Educational Implications (UNIT 3: LECTURE 4)

Question 1

Developmental psychology applications (2)

Answer 1

1. It provides description of developmental changes that take place throughout the lifespan
2. It offers theoretical explanations of what causes these changes to take place

Question 2

What is an example description of developmental psychology?

Answer 2

Knowing children’s competencies and weaknesses at certain ages informs what’s achievable/difficult in an educational setting

Question 3

Developmental psychology it’s important for the relationship between scientists and educational practitioners to be ____________

Answer 3

Bidirectional

Question 4

Pedagogical approach’s (2)

Answer 4

1. Teacher-centered
2. Child-centered

Question 5

Teacher centered pedagogical approach (3)

Answer 5

1. Students sitting in silence at rows of desks
2. Teacher stands at front of class writing instructions
3. More common in adolescent education

Question 6

Child-centered pedagogical approach (3)

Answer 6

1. Child-sized tables and chairs
2. Children’s artwork at child’s eye-level
3. Children working in pairs/small groups

Question 7

Guided discovery (3)

Answer 7

1. Minimal guidance
2. Child is at the center of their learning
3. Instructor provides feedback as they develop their understanding

Question 8

Peer learning

1. Peers provide a potential source of _________
2. Interactions in this _______ can lead children to (2)
3. Adult-child gap is too great, and adults have “_________ ____________”, not allowing for this deliberation process

Answer 8

1. Conflict
2. Conflict: Question their own understanding, lead to a resolution of the conflict and a cognitive advancement
3. Cognitive dominance

Question 9

The effect of working in pairs

Study tested 5-7 year olds in Piagets conservation task

After baseline response, two children play a game — “Equal juice game”

They are given two cups of different sizes and are asked to pour the juice so that both children get the same amount.

What did they find?

Answer 9

Pairing a child who stated the wrong answer in the conservation task, with another child to discuss the correct answer increased accuracy!

Didn’t matter if child got the answer write or wrong, negotiation in and of itself is helpful!

Question 10

Constructing effective peer pairings
1. Lower skilled peers can benefit from ______-_______ peers, and vice versa!
2. However, if one peer is _________, it can lead to incorrect answers
3. _________ and _______ shapes the effects of peer pairings

Answer 10

1. Higher-skilled
2. Overconfident
3. Popularity and Gender

Question 11

Constructive Effective Peer pairings: Gender

1. Girls tend to do better at tasks with working with other _______
2. When boys and girls work together there is more (3)
3. Girls are less able to ________ when working with boys
4. If a girl is more skilled than a boy at baseline there seems to be “______” effects

Answer 11

1. Girls
2. Disagreement, tension, antagonism
3. Contribute
4. Leveling

Question 12

Theory of Effective Adult-Child Interactions

Lev Vygotsky’s theory
1. Emphasizes ________ ______ of development
2. Includes ZPD — What does it stand for?
3. What is ZPD?
4. How is ZPD determined?

Answer 12

1. Social nature
2. Zone of proximal development
3. The distance between the actual developmental level and the level of potential development
4. Through problem solving under adult guidance or in collaboration with more able peers

Question 13

Scaffolding

1. This theory proposes that _______ can be made more effective through the most appropriate form of teaching
2. Teaching should be aimed towards those aspects of a ______ ________ __________ that already exist

Answer 13

1. Teaching
2. Child’s cognitive functioning

Question 14

Scaffolding definition

Give 2 examples

Answer 14

How adults structure and simplify the environment to facilitate children’s learning and to guide them through their ZPD

1. Pointing out the next piece in a jigsaw
2. Offering a child a sock rolled down so it’s easier to put on

Question 15

Study of Effective Scaffolding:

1. Participants
2. Task

Answer 15

1. 4 year old children and their mothers
2. Task in which child couldn’t solve without help — constructing a pyramid with 21 blocks, a task that mothers already knew how to do and were told to teach their children how to build it so that they could eventually do it on their own

Question 16

Study of Effective Scaffolding continued:

A) Researchers Identified 5 categories that gradually increased with the amount of ______ taken by the adult in the interaction

Name the 5 levels in the study

Answer 16

A) Control

1. General Verbal Prompts — “Now you make something”
2. Specific Verbal instructions — “Get 4 big blocks”
3. Indicates Materials — Mom points out next block needed
4. Prepared Block — Mom prepares block with correct orientation
5. Direct Demonstration — Mom attaches block herself

Question 17

Study of Effective Scaffolding continued

Children were more likely to succeed on the task if their mothers followed two rules of teaching (2)

Answer 17

1. Any failure by the child should be met by an increase in the level of control
2. When a child is successful then the adult should decrease the level of control

Question 18

Scaffolding in the classroom

The process of scaffolding is ________ and involves both the ______ and the ______

Answer 18

1. Interactive
2. Student
3. Teacher

Question 19

Two key princicples of scaffolding in the classroom

Answer 19

1. Fading
2. Transfer of responsibility

Question 20

Fading

Answer 20

Gradual withdrawal of support as the student increases their level of understanding

Question 21

Transfer of responsibility

Answer 21

Child becomes more in control as they develop new skills and level fo competence

Question 22

Five scaffolding strategies

Answer 22

1. Drawing
2. Contextualized phenomena
3. Checklist
4. Rubrics
5. Sentence frame

Question 23

Drawing - as a scaffolding technique

Answer 23

Encouraging students to use free drawing or sketches to ullustrate explanation

Question 24

Contextualized phenomena - as a scaffolding technique

Answer 24

Embedding scientific concpets within a concrete, real-world context

Question 25

Checklist - as a scaffolding technique

Answer 25

Providing a list of ideas or wordbank of concpets that can be included int he students answer

Question 26

Rubrics - as a scaffolding technique

Answer 26

Extension of checklist, including available grades assigned to each component

Question 27

Sentence frame - as a scaffolding technique

Answer 27

partial sentence for student to complete

Question 28

What are the most effecting scaffolding strategies out of the 5? (There is one that’s really good and two that are also pretty good)

Answer 28

1. Contextualized phenomena - helps students apply and not just demonstrate their knowledge (transfer beyond textbook examples) 2. Rubrics and Checklists are also good predictors

Question 29

What is the least effective scaffolding strategy out of the 5

Answer 29

Drawing — it actually negatively predicted performance