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Praxis PLT
Some term/definitions I need to study for the praxis PLT
| Term | Definition |
|---|---|
| Social Learning Theory | posits that people learn new behaviors, attitudes, and emotional reactions by observing and modeling others, rather than solely through direct experience |
| Cognitive characteristics of intellectually gifted students | Possess the intense desire to learn about their own interests Have the cognitive ability to think at abstract levels earlier Have their own ways of thinking |
| Learning Logs | reflective journals where students document their learning, thoughts, and questions formative assessment metacognition |
| Holistic scoring rubric | evaluates student work as a whole, assigning a single, overall score (e.g., 1-4 or 1-6) based on general, comprehensive criteria rather than separate, individual components |
| Analytic scoring rubric | Authentic assessment, that is used to assess specific skills separately Practical for assignments that involve a large number of criteria |
| Attitude survey | assess student perceptions, emotions, and motivation regarding specific subjects (like reading or math) to improve instruction and identify social-emotional needs |
| Experimental research | systematically manipulating instructional methods (independent variable) to measure their effect on student learning outcomes (dependent variable), typically comparing a new method against traditional instruction |
| Descriptive research | systematically collecting data, via observation, surveys, or case studies, to accurately portray classroom phenomena, student behaviors, or pedagogical methods |
| Correlational study | examine the relationship between variables (e.g., study time and grades) without manipulating them, determining if they are positively or negatively related |
| Action research | A study conducted by a teacher or group of teachers to improve the instruction by working through a series of reflective stages that facilitate problem solving. |
| Informal assessment | that a teacher might use to best check individual students’ understanding of a lesson or unit in progress The teacher asks each student to write two sentences to answer a question on a topic the teacher puts on the board midway through the class. |
| Mentor Programs for Teachers | Have a positive effect on teacher job satisfaction and commitment, both increase retention of new teachers |
| Inviting and Inclusive environment for middle school students | Assigning an adult advocate to monitor each student’s academic and social development. |
| Cognitive learning theory | Using tools that help students see the interrelatedness of information |
| Cognitive Domain | Recalling data and matching through cognitive skills |
| Affective Domain | Favorite colors Solving conflict through active discussion |
| Psychomotor Domain | Creating Something Acting out solutions in role-play situations |
| What is diabetes protected under? | 504 act |
| Increasing other student participation | Calling on students randomly, while allowing sufficient time for students to formulate answers. |
| Developmental achievement during adolescence | Distancing self from parents psychologically, identifying with a peer group and to fulfill the need to be independent from adults. |
| Jean Piaget’s theory on stages of cognitive development | suggests that the students may not yet be ready to move from concrete observations (the concrete operational stage) to abstract hypotheses (the formal operational stage). |
| Family-centered program that promotes parent partnerships | Relating classroom activities to various needs and interests of children and families |
| Watson | theories center around reward and punishment (positive and negative reinforcement). |
| Maslow | hierarchy of needs starts with basic physiological needs-food and shelter, then safety, followed by a feeling of belonging. |
| Erikson | stages place elementary age students in the industry versus inferiority stage, which says that to encourage industry, students need to feel successful and work at their level. |
| Thorndike | theories center on the law of effect, which says that "when a connection between a stimulus and a response is positively rewarded it will be strengthened, and that the more the stimulus-response bond is practiced, the stronger it becomes. |
| Short-term Memory | the brain’s temporary, limited-capacity storage system that holds information for about 15–30 seconds |
| Semantic Memory | type of long-term, explicit memory responsible for storing general world knowledge, including facts, meanings, concepts, and language, independent of personal experience |
| Procedural Memory | a type of long-term, implicit memory responsible for knowing how to perform tasks, such as riding a bike, typing, or playing an instrument, without conscious thought |
| Episodic Memory | Episodic memory refers to one's ability to recall personal experiences from the past. |
| Summative Assessment | evaluates student learning, skill acquisition, and academic achievement at the conclusion of an instructional period, such as a project, unit, or semester, by comparing it against a standard or benchmark |
| Diagnostic Assessment | Low-stakes, pre-instruction tools, such as pre-tests, self-assessments, and concept maps, used to identify students' current knowledge, skill gaps, and misconceptions before a lesson or unit |
| Formative Assessment | Provide the teacher with feedback and information during the course of the instructional process and are not necessarily graded. Exit tickets are effective when used as a formative assessment to help the teacher plan instruction for future lessons. |
| Interim Assessment | periodic, mid-year evaluations, used to measure student growth, predict end-of-year performance, and inform instructional adjustments. Administered every few weeks or months, they identify learning gaps early, allowing teachers to provide targeted support |
| Scoring Guide Limitations | Students may be overwhelmed by the amount of information provided on the scoring guide. |
Created by:
hannahnaneek
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