Charlotte Greene

Front 1

Self-directed learning

Back 1

Gradually shifting responsible for learning to the students

Front 2

Project learning

Back 2

An in-depth study in an area of interest

Front 3

Rote learning

Back 3

Memorizing facts or associations

Front 4

Vicarious learning

Back 4

Learning without direct experience

Front 5

Implicit learning

Back 5

Implied or suggested

Front 6

Precocious

Back 6

Advanced in developement

Front 7

Eclectic

Back 7

using a variety of sources

Front 8

Explicit

Back 8

Clearly defined or direct

Front 9

Advanced organizer

Back 9

Structure providing preview of lesson

Front 10

Modality

Back 10

Preferred way of learning

Front 11

Graphic Organizer

Back 11

Visual overview showing relationships of concepts

Front 12

Analogy

Back 12

A logical comparison

Front 13

Empowerment

Back 13

To be confident in one's abilities

Front 14

Internalize

Back 14

To take in or absorb

Front 15

Collaborate

Back 15

To work together

Front 16

Reflection

Back 16

Thinking back and carefully considering

Front 17

Subjectivity

Back 17

based on personal opinions rather than facts

Front 18

Impulsivity

Back 18

Tendency to respond quickly without thinking

Front 19

Objectivity

Back 19

Perceiving something without personal opinion

Front 20

Proficiency

Back 20

Correctly demonstrating a skill

Front 21

Domain

Back 21

Related area

Front 22

Pedagogy

Back 22

The study of teaching

Front 23

Curriculum

Back 23

What we teach

Front 24

Instruction

Back 24

How we teach

Front 25

Paradigm

Back 25

A framework for thinking

Front 26

Scope

Back 26

Amount covered

Front 27

Rationale

Back 27

Reason behind

Front 28

Critical Thinking

Back 28

Evaluating information and solving problems

Front 29

Terminology

Back 29

Vocabulary of technical terms

Front 30

Heterogeneous

Back 30

Grouping students with unlike characteristics

Front 31

Feedback

Back 31

Information about the result of a performance

Front 32

Discourse

Back 32

Verbal expression

Front 33

Teacher centered

Back 33

teaching style focusing on the subject

Front 34

Homogeneous

Back 34

Grouping students with like characteristics

Front 35

Learner centered

Back 35

teaching style focusing on needs of students

Front 36

Student ownership

Back 36

Taking control of the learning process

Front 37

Technology

Back 37

Any device used to complete an objective or task

Front 38

Holistic evaluation

Back 38

judging the overall quality

Front 39

Achievement

Back 39

Amount a student has learned

Front 40

Summative assessment

Back 40

Measurement following instruction

Front 41

Rubic

Back 41

Set of scoring guidelines

Front 42

Performance assessment

Back 42

Demonstrating a skill

Front 43

Needs assessment

Back 43

The first step in determining a plan of action

Front 44

Pretest

Back 44

test given before content is presented

Front 45

Formative assessment

Back 45

measurement before and during instruction

Front 46

Percentile score

Back 46

test score in comparison to other scores

Front 47

Mnemonic

Back 47

a memory aid for recall of information

Front 48

Restating

Back 48

say again in another way

Front 49

Algorithm

Back 49

a set of rules for performing a task

Front 50

Discovery learning

Back 50

Obtaining information by investigating a problem

Front 51

Non verbal cues

Back 51

Physical acts that send a message

Front 52

Deductive reasoning

Back 52

Moving from a general rule to more specific details

Front 53

Empathetic listening

Back 53

Understanding students' feelings

Front 54

Instructional strategy

Back 54

Plan for how a lesson will be taught

Front 55

Inductive reasoning

Back 55

Moving from specific information to a general conclusion

Front 56

Confidentiality

Back 56

Keeping certain information private

Front 57

Accountability

Back 57

Holding teachers and schools responsible for learning

Front 58

Charter School

Back 58

Experimental schools operating by contract

Front 59

Modifications

Back 59

Adjustments for students who are in need

Front 60

Compulsory education

Back 60

school attendance law

Front 61

Inclusion

Back 61

special needs students in the regular classroom

Front 62

Administrators

Back 62

Superintendent, principal, or other supervisors

Front 63

Mentor

Back 63

Established teacher advising a new teacher

Front 64

Title 1

Back 64

Federally funded programs for students needing extra help

Front 65

At-Risk

Back 65

Student with greater than usual chance of having difficulty

Front 66

Compensatory education

Back 66

Special programs for at-risk students

Front 67

Ethics

Back 67

Principles of good behavior

Front 68

Novice

Back 68

Someone who is new or inexperienced

Front 69

Egocentrism

Back 69

Self-Centeredness

Front 70

Self-Esteem

Back 70

Feelings about oneself (can be good or bad)

Front 71

Cognitive domain

Back 71

Memory and thinking ability

Front 72

Maturation

Back 72

Process of growing and changing

Front 73

Zone of Proximal devolpement

Back 73

Difference between what a student can do alone and with help

Front 74

Self-Actualization

Back 74

Reaching one's fullest potential

Front 75

Constructivism

Back 75

Students constructing knowledge for themselves

Front 76

Schema

Back 76

Mental structure for organizing concepts

Front 77

Tactile

Back 77

Learning by touch

Front 78

Scaffolding

Back 78

Support for learning taken away as student progresses

Front 79

Accommodation

Back 79

Learning by combining old material with new knowledge

Front 80

Self-efficacy

Back 80

Self-confidence that one can succeed (good)

Front 81

Affective domain

Back 81

Feelings, emotions, and attitudes

Front 82

Modeling

Back 82

Demonstration of skills to be learned

Front 83

Metacognition

Back 83

Thinking about thinking

Front 84

Developmentally appropriate

Back 84

Planning considering age and stage

Front 85

Psychomotor domain

Back 85

Physical activities or skills

Front 86

Self-concept

Back 86

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