Exam Two ReviewPlease note: this review is a GUIDE, you need to study all the chapters covered, as well as notes wetook in class.The key to success is to think beyond definitions. YES, focus on bold words and knowing what theymean. However, think about why we are asking you to learn these terms. Make connections betweenconcepts. To help you think on a deeper level, I’ve written some questions in parenthesis that startwith “Think”. Good luck! Remember, study a little bit each day.1. Behavioral Views of Learning (Chapter seven, new edition)a. Understanding Learningi. Define learning and explain behavioral learning theoriesb. Early explanations of Learningi. Principle of contiguity and how it relates to Pavlov’s experiment-be sure you know the difference between conditioned stimulus, unconditioned stimulus, etc.1. Be able to identify stimuli and responses c. Operant Conditioningi. Difference between classical and operant conditioningii. Be sure to know the different types of punishments and reinforcements, and be able to APPLY these concepts (remember, punishments suppress behavior, reinforcements increase behavior)iii. Reinforcement schedules (Think, how might teachers differentiate reinforcementschedules to meet individual student needs?)iv. Difference between cueing and promptingd. Applied Behavior Analysisi. Define Applied Behavior Analysis1. Be sure to review the concepts in this section, we didn’t go into too much detail here-Premack Principle, Shaping, Task Analysis, Positive Practice, etc.ii. Handling undesirable behavior1. Negative reinforcement, reprimands, response cots, social isolation-what are some cautions for using certain punishments?iii. Behavioral Approaches to Teaching and Management1. Pros and cons of group consequences2. Contingency contracts and token reinforcement 3. Functional Behavioral Assessment and how you, as a teacher, would use this concept4. Self Management of behavioriv. Challenges/critiques of behaviorism2. Social Cognitive Views of Learning and Motivation (Chapter Eleven, new edition)a. Social Cognitive Theoryi. How did Bandura’s personal life help him create this theory?ii. Forces of Triarchic Reciprocal Causalityb. Modeling: Learning by Observing Othersi. What affects the modeling process? (focus on table 11.1)ii. What is necessary for observational learning to occur? (Think, what have you personal learned through observation?)iii. What are the three types of reinforcement that Bandura identified to encourage observational learning?iv. How can we encourage observational learning in teaching? (Think, how does observational learning relate to motivation?)c. Self-Efficacy and Agencyi. Distinguish between self-efficacy, self-concept, and self-esteemii. What are the sources of self-efficacy? (be able to APPLY these…not just define them)iii. Teacher self efficacyd. Self-Regulated Learningi. What influences self-regulation? (Knowledge, motivation, volition)ii. How does self-regulation develop, and how does this affect our teaching?iii. Cycle of self-regulation (be able to identify which stage of the cycle a student may be struggling with)1. Don’t ignore the case studies; they help you see how to apply these concepts!e. Teaching Toward Self-Efficacy and Self-Regulated Learningi. Describe the importance of: complex tasks, control, self-evaluation, and collaboration (Think, how can providing student choice in the classroom help with developing an internal locus of control?)f. TABLE 11.3 IS BEAUTIFUL, REVIEW IT 3. Motivation in Learning and Teaching (Chapter Twelve, new edition) a. Be able to define motivation and recognize examples of intrinsic and extrinsic motivationb. Review the five general approaches to motivation. (Think, how would Maslow try to motivate students? What about a teacher who believes social cognitive theories are most important? How do all these approaches relate to each other?)c. Needsi. Maslow’s Hierarchy of Needs (be sure to be able to recognize examples of these)-remember, definciency needs can be filled, but being needs can never be completely filled!ii. Self determination: why are the needs for competence, autonomy, and relatedness important and how do they relate to one-another?d. Goal Orientationsi. BE SURE you can recognize different types of goals. (Think, for what tasks to I have performance goals? For what tasks do I have mastery goals?)ii. Review table 12.2, goal orientations and approach vs. avoidance focus. The biggest problem is avoidance-students who are mastery avoid fearmisunderstanding, and students who are performance avoid fear looking “dumb”.iii. How can teachers encourage appropriate goal setting?e. Beliefs and Self-Perceptionsi. Epistemological beliefs (Think, how would a student’s epistemological beliefs affect what types of goals they set?)ii. Components of the attribution theory (Think, as a student, what do I attribute success to? As a teacher, what will I attribute my success to?)iii. Self-worth-review learned helplessness, self-worth, failure-avoiding students, and failure-accepting students and be able to identify examples of these types ofstudentsf. Interests, Curiosity, Emotions, and Anxietyi. Distinguish between personal and situational interestsii. What is the relationship between interest and curiosity?iii. How can arousal and anxiety affect motivation (Think, relate these ideas back to information-processing theories. If our working memory is limited, how might emotions affect motivation?)g. Motivation to Learn in Schooli. Review the TARGET modelii. How do students determine if a task is “worth” completing?iii. How can teachers encourage motivation? 4. Learner Differences and Learning Needs (Chapter 4)a. Intelligencei. Difference between disability and handicap (Think, when is a disability also a handicap? How can I, as the teacher, prevent this?)ii. Person-first language (Think, how does this relate to self-worth?)iii. Pros and cons of labelsiv. Spearman’s Gv. Fluid vs. crystallized intelligence (which one increases as you age?)vi. Gardner’s Theory of Multiple Intelligences1. Know his eight intelligences2. Review the main criticisms of his theory3. How is Gardner’s theory applied in the classroom?vii. Sternberg’s Triarchic Theory of Successful Intelligence1. Analytical, creative, and practical intelligence2. What is the importance of metacomponents, performance components,and knowledge-acquisition components? (Think, how are these components