EDU midterm - all topics

Theorists and other topic talked about in class

essentialism (*American school system*)

main idea: schools should teach students essential knowledge, basic skills, and core academic subjects to prepare them for life and responsible citizenship.

focuses on core subjects like: math, science, reading, writing, and history.

teacher centered classroom, emphasizes discipline, hard work, memorization, and high academic standards.

associated with William C. Bagley

progressivism

students learn best through hands on activities and real-life experiences,. focuses on students interests, critical thinking and teamwork. preparing students to be active problem solvers. teachers guide the students rather than fully lecturing.

supports Dewey - learning by doing

Behaviorism

learning happens through changes in behavior caused by experiences. focuses on rewards, punishments, repetition, and conditioning. behavior is shaped by ones environments. positive reinforcement in classroom.

aligns with B.F. Skinner - learning through rewards and concequenses.

Humanism

education should focus on the whole student, including their emotions, needs, and personal growth. emphasizes self-esteem, personal choice motivation, and reaching ones full potential. students should feel safe and supported. *provides quality relationship between teachers + students

positivism

knowledge should be based on facts, scientific evidence, and observation. emphasizes experiments, measurable results, objectivity, and using evidence to understand the world.

associated with Auguste Comte - knowledge through facts and evidence.

constructivism

students built their own understanding by connecting new information to what they already know. emphasizes active learning, exploration, problem solving, and learning from experience.

alligns with Jean Piagent, Lev Vygotsky, Jerome Bruner - building from your own knowledge.

John dewey

four principles of education

• students learn best through experience and hands on activities

• believed in learning by doing, problem solving, critical thinking, and cooperation.

• education should prepare students for real life and democracy.

**learning by doing

Lev Vygotsky

Sociocultural Theory of cognitive development

• students learn best from social interactions and guidance from others.

• it emphasized learning through language, culture, and collaboration.

• students learn from guidance from teachers and peers.

**learning with social interaction & help from others

Jerome Bruner

Theory of development

• students learn best by actively exploring and discovering information for themselves.

• 3 steps to learning: hands on, learning w/ images so visually, and then transforming it into language.

• Developed discovery learning and believed students should build on what they already know. Supported organizing information so students can understand it at different levels.

**learning through discovery

Jean Piaget

Theory of cognitive development

• children develop their thinking and understanding as they grow.

• developed the four staged of cognitive development. believed children built their knowledge through experiences and that learning depends on their stage of development.

**learning changes as students develop through 4 cognitive stages

*How you think

B.F Skinner

Operant Conditioning

• behavior is learned through consequences (both positive & negative) — shaped through rewards and consequences

• developed operant conditioning, belvied reinforcement increase desired behaviots, and punishment can reduce unwanted ones.

**learning behavior through changes in consequences.

Benjamin Bloom

Taxonomy

• learning involves different levels of thinking, from remebering facts to creating new ideas.

1. the Taxonomy, organizes learning into 6 levels:

2. remember

3. understand

4. apply

5. analyze

6. evaluate

7. create

**levels of learning and thinking

Robert Havighurst

developmental Task Theory

• people develop by completing specific tasks at different stages of life.

• believed development is influenced by physical growth, social expectations, and personal goals.

**developmental tasks and skills people need to accomplish at different stages of life.

*What you need to learn or accomplish as you grow.

National Defense Education Act (NDEA) - 1958

• Federal government provided funding to improve education and strengthen national defense

• passed after the soviet union launched sputnik (american felt behind)

• stimulated support for programs primarily in: science, math, and foreign language (eventually expanding to all)

• helped the united states compete with the soviet union during the cold war by improving education and scientific skills.

The VI of the Civil rights act - 1964

• prohibits discrimination based on race, color, or national origin in programs receiving federal funding.

• protects students in federally funded public schools and universities, as well as private colleges that receive federal assistant.

• it helps ensure equal educational opportunities and prevent discrimination

Elementary and Secondary Education Act (ESEA) - 1965

• forced schools to make sure that they were following the title VI civil rights act

• ensures schools integrated black and white students together in order to receive funding

• Created Title I, which provides extra funding to schools serving students from low-income families. Also supports educational programs and school improvement.

Title IX of the Education Amendments - 1972

• prohibits gender and sex-based discrimination in education programs that receive federal funding.

• protects equal educational opportunities, including access to classes, activities, athletics.

• ensures all students have equal opportunities

Section 504 of the Rehabilitation act - 1973

• protects people with disabilities from discrimination in programs that receive federal funding

• Requires schools to provide students with disabilities equal access to education. Eligible students may receive accommodations through a 504 Plan, such as extra time on tests or preferential seating.

• includes 504 & IEP plans

Education for all Handicapped Children Act (PL 94-142) - 1975

• guarantees children with disabilities the right to a free, appropriate public education.

• requires schools to provide special education services and create Individualized education programs (IEP’S) for eligible students, and educate students with disabilities alongside students without disabilities.

• prevent exclusion and unfair treatment.

Mental Model

“everything works somewhere and nothing works everywhere”

• an explanation or picture in your mind of how something works

• mental judgement of how you should teach and how everything should be working

• develops with experience

Unintentional Blindness

• failure to notice something thats completely visible because it was unexpected & your attention was focused on something else.

• brain has limited attention, so you can miss things even when they’re right in front of you

working memory

• the ability to temporarily hold and use small amounts of information in your mind while completing a task

• how we consciously interact with the world (uses critical thinking skills)

• brain has limited capacity and duration, so information can be forgotten if not repeated

Cognitive Load Theory

• students should be engaged & interested but not overloaded with information thats more than they can manage

• too much information at once will cause an overload and no learning will be retained.

Sweller’s Guidance Fading Effect

• strategy where teachers gradually reduce the amount of help they provide students as they become more fluent in a topic.

• experts and newbies learn differently

• know your audience

- lay the foundation

- then dive into critical thinking

The Forgetting Curve

• rate at which people lose information from memory overtime when they don’t review and practice it

• rate is reduced when review and practice are given

**retrieval is why reviews important

Culture of thoughtfulness

• learning environment where students are encouraged to think deeply, ask questions, consider different perspectives, and explain their reasoning

• focuses on how your students feel

• brings a overall positive environment.

Selective Attention

• ability to focus on the task at hand and ignore distractions

• helps students focus and ignore the distraction aswell.

Attention Residue

• occurs when switching between tasks, part of your attention remains on the previous task unintentionally.

• reasoning for how multitasking could be unbeneficial

Social Norms

• unwritten rules or expectations about how people should behave, this instance in a classroom

• can vary between, cultures, communities, and situtations

• help people to fit in, and avoid judgement

positive framing

• look for the best in your students '

• presenting information, feedback, or expectations in a positive and encouraging way to motivate students and support learning.

• Focuses on what students can do rather than only what they are doing wrong.

• endless fun possibilities

Learner development

teachers should be aware of how all students learn differently