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education 204 midter
notes on education for midterm
| Question | Answer |
|---|---|
| Complexities of classrooms | multi-dimensional, simultaneous, immediate, unpredictable, public |
| Factors that contribute to first year success | mentor/induction programs, knowing your students, organization, classroom management, teaching effectively |
| Experience as a learner | triangle, teacher, subject matter, learner |
| Changes in American society | safety, openness, maturity, technology, unemployment, obesity, sexuality, crime/violence |
| Culture | knowledge, attitudes, values, customs, and behaviors of a social group influences learning |
| Ethnicity | ancestry, how people identify themselves, a component of culture |
| Gender bias | discrimination based on differences between males/females that limit opportunities |
| Gender-role identity | societal differences in expectations and beliefs about appropriate roles and behaviors of boys and girls |
| Stereotype | rigid simplistic caricature of a particular group of people |
| Gardner’s Multiple Intelligences | 8 different ways people are smart |
| Name 8 different intelligences | linguistic (poet), logical-mathematical (scientist), musical (composer), spatial (navigator), bodily-kinesthetic (athlete), interpersonal (therapist), intrapersonal (self-aware individual), naturalist (biologist) |
| Individuals with Disabilities Act | (IDEA) 1990 children with special needs must be in regular classrooms |
| Education for Handicapped Act | (EHA) 1975, older version of IDEA, must have free appropriate public education (FAPE), and least restricted environment (LRE) |
| Individualized Education Plan | (IEP), what children are allowed to receive, goals of child, has an age limit |
| 504 plans | helping children who need something and assistance (another form of IEP), less detailed |
| EL | English learners |
| ELL | English language learners |
| LEP | limited English proficiency |
| FLEP | formerly limited English proficiency |
| ESL | English as a second language |
| ESOL | English for speakers of other languages |
| BICS | Basic interpersonal communication skills, social language |
| CALP | Cognitive Academic Language Proficiency, academic |
| Blooms Taxonomy | Remember, understand, apply, analyze, evaluate, create |
| BT remember | highlighting, rehearsal, memorizing, mnemonics |
| BT understand | translating, interpreting, summarize, paraphrase, students explain |
| BT apply | case studies, predict what would happen if, model this, judge the effects |
| BT analyze | breaking down into parts, challenging assumptions, debates, discussions |
| BT evaluate | according to some set of criteria, and state why, find the errors, defend |
| BT create | combining elements into a pattern not clearly there before, modeling, design, reflection through journaling, debates |
| Learning objectives | statements that specify what students should know or be able to do with respect to a topic (student centered) |
| Writing objectives | Mager, ABCD-Audience, Behavior, Condition, Degree, Gronlund, Know-understand-apply |
| Curriculum | everything that teachers teach and students learn in school |
| Formal curriculum | standards, and what is explicitly to be taught in classroom, and tested |
| Informal curriculum | (implicit) unstated values and morals that come through teaching |
| Controversial issues in curriculum | sex education, moral and character education, service learning, intelligent design, censorship |
| The Virginia Standards of Learning (What are SOLs?) | standards that show what teachers teach and students learn |
| WIDA | World Class Instructional Design and Assessment, has standards for ELL students, 6 levels, and 5 are assessed in |
| Effective Teaching | maximizes learning for all students, requires careful and deliberate planning, utilize complex skills that promote learning and motivation |
| Instructional Strategies | the hook, attract interest, relevance, personalize instruction, real world problems, high expectations and involvement |
| Instructional alignment | match between learning objectives, learning activities, and assessments |
| Direct instruction | teach essential knowledge and skills through teacher explanation and modeling followed by student practice and feedback |
| Lecture-discussion | teach through presentations and frequent questioning to monitor learning progress |
| Guided discovery | teach concepts and other abstractions by giving students data and assisting them in finding patterns through teacher questioning |
| Cooperative learning | help learners meet specific learning and social interaction objectives in structured groups |
| WIDA standards | social and instructional, language arts, math, science, and social studies |
| Model performance indicators | (MPI) samples of language that can be assessed, language function, constant stem or sample topic, support or strategy |
| Characteristics of ELL students | risk-taking, anxiety, extroversion v. introversion, motivation |
| Stages of ELL development | pre-production, early production, speech emergence, immediate fluency |
| Pre-production | listen and watch others, repetition of vocab., use visuals, silent period |
| Early production | basic understanding rules, assimilates vocab, sensitive error correction, pre-reading, may feel emotionally drained |
| Speech emergence | more advanced sentence structure, more willing to talk and interact, gentle correction, frustration starts to fade |
| Intermediate fluency | making more sophisticated mistakes, higher level questions, resolves conflicts verbally, direct instruction, celebrate their success |
| Name of a journal | Education full text |
| Differences between professional journals and popular magazines | journals have references and popular magazines often have a large amount of glossy pictures |
| Characteristics of Professionalism | autonomy, decision/reflection making, ethical standards, specialized knowledge |
| Inaction decision-making | at the moment decisions |
| Onaction decision-making | reflection, how did the lesson go |
| Reflection | the act of thinking about and analyzing your actions |
| Old Deluder Satan Act | (1647) every town with more than 50 people had to have school |
| No Child Left Behind Act | (NCLB), 2001, adequate yearly progress, more local control, proven methods-doing what works, parental voice-school choice |
| Common school movement | advocated public education and was led by Horace Mann |
| Latin Grammar School | (1635) college prep institution for boys, narrow curriculum, costly |
| Academy of Philadelphia | (1751) focused on practical America, eliminated religion, some support from government |
| English Classical School | (1821) for boys not attending college, practical |
| Comprehensive high school | must help all students succeed |
| Educational equality laws | title IX (gender equality), Lau v. Nichols (1974)- ELL students, EHA (1975)-disabled |
| Compensatory education programs | increased federal involvement and funding, Title I-supplemental education, head start |
Created by:
lfalkens
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