Competency 8

Front 1

attribution theory

Back 1

a person's beliefs about the cause of their success and failures effects their motivation

Front 2

behavioral approach

Back 2

approach to motivation that relays the role of rewards and punishment in the motivation of student action

Front 3

classroom discussion model

Back 3

students read or listen while constructing questions of their own at three levels of thinking (factual, interpretive, and evaluative)

Front 4

cognitive approach

Back 4

to motivate student's innate desire to make sense of their surroundings

Front 5

convergent questions

Back 5

questions that only have one correct answer

Front 6

deductive strategy

Back 6

a lesson that begins with the teacher giving the students information and then the students using the information in guided and independent practice (direct teach or lecture-type lesson)

Front 7

discovery learning

Back 7

information is not given in a direct or certain way to students, they have to discover it for themselves through inquiry (inductive method)

Front 8

discussion

Back 8

interactions between students and students or teacher and student; must be thought out ahead of time to make sure that all students participate, & that there are higher levels of thinking

Front 9

disequilibrium

Back 9

a mental imbalance between one's cognitive correlation and knowledge from the environment when new information is doesn't line up with current knowledge

Front 10

divergent questions

Back 10

questions that have multiple correct answers

Front 11

equilibrium

Back 11

connecting mentally the difference between cognitive correlation and knowledge from the environment

Front 12

external locus of control

Back 12

the belief one has that their successes and failures are caused by outside environmental conditions which they have little control over

Front 13

extrinsic motivation

Back 13

motivation that is received from outside environmental factors such as rewards and punishments

Front 14

halt time

Back 14

stopping the progression of a lesson completely to give students an opportunity to think about the lesson

Front 15

humanistic approach

Back 15

to motivate people's innate desire to improve themselves

Front 16

inductive strategy

Back 16

teaching that begins with a curious event, scenario, question, or unknown and then moves to the "knowns" or discovering the answer

Front 17

instability

Back 17

a situation that may be able to change

Front 18

instructional strategy

Back 18

teaching that meets the needs, goals, and objectives of the students

Front 19

internal locus of control

Back 19

the belief that one's successes and failures are the responsibility of their own ability or effort

Front 20

intrinsic motivation

Back 20

motivation that comes from within the person; the activity itself is seen as the reward

Front 21

learned helplessness

Back 21

the expectation, based on previous experiences, that every effort put forth will fail

Front 22

learner-centered (student-centered) approach

Back 22

creates active learners by placeing focus of instruction directly on the needs of the learners

Front 23

learning or mastery goals

Back 23

goals that focus on the result of learning (mastery) of a certain knowledge or skill rather than pertaining to the process of learning

Front 24

metacognitive skills

Back 24

thinking about one's own thinking

Front 25

models of teaching

Back 25

instructional strategies constructed for a certain purpose with many subject areas that can be taught within the model framework

Front 26

monitoring

Back 26

gaining feedback from students about their learning process in order to adjust the progression of the current lessons or if reteaching material before moving on is best

Front 27

negative reinforcement

Back 27

taking away something this is disliked which results in the increase in a behavior

Front 28

pacing

Back 28

the momentum of time in a lesson

Front 29

performance goals

Back 29

goals based on how well a certain task is done within a certain time frame

Front 30

positive reinforcement

Back 30

giving something of value that results in the increase of a behavior

Front 31

presentation punishment

Back 31

introducing or presenting something disliked which results in the deterrent of a behavior

Front 32

punishment

Back 32

a consequence that results in the deterrent of a behavior

Front 33

reinforcement

Back 33

a reward that results in the increase of a behavior

Front 34

removal punishment

Back 34

taking away something liked or desired which results in the deterrent of a behavior

Front 35

risk-free environment

Back 35

an environment where one feels safe and secure

Front 36

role-play

Back 36

pretending to be a certain person or placing yourself in a certain situation and acting as if it were the actual situation

Front 37

selective attention

Back 37

the ability to focus on one thing and ignore others

Front 38

self-concept

Back 38

one's view of themselves (good or bad)

Front 39

self-efficacy

Back 39

the confidence of one's ability to succeed (good or bad)

Front 40

self-esteem

Back 40

the feelings one has about themselves (good or bad)

Front 41

stability

Back 41

a situation trait that is deemed unchangeable

Front 42

teacher-as-audience

Back 42

where a teacher only observes the student's product when completed and presented and demonstrations provided by the students

Front 43

teacher-as-coach

Back 43

where a teacher gives instant feedback and encouragement to students as new skills are attempted

Front 44

teacher-as-facilitator

Back 44

where a teacher gives a structure for learning and then assists with questions or issues

Front 45

teacher-as-guide

Back 45

where a teacher mediates and helps students to gain information on their own

Front 46

teacher-centered

Back 46

direct teaching where learners are passive participants.

Front 47

wait time

Back 47

the time between when the question was asked and the calling on a person to answer the question