PLT PRAXIS

Empathetic Development

Theory by Robert Selman on perspectives with 5 major stages: undifferentiated, social-informational, self-reflective, third-party, and societal

Undifferentiated perspective

Earliest stage of perspective-taking. Child knows that other people can have different thoughts or feelings, but still confuse or mix up their own pov with the views of others

Social-performative perspective

Stage 2 of perspective-taking. Realize perspectives exist and can be different for others, but generally still assumes their own POV is the best.

Self-reflective perspective

3rd stage of perspective-taking. Can see, think, or feel others perspective (first signs of empathy). Can generally assume other pov are equally valid.

Societal Perspective

Last stage on perspective-taking. One realizes that neutral bystander is influenced by societal contexts. Realizes different societies would have different neutral perspectives.

Kohlberg’s Moral Development Theory

3 stages of moral development (Pre-conventional, conventional, post-conventional)

Pre-conventional Stage (Kohlberg’s Moral Development Theory)

choices are based solely on the consequences associated with them: Punishment and Instrumental Relativist Orientation

Conventional Stage (Kohlberg’s Moral Development Theory)

the morality of an action is based on how society views it: Good Boy Orientation and Law and Order Orientation

Post-conventional stage (Kohlberg’s Moral Development Theory)

humans evaluate situations and actions independently of how society views them: Social Contract Orientation and Universal Ethical Principles Orientation

Piaget’s Four Stages of Cognitive Development

Sensorimotor, Pre-Operational, Concrete Operational, and Formal Operational

Sensorimotor

Piaget’s First stage of development, 0-2, learn about the world through their basic senses and physical actions

Pre-Operational

Piaget’s second stage of development, 2-7, use symbols, develop language, engage in pretend play

Concrete Operational

Piaget’s third stage of development, 7-11, Understand logical reasoning, but not yet abstract thought

Formal Operational

Piaget’s fourth stage of development, 12-adulthood, thinking abstractly

Self-regulation

includes two main types of control, emotional and cognitive

self-regulatory skills

Recognizing and Naming Emotions, mindfulness, anger and stress management, patience, impulse control, resilience, and conflict resolution

3 core learning theories

behaviorism, cognitivism, constructivism

Classical Conditioning

Learning through repeated association between a stimulus and an automatic response

Operant Conditioning

Learning through the use of rewards and punishments to strengthen or weaken a behavior

Schema

A mental framework built from prior knowledge that helps make sense of new information

Scaffolding

Temporary support provided to help a student complete a task they cannot yet do independently

Zone of Proximal Development

The range between what a student can do alone and what they can do with guidance

Inquiry Learning

An instructional approach in which students build understanding by asking questions, investigating, and drawing conclusions through exploration and discovery

Transfer

The ability to use knowledge or skills in new situations

inductive reasoning

the ability to decide if a conclusion is correct or incorrect based on the supporting evidence (Possessed in operational stage)

deductive reasoning

cognitive process where a person moves from general principles or premises to a specific, logical conclusion

Constructivist approach

Created by Bruner, children construct or create new knowledge by relaying their current and prior knowledge

Vygotksy

Built upon constructivist theory, with Zone of Proximal Development

Social Learning Theory

Created by Bandura, idea that children learn by observing others

Montessori Method

Founded by Maria Montessori, children construct their own learning through hands-on interaction with the environment

Reggio Emilia Approach

Founded by Loris Malaguzzi in Reggio Emilia, Italy. A Constructivist approach that focuses on self-guided learning through exploration

Blooms Taxonomy

classify educational learning objectives into levels of complexity and specificity

Blooms Taxonomy Levels

Remember, Understand, Apply, Analyze, Evaluate, Create

How to help metacognition

Activate prior knowledge, KWL, and questioning

Individualized Behavioral Intervention Plan

When different functions of behavior are identified for intervention (functions of behavior are attention, tangible, escape, and automatic