chapter 5-8

Question 1

outside-in

Answer 1

using language, comprehension, narrative

• beginning, middle, and end of a story
• example: kara tells a story about going to a baseball game with her dad
• emergent READING

Question 2

inside-out

Answer 2

phonological awareness, letter knowledge

• applying the rules to sound out and speak words
• emergent WRITING (D-O-G)

Question 3

expressive language

Answer 3

words a person can speak

- about 2,600 by age 6

Question 4

receptive language

Answer 4

words a person can understand in spoken or written words

- about 20,000 by age 6

Question 5

types of bilingualism

Answer 5

• additive bilingualism
• subtractive bilingualism
• balanced bilingualism
• monolingual/literate
• monolingual/preliterate
• limited bilingualism

Question 6

benefits of bilingualism

Answer 6

• increased cognitive abilities in concept formation, creativity, theory of mind, attention, executive functioning
• advanced metalinguistic understanding of how language works
• advantageous in business world

Question 7

critical periods of language

Answer 7

• there is not a critical period for learning second language, however early childhood is best time to acquire two languages.
  • there is a critical period for learning language pronunciation.
  • near-native pronunciation requires early learning, early exposure to sounds of the language.
  • learning a new language after adolescence usually
  guarantees speaking with an accent.

Question 8

sensitive periods of language

Answer 8

a LIMITED phase in an individual’s development that is only time when certain behaviors and words can be learned

• from 7 months to 3 years of age
• a sensitive period for optimal bilingual language and reading exposure/mastery

Question 9

ELL (english language learner) students

Answer 9

students who come from non-english speaking homes and who are learning english. although many ELL students have developed basic communication skills in english, they still struggle with academic language.

Question 10

dialect

Answer 10

variety of a language spoken by a particular group

• differences in pronunciation or grammar are not errors
• example: “hey y’all”

Question 11

generation 1.5 students

Answer 11

students with education, and language skills somewhere between those of US-born students and recent immigrants.

students from u.s. territories:
• u.s. born children of immigrants, living in heritage
language communities.
• sent by parents to live in u.s. for education.
• children moving back and forth between countries.
• most acquire english by listening (ear learners).

Question 12

sheltered instruction

Answer 12

an approach to teaching subject matter to ELL students and improving their english
language skills.

elements in a sheltered lesson:
• prepare them for assignment with new vocabulary, provide extra background in simple
terms.
• handouts with graphics and summaries.

Question 13

SIOP (sheltered instruction observation protocol) model

Answer 13

an observational system to check that each element of sheltered instruction is present for a teacher

Question 14

cultural funds of knowledge

Answer 14

each student you encounter will possess funds of knowledge from their lives. these may include different languages, family customs, or beliefs.

Question 15

invisible influence of culture

Answer 15

mika is a native american girl who shows respect by avoiding eye contact with her teacher

Question 16

stereotypical assumptions

Answer 16

stereotypical assumption example: stereotyping both asians and asian americans as model students—quiet, hardworking, and passive
- acting on these stereotypes can reinforce conformity and stifle assertiveness.

Question 17

culture

Answer 17

knowledge, values, customs, and physical objects that are shared by members of a society

Question 18

race

Answer 18

identity with a group of people descended from a biological ancestor

Question 19

ethnicity

Answer 19

a person’s race, nationality, and customs

Question 20

gender

Answer 20

traits, behaviors deemed proper for males and females

Question 21

sex

Answer 21

the biological distinction between male and female

Question 22

discrimination

Answer 22

behaving differently, usually unfairly, toward the members of a group

Question 23

prejudice

Answer 23

pre-judgment about a group of people
• based on attitudes and feelings.
• can be positive or negative (usually negative)
• targets race, ethnicity, religion, gender, other differences
development of prejudice starts at an early age
• often what we hear growing up becomes the way we think
• human tendency toward us/them or in-group/out-group
stereotype: what we believe, know, feel about a group.
• prejudice prompts stereotyping and discrimination
• (confirmation bias)

Question 24

SES (socioeconomic status)

Answer 24

standing in society based on income, power, background, prestige.
• four levels: upper, middle, working, lower.
• characteristics: education level, occupation, income, home ownership, health coverage, neighborhood, political power.

Question 25

effects of living in poverty

Answer 25

- poor health care for mother and child (prenatal, nutrition), dangerous or unhealthy home environments, limited resources, family stress from evictions, interruptions in schooling (low expectations/low academic self concept), exposure to violence, overcrowding, homelessness, discrimination, exposure to legal/illegal drugs before birth

Question 26

teaching strategies for teachers

Answer 26

- learn about effects on poverty - set and maintain high expectations for all students - develop caring teacher-student relationship - build their learning skills, self-regulation skills - pay attention to health problems, absences, tardiest - assess their knowledge; build on what they know

Question 27

resistance culture

Answer 27

group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture

Question 28

history of discrimination - important court rulings

Answer 28

brown vs. board of education = segregation became illegal

Question 29

stereotype threat

Answer 29

fear that your performance may confirm a stereotype others hold about you

Question 30

reinforcement schedules

Answer 30

continuous reinforcement and intermittent reinforcement

Question 31

resilient classrooms

Answer 31

self-agency strand and connected relationship strand

Question 32

research on learning styles and teaching

Answer 32

african american, native american, asian american

Question 33

examples of learning: how do we know?

Answer 33

enactive learning and observational learning

Question 34

shaping

Answer 34

small components that make up a complex behavior - example: training a dog to sit (sitting on command is not a natural act for any animal until this targeted behavior has been learned and reinforced. at first, the command "sit" must be paired with the target behavior of sitting down.)

Question 35

classical conditioning

Answer 35

a type of learning in which one learns to link two or more stimuli and anticipate events - discovered by pavlov, 1920s - experiment condition dogs to salivate ◦ first: sound bell, feed dog, dog salivates ◦ after repeated pairing of sound with food, salivation occurred after sound, but before food was administered ◦ turned neutral stimulus (sound) into conditioned stimulus (causing salivation)

Question 36

operant conditioning

Answer 36

a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher (strengthen or weaken voluntary behavior by consequences or antecedents) - concept developed by B. F. Skinner, 1953 - antecedents -> behavior -> consequence - in the classroom -> raise your hand -> teacher calls on you

Question 37

functional behavioral assessment

Answer 37

a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person

Question 38

chunking

Answer 38

organizing items into familiar, manageable units

Question 39

memory systems

Answer 39

short-term memory, long-term memory, procedural memory

Question 40

procedural memory

Answer 40

the gradual acquisition of skills as a result of practice, or "knowing how" to do things

Question 41

exemplar approach to categorization

Answer 41

involves determining whether an object is similar to other objects

Question 42

prototype approach to categorization

Answer 42

membership in a category is determined by comparing the object to a prototype that represents the category

Question 43

definitional approach to categories

Answer 43

the idea that we can decide whether something is a member of a category by determining whether the object meets the definition of the category

Question 44

declarative knowledge

Answer 44

facts of information stored in the memory that is considered static in nature

Question 45

procedural knowledge

Answer 45

knowing how to do something

Question 46

semantic knowledge

Answer 46

general knowledge about the world; common knowledge about things

Question 47

attention

Answer 47

the concentration of awareness on some phenomenon to the exclusion of other stimuli

Question 48

additive bilingualism

Answer 48

keeping the first language and adding another.

Question 49

subtractive bilingualism

Answer 49

losing the first language when adding a second one.

Question 50

balanced bilinguals

Answer 50

fluent in english and their first language; academic knowledge to learn in both languages

Question 51

monoligual/literate

Answer 51

literate in their native language, speak limited English

Question 52

monolingual/preliterate

Answer 52

not literate; speak limited english; require greatest support in learning academic subjects and language

Question 53

limited bilingual

Answer 53

speak both languages; trouble learning academically

Question 54

best way to teach ELL students

Answer 54

two teaching approaches: • immersion in english-only teaching (structured english immersion: SEI) • maintain native language; teach in that language until child develops english • current emphasis: focus on effective teaching strategies; direct instruction, clear learning goals, modeling

Question 55

continuous reinforcement schedule

Answer 55

presenting a reinforcer after every appropriate response ◦ example: every time billie raises his hand, say thank you. ◦ effective for learning a new behavior

Question 56

intermittent reinforcement schedule

Answer 56

presenting a reinforcer after some but not all responses (unpredictable, variable) ◦ example: you say thank you when billie raises his hand sometimes. ◦ effective in maintaining behavior after it is mastered

Question 57

short-term memory

Answer 57

activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten

Question 58

long-term memory

Answer 58

the relatively permanent and limitless storehouse of the memory system. - includes: knowledge, skills, and experiences

Question 59

processing

Answer 59

the mind takes in information, organizes and stores it to be retrieved at a later time

Question 60

retrieval

Answer 60

the process of getting information out of memory storage

Question 61

syntax

Answer 61

the arrangement of words and phrases to create well-formed sentences in a language

Question 62

critical period of language

Answer 62

a specific time in development when certain skills or abilities are most easily learned - hearing and vision, social bonding, and language learning

Question 63

LEP (limited english proficient) learners

Answer 63

students just learning english (not their heritage language)

Question 64

ESL (english as a second language) learners

Answer 64

class teaching english language learner students english

Question 65

SEI (structured english immersion)

Answer 65

an environment that teaches english rapidly by maximizing instruction in english and using english at a level appropriate to the abilities of the ELL students in the class

Question 66

resilient student

Answer 66

at-risk students who have been able to rise above adverse conditions to succeed in school and in other aspects of life

Question 67

enactive learning

Answer 67

learning by doing and experiencing the consequences of your actions

Question 68

observational learning

Answer 68

learning by observing others (social learning)

Question 69

self-agency strand

Answer 69

- academic self efficacy - behavioral self-control - academic self-determination example: mr.​ abasolo, who has a diverse group of learners who regularly tackle challenging​ tasks, with his help

Question 70

relationship strand

Answer 70

- caring teacher-student relationships - effective peer relations - effective home-school relationships

Question 71

research on african american learning styles and teaching

Answer 71

a visual/global approach rather than a verbal/analytic approach; a preference for reasoning by inference rather than by formal logic; a focus on people and relationships; a preference for energetic involvement in several activities simultaneously rather than routine, step-by-step learning; a tendency to approximate numbers, space, and time; and a greater dependence on nonverbal communication. - for example, questions that focus on meaning or the “big picture” may be more productive than questions that focus on details

Question 72

research on native american learning styles and teaching

Answer 72

a more global, visual style of learning. teachers who stop reading to ask comprehension questions seem odd to these students and interrupt their learning process. also, these students sometimes show strong preferences for learning privately, through trial and error, rather than having their mistakes made public. - for example, navajo students prefer hearing a story all the way through to the end before discussing parts of the story.

Question 73

research on asian american learning styles and teaching

Answer 73

little research exists perhaps because they are viewed as a “model minority,” - some educators suggest that Asian American children tend to value teacher approval and to work well in structured, quiet learning environments with clear goals and social support. - students from asian cultures tend be more interdependent and to value learning with others, which might explain some of their success in school. Western values emphasize independence and individual learning, which might explain some of the United States’ successes in science, technology, and innovation. - there are dangers in stereotyping any group, especially in terms of cultural learning styles.

Question 74

diversity in students

Answer 74

individuals of african, asian, hispanic, native american, or european descent have distinctive histories and traditions. - everyone living within a particular country shares many common experiences and values, especially because of the influence of the mass media. but other aspects of their lives are shaped by differing cultural backgrounds

Question 75

atkinson and shiffrin's modal model of memory

Answer 75

input -> sensory memory -> attention -> short-term memory -> rehearsal -> long-term memory -> short-term memory (recall) -> output (reponse)

Question 76

sensory memory

Answer 76

system that holds sensory information very briefly for initial processing - duration is about 1-3 seconds - if information is important, it will transfer to short-term memory example: smelling cologne