Competency 8

Front 1

attribution theory

Back 1

a person's beliefs about the cause of their success and/or failures influences their own motivation

Front 2

behavioral approach

Back 2

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

deductive strategy

Back 5

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 6

deficiency needs

Back 6

the four lower levels of Maslow's hierarchy of needs (survival, safety, belonging, and esteem). If they are not met the person can not move to a higher growth needs.

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

equilibrium

Back 10

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

Front 11

external locus of control

Back 11

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

Front 12

growth needs

Back 12

these are the three higher levels of Maslow's hierarchy of needs (intellectual, achievement, aesthetic appreciation, and self-actualization), these can never be completely fulfilled and can not be reached if the lower four are not meet

Front 13

halt time

Back 13

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

Front 14

humanistic approach

Back 14

to motivate people's innate desire to improve themselves

Front 15

inductive strategy

Back 15

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

Front 16

instability

Back 16

a situation that may be able to change

Front 17

instructional strategy

Back 17

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

Front 18

internal locus of control

Back 18

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

Front 19

intrinsic motivation

Back 19

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

Front 20

learned helplessness

Back 20

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

Front 21

learner centered or student center approach

Back 21

teaching accordingly to the necessities of the students

Front 22

learning or mastery goals

Back 22

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

Front 23

Maslow's hierarchy of needs

Back 23

seven levels of needs that represent a individual motivation. If one is not met then the person can not get to the next level (survival, safety, belonging, and self-esteem known as deficiency needs) to growth needs (intellectual, achievement, aesthetic appreciation and self-actualization)

Front 24

metacognitive skills

Back 24

reflecting back on the things that allow us to think easier

Front 25

models of teaching

Back 25

teaching strategies that are constructed for a certain purpose so many subject areas can be taught within the model

Front 26

monitoring

Back 26

gaining feedback from students about their learning process in order to adjust and assess the progression of future lessons or reteaching material before moving on

Front 27

negative reinforcement

Back 27

taking away something that is disliked which results in the increase of 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 in 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 some 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

a 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 you really lived during that situation

Front 37

selective attention

Back 37

the ability to focus on one thing and ignore others that are fake

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

simulation

Back 41

a type of scenario that involves abstractions from the world and which roles are often established and working through the problem to get to a goal

Front 42

stability

Back 42

a situation that seems unchangeable

Front 43

teacher-as-audience

Back 43

where a teacher only observes the student's product when done and presentation and demonstrations done by the students

Front 44

teacher-as-coach

Back 44

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

Front 45

teacher-as-facilitator

Back 45

where a teacher gives a structure for learning and assist with questions or hard parts

Front 46

teacher-as-guide

Back 46

where a teacher intervenes and helps students gain information on their own

Front 47

teacher-centered

Back 47

teaching that is centered around the lesson and provided by the teacher

Front 48

wait time

Back 48

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