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More PLT
practice terms
| Question | Answer |
|---|---|
| Criterion-referenced | used to determine how well a student has mastered predetermined objectives |
| scaffolding | temporary support mechanism, typically involves some tangible aids for connecting and organizing info when a new subject is introduced |
| constructivist teaching | individualization of instruction. focuses not on what teacher knows but what what and how the student learns |
| cognitive assessments | measure a person's intellectual ability based on performance on verbal, numerical, and abstract reasoning tasks |
| Bruner | contended that learning is an ACTIVE PROCESS in which learners construct new ideas or concepts based on their current and past knowledge. SPIRALING CURRICULUM |
| negative reinforcement | occurs when a particular behavior is caused by the withdrawal of a stimulus |
| diagnostic assessment | used at BEGINNING of a unit to provide the teacher with info regarding students prior knowledge, strengths and weaknesses |
| Kohlberg | theory of moral development |
| affective domain | deals with ideas such as feelings, values, motivations and attitude |
| cognitive domain | |
| psychomotor domain | |
| social learning theory | - modeling - reciprocal determination - vicarious learning |
| cognitivism | - schema - informational processing - mapping |
| performance assessment | assessment in which students demonstrate their knowledge and skills in a non-written fashion |
| mastery learning | proposes that all students can learn when provided w/the appropriate learning conditions in the classroom |
| direct instruction/explicit teaching | systematic instruction for mastery of basic skills, facts, & info |
| operant conditioning | learning in which voluntary behavior is strengthened or weakened by consequences or antecedents |
| Bruner | the instructor should try to encourage students to construct hypotheses, make decisions, and discover principles by themselves; ss build on what they have already learned; spiral curriculum- teaches big ideas first, details over time later on |
| Dewey | learning is active, should be fun, schooling is unnecessarily long & restrictive; ss should have real, guided experiences; should be involved in real-life tasks & challenges |
| Bandura | social cognitive theory= adds concern with cognitive factors such as beliefs, self-perceptions, & expectations to social learning theory; people learn through observing others' behavior, attitudes, & outcomes |
| Vygotsky | sociocultural theory= emphasize role in development of cooperative dialogues b/c children & more knowledgeable members of society. children learn the culture of their community through these interactions |
| Skinner | behaviorism; behavior is sandwiched b/w two sets of environmental influences: those that precede it (its antecedents) & those that follow it (its consequences) |
| Metacognition | knowledge about our own thinking processes |
| schema | basic structure for organizing info; concepts |
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