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FINAL EXAM STUDY GUIDE
DR. Von mizener
EDOL 631 3
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
– 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]
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.
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
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
