Praxis II (5624) Principles of Learning and Teaching Study Set

Zone of Proximal Development (ZPD) The zone that a student must be in to learn. If the teaching style is too difficult for the student, then the student will shut down and not be able to learn. If the teaching style is too easy, then the student will feel bored and not be able to learn. Scaffolding Connect their learning to something else. We build learning on top of learning. As a teacher, we are holding the students up until they can stand on their own. Sensitive Periods There are times in life when a person is particularly responsive to learning something. One example of this is that learning a language as a child is the ideal time to learn a language. General Principles of Development There are a few ideas about development that theorists agree upon. 1) People develop at different rates. 2)Development is relatively orderly. 3) Development takes place gradually. Piaget Process of Equilibrium, Individual Constructivism (hands on), Role of Environment Interaction with peers (peers at the same level to challenge us). Theory derived from observation. Scheme or Schema Categories that we have in our heads that we use to organize the world. Assimilation When a person uses something that they already know to understand new knowledge. They use their existing schema to make sense of new information. Accommodation When a person changes the ideas that they already have to fit the new information or knowledge. They are changing their existing schema, or simply creating new schema. Equilibration (Adaptation) The act of searching for a balance between schema and the environment. This is working to assimilate, accommodate, and avoid disequilibrium. Disequilibrium When learning becomes uncomfortable. When a person realizes that the schema or idea that they currently have does not work with the information that they are trying to process. Sensorimotor Stage Age 0-2. The child begins to use their memory, imitation, and thought. They begin to understand that an object exists whether or not they can see it. They start doing things with a goal in mind, instead of by reflex or instinct