inquiry intro learning final

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No Child Left Behind Act (2002)

• required all students to reach proficiency by 2014

• led to “teaching to the test”

• school funding dependent upon student test performance

Every Student Succeeds Act (2015)

• states determine interventions for underperforming schools

• funding based on neighborhood

• districts decide when to test and the school climate

• low behavior control and rise in student mental heath issues

social emotional learning

integrating cognition, emotion, and behavior into learning. builds student’s self-awareness and social skills

PATHS (SEL)

promoting alternative thinking strategies, develops students self-control, emotional regulation, attention, communication, and problem solving

prosocial behavioral education (SEL)

promoting kindness, empathy, respect, cooperation. leads to higher student engagement, reduced absences, greater academic achievement, fewer behavioral disruptions

quasi-experimental

uses naturally existing groups, not random groups

statistically significant differences

not likely to be because of chance, could imply cause/effect

mixed methods research

using qualitative and quantitative data

intersectionality

overlapping social identities (gender, sexual orientation, SES, ethnicity, religion, age)

ethnic-racial identity

the beliefs, feelings, and significance people have about their ethnicity/race

nigrescence

black racial identity model by William Cross. five stages:

• pre-encounter

• encounter

• immersion

• internalization

• internalization-commitment

gender-schema theory

using gender as an organizing theme to classify/understand the world, developed by age 5

questions across developmental theories

nature v nurture, continuity v discontinuity, critical v sensitive period

general principles of development

people develop at different rates, people develop in a relatively orderly manner, development takes place gradually

experience-expectant neuron production

• expecting stimulation

• oversees development in brain’s large areas

• if neurons not stimulated, pruning occurs

experience-dependent production of neurons

• form in response to experiences

• involved in individual learning

• stimulating environments improve development

• extreme deprivation negatively affects development

four factors Piaget identified to influence change in thinking

• maturation: genetically programmed biological changes

• activity: exploring, observing, organizing information

• social transmission: learning from others

• equilibration: applying our schemes to new information

sensorimotor stage (0-2)

• thinking involves senses

• children learn object permanence

• can achieve logical, goal-directed actions

• learn to reverse actions but not thoughts

preoperational stage (2-7)

• stage before child masters logical mental operations

• ability to see actions carried out and reversed mentally

• able to form and use symbols

• think logically but cannot reverse thinking

• egocentric

teaching in the preoperational stage

• use concrete props and visual aids

• make instructions short and model processes

• help children to see other’s viewpoint

• set clear rules for sharing and establish the value of sharing

concrete operational (7-11)

• hands on thinking

• reasoning and ability to solve conservation problems

• reversibility

• classification

• abstract and theoretical thinking

teaching concrete operational

• use visual aids

• allow to manipulate objects and do hands-on experiments

• use brief, well-organized presentations and readings

• use familiar examples when teaching abstract ideas

formal operational (adolescence to adulthood)

• abstract thinking

• coordination of multiple variables

• deductive (top-down) and inductive (bottom-up) reasoning

• adolescent egocentrism (sense of imaginary audience)

teaching formal operational

• allow to explore hypothesized questions

• allow to solve problems and reason scientifically

• justify multiple opinions

information processing

• attention, memory capacity, learning strategies

• used to organize, plan, perform goal-directed actions

Vygotsky’s sociocultural perspective

• believed social interactions shape cognitive development

• emphasis on interactions between children and adults

• internalization of co-constructed processes by the child

Piaget v Vygotsky

Piaget:

• saw private speech as sign of immaturity and egocentric

• thought development was an active construction of knowledge

• saw learning as a passive formation of associations awaiting readiness

• thought cognitive development preceded learning

• favored discovery learning

Vygotsky:

• saw private speech as important in cognitive development and self-regulation

• thought development was a process set in motion by learning

• saw learning as an active process and tool in development

• believed other people played a significant role in cognitive development

• favored guided learning

Erik Erikson’s crises

trust v mistrust, autonomy v shame, initiative v guilt, industry v inferiority, identity v role confusion, intimacy v isolation, generativity v stagnation, integrity v despair

self-concept

an individual’s knowledge about themselves and how others see them

bronfrenbrenner’s bioecological model

• microsystem: friends, family, teachers, classmates

• mesosytem: interactions among microsystem elements

• ecosystem: social settings that affect student

• macrosystem: lager society

• chronosystem: generations

Kohlberg’s theory of moral development stages

pre conventional, conventional, post conventional

Kohlberg’s pre conventional stage of moral development

judgement based on person’s needs/wants

• stage 1: obedience orientation

• stage 2: rewards/exchange orientation

Kohlberg’s conventional stage of moral development

judgement takes into account laws and society’s expectations

• stage 3: being nice/relationship orientation

• stage 4: law and order orientation

Kohlberg’s postconventional stage of moral development

judgement is abstract, includes principles of justice

• stage 5: social contract orientation

• stage 6: universal ethical principles orientation

three component model of creativity

• domain-relevant skills: talents, competencies

• creativity-relevant processes: work habits, personality traits

• intrinsic motivation: deep curiosity, fascination

intelligence v intellect

• intelligence: ability to learn

• intellect: desire to learn

which of the following children has most likely reached the concrete operational stage of cognitive development according to Piaget’s four stages?

Cori places the six colorful containers in order of size from smallest to largest.

One of the girls in Mr. Kent’s class is shy and has difficulty making friends. Her social skills are immature and awkward. She usually walks to class alone, holds her head down, avoids contact with other students, and tries not to speak up in class. Based on the categories of children’s popularity, this girl’s behavior fits which category?

rejected withdrawn

According to Vygotsky, language is important for thinking because:

Language underlines our conceptual understanding.

resource-limited taskts

performance improves with allocation of more attention

data-limited tasks

successful processing depends on amount of data available

automated tasks

processing happens without much attention

short term memory

holds info for about 20 seconds, can generally hold 5-9 separate bits of new info

phonological loop

part of working memory that holds and releases words/sounds for 1.5-2 seconds

visuospatial sketchpad

part of working memory that holds visual, tactile, spatial info

episodic buffer

part of working memory that integrates info from phonological loop, visuospatial sketchpad, and long-term memory

intrinsic load

essential cognitive resources required by the task

extraneous load

required to process stimuli irrelevant to the task; avoidable and unproductive

germane resources

redistributes working memory resources away from extraneous activities and towards learning

maintenance rehearsal

rehearsing in phonological loop/visuospatial sketchpad

elaborative rehearsal

associate info with what you already know

chunking

grouping individual bits of data

semantic memory

memory for reasoning, words, facts, theories, concepts

episodic memory

long term memory for information tied to a particular time and place

implicit memory

unconscious recall, influences thoughts or behaviors without us knowing

explicit memory

can be recalled and consciously considered

flashbulb memory

clear, vivid memory of emotionally important events

procedural memory

memory of skills, habits, performing tasks

mental scripts

schema for a sequence of steps in a common event

spreading activation

retrieval of pieces of info based on their relatedness to one another

declarative knowledge

verbal info, facts, words and symbols

procedural knowledge

applied knowledge, must be demonstrated

self regulatory knowledge

knowing how/when to use declarative or procedural knowledge

essential metacognition skills

planning, monitoring, evaluating

schema-driven problem solving

recognize problem as disguised version of an old problem

algorithm

step by step procedure for solving a problem

heuristic

general strategy used in attempting to solve problems

functional fixedness

inability to use objects/tools in a new way

response set

being rigid in response and tending to respond in the most familiar way

representativeness heuristic

automatically applying a heuristic based on our prototypes/stereotypes

availability heuristic

making judgements based on what’s available in our memory

belief perseverance

tendency to hold beliefs even in the face of contradictory evidence

three elements for teaching critical thinking

dialogue, authentic instruction, mentorship

disputative v deliberative argumentation

• disputative: support claims with evidence and try to convince opponent to switch sides

• deliberative: compare and contrast sides, collaborating to pick the correct side

supporting transfer

practice a skill past the point of mastery, use warm up activities that practice prior knowledge

robust knowledge

deep - recognize underlying principles and key features, connected - link separate bits of info, and coherent - consistent, detecting inconsistencies

teaching for robust knowledge

provide deliberate practice and have clear criteria for excellence, provide worked examples, link features in problems to underlying principles, integrate multiple texts, have students give self-explanations

cognitive scaffolding

transfer, support, fading

motivational scaffolding

support attention, interests, emotions

four categories of inquiry activities/processes

• procedural: hands-on, experimental

• epistemic: drawing conclusions based on evidence

• conceptual: connecting to prior knowledge

• social: discussing, arguing, debating, presenting, collaborating

collaboration

philosophy about how to relate to others

cooperation

working with others to attain shared goal

reciprocal learning

working in pairs/triads to ask and answer questions about lesson material

jigsaw learning

become an expert on one topic and teach other students in the group

constructive/structured controversy

work in groups to research a controversy and debate pros/cons

triadic reciprocal causality

personal, environmental, and behavioral components all in constant interaction

modeling

factors that affect learning by observing modeled behavior; influence depends upon age of observer, status of model, similarities between model and observer, outcomes of model’s actions

vicarious reinforcement

punishment observed that reinforces observer not to do a behavior

self-reinforcement

intrinsic/extrinsic motivation

human agency

capacity to coordinate learning skills, motivation

self-efficacy

judgement of own ability to complete a task

self-esteem

judgement of self worth

self-concept

global self-perception, judged by comparing self to others and by internal comparisons

sources of self efficacy

mastery experiences, vicarious experiences, social persuasion, physiological/emotional

Zimmerman’s 3 phase cycle of self-regulation

forethought: analyze tasks, set goals, plan strategies

performance: use strategies and self-talk/monitor

reflection: evaluate; attribute success to effort and strategies, revise goals for next time

self-regulation

dependent upon interaction of personal, environmental, and behavioral factors

self determination theory of motivation

competence, autonomy, relatedness create intrinsic motivation

Maslow’s hierarchy

• low level needs: survival, safety, belonging, esteem

• high level (growth): cognitive, aesthetic, self-actualization

achievement goal motivational theory

• mastery approach: complete a task for self-improvement

• mastery avoidance: avoiding a task because you won’t learn as much as you need to complete the task

• performance approach: complete a task to achieve superiority or receive reward

• performance avoidance: avoid the task to avoid shame, embarrassment, self-doubt

expectancy x value theory

motivation a product of the expectation of reaching the goal, the value of the goal, the cost of reaching the goal