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PLT 5622
| Term | Definition |
|---|---|
| ability grouping | grouping students of similar abilities into groups |
| accommodation | responding to a new object or event by modifying an existing scheme or forming a new one |
| accountability | obligation of teachers and other school personnel to accept responsibility for student's performance |
| achievement tests | standardized test - measures how much students have learned |
| action research | research conducted by teachers and other school personnel to address issues and problems in their own schools or classrooms |
| active listening | listener paraphrases, mentions feelings of underlying message |
| advance organizer | intro to a lesson, provides overall organizational scheme for the lesson |
| age-equivalent score | indicates age level |
| American Disabilities Act (ADA): 1990 | US, extends civil rights protections of persons with disabilities, employment, public services, public accommodations, transportation, telecommunication - includes physical accessibility |
| analytical scoring | students' performance on an assessment by evaluating various aspects separately |
| anecdotal records | narrative accounts of observed student behavior or performance |
| antecedent stimulus | stimulus increases the likelihood that a particular response will follow |
| antecedents | stimuli that precede and induce behaviors |
| Applied Behavior Analysis (ABA) | stimulus response to principles to address chronic behavior problems |
| apprenticeship | mentorship in which a learner works intensively with an experienced adult |
| aptitude test | standardized test - predicts potential and measures general abilities |
| assertive discipline | classroom management promotes a clear and firm response style with students |
| ADHD | inattention - inability to inhibit appropriate thoughts and behaviors |
| attribution theory | focus on people's explanations concerning the causes of events and behaviors that results |
| authentic activity | like the outside world |
| authentic assessment | knowledge and skills in a "real life" context |
| Autism spectrum disorders | impaired social cognition, social skills, social interactions, associated with cognitive and linguistic delays |
| autonomy | need to control course of own life |
| backward design | determine desired end result first then identify assessments and strategies |
| behaviorism | theoretical perspective learning and behavior described and explained in terms of stimulus response |
| Blooms taxonomy (RAECAU) | 6 cognitive processes - remember - analyze - evaluate - create - apply - understand |
| classical conditioning | new, involuntary response is acquired as a result of two stimuli at the same time |
| co-teaching | two or more teachers teach together or at the same time - one teach, one observe; one teach, one assist; etc. |
| cognitive dissonance | discomfort caused by new information that conflicts with current knowledge |
| collective self-efficacy | shared belief of members of a group that they can be successful when working together |
| concrete operations stage | Piaget's 3RD stage, cognitive development, adult-like logic but it is limited |
| conditioned response | response to stimulus through classical conditioning |
| constructivism | proposes learners construct knowledge |
| convergent questions | single correct answer (fill in the blank, multiple choice, etc.) |
| criterion referenced score | indicates what students know or can do |
| cueing | signals to indicate desired behavior |
| declarative knowledge | how things are, were, or will be "what is" |
| deductive reasoning | logical inference |
| diagnostic assessment | used to uncover "diagnose" learning difficulties |
| differentiated instruction | individualized instruction methods, based on students' needs |
| discovery learning | develop understanding of topic through 1st hand interaction |
| distributed intelligence | idea that more people act more intelligent when they have assistance |
| divergent questions | no single correct answer |
| divergent thinking | mentally moving in multiple directions |
| dynamic assessment | exam of how easy a student can acquire new knowledge |
| entity view of intelligence | intelligence is a "thing" that is permanent and unchangeable |
| expectancy value theory | human motivation is a function of 2 beliefs; expectancy and value |
| expository instruction | information presented in same way students expect to learn |
| extrinsic motivation | external factors |
| intrinsic motivation | internal factors |
| formal assessment | ascertain what students have learned |
| formal operations stage | Piaget's 4TH stage, final stage, cognitive development - logical reasoning, not everyone makes it to this stage |
| formative assessment | before or during instruction - instructional planning |
| Free and Appropriate Education (FAPE) | SPED services are free, meet state standards, all school levels, IEP |
| goal theory | human motivation, particular goals |
| grade-equivalent score | indicates grade level |
| heterogenous ability group | students grouped with students of varied abilities |
| high stakes testing | student performance on a single test |
| holistic score | summarizing student performance on assessment ("whole) |
| individual constructivism | focuses on people as individuals, construct meaning from what is around them |
| Individualized Education Plan (IEP) | any ss with a disability has one, perf., goals, reviewed annually, team: teach, sped teacher, drs, guidance counselors, principals, parents, student, any1 that works with the ss, OT, PT, speech therapists, etc. (how the process leading up to IEP...) |
| Individuals with Disabilities Education Act (IDEA) | educational rights to people with cognitive, emotional physical disabilities, birth to 21 |
| inductive reasoning | collect data to draw conclusions |
| informal assessment | day to day observations |
| information process theory | learners mentally think about new information |
| IRE cycle | adult child interaction - marked by adult initiation |
| learner centered instruction | instructional strategies are chosen based on students' abilities |
| locus of causality | internal or external cause of behavior |
| mean | average |
| median | middle score |
| mode | most frequent score |
| mnemonic | memory aid or trick designed to help students learn or remember |
| multiple intelligence theory | people are intelligent in different areas |
| norm-referenced score | score that indicates student performance - compares with average performance of others |
| norms | typical performance |
| objective testing | multiple choice, t/f, short answer, fill-in-the-blank |
| operant conditioning | frequency of response as a result of reinforcement |
| performance approach goal | desire to look good and receive favorable judgements |
| performance assessment | knowledge and skills in a non-written way |
| positive behavioral support (PBS) | systemic intervention that addresses chronic misbehavior, identify behaviors, and provide appropriate supports |
| Abraham Maslow - theory 5 stages | - stage 1: physiological (eat, breathe, sleep, shelter, etc.) - stage 2: safety - stage 3: love and belonging - stage 4: esteem (self-confidence/respect) - stage 5: self actualization |
| attachment theory | strong emotional/physical bond to caregiver in 1st years, critical to development |
| Erikson - psychosocial development (first two) | - trust vs mistrust: 0-18mos - trust at birth and young age - autonomy vs. shame: 18m-4yrs. - is it ok to be me, develop self-confidence or shame |
| Erikson - psychosocial development (middle 3) | - initiative vs. guilt: 5-12 - develop interests, recognition = industrious, negative feedback = loss of motivation - industry vs. inferiority: 13-19 - learn who they are - intimacy vs. isolation: 20-40 - love, commitment, relationships |
| Erikson - psychosocial development (last 2) | - generativity vs. stagnation: 40-65 - part of society - ego integrity vs despair: 65 plus - reflect |
| Kohlberg - stages of development | - pre-conventional - avoid punishment, self interest - conventional - get people to like them, moral reasoning - post-conventional - reject rigidity of laws, ethical principles |
| zone of proximal development (ZPD) | a difference between what a person can do independently and what they can do with focused assistance |
| Gardner's 9 types of intelligences | - visual/spatial = picture - naturalistic = nature - logical/mathematical = calculate, numbers - interpersonal = people - intrapersonal = self - existential = life - bodily/kinesthetic = actions/movements - musical = music/songs/rhythm |
| JP Guiford | - convergent thinker: linear, systematic (one idea at a time) - divergent thinker: weblike, connections between ideas (many ideas at a time) |
| Piaget's Theory of Cognitive Development (4 stages - 1st two) | - stage 1 - sensorimotor - birth to 2 - develop 5 senses - stage 2 - pre-operational - 2-7 - categorized thinking, speaking, understanding words |
| Piaget's Theory of Cognitive Development (4 stages - last two) | - stage 3 - concrete operational - 7-11 - logic, concrete cognitive operations, inductive reasoning - stage 4 - formal operational - 12 plus - formally operational, abstract concepts |
| Sigmund Freud | - oral stage = infancy - anal stage = toddler - phallic = preschool - latency = elementary - genital = adolescence |
| statistical reliability | how consistent a test results are across repeated administration |
| schemata | best described as mental constructs "people construct knowledge" |
| Bandura - reciprocal determination | learning behavior involves the individual, behavior, and environment |
| characteristic of planning | planning requires abstract thinking |
| characteristic of indirect instruction | teacher facilitates rather than teacher centered "teacher is the coach" |
| How can teachers help students by making classrooms intellectually centered? | classroom is intellectually safe (students take risks, challenging activities, emotional safety) |
| ______ involvement in education benefits everything!!!!! | family |
| scope | standards, what is covered, plan |
| sequence | order |
| style | each teacher is different, lessons may all align across a grade level, but the way it is delivered may be different |
| self-motivation | completed a task without giving up or needing motivation from others - positive feedback encourages self-motivation |
| modification | an alteration in content material that requires a structural or cognitive change "adapt content areas" |
| in a positive learning environment, | activities relate to students interests |
| when most of a class indicates wrong answers, | teacher should immediately alter/adjust instruction |
| limitation of development portfolio | establishing a reliable and valid evaluative criterion |
| development portfolio | collection of student work that represents performance over time - assessing portfolio is hard because of the range of variability |
| thematic unit | lessons and activities around a theme |
| chunking | organizing information into smaller/shorter pieces - increases short-term memory |
| intellectual freedom | educator can choose materials to achieve learning goals |
| equal access guidelines | high quality education for all students including resources, academics, extracurricular activities; all students regardless of race, origin, or zip code = receive high quality education, all have access to comparable resources |
| short-term memory | store/process limited info "use table of contents to locate stuff in a book" |
| holistic scoring | judge "overall" quality of work "applies many criteria at the same time to evaluate an end of course project" - no detailed feedback |
| norm-referenced assessment | percentile score means students are compared percentage to other students in same grade |
| due process 14th amendment | prescribes procedures a school must follow to dismiss a teacher |
| ADA | must provide ramps for a student in a wheelchair to enter/exit a public building, all building must be accessible |
| how to track data during an intervention (rti process, tiers, etc.) | graph 3 to 5 points to examine for progress |
| moral reasoning | - child: based on understanding, they must obey parents, caretaker, authority figure - pre-teen: understand that they must obey rules and be compliant - teenagers: accepting and belonging to a group more important |
| teacher communicating with families from different cultures | must show empathy regarding differences in language and understanding |
| teacher should seek support from collaborators to... | establish and manage behavior plans (SPED, behavior specialist) |
| reflective practice | critical analysis focuses on instructional actions that result in improved student achievement - journaling is reflective |
| informal assessments | help teachers understand student growth and refine instruction to meet the needs of students |
| PLC | professional learning community - professional growth, learning community, collaboration, and reflection |
| determining group | evaluate each individual student needs |
| target ZPD | guided reading books one level above students' independent level, challenges student by taking out of their comfort zone |
| interactive instruction | teacher models how to do something, then the students do it, use social cues, work cooperatively, listen to someone else |
| portfolios | content mastery is hard to observe |
| modify general curriculum and implement direct teaching = | appropriate for students with intellectual disability |
| concept mapping | appropriate assessment to determine if students have met objective, organize/compare/contrast/visual representation |
| peer assessment | internalize characteristics of quality of work |
| modification | SPED teachers are trained to modify general curriculum - collaborate with SPED teachers about curriculum |
| auditory students | difficulty understanding verbal directions, recognizing individual sounds in words/words ending in rhymes, recalling general information and details from an aloud story |
| teacher response to abuse/neglect | report to appropriate child welfare agency |
| teacher should provide misbehavior consequence | students should be aware of rules/procedures/consequences, they should know that there are consequences for misbehavior |
| help students manage time by | modeling organization/listing steps |
| standing still in front of the room looking at the clock is a | nonverbal communication strategy to get student attention |
| percentile rank | converts score to a single digit |
| constructivist classroom | welcomes shared responsibilities and interactions |
| Maslow education philosophy | creating an environment that is safe, welcoming, and secure |
| teacher study groups | provide opportunity for teacher to enhance their skills through close analysis of their classroom |
| rubric | states explicitly what is expected of student |
| Blooms evaluate | judge/critique |
| auditory learners benefit from | lectures, group work, class discussions, "listening" |
| characteristics of learners (preschool - kindergarten) | - active - frequent rest periods - play activities attribute social, emotional, and cognitive development - awareness of gender roles - begin to develop theory of mind - becoming skillful with language |
| characteristics of learners (primary grades 1-3) pt. 1 | - extremely active - still need breaks - more selective in their choice of friends - like organized games/activities but can be obsessive about rules - eager to please |
| characteristics of learners (primary grades 1-3) pt. 2 | - understand that there are different ways to know things - understand that learning and recall are cognitive processes - private speech - talking aloud to oneself |
| characteristics of learners (primary grades 1-3) pt. 3 | - industry vs. inferiority - develop interests, likes positive recognition, with negative recognition they lose motivation - Piaget - concrete operational - categorized thinking, speaking, understanding words |
| characteristics of learners (grades 4-5) pt. 1 | - gender differences in motor skills - peer group becomes more powerful and starts to replace adults as source of behavior standards - complex self-image - think logically - although it is inconsistent |
| characteristics of learners (grades 4-5) pt. 2 | - simple memory tasks - perform well, complex memory tasks - limited - industry vs. inferiority - develop interests, likes positive recognition, with negative recognition they lose motivation |
| characteristics of learners (grades 4-5) pt. 3 | - Piaget - concrete operational to formal operational - logic, concrete cognitive operations, inductive reasoning, developing an understanding of abstract concepts - some beginning puberty |
| Vygotsky | ZPD, MKO, social development theory of learning - social interaction influences cognitive development - scaffolding |
| Dewey | established experiential education: considered the father of progressive education that promotes individually, and free activity, such as project-based learning, cooperative learning, arts integration, teacher reflective practices |
| Learning through experiential education | school is primarily a social institution; schools should teach children to be problem sovlers |
| Erik Erikson | 8 stages of human development based on crisis or conflict |
| Jean Piaget | cognitive theorist established the cognitive development that says there are four stages: sensorimotor, preoperational, concrete operational, and formal operational |
| application of constructivism | KWL charts, reading logs, thematic units, word sorts |
| sociocultural learning theory | theorists believe the combination of social and cultural and historical contexts in which a learner exists have a great influence on the persons knowledge construction in addition to the way the teacher organizes instruction |
| Bandura | creator of the social or observational thinking 1. attention: attending a lesson 2. retention: remembering what was learned 3. reproduction: trying out the skill or concept 4. motivation: willingness to learn and ability to self-regulate behavior |
| social or observational theory | children learn by observing others |
| Jerome Bruner | creator of discovery learning |
| scaffolding | involves instructional supports to the degree needed, provided to a student |
| How did people measure length before they had rules best exemplifies: | constructivism, students must find their own answers |
| assignment involves a creation of art could be associated with... | psychomotor domain because it describes something with manual physical skills |
| assignment involves the use of favorite colors could be associated with... | affective domain because it describes attitudes or feelings. assignment involves students labeling us states and capitals could be associated with cognitive domain because it involves recalling information |
| assignment involves solving conflict through discussion could be associated with... | affective domain because it involves feelings through discussion |
| assignment involves solving problems through role play could be associated with... | psychomotor because it involves students acting out solutions |
| type of quiz at the end of a unit to determine if students are ready for the next unit | formative assessment |
| Thorndike: behavioral learning | 1. law of efficacy 2. law of readiness 3. law of exercise |
| standard deviation | a measure of how spread out the numbers are |
| high standard of deviation | means that students abilities and skills are diverse |
| low standard of deviation | means that students abilities and skills are similar |
| how a teacher can improve content knowledge example | join the national science teacher association |
| independent study | learning centers at which students can practice literacy skills |
| strategy to increase motivation and achievement in students | provide students with a menu of instructional choices |
| new teachers first step to address the concerns of managing behavior | keeping a reflective journal about the types of problematic behaviors that occur ABC or FBA, taking data on strategies that work versus those that don't |
| an effective strategy for encouraging parents to help their child learn outside of school | posting assignments on a website, keep hw short and relevant, parents sign childs hw |
| piece of legislation appropriate for implementing a plan to help a student with ADHD | section 504 the rehabilitation act |
| instructional accommodation | increase font size (think modify content in some way to help students with disabilities) |
| what should a new teacher use to determine content? | curriculum (state) standards |
| learned helplessness | person to be passive learner who is dependent on others for guidance and decision making |
| tiered instruction | offers same core content to each student but provides supports |
| flexible grouping | groups change as student learning needs change |
| direct instruction methods | demonstrations, lectures, mastery learning, review of student performane |
| indirect instruction methods | concept mapping, inquiry, discovery learning, case studies, problem solving |
| cooperative learning | positive interdependence, positive interaction, individual and group accountability, group processing |
| jigsaw | cooperative learning structure for lessons in which instructional materials are divided among individuals or pairs, after students become experts on their section, they share the information with the group |
| think-pair-share | students think, share with a peer, and then share with the class |
| reciprocal teaching | teacher and student take turns teaching and asking questions |
| socratic seminar | teacher led discussion; teacher engages student in dialogues by responding to questions with questions instead of providing answers |
| quartiles | divide the normal distribution of scores into four equal parts, you can describe the students score as it falls into one of three groups |
| stanines | derived from standard nine, based on a nine-point standard scale with a mean of 5 |
| validity | when a test measures what it was designed to measure |
| if a student has signs of abuse... | identify the proper child welfare authorities |
| what is the lowest level of hierarchy of needs? | physiological (eat, breathe, sleep, shelter, etc.) |
| what is the Piaget's 4th stage? | final stage, cognitive development - logical reasoning, not everyone makes it to this stage |
| words associated with ELL students to watch for: | images, multi-cultural, differentiated instruction, accommodations |
Created by:
rbrannen23