Unit III Review
A. Objectives for Chapter 9
By the end of the chapter, students should be able to:
1.
Describe the assumptions underlying behaviorism and their implications for classroom practice.
2.
Distinguish between classical conditioning and operant conditioning, and use each of these learning theories to
explain how a variety of responses may be learned in the classroom.
3.
Compare positive and negative reinforcement, and list numerous forms that reinforcement might take in a classroom
setting.
4.
Explain how teachers can apply the following concepts to help children develop and maintain appropriate and
productive classroom behaviors: token economy, group contingency, contingency contract, shaping, cueing, setting
event, behavioral momentum, extinction, reinforcement of incompatible behaviors, punishment, and intermittent
reinforcement.
5.
Devise strategies for improving the classroom behavior and academic performance of chronically off-task or
misbehaving children.
6.
Use behaviorist principles to explain the diversity that teachers are likely to see in children’s behaviors.
7.
Describe both strengths and limitations of behaviorist approaches.
Vocabulary: behaviorism, operant/classical/ conditioning, response, stimulus, US, UR, CR, CS, neutral stimulus,
generalization, discrimination*, extinction, positive and negative reinforcement, primary and secondary reinforcers,
intrinsic, self-efficacy, applied behavior analysis, functional analysis, positive behavioral support
From Chapter 10
1. Identify situations and conditions in which teachers can use modeling to facilitate children’s learning.
Vocabulary: observational learning, modeling
B. Chapter 10/11/12
READING ASSIGNMENTS:
From Chapter 11: Nature of Motivation, How motivation effects learning and behavior, Extrinsic/Intrinsic Motivation,
Theoretical Perspectives (365-370)
From Chapter 10: Self Efficacy (pages 340-346)
From Chapter 12 Goals (403-410) Attributions & Expectations (412-423)
From Chapter 11 & 12: Diversity (383-385 $ 424-428)
Objectives for Chapter 10
1.
Define self-efficacy, explain its effects on children’s learning and behavior, and describe several ways to enhance it.
2.
Explain why it is important that teachers as well as students have high self-efficacy.
Objectives for Chapter 11
1.
Define motivation and describe its effects on behavior. Distinguish theories of motivation.
2.
Distinguish between intrinsic motivation and extrinsic motivation, and explain why intrinsic motivation is usually
more desirable.
3.
Describe several cultural, gender, and socioeconomic differences that teachers might see in children’s motivation and
affect.
4.
Explain how a teacher might accommodate the unique motivational and affective characteristics of children with
special educational needs.
Objectives for Chapter 12
1.
Contrast mastery goals and performance goals in terms of their effects on learning and behavior, and describe several
ways in which a teacher can promote mastery goals.
2.
Describe several other kinds of goals that are apt to influence children’s classroom behavior.
3.
Explain how children’s explanations for success and failure (i.e., their attributions) are likely to influence their
thoughts and behaviors, and identify ways in which teachers can help children make accurate and productive
attributions.
4.
Explain how teachers’ beliefs and expectations can influence children’s classroom achievement, and describe several
strategies that teachers can use to ensure that their beliefs boost, rather than hinder, students’ progress.
5.
Describe cultural, gender, and socioeconomic differences in the cognitive factors that underlie children’s motivation.
Vocabulary: Motivation, Extrinsic & Intrinsic Motivation, flow, traitt theory, achievement motivation, Maslow’s
Hierarchy of Needs, self-efficacy, core goal, various types of goals, attributions, mastery orientation/ learned
helplessness, self-fulfilling prophecy, stereotype threat
C. Objectives for Chapter 13
By the end of the chapter, students should be able to:
1.
Explain how planning, instruction, classroom management, assessment, and student characteristics are intertwined.
2.
Formulate instructional goals and objectives that can facilitate a teacher’s selection of instructional strategies and
assessment procedures.
3.
Describe three different ways in which, through task analysis, a teacher can break complex skills and topics into
small, manageable components and teach them in an appropriate sequence.
4.
Describe a variety of instructional strategies (at least three teacher-directed strategies and at least three studentdirected strategies) for helping children learn new material, process it effectively, and use it in new situations.
5.
Describe the conditions under which each instructional strategy is most likely to be effective in promoting children’s
learning and achievement.
6.
Identify instructional strategies that may be especially suited to children of different genders, cultural backgrounds,
and special needs.
Vocabulary: expository, collaborative, teacher and student-directed instruction, Bloom’s Taxonomy, mastery learning,
direct instruction, discovery learning, authentic activity, reciprocal teaching, cooperative learning