Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
20 Cards in this Set
- Front
- Back
Pygmalion effect
|
Exceptional progress by a student as a result of high teacher expectations for that student; named for the mythological king Pygmalion, who made a statue, then caused it to be brought to life
|
|
Self-fulfilling prophecy
|
A groundless expectation that is confirmed because it has been expected
|
|
Sustaining expectation effect
|
An effect that occurs when student performance is maintained at a certain level because teachers don't recognize improvements
|
|
Instructional objectives
|
Clear statement of what students are intended to learn through instruction
|
|
Behavioural objects
|
Instructional objectives stated in terms of observable behaviour
|
|
Cognitive objectives
|
Instructional objectives stated in terms of higher-level thinking operations
|
|
Cognitive domain
|
In Bloom's taxonomy, memory and reasoning objectives
|
|
Affective domain
|
Realm of attitudes and feelings
|
|
Psychomotor domain
|
Realm of physical ability and coordination objectives
|
|
Constructivist approach
|
View that emphasizes the active role of the learner in building understanding and making sense of information
|
|
Direct instruction/explicit teaching
|
Systematic instruction for mastery of basic skills, facts, and information
|
|
Active teaching
|
Teaching characterized by high levels of teacher explanation, demonstration, and interaction with students
|
|
Basic skills
|
Clearly structured knowledge that is needed for later learning and that can be taught step by step
|
|
Scripted cooperation
|
Learning strategy in which two students take turns summarizing material and criticizing the summaries
|
|
Seatwork
|
Independent classroom work
|
|
Convergent questions
|
Questions that have a single correct answer
|
|
Divergent questions
|
Questions that have no single correct answer
|
|
Group discussion
|
Conversation in which the teacher does not have the dominant role; students pose and answer their own questions
|
|
Whole language perspective
|
A philosophical approach to teaching and learning that stresses learning through authentic, real-life tasks; it emphasizes using language to learn, integrating learning across skills and subjects and respecting the language abilities of student and teacher
|
|
Conceptual change teaching in science
|
A method that helps students understand (rather than memorize) concepts in science by using and challenging the students' current ideas
|