notes on education for midterm
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| Complexities of classrooms | multi-dimensional, simultaneous, immediate, unpredictable, public
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| Factors that contribute to first year success | mentor/induction programs, knowing your students, organization, classroom management, teaching effectively
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| Experience as a learner | triangle, teacher, subject matter, learner
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| Changes in American society | safety, openness, maturity, technology, unemployment, obesity, sexuality, crime/violence
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| Culture | knowledge, attitudes, values, customs, and behaviors of a social group influences learning
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| Ethnicity | ancestry, how people identify themselves, a component of culture
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| Gender bias | discrimination based on differences between males/females that limit opportunities
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| Gender-role identity | societal differences in expectations and beliefs about appropriate roles and behaviors of boys and girls
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| Stereotype | rigid simplistic caricature of a particular group of people
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| Gardner’s Multiple Intelligences | 8 different ways people are smart
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| Name 8 different intelligences | linguistic (poet), logical-mathematical (scientist), musical (composer), spatial (navigator), bodily-kinesthetic (athlete), interpersonal (therapist), intrapersonal (self-aware individual), naturalist (biologist)
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| Individuals with Disabilities Act | (IDEA) 1990 children with special needs must be in regular classrooms
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| Education for Handicapped Act | (EHA) 1975, older version of IDEA, must have free appropriate public education (FAPE), and least restricted environment (LRE)
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| Individualized Education Plan | (IEP), what children are allowed to receive, goals of child, has an age limit
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| 504 plans | helping children who need something and assistance (another form of IEP), less detailed
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| EL | English learners
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| ELL | English language learners
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| LEP | limited English proficiency
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| FLEP | formerly limited English proficiency
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| ESL | English as a second language
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| ESOL | English for speakers of other languages
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| BICS | Basic interpersonal communication skills, social language
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| CALP | Cognitive Academic Language Proficiency, academic
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| Blooms Taxonomy | Remember, understand, apply, analyze, evaluate, create
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| BT remember | highlighting, rehearsal, memorizing, mnemonics
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| BT understand | translating, interpreting, summarize, paraphrase, students explain
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| BT apply | case studies, predict what would happen if, model this, judge the effects
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| BT analyze | breaking down into parts, challenging assumptions, debates, discussions
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| BT evaluate | according to some set of criteria, and state why, find the errors, defend
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| BT create | combining elements into a pattern not clearly there before, modeling, design, reflection through journaling, debates
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| Learning objectives | statements that specify what students should know or be able to do with respect to a topic (student centered)
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| Writing objectives | Mager, ABCD-Audience, Behavior, Condition, Degree, Gronlund, Know-understand-apply
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| Curriculum | everything that teachers teach and students learn in school
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| Formal curriculum | standards, and what is explicitly to be taught in classroom, and tested
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| Informal curriculum | (implicit) unstated values and morals that come through teaching
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| Controversial issues in curriculum | sex education, moral and character education, service learning, intelligent design, censorship
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| The Virginia Standards of Learning (What are SOLs?) | standards that show what teachers teach and students learn
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| WIDA | World Class Instructional Design and Assessment, has standards for ELL students, 6 levels, and 5 are assessed in
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| Effective Teaching | maximizes learning for all students, requires careful and deliberate planning, utilize complex skills that promote learning and motivation
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| Instructional Strategies | the hook, attract interest, relevance, personalize instruction, real world problems, high expectations and involvement
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| Instructional alignment | match between learning objectives, learning activities, and assessments
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| Direct instruction | teach essential knowledge and skills through teacher explanation and modeling followed by student practice and feedback
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| Lecture-discussion | teach through presentations and frequent questioning to monitor learning progress
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| Guided discovery | teach concepts and other abstractions by giving students data and assisting them in finding patterns through teacher questioning
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| Cooperative learning | help learners meet specific learning and social interaction objectives in structured groups
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| WIDA standards | social and instructional, language arts, math, science, and social studies
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| Model performance indicators | (MPI) samples of language that can be assessed, language function, constant stem or sample topic, support or strategy
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| Characteristics of ELL students | risk-taking, anxiety, extroversion v. introversion, motivation
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| Stages of ELL development | pre-production, early production, speech emergence, immediate fluency
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| Pre-production | listen and watch others, repetition of vocab., use visuals, silent period
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| Early production | basic understanding rules, assimilates vocab, sensitive error correction, pre-reading, may feel emotionally drained
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| Speech emergence | more advanced sentence structure, more willing to talk and interact, gentle correction, frustration starts to fade
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| Intermediate fluency | making more sophisticated mistakes, higher level questions, resolves conflicts verbally, direct instruction, celebrate their success
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| Name of a journal | Education full text
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| Differences between professional journals and popular magazines | journals have references and popular magazines often have a large amount of glossy pictures
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| Characteristics of Professionalism | autonomy, decision/reflection making, ethical standards, specialized knowledge
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| Inaction decision-making | at the moment decisions
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| Onaction decision-making | reflection, how did the lesson go
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| Reflection | the act of thinking about and analyzing your actions
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| Old Deluder Satan Act | (1647) every town with more than 50 people had to have school
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| No Child Left Behind Act | (NCLB), 2001, adequate yearly progress, more local control, proven methods-doing what works, parental voice-school choice
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| Common school movement | advocated public education and was led by Horace Mann
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| Latin Grammar School | (1635) college prep institution for boys, narrow curriculum, costly
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| Academy of Philadelphia | (1751) focused on practical America, eliminated religion, some support from government
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| English Classical School | (1821) for boys not attending college, practical
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| Comprehensive high school | must help all students succeed
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| Educational equality laws | title IX (gender equality), Lau v. Nichols (1974)- ELL students, EHA (1975)-disabled
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| Compensatory education programs | increased federal involvement and funding, Title I-supplemental education, head start
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