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| excellent knowledge about teh content of a particular discipline |
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| pedagogical content knowledge |
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| knowledge about how to effectively teach a particular discipline |
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| basic skills and phonetics approach to reading |
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| involves teaching both phonemic awareness (breaking apart and manipulation sounds in words) and phonics (learning that sounds are represented by letters of the alphabet, which form words)reading materials should be simple, after they have learned phonological rules should they then read poems and books |
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| assumes that reading instruction should parallel children's natural language learning. reading materials should be whole and meaningfull, materials should be presented in their whole form ex. a book. writing and listening skills are cocnnected |
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| for reading, empasize decoding and comprehending words, construction meaning and developing expert reader strategies. |
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| social constructivist approach |
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| the social context plays an important role in learning to read and knowledable reading in the culture assist less knowledgeable readers in learning to read |
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| transactional strategy instruction approach |
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| a cognitive approach to reading that emphasizes instruction in strategies, especially metacognitive strategies |
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| a learning arrangemetn in which students take turns leading a small-group discussion |
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| student-led groups for the discussion of literature. a form of peer learning |
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| interactive demonstration strategy |
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| helps students overcome misconceptions in science in which the treacher introduces the demonstration, asks students to discuss the demonstration with their neighbors and predict its outcome, and then performs the demonstration |
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| the field that seeks to promote civic competence with the goal of helping students make informed and reasoned decisions for teh public good as citizens of a culturaly diverse, democratic society in an interdependent world |
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| curriculum and evaluation standards for school mathematics |
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| recommends that calculators be used at all levels of mathematics instruction and that some access to computers is also necessary if students are to be adequately educated for future careers |
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| a systematic, organzed strategy for planning lessons |
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| statements that communicate proposed changes in students behavior to read desired levels of performance |
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| breaking down a complex task that students are to learn into its component parts |
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| developed by benjamin bloom and colleagues, consists of educational objectives in three domains, cognitive, affective, and psychomotor |
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| cognitive domain (blooms taxonomy) |
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| knowledge, comprehension, application, analysis, synthesis and evaluation |
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| The affective domain (blooms taxonomy) |
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| recieving, responding, valuing, organizing and value characterizing |
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| the psychomotor domain (blooms taxonomy) |
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| reflex movements, basic fundamentals, perceptual abilities, physical abilities, skilled movements, nondiscussive behaviors |
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| a structured, teacher-centered approach that is characterized by teacher direction and control, high teacher expectations for students' progress, maximum time spent by students on academic tasks, and efforts by the teacherto keep negative affect to a minimum |
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| teaching activites and techniques that establish a framework and orient students to material before it is presented |
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| expository advance organizers |
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| organizers that provide students with enw knowledge that will orient them to the upcoming lesson |
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| comparative advance organizers |
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| connections with prior knowledge that help to introduce new material |
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| learning one concept or topic thoroughly before moving on to a more difficult one |
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| questions that reflect the heart of the curriculum, the more important things that students should explore and learn |
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| learning in which students construct and understanding on their own |
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| guided discovery learning |
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| learning in which students are encouraged to construct their understanding with the assistance of teacher-guided questions and directions |
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| the distribution of computing in the evnironment rather than containing it in a deskbound personal computer |
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| learning that emphasizes authentic problems like those that occur in daily life |
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| the processes that energize, direct and sustain behavior |
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| positive or negative stimuli or events that can motivate a students behavior |
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| a view that stresses students capacity for personal growth, freedom to choose their destiny, and positive qualities |
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| the behavioral perspective for motivation |
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| emphasizes external rewards and punishments as keys in determining a students modiviation |
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| students throughts guide their modivation |
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| maslows concept that individual nees must be satisfied in this sequence: pysiological, safety, love and beloningness, esteem and self actualization |
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| the highest and most elusive of maslow's needs, the motivation to develop ones' full potential as a human being |
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| the idea that people are motivated to deal effectively with their environment, to master their world and to process information effeciently |
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| need for affiliation or relatedness |
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| the motive to be securely connected with other people |
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| the external motivation to do soething to obtain something else (a means end) |
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| the internal motivation to do something for its own sake (an end in itself) |
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| level of challenge vs. perceived skill |
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| areas in which students are challenged and perceived themselves as having a high degree of skill. when studetns skills are high but the activity provides little challenge, the result is bordom. when both challegne and skill levels are low, students feel apathy. and when the students face a challenging tastk that they dont belive they have adequate skills to master they experience anxiety |
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| in their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes |
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| a pesonal stance that involves mastery of the task, positive affect and solution oriented strategies |
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| a personal stance that focuses on personal inadequacies, attribution of difficulty to a lack of ability and negative affect |
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| a personal stance of concern with the outcome rather than the process, for performance oreinted individuals, winning is what matters and happiness is believed to result from winnin |
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