Exam 2 study guide

Exam 2 study guide - EDPS 235 LEARNING AND MOTIVATION Study...

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EDPS 235 - LEARNING AND MOTIVATION Study Guide for Exam 2 Prof. Ala Samarapungavan Study Strategies for the Exam Read the chapters in textbook & lecture notes Identify key theories and concepts Know which theories go with what specific concepts Make sure you know / understand core concepts Try to identify positive and negative instances or examples of concepts Identify similarities and differences between theoretical perspectives Know the educational applications associated with each perspective Know what adaptations are appropriate for learners with diverse needs Topics For Exam 2 Constructivism: Thinking: Ormrod Ch. 8, & Lectures Cognitive Development: Constructivism - Sub Topics Constructive Processes in Learning & Memory Organizing Knowledge - Concepts, schemas & scripts, personal theories Origins & Effects of Misconceptions Promoting Knowledge Construction & Conceptual Change Diversity in Constructive Processes Constructivism: Focus Questions
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Read the activities listed below and state which activity would be the most consistent with a constructivist perspective on learning 1. Students observe birds in the school yard to learn what they eat 2. Students look at a list of common birds and the foods they eat. Then students work through matched-pair practice problems, matching foods to birds until they get all problems right 3. Students ask a naturalist what foods birds in their area eat A middle school teacher in Indiana gives students in the following list of species associated with water: Eel, Shark, Salmon, Salamanders, Trout, Turtle, Lobster, Dolphin, and Seal. She asks students to identify key features of each species and to use these features to classify each species into higher order categories such as “Fish,” “Mammals,” in a biological “tree of life.” Students are asked to justify each classification. Below are list of statements about why this activity should helps students learn. Identify the statement that is unlikely to be a reason for learning. 1. The activity connects classroom learning to students everyday lives 2. The activity helps students identify salient features of biological categories such as fish and mammals by identifying positive & negative instances. 3. The activity helps students organize biological knowledge 4. The activity helps students understand conceptual relations among biological classes Below are some examples of how people use concepts. For each example identify which term best describes the situation – (a) misconception, (b) overgeneralization of concept , or (c ) under generalization of concept 1. Jenny, a 3-year-old refers to all dogs as “Spot,” which is the name of her Dalmatian puppy. Jenny’s use of the word dog is ---------------- 2. Psychology majors read the following description, “Dad is so annoyed by the noise his kids are making that he yells at them to
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Exam 2 study guide - EDPS 235 LEARNING AND MOTIVATION Study...

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