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2011-12-13 14:46:56
3302 essay

3302 essay
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  1. how does anxiety interfere with student
    achievement and what do students do to cope?
    • -focusing attention – they half-pay
    • attention to the material, and half-pay attention to their anxiety. Students may miss much of the
    • information they are supposed to learn because their thoughts are focused on
    • their own worries.

    • -learning – they have trouble learning
    • material that is somewhat disorganized and difficult – material that requires
    • them to rely on their memory. They
    • have poor study habits and cannot learn it.

    • -testing – they often know more than they
    • can say on a test. They may lack
    • critical test-taking skills, or they may have learned the materials but “freeze
    • and forget” on tests.

    • Problem solving – planning a study
    • schedule, borrowing good notes, finding a protected place to study

    • Emotional management – relaxation exercises
    • or describing the feelings to a friend.

    • Avoidance – they do everything they can to
    • avoid the task at hand.
  2. What are the various dimensions of
    epistemological beliefs?
    • -Structure of knowledge – is knowledge in a
    • field a simple set of facts or a complex structure of concepts and relationships?

    • -stability/certainty of knowledge – is
    • knowledge fixed or evolving over time?

    • -Ability to learn: is the ability to learn
    • fixed (based on innate ability) or changeable?

    • -Speed of learning – can we gain knowledge
    • quickly or does it take time to develop knowledge?

    • -Nature of learning – Does learning mean
    • memorizing facts passed down from authorities and keeping the facts isolated,
    • or developing your own integrated understandings?
  3. What’s the difference in the various levels of
    Maslow’s hierarchy?
    • Survival, then safety, then belonging, then
    • self-esteem (ALL deficiency needs)

    Higher-level needs (being needs)

    • Intellectual achievement, aesthetic appreciation,
    • self-actualization
  4. How can teachers support gender equity?
    • -Check to see if textbooks and other
    • materials you use present an honest view of males and females with flexible
    • role definitions, both traditional and non-traditional roles presentations i.e.
    • female firemen and female nurses, both.

    • -Watch for any unintended biases in your
    • own classroom: do you call on one sex more than another or spend more time with
    • one sex over the other? Do you have
    • biases about learning (EG girls aren’t good at math)

    • - Be aware of ways your school might be
    • limiting options open to male/female students. EX: sports programs for both
    • sexes, AP classes for boys in English and girls in math.

    • -Provide flexible role models samples to
    • students: assign reading or on-line research with male and female flexible role
    • models.

    • -Make sure all students have a chance to do
    • complex, technical work.
  5. What do parents think about self-determination
    and control in the classroom and what does information control theory have to
    • -Classroom environments that support student
    • self-determination and autonomy are associated with greater student interest,
    • sense of competence, creativity, conceptual learning, and preference for
    • challenge.

    • -Controlling environments tend to
    • improve performance only on rote recall tasks. When students are pressured to perform, they often seek the
    • quickest, easiest solution.

    • - Parents and students seem to
    • prefer more controlling teachers, even though the students learn more when
    • their teachers support autonomy.

    • If an event is highly controlling,
    • if it pressures students to act or feel a certain, way, then students will
    • experience less control and their intrinsic motivation will be diminished.

    • -If the event provides information
    • that increases the students’ sense of competence, then intrinsic motivation
    • will increase. (EG do not say “you
    • earned an A because you followed directions”.. controlling. Say “you earned an A because you
    • understand the concepts…” increase intrinsic motivation)