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Praxis II PLT 0622
| Term | Definition |
|---|---|
| American with Disabilities Act (ADA) | prohibits discrimination against qualified individuals with disabilities in job application procedures hiring, firing, advancement, compensation, job training. |
| Individuals with Disabilities Act (IDEA) | requires provision of special-education services to eligible students. 1. zero reject 2. nodiscrimintory eval 3. appropriate education 4.LRE 5. procedural due process 6. parent/student involvement |
| Maslow | Behavioral theorist - hierarchy of needs – students who have not fulfilled basic needs cannot focus on academic success |
| Skinner | Behavioral theorist- operant conditioning – behavior changes according to its immediate consequences, reinforcers, primary reinforce, secondary reinforce. |
| operant conditioning | process attemps to modify behavior with pos. and neg. reinforcement |
| Erikson | Behavioral theorist- stages of development, psychosocial theory. 8 stages, level 4 = school age (industy vs inferiority) level 5= adolescent (identity vs identity confusion) |
| Thorndike | Behavioral theorist -law of effect -behavior with good consequences will occur again, behavior with bad consequences will not |
| Watson | behavioral theorist- little albert, learning behavior is conditioned and can be correct |
| Positive reinforces | pleasurable consequences given to strengthen good behavior. |
| Negative reinforces | release from an unpleasant situation, given to strengthen good behavior |
| positive punishment | bad given because of bad behavior |
| classical conditioning | plavos dogs- process of repeatedly associating previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response. |
| attribution | how you use information to arrive at a casual explanation for events |
| cognitive dissonance | referrers to a situation involving conflicting attitudes and process feeling discomfert (ie smoke even know its bad) |
| extrinsic motivation | we do it so we can get something good |
| intrinsic motivation | we do it because it makes us feel good, so we can benefit, "finish that puzzle" |
| zone of proximal development | support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner. |
| scaffolding | support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner. |
| new blooms taxonomy | creating evaluating analyzing applying understanding remembering |
| direct instruction | teacher-centered - approach to teaching in which the teacher transmits information directly to the students; lessons are goal-oriented and structured by the teacher. |
| indirect instruction | learning-centered teaching strategy. It promotes student involvement in the learning process and, in doing so, fosters true understanding. (case study, problem-solving, reading for meaning) |
| explicit teaching | involves six teaching functions: daily review, presenting new material, conducting guided practice, providing feedback and correctives, conducting independent practice, weekly and monthly review |
| metacognition | thinking about thinking- self-directed learning - mental processes that assist learners to reflect on their thinking by internalizing, understanding, and recalling the content to be learned. |
| formative assessment | info that leads to adjust teaching, pratice for kids, future instruction ex: observation, discussion, four corners, exit slips |
| summative assessment | used to measure growth, generally at the end of a unit ex: state assessments, unit test |
| diagnostic assessment | pre-assessments, tells you prior knowledge, helps w/ lesson plans and differentiated instruction |
| analytical checklist | very simple format of scoring, they did it or didnt |
| anecdotal notes | record specific observations of students behaviors, skills and attitudes |
| achievement test | how much a person has learned |
| aptitude test | predict ability to learn a certain skill |
| analytical scoring | use a rubric, seperate scores for different tasks, with this you can grade areas otherwise not, issue: takes to long, can distract from overall w/ focus on parts |
| holistic scoring | assignment score to writing based on overall impression by it, individual features not separate, used when no correct answer |
| raw score | total number of points possible |
| scaled score | scores mathematically transformed from raw score to make them comparable |
| standard deviation | |
| Vygotsky | zone of proximal development – level of development immediately above a person’s present level. |
| A teacher who supports the cognitive theory of learning will see a students mind as a | computer |
| affective domain | deals with feelings, values, motivation and attitudes |
| wait time | waiting longer between posing a question and calling on students to respond |
| Piaget | schemas, process that enable transition from one stage into another egocentric (2-7) Preoperational stage consevation (7-11) concrete operations |
| Dewey | curriculum should be relevant to lives learning by doing, relevant to lives, learning by doing |
| Kohlberg | Stages of moral development 3 levels with 6 stages, 2 stages per level |
| bruner | aim ed. to create learns who want to learn. 3 levels Ionic (1-6) info stored via images Symbolic (7+) info stored via language |
| schema | building blocks of knowledge |
| self-efficacy | personl idea of being able to do an activity, I can, I can't |
| Maslow hierarchy of needs | 5. self actualization 4. esteem 3. love, belonging 2. safety 1. physiological (food, water, shelter) |
| negative punishment | good removed because of bad behavior |
| socio-cultural theorist say most students learning comes from | repeating behaviors that are reinforced by others |
| telling students what they are learning and why its important is an aspect of | scaffolding |
| creating thinking | cognitive process, that involves combing information to develop new understanding concepts or ideas |
| Action research | research done by teachers |
Created by:
coloradojayhawk
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