Domain 1, Chapter 1

Front 1

Accommodation

Back 1

Adaptation; reconciliation; changing existing knowledge structures.

Front 2

Acculturation

Back 2

Adopting cultural traits of another group and blending with native culture.

Front 3

Adolescence

Back 3

11-13 years through teenage years

Front 4

Affective Domain

Back 4

Personal attributes, such as feelings, emotions, values, and attitudes that affect a person's learning.

Front 5

Assimilation

Back 5

The merging of old knowledge and new knowledge

Front 6

Biracial/Multiracial

Back 6

2 or more races

Front 7

Cognitive Domain

Back 7

The abilities of the mind - Thinking, reasoning, memory

Front 8

Constructivism

Back 8

Building knowledge individually; learner-centered

Front 9

Cultural Pluralism

Back 9

Bringing together of cultural groups, in which all are valued and share power

Front 10

Culture

Back 10

The values/beliefs/traditions/way of life shared by a group

Front 11

Development

Back 11

Growth physically and mentally

Front 12

Developmentally Appropriate/Age Appropriate

Back 12

Taking into account the stage of growth a person is in when teaching to make sure it meets their needs developmentally

Front 13

Diversity

Back 13

Differences

Front 14

Egocentric

Back 14

Self-centered; especially young children often think everything revolves around them.

Front 15

Ethnic Group/Ethnicity

Back 15

A group of people who are socially similar in religion, culture, or nationality.

Front 16

Ethnocentrism

Back 16

The tendency to view one's own culture as being superior than others.

Front 17

Field-Dependent

Back 17

Having external locus of orientation; group-oriented approach to learning; preferring to learn with others

Front 18

Field-Independent

Back 18

Having internal locus of orientation; Individual-oriented approach to learning; taking in parts and preferring to learn alone

Front 19

Guided Practice

Back 19

Working together under direction of teacher

Front 20

Higher Level Thinking Skills

Back 20

Analysis, evaluation, manipulating information after learning basic knowledge; Not just memorizing, but actually using basic knowledge.

Front 21

Interdisciplinary Unit

Back 21

Thematic Unit; Integrated Approach; Taking many subjects and putting them together in one theme.

Front 22

Kinesthetic (Tactile) Learners

Back 22

Learn by doing; moving

Front 23

KWL

Back 23

Know, Want to know, Learned; Helps establish student knowledge before, during, and after instruction

Front 24

Maturation/Development

Back 24

Process of growing and changing to reach maximum potential developmentally

Front 25

Melting Pot Theory

Back 25

Belief that all cultures should blend together, creating a new, main culture, so there are no unique characteristics

Front 26

Metacognition

Back 26

Thinking about thinking; monitoring oneself

Front 27

Modeling

Back 27

Providing a blueprint of expected skills, behavior, or process through one's own actions.

Front 28

Prejudice

Back 28

Preconceived idea of how a certain group of people is or is not

Front 29

Psychomotor Domain

Back 29

Physical abilities or skills.

Front 30

Salad Bowl Theory

Back 30

Opposite of Melting Pot Theory; Bringing together of many cultures without losing each culture's unique characteristics.

Front 31

Scaffolding

Back 31

The support structure of learning that is gradually withdrawn as students develop knowledge (like the scaffolding on a new building)

Front 32

Schema/Schemata

Back 32

Learning framework that allows one to see relationships between old knowledge and new knowledge.

Front 33

Self-actualization

Back 33

Full potential

Front 34

Self-concept

Back 34

How a person views themselves, whether it is good or bad

Front 35

Self-efficacy

Back 35

Belief that one can reach their full potential; Self-confidence

Front 36

Self-esteem

Back 36

How someone feels about themselves, whether it is good or bad

Front 37

Stereotype

Back 37

Characterizing certain types of people.

Front 38

Tactile Learners

Back 38

Learn by doing - Touch

Front 39

Zone of Proximal Development

Back 39

Difference between what a student can do individually, and what they are capable of with assistance (Vygotsky).

Front 40

Sensorimotor (0-2)

Back 40

Stage in Piaget's Cognitive Development - Uses senses and actions to understand world, beginning of imitation.

Front 41

Preoperational (2-7)

Back 41

Stage in Piaget's Cognitive Development - Egocentric thinking, ability to think logically in one direction

Front 42

Concrete Operations (7-11)

Back 42

Stage in Piaget's Cognitive Development - Ability to think in more than one direction, logical problem solving only using hands-on materials, classification stage

Front 43

Formal Operations (11-Adult)

Back 43

Stage in Piaget's Cognitive Development - Ability to understand highly abstract concepts, logical reasoning, not egocentric, developing concerns about identity and social issues.

Front 44

Cephalocaudal

Back 44

Physical development from head to toe (Vygotsky)

Front 45

Proximaldistal

Back 45

Physical development from center of body outward (Vygotsky)

Front 46

Trust vs. Mistrust (12-18 months)

Back 46

Erikson's Psychosocial Development Stage - Child either forms trusting, loving relationship with caregiver, or has feeling of hopelessness or uncertainty

Front 47

Autonomy vs. Shame/Doubt (18months-3yrs)

Back 47

Erikson's Psychosocial Development Stage - Independence or embarrassment with physical skills

Front 48

Initiative vs. Guild (3-6 yrs.)

Back 48

Erikson's Psychosocial Development Stage - Becomes increasingly competent and constructive, but may be rejected for being too forceful

Front 49

Industry vs. Inferiority (6-12 yrs.)

Back 49

Erikson's Psychosocial Development Stage - Explores new skills and sets realistic goals, or feels inadequate despite best efforts.

Front 50

Identity vs. Role Confusion (adolescence)

Back 50

Makes deliberate choices or fails to integrate aspects and choices about people and ideas

Front 51

Intimacy vs. Isolation (young adulthood)

Back 51

Willing to relate and develop intimate relationships or overwhelmed and lonely.

Front 52

Solitary

Back 52

Alone

Front 53

Onlooker

Back 53

Just watching

Front 54

Parallel

Back 54

Alongside but not with another child

Front 55

Associative

Back 55

Together, but no cooperation

Front 56

Rough and tumble

Back 56

Very active

Front 57

Cooperative

Back 57

Working together toward common goal.

Front 58

Readiness

Back 58

The potential a student has for the ability to learn a new task

Front 59

Disequilibrium

Back 59

Incongruity between existing knowledge and new knowledge

Front 60

Equilibration

Back 60

When schemata makes sense

Front 61

Organization

Back 61

Information in schema is linked with other information

Front 62

Classification

Back 62

Grouping objects based on similarities

Front 63

Seriation

Back 63

Arranging objects in a series using quantitative dimension

Front 64

Conservation

Back 64

Realization that a change in appearance does not change the characteristics of an object.

Front 65

Self-talk

Back 65

Talking to oneself- oral directions

Front 66

Private speech

Back 66

Self-talk

Front 67

Assisted learning/Guided Practice

Back 67

Process a teacher uses when scaffolding in order to meet a students' ZPD

Front 68

Strategies

Back 68

Specific way to learn something

Front 69

Metacognitive Ability

Back 69

Knowledge about own thinking processes

Front 70

Psychosocial Development

Back 70

Development of emotions, relationships, morals, self-concept.

Front 71

Stages of moral reasoning

Back 71

Developing ideas of right and wrong

Front 72

Conventional

Back 72

Generally and widely accepted

Front 73

Reflectivity

Back 73

Tendency to study oneself

Front 74

Imaginary Audience

Back 74

Belief that everyone is focusing on you

Front 75

Personal Fable

Back 75

Belief that no one else could possibly understand how you feel

Front 76

Gross Motor Skills

Back 76

Proficiency with large muscle groups of the body; larger movements

Front 77

Fine Motor Skills

Back 77

Proficiency with finely-tuned small muscle movements, such as writing

Front 78

Prepubescence

Back 78

The two years prior to puberty

Front 79

Anorexia nervosa

Back 79

Self-starvation

Front 80

Bulumia

Back 80

Purging

Front 81

Centration

Back 81

Ability to only focus on one aspect when organizing or sorting

Front 82

Physical Development

Back 82

Changes in human body

Front 83

Ability groups

Back 83

All children in a group are at the same level academically

Front 84

Additive Approach

Back 84

Teacher adds information about other cultures into the standard curriculum without altering the current curriculum. (James Banks)

Front 85

Basic Interpersonal Communication Skills (BCIS)

Back 85

Being able to use every day language (may take up to two years)

Front 86

Biases

Back 86

Prejudices towards a particular group - often unfair

Front 87

Bidialectism

Back 87

Being able to speak either a casual or business English dialect, depending on which is appropriate.

Front 88

Bilingual

Back 88

Able to speak 2 languages natively

Front 89

Cognitive Academic Language Proficiency (CALP)

Back 89

Being able to use a language for academic purposes (takes about 5-7 years)

Front 90

Contributions Approach

Back 90

Teacher adds ethnic or cultural information onto the curriculum. (James Banks)

Front 91

Cultural Deprivation

Back 91

Assuming students have no culture (incorrectly), and attributing this to why they do poorly in school

Front 92

Culturally Relevant Teaching (CRT)

Back 92

A method of teaching that allows students to understand the world more fully by understanding culture and experiencing it.

Front 93

Dialect

Back 93

a regional vocabulary (y'all/you guys/yous guys)

Front 94

Differently abled

Back 94

Exceptional students or students with special needs

Front 95

Digital Divide

Back 95

The differences in access to technology between affluent and less-affluent students.

Front 96

Discrimination

Back 96

Denying success for certain groups of people by using negative responses and prejudicial thinking towards them.

Front 97

Dual Language Program

Back 97

A program for English Language Learners, and for students speaking English primarily that allows both sets of students to learn both languages.

Front 98

English As A Second Language (ESL)

Back 98

A program for ELL students to learn English

Front 99

English Language Learner

Back 99

A student who is learning English as a secondary language.

Front 100

Exceptionalities

Back 100

Attributes that make students different from most (special needs or gifted and talented)

Front 101

Funds of Knowledge

Back 101

Knowledge, skills, experiences that families, particularly minority families, and communities practice that can enhance learning when recognized by a teacher.

Front 102

Generalization

Back 102

Understanding that not everyone in the group shares exactly the same characteristics.

Front 103

Hidden curriculum

Back 103

The information students learn that was not directly taught

Front 104

Human/Student/ diversity

Back 104

Identifying various groups through their various areas of distinction.

Front 105

Inclusion

Back 105

Students with exceptionalities are placed in the general classroom.

Front 106

Least Restrictive Environment

Back 106

Children with exceptionalities are requires to be in the general education classroom to the greatest extent possible.

Front 107

Limited English Proficient (LEP)

Back 107

Old term for ELL and ESL - criticized for emphasizing the negative

Front 108

Macro culture

Back 108

large cultural group

Front 109

Maintenance Program

Back 109

Program for bilingual children that allows them to develop both languages equally.

Front 110

Micro Culture

Back 110

Small cultural group.

Front 111

Minority Group

Back 111

A group that is often treated differently than others because they do not have the same characteristics as the bigger part of the total population.

Front 112

Monocultural

Back 112

one culture

Front 113

Multicultural

Back 113

Many cultures

Front 114

Physically Challenged

Back 114

Someone whose actions are limited by a bodily condition - can be walking, speaking, hearing, or seeing

Front 115

Pullout ELL (ESL) Program

Back 115

Second language learners are placed in a regular classroom, but pulled out for special instruction in English

Front 116

Race

Back 116

The association of a person based on skin color or other physical characteristic (Ethnicity is preferred)

Front 117

Sheltered English Program

Back 117

Second language learners are placed in classes where content is taught in modified English

Front 118

Social Action Approach

Back 118

Teacher encourages multicultural curriculum (James Banks)

Front 119

Socioeconomic Status (SES)

Back 119

One's economic or financial status

Front 120

Transformative Approach

Back 120

Teacher involves students in viewpoints and frames of reference from other cultures that are integrated into the curriculum, and thus, change the curriculum. Helps students understand complexity of society. (James Banks)

Front 121

Transitional Program

Back 121

Native languages of ELL's is used in instruction along with English until only English needs to be used.