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Motivation
Academic Emotions
Epistemic Cognition
Self-regulated learning
Learning by Teaching
100
Motivation can be divided into two types:
Extrinsic and intrinsic motivation
100
In 2009, Frenzel et al. attempted to define the relationship between teacher and student enjoyment, based on social-cognitive approaches. What kind of relationship did the result show?
Teacher and student enjoyment positively correlated.
100
What is personal epistemology?
An individual’s conception of knowledge and knowing.
100
Self-regulated learning is a ____________ approach? A. Behaviorist B. Constructivist
B. Constructivist: students must construct their own understanding of strategies and when they are useful based on this instruction and their own experience of using them.
100
What is the difference between knowledge-telling and knowledge-building?
KT: Summarization with little monitoring or elaboration. KB: Monitoring of comprehension and knowledge.
200
What are the two types of goals?
Mastery and performance goals
200
Explain the difference between interpersonal and intrapersonal emotions.
Teachers’ interpersonal skills at identifying and supporting students’ emotions. Intrapersonal understanding and expression of own emotions.
200
What factors can influence epistemic beliefs?
Emotion, culture, ...
200
What kind of self-regulated learning strategies can a student use?
Strategies: trial-and-error, rehearsal, summarization, categorization, ...
200
What were the results of Fiorella & Mayer (2013)'s study with regards to the preparation group, the teaching group, and the control group?
Both preparation group and teaching group significantly outperformed the control group on test. However, when test was given one week later, only teaching group significantly outperformed the control group.
300
Name and describe two strategies a teacher can use to motivate his/her students in the classroom.
1.Develop and assign academic tasks and activities that are personally meaningful and relevant to students. 2.Develop and assign moderately, or appropriately, challenging tasks and material. 3.Promote perceptions of control and autonomy by allowing students to make choices about classroom experience and the work in which they engage. Also, controllable factors: effort and strategy use 4.Encourage students to focus on mastery, skill development, and the process of learning rather than just focusing on outcomes such as test scores or relative performance 5.Help students develop and pursue proximal, challenging, and achievable goals 6.Infuse the curriculum with fantasy, novelty, variety, and humour 7.Provide accurate, informational feedback focused on strategy use and competence development rather than social-comparative or simply evaluative feedback 8.Assess students’ confidence, attributional tendencies, and skill levels to help meet their preferences for challenge and to help students approach tasks with realistic expectations and cope with difficulties adaptively
300
How can a teacher scaffold emotion?
(Multiple answer) Setting a positive emotional tone, building shared understanding, extending understanding, supporting empathy and mutual respect, using language to communicate emotions, establishing student-teacher relationships ...
300
What kind of beliefs can teachers hold?
Teachers hold beliefs about students, learning, teachers and teaching, the nature of knowledge and knowing, the roles of schools in society, the curriculum, ...
300
What is self-regulated learning?
SRL: self-regulated learning (SRL) describes a set of comprehensive skills that start with setting goals for learning new materials and applying them to problem solving tasks, deliberating about strategies to enable this learning, monitoring one’s learning progress, and then revising one’s knowledge, beliefs, and strategies as new materials and strategies are learnt.
300
What are the 3 distinct phases of the peer-teaching process?
(i) Preparing to teach (ii) Teaching and interacting with the teachable agent (iii) Monitoring and reflecting on what the agent has learned and using this information to make preparations to teach further
400
Explain how "expectancy" and "value" play a role in motivation.
The relationship between expectation and value is “multiplicative” rather than additive because in order to be motivated, it is necessary for a person to have at least a modest expectation of success and to assign a task at least some positive value. If you have high expectations of success but do not value a task at all, then you will not feel motivated at all. Likewise, if you value a task highly but have no expectation of success about completing it, then you also will not feel motivated at all.
400
What is social-emotional learning?
Social emotional learning (SEL) is a process for learning life skills, including how to deal with oneself, others and relationships. In dealing with oneself, SEL helps in recognizing our emotions and learning how to manage those feelings. In dealing with others, SEL helps with developing sympathy and empathy for others, and maintaining positive relationships. SEL also focuses on dealing with a variety of situations in a constructive and ethical manner.
400
Research has shown that beliefs influence what types of cognitive processes?
Memory, comprehension, deduction and induction, problem representation, and problem solution.
400
Self-regulated learning (SRL) is learning that is guided by ______________ (thinking about one's thinking).
Metacognition
400
In Fiorella & Mayer (2013)'s article (first article discussed today), the two experiments aimed to disentangle the relative effects of ______ and _______ ?
Teaching expectancy (preparing to teach) Actually teaching (explaining to others for instructional purposes)
500
Explain motivation using a behaviourist approach.
Behaviourism: Assumes that motivation is based in associations between environmental stimuli and individuals’ reactions that are malleable and that are continuously being shaped through classical and operant conditioning.
500
What is the Zone of Proximal Development? BONUS: How does Vygotsky relate it to emotions?
Interpersonal space within which a teacher provides support as needed why negotiating the gradual transfer of responsibility to the students.
500
Number of studies have proposed direct link among teacher's epistemic beliefs and ...
... their instructional practices.
500
Hypermedia environments have the potential to be powerful learning tools for fostering students’ learning about complex topics. However, few learners are skilled at regulating their learning to optimize what they learn. Can students be trained to regulate their learning in these learning situations? How?
(Multiple answer) Effective strategies: planning, monitoring, and handling task difficulties and demands.
500
What is "Betty's Brain"? How does it work?
Betty's Brain is a computer-based learning environment that utilizes the learning-by-teaching paradigm to engage students in learning about science topics. In Betty's Brain, students are charged with teaching a computer agent named Betty by constructing a causal model of the systems or processes that make up that science topic.