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TeXes PPR Vocab
PPR Flashcards
| Question | Answer |
|---|---|
| ability grouping | a type of groupoing where students are placed together according to their skill level |
| abstract | characterized only in thoght; non-concrete |
| active engagement | participating in the current activity so the informaiton or concept is commiitted to memory |
| acitve listening | paying close attenion to what is currently being said so the information or concept is conmmitted to memory |
| active student inquiry | students are engaged in an activity, asking, and likely anwering questions |
| age approopriate | vocabulary, lessons, activities, etc, that fit the development, language and ability level of the child |
| alternative assessment | a type of evaluation other than a conventional test |
| analysis | taking knowledge apart to understand how it fits together |
| application | applying what is known to solve a problem |
| ARD | a team that determines a student's eligibility for special educatioen services |
| assessment | a way of monitoring progress; the act of testing, determining an evaluation of a particular skill or content area; incldes authentic evaluation procedures |
| assimilation | the process of fitting new ideas or concepts into existing ideas or concepts |
| authentic assessment | using evaluations procedures that measure exactly what learning has occurred |
| autonomy | the process of becoming independent and regulating one's own behavoir |
| bias | a preference that affects one's impartial judgement |
| bilingual education | a dual language approach to teaching children whose first lanuguage is not english |
| bloom's taxonomy | a classification tool developed to categorize learning from low level thinking to very high level thinking |
| brainstorming | a risk free discussion of idea that realtes to a particular topic or concept |
| classroom management | all things that encompass the surroundings of the classroom- lights, temperature, displays, furniture arrangement |
| comprehension | the act of understanding |
| concrete activity | usually a hands-on experience where students can actually manipulate matericals in order to gain a better understanding of the concept being taught |
| constructivism | a theory on the idea that children build understanding by an active learning process |
| content validity | how well a test measures what is was designed to measure |
| convergent thinking | thinking that is framed so that several different people will arrive at the same answer |
| cooperative learning groups | grouping children together in small groups to learn from each other |
| criterion referenced assessment | a standardized measure of specific skill or content mastery |
| deductive reasoning | the process of thinking from general terms to specific terms; framing thinks so as to eliminate ideas or possibilities one by one |
| discovery learning | a teaching stratege that allows students to learn by their own active exploration of a concept |
| divergent thinking | thinking that is framed so that numerous people could come up with numerous responses |
| diversity | the quality of being different |
| educator's code of ethics | the standards which all educators must adhere to in relation to their ethical conduct |
| effective teacher | an educator who can understand and communicate the learner concepts and idea which will produce an intended learning outcome |
| ESL | a program for teaching the english language to children whose first language is not english |
| ethical behavior | acting in the highest moral principles and values |
| evaluation | critical thinking that involves making and supporting judgments |
| extrinsic motivation | wanting to do something, behaving in a certain way or achieving something because of some type of external reward which results in personal gain |
| formal assessment | measuring skill acquistion by means of a standardized test |
| formative assessment | monitoring progress before and during learning in order to guide any necessary adjustments and the pace of learning |
| graphic organizers | some type of visual disply that helps students quicly understand a concept or topic |
| grouping | placing students together in order to accomplish something |
| hands-on activities | activities designed so that studetns actually preform the planned activity |
| higher oder questions | questions that engage the child in thinking critically |
| IEP | a written educational plan for speical needs studens developed by professionals and the child's parent |
| instructional objectives | written statements about how and what a teacher will teach to the students |
| instructional strategy | the plan for teaching; the methodology and process for teaching |
| intrinsic motivation | a desire to do something that comes from within oneself |
| knowledge | simple rcall of information |
| learner centered | the learning activity or conept is based on the abilities, needs and learning style of students |
| modeling | showing how to do something |
| modification | a change in a lesson made to accommodate the needs of a speical education student |
| norm referenced assessment | standardized test whose results compare the students' score to a defined norm group |
| open ended question | a question having more than one correct response in order to encourage critical thinking and problem solving |
| Piaget, Jean | a swiss biologist who became interested in psychology and ultimately became very interested in the reasoning skills of elementar children |
| portfolio | a collection of one's word over a period of time |
| prior knowledge | what the students already know |
| reflection | a deep analysis of something |
| reflective listening | listening with emotion and understing for improvement |
| reflective thinking | deep analysis of one's preformance or abilitites in order to improve |
| reliability | a test of characteristic that measures dependability |
| rubric | the guidelines that will be used for assessment |
| self motiviation | wanting to something for the sake of doing it |
| student centered | focused on the students |
| student choice | allowing students to make decisions about their won learning which is intrinsically motivating |
| summative assessment | formal or informal evaluation accurring at the end of the unit of study |
| synthesis | higher level thinking that requires putting pieces together to form a whole |
| teacher bias | expectations or abilities of students based on some outward appearance |
| teacher centered | the teacher is the focus proving direct instruction by explanation, modeling and providing evaluation |
| validity | the extent or degree to which an assessment tool measures what it is supposed to meausre |
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