Chapter 4

Front 1

Accomodation

Back 1

Learning by changing existing knowledge structures.

Front 2

Acculturation

Back 2

Blending a native culture with a new culture, keeping elements of both.

Front 3

Adolescence

Back 3

A transitional period of physical and psychological development beginning around 11-13 years, extending through the teenage years.

Front 4

Affective Domain

Back 4

Feelings, emotions, values, and attitudes

Front 5

Assimilation

Back 5

Learning by adding new knowledge to existing knowledge.

Front 6

Biracial or Multiracial

Back 6

Having ancestors from two or more racial groups.

Front 7

Cognitive domain

Back 7

Memory, reasoning, and thinking abilities.

Front 8

Constructivism

Back 8

Learner-Centered approach to teaching; students construct knowlege for themselves.

Front 9

Cultural pluralism

Back 9

A system in which many different cultural groups are valued and share power.

Front 10

Culture

Back 10

A way of life shared by members of a certain group, including values, beliefs, and attitudes.

Front 11

Development

Back 11

Changes taking place as one grows.

Front 12

Developmentally appropriate or Age appropriate

Back 12

Considering the age and stage of growth of the child in providing and planning learning experiences.

Front 13

Diversity

Back 13

Variety of different groups within the same setting.

Front 14

Egocentric

Back 14

Self-centeredness, especially in young children.

Front 15

Ethnic group or Ethnicity

Back 15

A social group defined on the basis of its religious, national, or cultural characteristics.

Front 16

Ethnocentrism

Back 16

Believing one's culture is better than the other cultures.

Front 17

Field-dependent

Back 17

Perceiving as a whole and prefering to learn alone.

Front 18

Field-independent

Back 18

Perceiving in parts and prefering to learn alone.

Front 19

Guided practice

Back 19

Practicing under the direction of the teacher.

Front 20

Higher level thinking skills

Back 20

The ability to use knowledge in analyzing, evaluating, or manipulating information.

Front 21

Interdisciplinary unit

Back 21

Many subject areas are included under one topic or theme. (also called Thematic units or an Integrated approach)

Front 22

Kinesthetic (Tactile) learners

Back 22

Students who learn best by movement.

Front 23

KWL

Back 23

Stands for "What I Know", What I Want to Know", and What I Learned" Used as an instructional activity to establish student knowledge before and after introducing a lesson or unit.

Front 24

Maturation or Development

Back 24

The process of growing and changing.

Front 25

Melting pot theory

Back 25

The theory that cultures should blend into the main culture, losing unique characteristics.

Front 26

Metacognition

Back 26

Ability to monitor and think about one's own thinking, learning and remembering.

Front 27

Modeling

Back 27

The teacher or student demonstrates processes, skills, or behaviors for learning.

Front 28

Prejudice

Back 28

Positive/negative mindset for a group of people.

Front 29

Psychomotor domain

Back 29

Physical activities or skills

Front 30

Salad bowl theory

Back 30

The theory that cultures mix but retain uniqueness.

Front 31

Scaffolding

Back 31

Support for learning and problem solving that is withdrawn as competence improves.

Front 32

Schema (Schemata)

Back 32

Mental structure(s) for organizing concepts and relationships.

Front 33

Self-actualization

Back 33

Reaching one's fullest potential

Front 34

Self-concept

Back 34

One's perception of self (neither good nor bad).

Front 35

Self-efficacy

Back 35

Self-confidence that one can succeed (good).

Front 36

Self-esteem

Back 36

Feelings about oneself (can be good or bad)

Front 37

Stereotype

Back 37

Assumption about certain types of people.

Front 38

Tactile learners

Back 38

Students who learn best by touch.

Front 39

Zone of proximal development

Back 39

Difference between what a student can do alone and with help from a peer or adult. (Vygotsky)

Front 40

Accomodation

Back 40

Changes in the way tests are designed or administered to respond to the special needs of students with disabilities and English learners (EL). (Ed Source)

Front 41

Sensory Motor

Back 41

During the Sensory Motor Stage, knowledge about objects and the ways that they can be manipulated is acquired. Through the acquisition of information about self and the world, and the people in it, the baby begins to understand how one thing can cause or affect another, and begins to develop simple ideas about time and space.

Front 42

Social Development Theory

Back 42

Cognitive development is limited to a certain range at any given age.

2. Full cognitive development requires social interaction.

(http://www.instructionaldesign.org/theories/social-development.html)

Front 43

Preoperational

Back 43

In Piaget's stages of cognitive development, a period between ages two and six during which a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people.

(http://psychology.about.com/od/pindex/g/preoperational.htm)

Front 44

Concrete

Back 44

The concrete operational stage begins around age seven and continues until approximately age eleven. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.

http://psychology.about.com/od/pindex/g/preoperational.htm)

Front 45

Formal Operation

Back 45

The formal operational stage begins at approximately age twelve to and lasts into adulthood. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.
http://psychology.about.com/od/piagetstheory/p/formaloperation.htm

Front 46

Irreversibility

Back 46

the inability to work backwards to your starting point. Stage three:
the concrete operational stage (seven to 11 years). Intuition is replaced by the ...
www.teachingexpertise.com/.../piaget-and-the-development-of-intelligence- 1402

Front 47

Centration

Back 47

In Piaget's theory, tendency of neglect others. (http://highered.mcgraw-hill.com/sites/0072841664/student_view0/chapter10/glossary.html)

Front 48

Scaffolding

Back 48

The instructor provides support during the initial learning steps.

Front 49

Egocentrism

Back 49

Piaget's term for inability to consider another person's point of view. (http://highered.mcgraw-hill.com/sites/0072841664/student_view0/chapter10/glossary.html)

Front 50

Preoperational

Back 50

In Piaget's theory, the second major stage of cognitive development (approximately from age 2 to age 7), in which children become more sophisticated in their use of symbolic thought but are not yet able to use logic.
(http://highered.mcgraw-hill.com/sites/0072841664/student_view0/chapter10/glossary.html)

Front 51

centration

Back 51

In Piaget's theory, tendency of preoperational children to focus on one aspect of a situation and neglect others.