Term
| What is reflective thinking? |
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Definition
| Being active and aware about what's going on in your classroom. Constantly seeking perfection. |
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Term
| How did Dewey define reflective thinking? |
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Definition
| "Active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it. |
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Term
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Definition
| A high degree of alertness/teacher perceptiveness, and behavior. (eye contact, facial expression proximity, and gesture.) |
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Term
| What is cultural sensitivity? |
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Definition
| Empowering each individual student reguardless of race, gender, religion, or creed. |
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Term
| What are reflective actions in teaching? |
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Definition
-Examining cause/effect relationships
-Searching for reasons for students behavior
-Asking other adults for opinions
-Discussing classroom policies openly and honestly with your students |
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Term
| What are the core propositions of NBPTS? |
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Definition
1. Making knowledge accessible to all students. All students can learn.
2. Recognize individual differences.
3. Understands how students develop and learn.
4. Respect cultural and family differences.
5. Concern with students self-concept motivation and learning effects on peer relationships.
6. Concern with the development of character and civic responsibility. |
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Term
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Definition
-Teacher centered
-Basic skills and subjects
-Learning by objectives
-Subject matter cirriculum.
-Goal: To transmit and preserve elements of human culture, Western Civilization, and American vaules. |
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Term
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Definition
-Student centered
-Knowledge arising from human expirience
-Student centered instruction emphasizing individual interests and needs.
-Hands on activities, experience.
-Teachers are a resource/Facilitators of learning.
-Educated the "whole child"
-Teaching as a changing process, teaching is exploratory rather than explanatory. |
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Term
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Definition
-Open learning environment.
-Examine choice making in own and others lifes. self reflection.
-Personal/interactive teacher student relationship. |
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Term
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Definition
-Knowledge is a social construction dominated by powerful groups.
-Rasies the conciousness of the exploited and to empower.
-Focus's on the voices of marginalized or under-represented groups. |
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Term
| What is the meaning of culture? |
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Definition
Culture is a shared, learning, symbolic system of values, beliefs, and attitudes that shapes and influences perception and behavior. Mental blue-print/code.
-Dynamic, complex, changing, shared.
-Impacts learning styles and preferences, communication style. |
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Term
| What is culturally responsive teaching? |
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Definition
| -To use the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them. Teaches to and through the strengths of these students. |
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Term
| What are characteristics of culturally responsive teaching? |
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Definition
1. Acknowledges the legitimacy of all cultural heritiges'.
2. Build bridges of meaningfulness between home and school.
3. Teaching strategies to meet needs of diverse students.
4. Promote pride and self-concept.
5. Incorporates multi-cultural content as core cirriculum. |
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Term
| How does homelessness affect school age children? |
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Definition
| Physically, emotionally, behaviorally, and academically. Health issues during pregnancy, Developmental delays, traumatic events, poor cognitive development. |
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Term
| What should we care about homelessness? |
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Definition
-Monetary issue, takes a tole on the entire economy.
-Children are our future, immoral.
-ranking of our system against other countries
-Gap between rich and poor is widened, American dream is out of reach. |
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Term
| What can be done to help homelessness? |
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Definition
-Supportive housing
-Drug and alcohol treatment
-Parenting support
-Afterschool programs
-Nutritional support
-Assisting of housing residents. |
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Term
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Definition
| Acceptance and respect. Each individual is unique. Moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity. |
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Term
| Why do we need to increase teaching force diversity? |
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Definition
1. 40% of whole student population is diverse. Large gap.
2. Teachers form diverse backgrounds are role models for diverse students.
3. Teacher from diverse background can understand students learning styles and expectations.
4. Bi-lingual= communication with parents. |
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Term
| What are the domains of Bloom’s taxonomy? |
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Definition
The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities and skills; for example, kindergartners are expected to master the alphabet; third graders are expected to master multiplication facts; etc.
The affective domain deals with interests, attitudes, and values; for example, schools highlight affective outcomes by emphasizing good citizenship, self-esteem, respect for diversity, and appreciation of art, music, and other aspect of our cultural heritage.
The psychomotor domain concerns the development of manipulative and motor skills; for example, kindergarteners are expected to master the skills of tying their shoes, and buttoning their jacket. |
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Term
| According to the revised taxonomy, what are the five levels of learning? |
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Definition
Creating- New ideas, inventing
Evaluating- Checking, critiquing
Analyzing- Comparing, organizing
Application- Problems
Understanding- Interpreting
Knowledge- Memorization of info |
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Term
| What is the difference between an educational goal, and learning outcome? |
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Definition
An educational goal is a general, long-term statement of an important aim or purpose of an educational program (See NYS learning standards and core curriculum).
Learning outcomes describe actions, processes, and products that the student will accomplish or produce in a given period. |
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Term
| What are the four components of behavioral objectives? |
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Definition
-The content is the subject matter, and it tells what the student will learn. In the example, the content is subtraction problems, two-digit numbers from three-digit numbers with regrouping.
-The conditions under which the learning will take place; in the example, the condition is “on the worksheet,” not in a real world context.
-The action, behavior, or cognitive process that will provide evidence of the learning; what the student will do to show that he or she has learned. In the example, the action or behavior is to “write answers to 20 questions.”
-The criteria for measuring success, e.g. how well a task must be completed or how often the behavior will occur. In the example, the criteria is “with no errors.” |
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Term
| What is an authentic assessment? |
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Definition
| Evaluate procedures that take into account each student’s unique and various needs for clarity and support and to demonstrate what they are capable of doing |
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Term
| What is performance sampling? |
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Definition
| A form of authentic assessment where a student is observed and evaluated in the process of accomplishing academic tasks. |
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Term
| What is Portfolio Assessment and its advantages? |
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Definition
A system for gathering observations, performance samples, and work samples in a folder or portfolio
- Analysis of portfolio on a regular basis
- Summary of student’s progress documented
- Celebrates student’s progress rather than focuses on weakness |
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Term
| What does Glasser (2001) suggest teachers to do to connect with the students? What is the goal of a joyful classroom? |
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Definition
–Caring
–Listening
–Supporting
–Contributing
–Encouraging
–Trusting
–Be-friending
Goal: To connect with students, rather than control them. |
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Term
| What is Maslow’s hierarchy of needs? |
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Definition
Self-actualization- creativity, spontaneity
Esteem- Self-esteem, confidence, respect
Love/Belonging- Friendship, family, intimacy
Safety- Security of body, employment, resources, family
Physiological- breathing, food water, sleep |
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Term
| What is Piaget’s cognitive development theory? |
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Definition
-Children’s interactions with his environment are what create learning.
“Construction is superior to instruction.”
-Curiosity drives learning.
-Importance of play as an important avenue for learning.
-Children all pass through the same stages of cognitive development. |
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Term
| According to Piaget, what are the four states of cognitive development? |
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Definition
Sensorimotor (Birth-18 months): during the first stage, baby relies on his or her senses and physical activity to learn about the world.
Preoperational (18 months- 6 years): during this stage, children are ego-centric (think of everything only as it relates to them), can only focus on one characteristic of a thing or a person at a time, gather information from what they experience rather than from what they are told, and over-generalize from their experience.
Concrete Operational (6 years-12 years): Children possess the characteristics of reversibility, meaning they can reverse the direction of their thoughts. They begin to be able to think abstractly. The concrete operational child can hold several qualities in mind, knowing that a boat is large, red and a sailboat.
Formal Operational (12 years and older): the final stage is marked by the ability to think logically and in hypothetical terms. |
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Term
| What is Gardner’s (2000) multiple intelligence (MI) theory? |
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Definition
-Verbal/linguistic (word smart)
-Logistic-mathematical (logic and math smart)
-Visual/spatial (art smart)
-Music (music smart)
-Bodily-kinesthetic (body and movement smart)
-Interpersonal (people smart)
-Intrapersonal (self-awareness smart)
-Naturalistic (nature smart)
-Existentialist |
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Term
| What are the basic principles of Vygotsky’s social learning theory? |
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Definition
-Social interactions are critical to human development and cognitive growth.
-Knowledge is co-constructed between two or more people.
-Learning and development cannot be dissociated fro the cultural and historical context. |
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Term
| What is a zone of proximal development (ZPD)? |
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Definition
-The ZPD is the difference between what children can do on their own and what they can do with assistance from adults or in collaboration with more capable peers.
-Working in the ZPD, learners are NOT passive; rather they bring their own understanding to social interactions and construct meanings by integrating those understandings with their experiences in the context. |
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Term
| How is Piaget similar to Vygotsky? |
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Definition
Similarities:
-Viewed children’s knowledge as being constructed from personal experiences
-Learning takes place when children play
-Placed emphasis on the importance of observation
-Constructivists |
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Term
| How are their theories different? |
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Definition
Differences:
Vygotsky- Interaction is part of the learning. Emphases on language in the social interactions.
Piaget- Internal Learning |
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Term
| What are the implications of Piaget and Vygotsky’s theories for curriculum planning? |
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Definition
Vygotsky
-Stretch the learning possibilities
-Capable of learning more interactions
-pushing students limits with scaffolding of ZPD.
Piaget
-Design activities that are age appropriate
-Cognitive/Physical
-states-cirriculum only for the current stage. |
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