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OPTE
Student Learners section
| Term | Definition |
|---|---|
| Abraham Maslow | developed the Hierarchy of Needs, which he theorized to be the unconscious desires that motivate people. |
| accommodations | provide students access to the same curriculum as their grade-level peers but information is presented in a different way. |
| Albert Bandura | a Canadian psychologist who developed the social learning theory. |
| Americans with Disabilities Act | prohibits discrimination based on disabilities. In schools this includes activities that take place both on and off campus, including athletics and extracurricular activities. |
| attribution theory | internal attribution is assumed when other people make mistakes or are victims, since individuals tend to see others as a predictable stereotype. When an individual make a mistake, he or she tends to view the cause as external. |
| B.F Skinner | Skinner expanded on operant conditioning but focused on responding to environment in lieu of responding to stimuli |
| Basic interpersonal communication skills (BICS) | is conversational english |
| Benjemin Bloom | contributed to the taxonomy of educational objectives and the theory of mastery learning. |
| classic conditioning | a practice that involves learning a response to stimuli or the environment. |
| classical conditioning | a neutral stimulus becomes associated with a reflex response through conditioning. |
| code-switching | happens when students slip into native language while speaking their second-language or vice versa. |
| congnitive academic language proficiency (CALP) | is a student's ability to comprehend academic vocabulary in English. |
| cognitive disabilities | are impairments in intellectual functioning and adaptive behavior. |
| cognitive dissonance theory | uneasiness is felt when an individual has conflicting thoughts. |
| cognitive domain | deals with acquiring intellect. |
| cognitive processes | involve acquiring new knowledge and skills and being able to apply new learning to new situations and draw conclusions from it. |
| differentiation | means providing curricula for students based on their individual needs, including learning styles and level. |
| divergent thinkers | are people who think more deeply and differently from other people. |
| Edward Thorndike | his research initially led to operant conditioning:learning laws include the law of effect, the law of readiness, and the law of exercise. |
| engage | means inspiring interest or motivations. |
| English-Language learner (ELL) | students whose native language is not Englsih |
| English Language Proficiency Standards (ELPS) | are objectives that not only support ESL instruction but also increase studens' academic readiness in the content areas. |
| Erick Erikson | theory of psychosocial developments focus on reconciling individual needs with the needs of society through stages. |
| exceptionality | is strength and weaknesses in academic functioning that requires extra attention to meet the needs of the student. |
| extrinsic motivation | describes an external reward. |
| feedback | information about performance. |
| foundational theorists | people who provided the framework by which all current knowledge of cognitive processes is based. |
| individualized education plan (IEP) | an annual meeting for each special education student that outlines the student's learning goals and identifies the accommodations and modifications that will be offered to the student. |
| Individuals with Disabilities Education Act (IDEA) | This act provides guidelines to schools to help address the individual needs of special educations. |
| intellectually gifted | students with an IQ greater than 130. |
| intrinsic motivation | describes and internal reward. |
| Jean Piaget | a Swiss psychologist who was the first to study cognition in children. He identified stages of development and contributed to schema learning. |
| Jerome Bruner | a constructivist theorist who contributed the three modes of representation to the field of cognitive developments. |
| John Dewey | a pragmatic philosopher who viewed learning as a series of scientific inquiry and experimentation, he advocated a real-world experiences and volunteerism. |
| John Watson | coined the term behaviorism, which objectively measures behavior in response to stimuli. |
| language acqusition | is the process by which a new language is learned. |
| language impairments | students have difficulty with comprehension. |
| Lawrence Kohlberg | identified the stages of moral development. |
| learning styles | research indicates that children learn in different ways. |
| learning theories | describe how genetics, development, environment, motivation and emotions affect a student's ability to acquire and apply knowledge. |
| Lev Vygotsky | a Russian psychologist who researched what has become the scocial development theory; more knowledgeable other (MKO) and zone of proximal development (ZPD) are the two main tenets of his philosophy. |
| metacognition | means thinking about the learning process |
| modifications | are changes made to the curriculum because students are so far behind they are unable to use the same curriculum as their peers. |
| moral domain | deals with the acquisition of morals and values. |
| motivation theory | explains the driving forces behind conduct. |
| motor disabilities | are characterized by loss of movement, may be caused by injury or disease. |
| operant conditioning | provides rewards or punishment as a motivation desired performance. |
| physical domain | also called psychomotor domain, deals with all aspects of motor skill development. |
| positive reinforcement | such as praise, recognition, or rewards, is encouraging a behavior to continue or improve by providing the student with something he or she values. |
| schema | frameworks for understanding. |
| Section 504 of the Rehabilitation Act | provides services to all students in federally assisted programs who have physical or mental impairments that substantially limit one or more live activities. |
| self-determination theory | according to this theory everyone has a perceived locus of causality. |
| self-efficacy | is when a person believes that he or she is capable of achieving a learning goal. |
| self-motivation | the drive from within that inspires a person to work towards something. |
| self-regulate | means to maintain control of one's own emotional responses. |
| skills | are the abilities to apply what has been learned. |
| Social domain | is referred to as the effective or social-emotional domain and includes emotions, motivation, and attitudes. |
| zone of proximal development (ZPD) | the space between what a child can do interdependently and the learning goal. |
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