PSYCLDP 3339 Syllabus Page 13 Choose your subject line from this list for each

Psycldp 3339 syllabus page 13 choose your subject

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PSY/CLDP 3339 Syllabus Page 13
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Choose your subject line from this list for each chapter : Please remember to discuss each concept in the context of the chapter —reading just the paragraph in which the concept appears will not provide sufficient foundation for your analysis. Don’t just give an example. How does understanding this concept influence your teaching or learning? Chapter 2: Constructivism Assimilation & accommodation Disequilibrium & equilibration Critique of Piaget’s ideas Sociocognitive conflict Cognitive tool Self-talk & inner speech Internalization Zone of proximal development & level of potential development Mediated learning experience Scaffolding, cognitive apprenticeship, and guided participation Chapter 3: Authoritative, authoritarian, permissive, neglectful parenting styles Culture shock and teacher empathy Temperament & goodness of fit in teaching Sense of self and implications for behavior Self-efficacy Imaginary audience & personal fable Ethnic identity Peer pressure & self-socialization Cliques & crowds Popular, rejected, controversial, and neglected students Recursive thinking Physical, relational, social aggression Proactive & reactive aggression Hostile attributional bias Induction of empathy & empathy-based guilt Chapter 4: Culture shock (from Ch 3) & cultural mismatch Cultural and ethnic diversity and teacher assumptions or biases Acculturation Worldview Culturally responsive teaching Promoting gender equity Poverty, homelessness, and resilience Chapter 5: Differentiated instruction Analytic and holistic thinking Learning dispositions Distributed intelligence Inclusion, LRE, IEP Accommodations & adaptation of instruction with regard to ________________(choose any specific category of needs/disability) Chapter 6: Construction or constructivism Human memory system: sensory register, working memory, long term memory Declarative, procedural, conditional knowledge Explicit and implicit knowledge Rote learning, rehearsal, automaticity Meaningful learning & conceptual understanding Misconceptions and conceptual change Confirmation bias Elaboration and organization Knowledge base, prior knowledge activation Mnemonic techniques Situated learning, situated cognition Hot cognition Recognition versus recall tasks Chapter 7: Metacognition Comprehension monitoring Illusion of knowing Cognitive load Epistemic belief Transfer, positive and negative Authentic activities Culture of transfer Encouraging creativity Critical thinking Convergent and divergent thinking Chapter 8: Chapter 9: PSY/CLDP 3339 Syllabus Page 14
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Situated learning and cognition Distributed cognition and distributed intelligence Individual constructivism (ch 6) vs Social constructivism Mediated learning experience Information literacy Schema and script Worldview Community of learners Authentic activities Effective and ineffective uses of technology Importance of contiguity and contingency Generalization and discrimination
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