there may be many more than that for some categories.

Format the matrix in landscape orientation.

Matrix cont.

Remember, this is a research process, so poll a number of sources to cover each domain/age. Instead of using the regular APA citation process for this assignment, simply place a number in parentheses in each cell after the information is listed and then provide a references page (in APA format

Plagarism policy

Content – expert teachers

Expert Teachers are differentiated by….

Amount and depth of knowledge

Insights into problems on the job / solutions

Efficiency (do more in less time)

Content knowledge (subject matter knowledge)

Pedagogical knowledge – knowledge of how to teach

ABILITY to enhance student motivation, manage groups of students, design and administer tests?

Content-pedagogical knowledge – knowledge of how to teach what is specific to the subject that is being taught

Math teacher –specific skill in order to explain procedures/methods

Activity – small groups

pedagogy vs. subject matter knowledge

Pedagogical knowledge will help you…

Present information effectively or in new/different ways as needed

What is more important?

For a special education inclusion teacher???

An algebra teacher?

Have you had teachers with high content knowledge but low pedagogical knowledge?

Use your text and experience/insight to respond to discussion board post by Sunday night

Hint: 2 views on pg 9

Content – expert students

Expert Students… key points?

Self efficacy

Volition / persistence (effort)as a route to mastering material.

Goal setting

Internal (v. external) responsibility for self and actions

To what may one attribute the failure of a test?

CONTENT -Research

Descriptive

Correlational – ex: survey of student sleeping habits

Positive / negative relationship

No cause-effect relationship can be assumed

Experimental

Researchers exert “experimental control” and cause-effect relationship can be assumed if results of the study yield statistically significant findings

Random assignment of participants to experimental group

Example -a group of students assigned to a group allowed to sleep through the night perform better on a test than the group of students assigned to a group made to stay awake through the night

REVIEW Week 1 Class Goals

Review basic structure and expectations of the course (and where to get help if you don’t!)

Understand expectations for signature assignment

Learn how to use UC library to find resources for APA style formatting and reference pages

Understand key characteristics of expert teachers and expert learners

Differentiate between descriptive (i.e., correlational) and experimental research

Reflection/Questions

Assignments/Due Dates

Discussion board week 1 – Sunday 11:59 pm

Matrix due Sunday night after week 3

Post student biography by start of week 2 class

DR. Von mizener

EDOL 631 2

Advanced Organizer Week 2 class outline

Review Week 1

Research

Ability to delay gratification – video

COGNITIVE DEV’T – Chapters 2 and 8

Piaget & Vygotsky Comparison

Information Processing Theories

Language Development

Memory

Week 2 Class Goals

Review week 1 content (answer ?s)

Understand Piaget’s theory

Key terms

Stages

Discover Vygotksky’s theory and compare to Piaget

Learn stages of language development

Review components of memory and memory strategies

WEEK 1 REVIEW

Please answer the following questions while we get started….

Pedagogical knowledge

Name 3 examples?

Content-pedagogical knowledge

Name 1 example?

Descriptive research

Name Example of positive correlation?

Experimental research

Name 2 points/features re: experiments?

Content

Maturation v learning

Both are relatively permanent changes

Maturation – biological aging

Learning – experience

Content – Piaget

Theory of cognitive development –

child as scientist – learn by exploring the world – active learners

MATURATION is key – precedes learning

STAGES and MILESTONES are emphasized

Accommodation / Assimilation

Equilibration / Equilibrium / Disequilibrium

Breakout into 4 groups…..discuss key features of each stage. One person needs to report back!

SENSORIMOTOR

PREOPERATIONAL

CONCRETE OPERATIONAL

FORMAL OPERATIONAL

6

Activity – Polling responses

Name that skill/characteristic?

Understanding that quantity remains same despite superficial changes in appearance

Realization that objects exist even when removed from view

Inability to understand another’s point of view/perception

Name that stage: ABCD polling

Children become able to manipulate mentally the internal representations they started to form in the previous stage

Learning through movement and exploring environment

Out of sight – out of mind

Representational thought

Analogical reasoning

7

Activity: Videos – piaget

http ://www.youtube.com/watch?v= gnArvcWaH6I

Conservation – quantity remains the same despite superficial changes in appearance

Peek A Boo Video – Object Permanence

Content- Vygotsky

GROUPS – Discuss the following:

DEFINE/DESCRIBE what is meant by “internalization”

Describe how language development is KEY to “internalizing”

ZPD

DEFINE/DESCRIBE

Examples in teaching or learning

Applications…

Scaffolding

How differ from “direct instruction”?

What are some scaffolding strategies?

Crucial in planning intervention, stimulating cognitive development, and sustaining intervention outcomes

9

Content- Information processing

Last approach to cognitive development…

How people at various ages process information and represent it mentally

Verbal, quantitative, memory – review these

Memory improves with age – learn about our own memory and how to control / use it

Example when you would use rehearsal?

Older children more likely to have developed memorization “strategies” and to apply information to known info.

Content – Language dev’t

Breakout / Groups —

Cooing/babbling

One-word

Overextension

Example?

Underextension

Example?

Two-word phrases

Telegraphic speech

Over/under

Overextension – calling all men “daddy” or all older ladies “grandma”. Calling all four legged objects “doggie”…calling all round objects (such as the moon or sun or wheel) a “ball.” Using a word for two many things that it doesn’t apply to.

Underextension- might call a rose a flower but think flower only applies to rose and not to tulips. Using a word “dog” only for a certain type of dog or child’s own dog instead of applying to all types of dogs. Using a word too narrowly…not applying a word to all the things it should be applied to.

Content -Memory Chapter 8

Surface level processing

Encoding – transforming sensory input into representation you can place into memory

Retrieval

Sensory memory/sensory register

Brief moment, limited info

Short-term memory

Few seconds, limited info

Long-Term Memory

Table 8.1

Chunking (20+ items)

Content -Mem. strategies

Rehearsal (elaborative vs. maintenance)

What type / examples do you see in the classroom? Rote?

Distributed vs. massed learning

Semantic vs. episodic

Recall – free recall vs. serial recall

BRAIN GAMES – Acrostics…memory strategies. National Geographic Channel

Mneumonic devices

Interactive images

Pegwords

Categorical clustering

Keywords

Content – memory interference

Proactive vs. retroactive interference

VERY tricky to keep straight

Anyone have a good way to remember?

Additional food for thought

1. During what Piaget referred to as the preoperational stage of cognitive development, children exhibit preoperational egocentrism. Give several examples of how you may see this egocentrism in children this age. Also, how should parent/teachers handle the sometimes negative outcomes of egocentrism as this stage (things like not wanting to share…)?

2. During adolescence, children once again exhibit egocentrism – it’s typically divided into two types: imaginary audience and personal fable. Describe an example of each. Also, how do you handle this exhibited egocentrism as a teacher/mentor to adolescents?

3. Most research shows that girls have more extensive vocabularies at 18 months than boys. Why do you think this is?

REVIEW – Week 2 Class Goals

Review week 1 content (answer ?s)

Understand Piaget’s theory

Key terms

Stages

Discover Vygotksky’s theory and compare to Piaget

Learn stages of language development

Review components of memory and memory strategies

REFLECTION – Q/A ?

ASSIGNMENTS/DUE DATES

DISCUSSION BOARD POST SUNDAY 1!:59

MATRIX DUE BEFORE CLASS TIME NEXT WEEK

MIDTERM RELEASED AFTER WEEK 4

Read chapter 3 before week 3 chat

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