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312 Final A
| Term | Definition |
|---|---|
| learner centered instruction | approach to teaching in which instructional strategies are chosen largely on the basis of students' existing abilities, predispositions, and tailored to needs. |
| experimental study | Research study that involves the manipulation of one variable to determine its possible effect on another variable; random assignment of participants |
| schema | General understanding of what an object or event is typically like. |
| script | Schema that involves a predictable sequence of events related to a common activity. |
| distributed cognition | Process in which two or more learners each contribute knowledge and ideas as they work collaboratively on an issue or problem. |
| community of learners | Class in which teacher and students actively amd collaboratively work to create a body of knowledge and help one another learn. |
| positive transfer | Phenomenon in which seomthing learned at one time affects how the person learns or performs in a later situation. |
| metacognition | Knowledge and beliefs about one's own cognitive processes, as well as concious attempts to engage in behaviors and thought ptocesses that increase learning and memory |
| scaffolding | Supports students to master difficult tasks |
| self-efficacy | Belief that one is capable of executing certain behaviors or reaching certain goals. |
| authoritative parent | Parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, inclusion of children in decision making, and reasonable opportunities for autonomy. |
| authoritarian parent | Parenting style characterized by rigid rules and expectations for behavior that children are asked to obey without question. |
| gang | Cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups. |
| clique | Moderately stable friendship group of perhaps 3 to 10 members. |
| direct instruction | Approach to instruction that uses a variety of techniques (e.g., explanations, questions, guided and independent practice) in a fairly structured manner to promote learning of basic skills. |
| reciprocal teaching | Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher. |
| higher-level question | Cognitive process that involves going well beyond information specifically leanrned (ex. by analyzing, applying, or evaluating it.) |
| divergent thinking | Process of mentally moving in a variety of directions from a single idea. |
| ways to reduce school violence | Three tiers--whole school program/targeted interventions in small groups/individual supports |
| validity of classroom assessments | Extent to which an assessment instrument actually measures what it is intended to measure and allows appropriate inferences about the characteristic or ability in question. |
| reliability of classroom assessments | Extent to which an assessment instruments yields consistent information about the knowledge, skills, or characteristics being assessed. |
| Informal assessment | Assessment that results from a teacher's spontaneous, day-to-day observations of how students behave and perform in class. |
| Formal assessment | Preplanned, systematic attempt to ascertain what students have learned. |
| teacher-directed instruction | Approach to instruction in which the teacher is largely in control of the content and course of the lesson. |
| purpose of lesson planning | Predetermined guide for a lesson that identifies instructional goals or objectives, necessary materials, instructional strategies, and one or more assessment methods. Just a guide! |
| three parts of lesson objective | measurable verb, conditions and criteria |
| self concept | an individual's belief and evaluation about himself or herself |
| students at-risk | Student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world. |
| facilitating anxiety | Level of anxiety (usually relatively low) that enhances performance. |
| debilitating anxiety | Anxiety of sufficient intensity that it interferes with performance. |
| culturally biased classroom assessment | Extent to which assessment tasks either offend or unfairly penalize some students because of their ethnicity, gender, or socioeconomic status. |
Created by:
dkern
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