Midterm+Part+C

For each item, write a short paragraph in which you distinguish between the two concepts by defining them and describing the main differences between them and explain how knowledge of both might help someone be a more effective teacher. -For the purposes of studying, each person should add three sentences minimum to the terms you are discussing, please number and bold your terms.

1. **behaviorism/cognitive science**(TWCT p. 283-286) __Behaviorism__: Pioneered by psychologist B.F. Skinner(1904-1990), followed a theory know as //operant conditioning// which says that learning is a "learner's response to various stimuli." (TWCT p.283) Along these lines it is believed that people will learn to act in certain ways that will yield rewards rather than punishment. Tate's lecture on Modern Learning Theory(2-17-09) Info - [ short term memory - long term memory - retrieval ] - Reaction __Cognitive Science__: Study of how the brain stores and remembers facts. Led to Constructivism; teacher cannot transmit facts to the student, but the student must construct that knowledge so that they can readily retrieve it later. Tate's lecture on Modern Learning Theory Differences: -Behaviorism focuses on the input and output of information. It does not worry about how the brain functions, just that information goes into the brain and a response comes out. -Cognitive science considers how the brain remembers things and works to help a student's mind remember information

__Perennialism__: The student is there to listen and learn since the teacher is an expert in the field. Has an unchanging focus on the classics and does not necessarily relate to modern day applications. (I wouldn't say that it doesn't relate to modern-day applications. Students are supposed to find the timeless wisdom in the classical literature, that will allow them to understand how to respond to any sort of situation, including modern-day applications.) __Romanticism__: Teacher interacts with the student and guides them through cooperation to the information. Curriculum changes depending on the interests of the student. Differences: -Perennialism is a more rigid curriculum that just transfers knowledge to students -Romanticism- is a more dynamic curriculum that can adapt to the needs/interests of the student and allows students to construct and analyze their own ideas.
 * 2. Perennialism/Romanticism**(TWCT 286-267 Table 9.1)

Romanticism: a child-centered philosophy of education that condemns the influences of society and suggests a child's natural curiosity and the natural world should be used to teach, instead. Progressivism: a form of educational philosophy that sees nature as ever changing. Because the world is always changing and new situations require new solutions to problems, learners must develop as problem solvers. Differences: -Romanticism focuses on the child's self-learning ability, and progressivism focuses more on developing the child's problem-solving ability -Unlike the romantic educator who may see society as negative influence on the student, the progressive sees society as an integral aspect of the student's life. -Progressives view schools as small societies in themselves, places where students are learning as they live life, not simply preparing for life. //TWCT Chapter 9 (Kristen Dimitriades)//
 * 3. romanticism/ progressivism**


 * 4. mnemonics/ chunking**
 * organization is a mental operation that helps us remember things - chunking is part of organization - it's the breaking down of something into to smaller "chunks"
 * association is another mental operation that aids to the ability to remember things - mnemonic devices is part of association - mnemonics are usually verbal, something like a poem or particular word used to help a person remember things - rely on associations between easy-to-remember constructs which can be related back to the data that is to be remembered //Sources are Tate's Lecture 2/27/09 and Wikipedia (Alicia Mello)//


 * Both are techniques to aid in turning short-term memory information into longer term memory
 * Mnemonics is a repetition tool in which lists, terms or groups are represented by letters, a word or a phrase (My Very Educated Mother Just Served Us Nine... = Mercury Venus Earth Mars Jupiter Saturn Neptune)
 * Chunking is an organizational method in which smaller pieces of information are studied and associated (rather than huge concepts and lots of information.)
 * Both techniques are widely used and make memorization easier and meaningful in multiple, fun ways; both for students and for the teacher as an example of a learner. //(Julia Richmond)//


 * An example of chunking is remembering a phone number. You remember it in the first 3 parts, and then the next 3, and the final three. For example, I remember my phone number 860, then 575, then 3338. Please don't call me. ;)


 * Mnemonics can consists of rhymes and catch phrases like "I before E, except after C", spelling acronyms like Richard of York Gave Battle in Vain means Red, Orange, Yellow, Green, Blue, Indigo, Violent (the colors of the rainbow), and list order acronyms like E, G, B, D, F (music) is remembered as Every Good Boy Deserves Fudge.(Emily Pfannenstiel)

//**5. perception/attentional screen**//


 * perception refers to the process of understanding sensory information
 * attentional screen: according to Tate's lecture, one's attentional screen is one's ability to tune out unrelated stimuli, in order to focus on the task at hand. People who effectively use their attentional screens will be able to remain focused despite many other distractions.
 * Information that goes into the brain is shaped by perception and attentional screen - then expressed through reaction //Source is Tate's Lecture 2/17/09 (Alicia Mello) that's all I can find as well//

//**6. schema/mental processes**// Both terms refer to the brain, knowledge and retainment of knowledge which can be used consciously by the teacher in the classroom //Sources from texts????? Couldn't find any.....suggestions//
 * schema refers to a representation of a plan or theory in the form of an outline or model
 * mental processes refers to all mental or cognitive processes which //include// perception, but also involve introspection, memory, conception and emotions
 * Both part of mental operations
 * structure - schema - everyone's schema is different because it is molded by your life experiences - (world associations) --> Knowledge
 * mental process - meaningfulness --> Knowledge //Source is Tate's Lecture 2/17/09 (Alicia Mello) this all I could find on these items, any suggestions for other sources?//

A schema can also be described as a person's expectations of a particular theory/event/plan/etc. Tate provided an example in class, in which students in the United States and Japan were asked to draw a bird in class. Different schemas (apparently that's not the plural of the word...) were illustrated, since the American students drew eagles, cardinals, robins, or other birds, while most Japanese students drew a crane.


 * 7. Intrinsic Rewards/ Extrinsic Rewards**
 * Intrinsic Rewards- internal satisfactions from work
 * Extrinsic Rewards- public, external attractions to a profession
 * Evaluation both the intrinsic and extrinsic rewards of being a teacher will help in choosing the proper job.

//(Julia Richmond)//


 * Intrinsic Rewards - Rewards to an individual that come from within, such as personal satisfaction or happiness. In teaching, helping students learn and grow is an intrinsic reward.* Extrinsic Rewards - Rewards to an individual that are external to the activity itself, such as grades, gold stars, and prizes. In teaching, summers and weekends off, good health care plans, money, and a lot of vacations are extrinsic rewards.(//Those Who Can, Teach// p. 500) (Emily Pfannenstiel)

-academic behaviors of a teacher are to: stimulate, motivate, and encourage interest in subject show enthusiasm teach appreciation as well as content teach thinking processes challenge students, demand excellence -relational behaviors of a teacher are: know children or adolescents demonstrate dedication to students serve as nurturing advisors take time to listen to students teach values by modeling good conduct transform students' lives understand community goals and values All of these behaviors combined are the qualities an award-winning teacher should have. //Tate Worksheet (Kristen Dimitriades)(edited by Jess Couture)//
 * 8. academic responsibilities of teaching/ relational responsibilities of teaching**

//Information from Those Who Can, Teach, p. 161 (Lauren Lutz)//
 * 9. a teacher's expectations / a student's self-fulfilling prophecy**
 * The self-fulfilling prophecy states that student's behavior can be a result of the teacher's expectations: if a teacher expects a student to behave in a certain manner of perform to a certain level of ability, the teacher might often display these expectations to the student (in either overt or subtle manners), and the student will behave or perform in the expected way.
 * In //Those Who Can, Teach//, two researchers, Thomas Good and Jere Brophy, suggest that a teacher's attitude is particularly influential in causing the occurrence of the self-fulfilling prophecy.

//For more information, consult Those Who Can, Teach, pp. 459-461. (Lauren Lutz)//
 * 10. INTASC / NBPTS**
 * **INTASC = Interstate New Teacher Assessment and Support Consortium --> NEW TEACHERS**
 * INTASC standards are the ten core principles, or requirements, that all new teachers must meet in order to enter the profession.
 * **NBPTS = National Board for Professional Teaching Standards --> EXPERIENCED TEACHERS**
 * This organization attempts to provide greater support to superior (aka, Level Three) teachers. The NBPTS is primarily concerned with strengthening the professional reputation of teaching, and thus, strives to raise the standards of the teaching profession.
 * **Five Distinguishing Characteristics:**
 * 1) The NBPTS only deals with experienced teachers. An **experienced** teacher has achieved a degree from an accredited university/college, and has three years of teaching experience, if not more.
 * 2) NBPTS certification is not a mandatory requirement to teach; it is voluntary. (But, it does result in a salary bonus of up to $5,000 per year.)
 * 3) NBPTS certification assesses one particular subject matter. There are twenty-seven different examinations a teacher can take, to get certified in subject matters such as early childhood, language arts, etc.
 * 4) The NBPTS assesses teachers by any of the following: evaluating a video-recorded instance of a candidate teaching, evaluating the work of the candidates' students, and evaulating sample lesson plans or other items that a teacher has created and provided.
 * 5) A board of sixty-three directors evaluate candidates, and 2/3 of board members are teachers.