Questions

from which twenty will be selected for the 401 quiz 1 on Frdiay, June 13th.

1. What are the three ways that Piaget believes children move from one kind of thinking to another. Explain.
2. What is Piaget's main contribution to our understanding of child development?
3. What does Vygotsky mean by the term “zone of proximal development”?
4. Describe Vygotsky's view of how language and thinking interact.
5. 5. Explain the basic difference between Classical Conditioning and Operant Conditioning and give an example of each.
6. Describe the Social Learning Theory.
7. Explain how Watson's “Little Albert” experiment demonstrates classical conditioning.
8. Describe how behaviourists believe that children learn and develop. Give an example.
9. How does the Information Processing theory of memory differ from earlier theories? Explain.
10. Describe the concept of a schema and give an example (not used in class) of how a schema works.
11. Give three examples of “active learning”.
12. A number of steps are useful to consider when you are teaching processes or information that you wish students to transfer to other situations. Based on the diagram shown in class, describe an effective review process and explain why the parts are important.
13. Explain episodic memory and describe the two other kinds of memory.
14. What are the three basic parts of memory and what is the role of each?
15. What do we mean by the term “mnemonics”? Give an example of a mnemonic device.
16. What do we mean by the range of development in relationship to genetic basis and environment?
17. How do growth and maturation differ? Give and explain one specific example of each related to human development.
18. Outline the procedure used in Discovery Learning.
19. Explain expository learning.
20. What is an Advance Organizer? Give an example.
21. Describe three characteristics of critical thinkers? Explain what these “characteristics” mean.
22. Explain the difference between a criterial attribute of a concept and a non-criterial one.
23. Describe the three types of concepts
24. Jerome Bruner suggests that there is a common progression in the ways that concepts should be taught to children. Describe these three kinds of learning.
25. Concepts can be classified on four different aspects of concept teaching. Identify these and give an example of each.
26. Write a measurable objective. It can be either in “Mager” style or a “Gronlund” style. Explain why it is one rather than the other.
27. Bloom's Taxonomy suggests that different kinds of questions and objectives are necessary to encourage different kinds of thinking. Explain his levels.
28. How is assessment different from evaluation? Explain, give an example of each.
29. Give an example of when you might choose to use portfolios for evaluation. Explain why.
30. Describe an assessment pattern that would provide the most opportunities for success for students in your classes.