Term
|
Definition
| general idea concerning how we think about ourselves; developed through actions, reflection, and interactions with others - especially in relation to expectations of self and others; influenced by our previous behaviors and performances and expectations of others toward ourselves |
|
|
Term
|
Definition
| how we feel about or value ourselves; measures the components of self-concept |
|
|
Term
| Piaget stages of cognitive development |
|
Definition
| Sensorimotor, Preoperational, Concrete Operational, Formal Operational |
|
|
Term
|
Definition
| interpreting an experience in terms of current ways of understanding |
|
|
Term
|
Definition
| change in cognitive structures that produces a corresponding behavioral change; when a child tries the old schema on a new object and molded it to fit the new object |
|
|
Term
| Sensorimotor level of cognitive development |
|
Definition
| Birth - 2 years; thoughts based primarily on senses and motor abilities |
|
|
Term
| Preoperational stage of cognitive development |
|
Definition
| Age 2 - 7; children think mainly in symbolic terms- manipulating symbols used in creative play in the absence of the actual objects involved |
|
|
Term
| Concrete operational stage of cognitive development |
|
Definition
| Age 7- 11; children think in logical terms; children need hands on, concrete experiences to manipulate symbols logically that are performed within the context of concrete situations |
|
|
Term
| Formal operational stage of cognitive development |
|
Definition
| Age 11 - 15; children develop abstract and hypothetical thinking; use logical operations in the abstract rather than concrete |
|
|
Term
|
Definition
| students construct their own knowledge when they interact in social ways |
|
|
Term
| Kohlberg's six stages of moral development |
|
Definition
Preconventional level (Stages 1 and 2)
Conventional level (Stages 3 and 4)
Postconventional level (Stages 5 and 6) - few people reach these two stages |
|
|
Term
| Preconventional level of moral development |
|
Definition
| egocentric point of view; concrete individualistic perspective; children 4 - 10 respond mainly to reward and punishment |
|
|
Term
| Conventional level of moral development |
|
Definition
| maintrnance of positive relations and the rules of society; children conform to the rules and wishes of society to preserve social order |
|
|
Term
| Postconventional stages of moral development |
|
Definition
| reasoning from an abstract point of view and possessing ideals where precedence takes over particular societal laws; individuals act according to an enlightened conscience |
|
|
Term
| Montessori's three stages of the process of learning |
|
Definition
1) introduction to a concept through lesson, book, etc
2)develop understanding through work, experimentation, and creation
3) possessing understanding - demonstrated by passing test, ability to teach another, or express it with ease |
|
|
Term
| Montessori's belief of the environment |
|
Definition
| students learn more from environment and other children than the teacher; teacher should prepare and facilitate environment which nurtures multiple intelligences and learning styles |
|
|
Term
| Dewey's educational approach |
|
Definition
| educations should foster individually, free activity, and learning through experience; cooperative learning; use of fine arts in learning; should prepare children for active participation in the life of the community; education as a social process |
|
|
Term
| Brumer's educational approach |
|
Definition
| learning is an active process in which learners construct new ideas or concepts based on their current and past knowledge; discovery learning; sprialing curriculum; inquiry teaching |
|
|
Term
| zone of proximal development |
|
Definition
| time span where full development depends on full social interaction either with teacher guidance or peer collaboration |
|
|
Term
|
Definition
| teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the task, and the gradually shift responsibility to the student |
|
|
Term
|
Definition
| dialect, immigrant status, socio-economic backgrounds, discipline problems, ethnicity, race, creed/religion, language, culture, social styles, learning styles, scholastic abilities, challenges, lifestyles |
|
|
Term
| English-immersion instruction |
|
Definition
| entirely in English; teachers deliver lessons in simplified English so that the student learn English and academic subjects |
|
|
Term
| English as a second language instruction |
|
Definition
| similar to English immersion but with some support for individuals using their native languages; special class each day to work strictly on English skills |
|
|
Term
| Transitional bilingual education |
|
Definition
| in the student's native language, but there is also instruction each day on developing English skills |
|
|
Term
| Two-way bilingual education (dual-immersion or dual-language) |
|
Definition
| given in two languages to the student; goal in to have student become proficient in both languages; team-teaching |
|
|
Term
|
Definition
| learn through seeing; watch the teacher's body language and facial expressions; learn best from visual displays, diagrams, illustrated books, overheads, videos, flipcharts, and handouts; they take detailed notes |
|
|
Term
|
Definition
| learn through listening; verbal lectures, class discussions, and listening to what others have to say; read-alouds; listening to a tape recorder or audio program is helpful |
|
|
Term
|
Definition
| learn through touching; learn best through hands-on; need to actively explore physical world |
|
|
Term
|
Definition
| learn through moving and doing; need activity and exploration; hard for them to sit still |
|
|
Term
|
Definition
| being involved in a new experience; learn well through field trips, lab work, or interactive computer games |
|
|
Term
|
Definition
| watching others or developing observations about their own experience; writing in journals or learning logs |
|
|
Term
| Abstract conceptualization |
|
Definition
| creating theories to explain observations; lectures, papers, and text work |
|
|
Term
|
Definition
| using theories to solve problems and make decisions; simulations, case-studies, and active homework |
|
|
Term
| Gardner's eight multiple intelligences |
|
Definition
| verbal/linguistic, logical-mathematical, visual/spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist |
|
|
Term
| Verbal/linguistic intelligence |
|
Definition
demonstrate highly developed auditory skills and sensitivity to the meaning and order of words
Learn by: saying, hearing, seeing words
Motivated by: books, recordings, writing, and conversation |
|
|
Term
| Logical-mathematical intelligence |
|
Definition
demonstrate ability to handle chains of reasoning and recognizing patterns and order
Learn by: explore relationships, patterns, and computing arithmetic in their heads
Motivate by: science kits, games (chess), brainteasers |
|
|
Term
| Visual-spatial intelligence |
|
Definition
think in mental pictures and images; able to perceive world accurately
Learn: visually with images, pictures, color
Motivated by: films, videos, diagrams, maps, charts, cameras, telescopes, 3D building supplies |
|
|
Term
| Bodily-kinesthetic intelligence |
|
Definition
athletically gifted
Learn by: bodily sensations, gestures, body language, touching, moving
Motivated by: role play, dramatic improvisation, creative movement, physical activity |
|
|
Term
|
Definition
sensitive to pitch, melody, rhythm, and tones; often sing, hum, or whistle to themselves; sensitive to nonverbal sounds (crickets, birds)
Learn: through melody and rhythm, study effectively with music in background
Motivated by: records, tapes, and musical instruments |
|
|
Term
| Interpersonal intelligence |
|
Definition
understand people and relationships; "people people;" often leaders; know how to organize, communicate, mediate, and manipulate; many friends
Motivate by: peer-group opportunities, school and community activities |
|
|
Term
| Intrapersonal intelligence |
|
Definition
ability to assess their own emotional life; powerful sense of self and shy away from groups to work alone
Learn: isolated, alone
Motivated by: private space and independence |
|
|
Term
|
Definition
observe nature and discrete patterns and trends; recognize species, environmental changes
Learn by: collecting and cataloging, outdoors, |
|
|
Term
| Differences between sexes |
|
Definition
Girls - memorization; evaluate their own learning; perform well in reading activities but lack the self-confidence in mathematics; express emotions with words
Boys - elaboration strategies; assistance in planning, organizing, and structuring their learning; perform well in mathematics but lack confidence in reading activities; express emotions through action |
|
|
Term
| 4MAT Curriculum Development Model |
|
Definition
| allows teachers to create approaches that reflect the four different learning styles, eight multiple intelligences, and the individual differences of the students; cyclical; Why? What? How? If? |
|
|
Term
|
Definition
| initiate discussion, thought, and motivation; reinforce brainstorming, speaking, understanding and listening to other ideas, building off of those ideas |
|
|
Term
|
Definition
| foster adapting the ideas and observations into concepts through analytical thinking; reinforce classification, conceptualizations, and development of patterns and connections |
|
|
Term
|
Definition
| leads to reasoning and building common sense and practicing with trial and error; reinforce manipulation of ideas into concrete proposals, experimentation, and association of concepts with realistic entities |
|
|
Term
|
Definition
| development and deduction of "if" questions to help students become aware of their thought process and their ability to teach others; reinforce collaboration, adaptation of ideas with other ideas, and exploration of their intuition |
|
|
Term
|
Definition
| statement that addresses behaviors and knowledge and is observable, detectable, and measurable |
|
|
Term
| Teacher-directed learning activities |
|
Definition
| demonstration, guided practice, mastery learning, independent practice, questioning, study skills, modeling, whole group discussion, and transitions |
|
|
Term
| Madeline Hunter's direct instruction model |
|
Definition
| outline of lesson: objectives, standards of performance and expectations, anticipatory set or advance organizer, the teaching (input, modeling and demo, direction giving, and checking for understanding), guided practice and monitoring, closure, independent practice |
|
|
Term
| David Ausbel's advance organizer |
|
Definition
| organizer is introduced before the learning begins and are presented at a higher level of abstraction; bridges between previous knowledge and new learning material |
|
|
Term
| Student-centered learning activities |
|
Definition
| collaborative learning, cooperative learning groups, concept development, discovery learning, independent study, inquiry, interdisciplinary and integrated study, project-based learning, simulations, units |
|
|
Term
|
Definition
| cognitive domain, affective domain, and psychomotor domain |
|
|
Term
|
Definition
| knowledge and development of attitude and skills |
|
|
Term
|
Definition
| growth in feelings, emotional areas, and attitudes |
|
|
Term
|
Definition
| manual or physical skills |
|
|
Term
| Taxonomy of Cognitive Domain |
|
Definition
1. Knowledge - recall of facts and terms
2. Comprehension - understand fact and terms and can interpret meaning of material
3. Application - ability to use learned concepts and principals in new situations
4. Analysis - ability to break down material into its component parts so that the organizational structure may be understood
5. Synthesis - ability to put together parts to create a new whole; use creative behaviors to formulate new patterns and structure
6. Evaluation - ability to judge the value of material for a give purpose; based on either internal or external definite criteria |
|
|
Term
| Alternative or authentic assessment |
|
Definition
| students originate a response to a task or question; demonstrations, exhibits, portfolios, oral presentations, or essays |
|
|
Term
|
Definition
| test/quiz - multiple choice, short-answer, true-false, or essay |
|
|
Term
| Norm-referenced standardized tests |
|
Definition
| indicates that the performance results of the students who take this test are compared with the results of other students taking the test |
|
|
Term
| Criterion-referenced standardized test |
|
Definition
| compare students' knowledge and achievement in an academic area to those objectives of the curriculum established by the state standards |
|
|
Term
|
Definition
| scored based on pre-established rubric |
|
|
Term
|
Definition
| intended to aid learning by providing feedback about what has been learned so far and what remains to be learned |
|
|
Term
|
Definition
| measure of the students' achievement at the completion of a block of work (end-of-unit test) |
|
|
Term
|
Definition
| each element of a student's work is used to assess the total quality of the student's work and receives one score; use rubric |
|
|
Term
|
Definition
| one score is given after separate grades are recorded for each element of the student's work based on whether the elements are correct or not; quality is not considered |
|
|
Term
|
Definition
| from within; self-determination; students want to learn |
|
|
Term
|
Definition
| from without; need external incentives - stickers or candy |
|
|
Term
| Humanistic approach to motivation |
|
Definition
| uses Maslow's Hirtachy of needs; security, social, esteem, physiological, and self-actualization |
|
|
Term
| Behavioral approach to motivation |
|
Definition
| uses reinforcement or extrinsic rewards |
|
|
Term
| Cognitive approach to motivation |
|
Definition
| based on learning-goal theory, self-monitoring and reflective behaviors, and self-evaluation |
|
|
Term
| Attribution Theory approach to motivation |
|
Definition
| centered around social cognitive needs of the students; allows students to blame or credit their own performance or nonperformance |
|
|
Term
| developmentally appropriate programs (DAP) |
|
Definition
| based on knowledge of the individual development levels of the students; strategies/methods based on needs of students in the areas of cognition, physical activity, emotional growth, and social adjustment |
|
|
Term
| Techniques for effective classroom management |
|
Definition
1. Expectations written down
2. Be consistent
3. Have more than one activity per lesson
4. Involve other students during presentations
5. Discipline in private
6. Always have a sense of humor
7. Ask for help when you need it
8. Take roll while students are working |
|
|
Term
| Assertive Dicipline Model of management plan |
|
Definition
| names of students showing inappropriate behavior are written in book (not board); teach desired behaviors, gives positive reinforcement, invokes discipline plan; (teacher insist on responsible behavior, use firm but humane control |
|
|
Term
| Five steps to assertive discipline |
|
Definition
1. recognize and remove roadblocks
2. practice the use of assertive response styles
3. set limits for every activity
4. follow through on limits
5. implement a system of positive assertions |
|
|
Term
| Kounin's effective classroom management techniques |
|
Definition
1. showing students that you are with-it (with-it-ness)
2. cope with overlapping situations
3. maintain smoothness and momentum in activities
4. trying to keep whole class involved
5. introduce variety and be enthusiastic
6. be aware of ripple effect |
|
|
