Edu 216

Front 1

Affective Domain

Back 1

Behaviors that relate to the development of attitudes, beliefs, and values: receiving, responding, valuing, organizing, and characterizing.

Front 2

Authentic Behaviors

Back 2

The types of performances required in the real world.

Front 3

Behavioral Objective

Back 3

A written statement that identifies specific classroom strategies to achieve desired goals and expresses these strategies in a format that allows their effects on learners to be measured.

Front 4

Cognitive Domain

Back 4

Behaviors that relate to the development of intellectual abilities and skills: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Front 5

Criterion Level

Back 5

The degree of performance required to achieve a learning objective.

Front 6

Declarative Knowledge

Back 6

Facts, concepts, rules, and generalizations pertaining to a specific area or topic; intended to be spoken or written.

Front 7

Goals

Back 7

Derived from standards to more specifically identify what must be accomplished and who must do what for standards to be met.

Front 8

Learning Activities

Back 8

The means of achieving learning outcomes.

Front 9

Learning Conditions

Back 9

The specific conditions under which learning will occur.

Front 10

Learning Outcome

Back 10

An observable and measurable behavior; the end product of an instructional lesson or unit.

Front 11

Metacognitive Knowledge

Back 11

Thinking about one's thinking to become aware of one's level of knowledge.

Front 12

Performance Assessments

Back 12

Learners show what they know by using complex cognitive skills to perform authentic, real-world tasks; tests that measure a skill or behavior directly, as they are used in the world outside the classroom.

Front 13

Procedural Knowledge

Back 13

Action sequences or procedures used in a problem-solving or decision-making task; learning action sequences or procedures to follow; knowledge of how to do things.

Front 14

Psychomotor Domain

Back 14

Behaviors that relate to the coordination of physical movements and performance: imitation, manipulation, precision, articulation, and naturalization.

Front 15

Curriculum Guides

Back 15

Grades, department, or school district specifications about what content must be covered in what period of time.

Front 16

Integrated Thematic Teaching

Back 16

Relating content and material from various subject areas.

Front 17

Interactive Individualized Practice Activities

Back 17

Lessons on CD-ROM that use questions and prompts to actively engage learners and give them immediate feedback.

Front 18

Interdisciplinary Unit

Back 18

A laterally planned unit of study in which topics are integrated to focus on a specific theme.

Front 19

Lateral Unit Planning

Back 19

Planning units that integrate knowledge across disciplines or content areas to convey relationships, patterns, and abstractions.

Front 20

Peer Tutoring

Back 20

One student teaches another at the same grade and age level.

Front 21

Tacit Knowledge

Back 21

The teacher's reflection on what works in the classroom, as discovered over time and through personal experience.

Front 22

Thematic Units

Back 22

A variety of activities and materials focused in several related content areas and taught using different instructional strategies.

Front 23

Vertical Unit Planning

Back 23

A method of developing units in a discipline by arranging the content to be taught hierarchically or in steps and in an order that ensures that all task-relevant prior knowledge required for subsequent lessons has been taught in previous lessons.

Front 24

Criterion-Referenced Test

Back 24

Compares a student's performance with an absolute standard of mastery, or criterion.

Front 25

Distractors

Back 25

The wrong answer choices in a multiple choice or matching test item.

Front 26

Formative Evaluation

Back 26

Data collection practices for improving classroom instruction using curriculum-based measures (CBM) applied continuously throughout the school year to measure student progress.

Front 27

Norm-Referenced Test

Back 27

Compares a student's performance to that of a norm group, or a large, representative sample of learners.

Front 28

Portfolio Assessment

Back 28

A collection of work that shows a learner's growth in proficiency, long-term achievement, and significant accomplishments in a given academic area.

Front 29

Reliability

Back 29

Refers to whether a test consistently yield the same or similar scores.

Front 30

Rubrics

Back 30

Rating scales that express criteria for assessing essay or portfolio content.

Front 31

Standardized Tests

Back 31

Administered and scores according to specific and uniform procedures; used to determine a student's performance level relative to that of others of similar age and grade.

Front 32

Summative Assesment

Back 32

Collection of information from throughout a period of time used to measure a student's current knowledge from the content area such as a final exam or a standardized test.

Front 33

Validity

Back 33

Refers to whether a test measures what it says it measures.

Front 34

Direct Instruction

Back 34

A teacher-centered, knowledge acquisition, presentation-recitation model for teaching facts, rules, and action sequences.

Front 35

Feedback and Correcting Errors

Back 35

The direct instruction strategy for handling right and wrong answers.

Front 36

Gestural Prompts

Back 36

Modeling or demonstrating for learners the skill being taught.

Front 37

Guided Student Practice

Back 37

The direct instruction strategy of presenting stimulus material and then eliciting practice, directed by the teacher, of the desired behavior.

Front 38

Independent Practice

Back 38

The direct instruction strategy in which the teacher brings facts and rules together in ways that force simultaneous consideration of all the individual units of a problem and connect the units into a single harmonious sequence of action.

Front 39

Instructional Variety

Back 39

The teacher's variability or flexibility of delivery during the presentation of a lesson.

Front 40

Mastery Learning

Back 40

An instructional strategy based on the principle that all students can attain lesson and unit objectives given appropriate instruction and sufficient time to learn.

Front 41

Monitoring and Diagnosing

Back 41

The processing of observing, mentally recording, and when necessary, redirecting or correcting students' behaviors.

Front 42

Ordered Turns

Back 42

Systematically going through the class and expecting each student to respond when his or her turn comes.

Front 43

Passive Responding

Back 43

Listening to the teacher's answer, reading about the correct answer, or listening to classmates recite the right answer.

Front 44

Physical Prompts

Back 44

Using hand-over-hand assistance to guide the learner to the correct performance.

Front 45

Presenting and Structuring

Back 45

The direct instruction strategy for presenting new material in small steps consistent with students' previous knowledge, ability level, and experience, so learners master one point before the teacher introduces the next point.

Front 46

Regular Review

Back 46

Consistently reviewing material throughout the lesson.

Front 47

Rule-Example-Rule Order

Back 47

Giving a rule, then an example of the rule, and then a repetition of the rule.

Front 48

Verbal Prompts

Back 48

Cues, reminders, or instructions to learners that help them correctly perform the skill being taught.

Front 49

Advance Organizer

Back 49

A framework or structure that organizes the content into meaningful parts.

Front 50

Constructivism

Back 50

Designing and sequencing lessons to encourage learners to use their own experiences to actively construct meaning that makes sense to them, rather than to acquire understanding through exposure to a format organized by the teacher.

Front 51

Deducation

Back 51

Reasoning that proceeds from principles or generalization to their application in specific instances.

Front 52

Discrimination

Back 52

Selectively restricting a range of instances by eliminating things that appear to match the concept but that differ from it in critical dimensions.

Front 53

Examples/NonExamples

Back 53

Representations of a concept that include all the attributes essential for recognizing it as a member of a larger class.

Items that fail to represent the concept being illustrated by purposely not including one or more of the attributes essential for recognizing them as members of a larger class.

Front 54

Full-Group Discussion

Back 54

Student exchanges, with successive interactions among large numbers of students.

Front 55

Generalization

Back 55

Responding in a similar manner to stimuli that differ but are bound by a central concept.

Front 56

Induction

Back 56

Reasoning used to draw a conclusion or make a generalization from specific instances.

Front 57

Integrated Bodies of Knowledge

Back 57

Units and lessons that stress the connections between ideas and the logical coherence of interrelated topics.

Front 58

Moderating Tasks

Back 58

The means by which the teacher orients students to the objective of the discussion; provides new or more accurate information; reviews, summarizes, and relates opinions and facts; and redirects the flow of information and ideas back to the objective.

Front 59

Pair or Team Discussion

Back 59

Best used when the task is highly structures, some consensus about the topic already exists, and the orienting instructions fully define each member's role.

Front 60

Small-Group Discussions

Back 60

About four to six students per group.

Front 61

Social Framing

Back 61

The context in which a message such as a lesson is received and understood.

Front 62

Student-Centered Learning

Back 62

Allows the student to select the form and substance of the learning experience.

Front 63

Think, Pair, Share

Back 63

A technique in which students working in pairs learn from one another and get to try out their ideas in a nonthreatening context before presenting them to the class.

Front 64

Unguided Discovery Learning

Back 64

To maintain high levels of student interest, selecting content based on student problems or interests and providing individually tailored feedback.

Front 65

Convergent Questions

Back 65

One that limits an answer to a single or a small number of responses.

Front 66

Culture-Specific Questioning

Back 66

Rules that govern social conversation among different cultural groups, which can be use

d to better target questions to specific populations of learners.

Front 67

Divergent Question

Back 67

One that has many or a broad range of acceptable responses.

Front 68

Effective Questions

Back 68

Questions for which students actively compose responses, thereby becoming engaged in the learning process.

Front 69

Eliciting Probes

Back 69

Questions asked to seek clarification of the student's response to determine its appropriateness or correctness.

Front 70

Probe

Back 70

A question that immediately follows a student's response to a question.

Front 71

Question Sequence

Back 71

Structuring, soliciting, and reacting, with many possible variations.

Front 72

Reacting

Back 72

The teacher's responding to students' answering of questions.

Front 73

Redirecting Probes

Back 73

Questions that restructure a discussion with follow-up to get students back on track.

Front 74

Soliciting

Back 74

Question-asking behavior that encourages students to act on and think about the material.

Front 75

Soliciting Probes

Back 75

Question-asking behavior that encourages students to act on and think about the material.

Front 76

Structuring

Back 76

How the teacher uses questions to direct learning.

Front 77

Wait-Time 1

Back 77

The amount of time a teacher gives a learner to response when first asked a question.

Front 78

Wait-Time 2

Back 78

The amount of time that passes after a learner's first response until the teacher or another student affirms or negates the answer.

Front 79

Problem-Based Learning

Back 79

Organizing instructional tasks around loosely structures or ill-defined problems that learners solve by using knowledge and skills from several disciplines.

Front 80

Project-Based Learning

Back 80

Promoting intrinsic motivation by organizing instruction around the tasks most likely to induce and support learner interest, effort, and persistence.

Front 81

Reciprocal Teaching

Back 81

A type of classroom group dialogue in which the teacher expects students to make predictions, ask questions, summarize, and clarify the text.

Front 82

Self-Directed Learning

Back 82

An approach to both teaching and learning that actively engages students in the learning process to acquire higher order thinking skills.

Front 83

Teacher-Mediated Learning

Back 83

Adjusting the instructional dialogue to help students restructure their learning and construct their own meanings from the content.

Front 84

Active Involvement

Back 84

When the group members talking about the goal of the group.

Front 85

Cooperative Learning

Back 85

An arrangement in which students work in groups and are rewarded on the basis of the success of group, According to Glasser, cooperative learning builds an environment that makes the classroom a place learners want to be.

Front 86

Prosocial Behavior

Back 86

Appropriate attitudes and values that that children learn from close and meaningful encounter among family members and in the classroom.

Front 87

Task Specialization

Back 87

Breaking a larger task into smaller subparts on which separate groups work.

Front 88

Task Structure

Back 88

In cooperative learning, specifying the goal, structuring the task, teaching and evaluating the collaborative process, monitoring group performance, and debriefing.

Front 89

Team-Oriented

Back 89

Using teams of heterogeneous learners to increase the collaborative skill, self-esteem, and achievement of individual learners.

Front 90

Concept Mapping

Back 90

A type of graphic organizer or mind tool for knowledge organization that can help learners interpret, represent, and organize information by making a graphic in cooperation with others.

Front 91

Constructivist Teaching Strategies

Back 91

Instructional tools that emphasize the learner's direct experience and the classroom dialogue while deemphasizing lecturing and telling.

Front 92

Differentiated Instruction

Back 92

Maximizing each student's academic success and personal growth as a learner by meeting the student where he or she is and providing the needed instruction and resource that lift him or her to the next step on the learning ladder.

Front 93

Engaged Learning Time

Back 93

The amount of time students devote to learning in the classroom.

Front 94

InTASC Standards

Back 94

The ten principles describing what teachers should know and be able to do, according to the Interstate New Teacher Assessment and Support Consortium.

Front 95

Learning Style

Back 95

The instructional and classroom conditions under which an individual prefers to learn.

Front 96

Low-Profile Classroom Management

Back 96

Coping strategies teachers use to stop misbehavior without disrupting the flow of a lesson.

Front 97

Positive Reinforcement

Back 97

Providing a desired stimulus or reward after a behavior increases in frequency.