Educ 4963 - Week 1 Flashcards

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ADVANCED ORGANIZER

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A STRUCTURE THAT PROVIDES DETAILS/PREVIEW OF AN UPCOMING LESSON

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ANALOGY

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A LOGICAL COMPARISON THAT INFERS THAT IF 2 THINGS ARE ALIKE IN SOME WAYS, THEN THEY MUST BE ALIKE IN OTHER WAYS

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COLLABORATE (COLLABORATION)

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TO WORK TOGETHER

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CRITICAL THINKING

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THE PROCESS OF EVALUATION INFORMATION TO LOGICALLY SOLVE PROBLEMS

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CURRICULUM

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WHAT TO TEACH

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DISCOURSE

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VERBAL EXPRESSION IN WRITING OR SPEECH

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DOMAIN

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RELATED AREA

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ECLECTIC

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TO USE A VARIETY OF SOURCES

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EMPOWER (EMPOWERMENT)

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TO HAVE CONFIDENCE OR BE IN CONTROL OF ONE'S OWN ABILITIES

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EXPLICIT

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DIRECT AND CLEARLY DEFINED
(OPPOSITE OF IMPLICIT)

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FEEDBACK

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THE DATA OR INFORMATION GENERATED ABOUT THE RESULT OF A PERFORMANCE

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GRAPHIC ORGANIZER

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VISUAL PRESENTATION THAT SHOWS THE RELATIONSHIP OF IMPORTANT CONCEPTS
EX: WEBBING OR MAPPING

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HETEROGENEOUS GROUPING

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GROUPING OF STUDENTS WITH DIFFERENT ABILITIES AND CHARACTERISTICS

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HOMOGENEOUS GROUPING

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GROUPING OF STUDENTS WITH SIMILAR ABILITIES AND CHARACTERISTICS

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IMPLICIT

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IMPLIED OR SUGGESTED BUT NOT DIRECTLY INDICATED
(OPPOSITE OF EXPLICIT)

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IMPULSIVITY

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TO REACT OR RESPOND BASED ON IMPULSE WITHOUT THINKING

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INSTRUCTION

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THE WAY THAT WE TEACH OUR CURRICULUM

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INTERNALIZE

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TO TAKE IN OR ABSORB AND MAKE PART OF ONE'S BELIEFS OR ATTITUDE

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LEARNER-CENTERED OR STUDENT-CENTERED

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TEACHING STYLE THAT FOCUSES ON THESE NEEDS OF THE STUDENTS

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MODALITY (MODALITIES)

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PREFERRED METHODS OF LEARNING
EX. SEEING (VISUAL), HEARING (AUDITORY), TOUCHING (TACTILE), OR MOVING (KINESTHETIC)

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OBJECTIVITY

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PERCEIVING SOMETHING WITHOUT BEING INFLUENCED BY PERSONAL OPINIONS
(OPPOSITE OF SUBJECTIVITY)

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PARADIGM

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AN EXAMPLE, PATTERN, OR FRAMEWORK FOR THINKING

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PEDAGOGY

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THE ART OR SCIENCE OF TEACHING, PROFESSION OR STUDY OF TEACHING

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PRECOCIOUS

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ADVANCED IN DEVELOPMENT

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PROFICIENCY

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CORRECTLY DEMONSTRATING A SKILL (TO BE PROFICIENT)

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PROJECT LEARNING

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AN IN-DEPTH STUDY IN AN AREA OF INTEREST DONE INDEPENDENTLY OR IN SMALL GROUPS

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RATIONALE

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REASON OR JUSTIFICATION BEHIND A LESSON OR RULE

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REFLECTION

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TO THINK BACK AND CAREFULLY CONSIDER SPECIFICS OF TEACHING AND LEARNING

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ROTE LEARNING

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MEMORIZING FACTS OR ASSOCIATIONS

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SCOPE

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AMOUNT COVERED BY A GIVEN ACTIVITY, ASSIGNMENT, OR SUBJECT

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SELF-DIRECTED LEARNING

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THE PROCESS OF GRADUALLY SHIFTING RESPONSIBILITY FOR LEARNING TO THE STUDENTS THROUGH ACTIVITIES THAT ENGAGE THEM IN INCREASINGLY COMPLEX PATTERNS OF THOUGHT

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STUDENT OWNERSHIP

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TAKING CONTROL OF THE LEARNING PROCESS

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SUBJECTIVITY

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BASED ON PERSONAL OPINIONS OR FEELING RATHER THAN ON EXTERNAL FACTS OR EVIDENCE
(OPPOSITE OF OBJECTIVITY)

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TEACHER-CENTERED

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TEACHING STYLE IN WHICH THE TEACHERS MAKE ALL OF THE DECISIONS FOCUSING ON THE SUBJECT

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TECHNOLOGY

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ANY DEVICE USED TO COMPLETE AN OBJECTIVE, ASSIGNMENT OR TASK

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TERMINOLOGY (TERMINOLOGIES)

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VOCABULARY OF TECHNICAL TERMS USED IN A PARTICULAR FIELD

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VICARIOUS LEARNING

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LEARNING BY WATCHING SOMEONE ELSE, WITHOUT DIRECT EXPERIENCE

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ACCOMMODATION

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LEARNING BY CHANGING EXISTING KNOWLEDGE STRUCTURES

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ACCULTURATION

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BLENDING A NATIVE CULTURE WITH A NEW CULTURE, KEEPING ELEMENTS OF BOTH

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ADOLESCENCE

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THE TRANSITIONAL PERIOD OF CHILDREN DURING THEIR TEENAGE YEARS WHEN THERE IS PHYSICAL AND PSYCHOLOGICAL DEVELOPMENT

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AFFECTIVE DOMAIN

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FEELINGS, EMOTIONS, VALUES AND ATTITUDES

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ASSIMILATION

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LEARNING BY ADDING NEW KNOWLEDGE TO EXISTING KNOWLEDGE

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BIRACIAL OR MULTIRACIAL

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HAVING ANCESTORS FROM 2 OR MORE RACIAL GROUPS

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COGNITIVE DOMAIN

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MEMORY, REASONING AND THINKING ABILITIES

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CONSTRUCTIVISM

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LEARNING-CENTERED APPROACH TO TEACHING; STUDENTS CONSTRUCT KNOWLEDGE FOR THEMSELVES

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CULTURAL PLURALISM

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SYSTEM IN WHICH A VARIETY OF CULTURAL GROUPS ARE VALUED AND SHARE POWER

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CULTURE

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A WAY OF LIFE SHARED BY MEMBERS OF A CERTAIN GROUP, INCLUDING VALUES, BELIEFS AND ATTITUDES

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DEVELOPMENT

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CHANGING TAKING PLACE AS ONE GROWS

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DEVELOPMENTALLY APPROPRIATE OR AGE APPROPRIATE

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PROVIDING AND PLANNING LEARNING EXPERIENCES THAT CONSIDER THE AGE AND STAGE OF GROWTH OF THE CHILD

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DIVERSITY

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VARIETY OF DIFFERENT GROUPS WITHIN THE SAME SETTING

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EGOCENTRIC

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BEING SELF-CENTERED

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ETHNIC GROUP OR ETHNICITY

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A SOCIAL GROUP BASED ON RELIGIOUS, NATIONAL OR CULTURAL CHARACTERISTICS

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ETHNOCENTRISM

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THE BELIEF THAT ONE CULTURE IS BETTOR OR SUPERIOR THAN OTHER CULTURES

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FIELD-DEPENDENT

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PERCEIVING AS A WHOLE AND PREFERRING TO LEARNING WITH OTHERS

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FIELD-INDEPENDENT

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PERCEIVING IN PARTS AND PREFERRING TO LEARN ALONE

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GUIDED PRACTICE

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PRACTICING UNDER THE GUIDANCE/INSTRUCTION OF A TEACHER

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HIGHER LEVEL THINKING SKILLS

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THE ABILITY TO USE BASIC KNOWLEDGE IN ANALYZING, EVALUATING OR MANIPULATION INFORMATION

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INTERDISCIPLINARY UNIT

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MANY SUBJECT AREAS CENTERED AROUND ONE TOPIC OR THEME (ALSO CALLED THEMATIC UNIT OR AN INTEGRATED APPROACH)

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KINESTHETIC (TACTILE) LEARNERS

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STUDENTS WHO LEARN BEST BY MOVEMENT

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KWL

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K: WHAT I KNOW
W: WHAT I WANT TO KNOW
L: WHAT I LEARNED
USED AS AN INSTRUCTION ACTIVITY TO ESTABLISH STUDENT BEFORE AND AFTER INTRODUCING A LESSON OR UNIT

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MATURATION OR DEVELOPMENT

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THE PROCESS OF GROWING AND CHANGING

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MELTING POT THEORY

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THE THEORY THAT CULTURES SHOULD BLEND INTO THE MAIN CULTURE, LOSING UNIQUE CHARACTERISTICS
(OPPOSITE OF SALAD BOWL THEORY)

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META-COGNITION

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ABILITY TO MONITOR AND THINK ABOUT ONE'S OWN THINKING, LEARNING AND REMEMBERING

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MODELING

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TO SHOW OR DEMONSTRATE PROCESSES, SKILLS, OR BEHAVIORS FOR LEARNING

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PREJUDICE

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POSITIVE/NEGATIVE MINDSET FOR A GROUP OF PEOPLE (BIASED)

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PSYCHOMOTOR DOMAIN

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PHYSICAL ACTIVITIES OR SKILLS

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SALAD BOWL THEORY

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THEORY THAT CULTURES MIX BUT RETAIN UNIQUENESS
(OPPOSITE OF MELTING POT THEORY)

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SCAFFOLDING

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SUPPORT FOR LEARNING AND PROBLEM SOLVING THAT IS WITHDRAWN AS COMPETENCE IMPROVES

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SCHEMA (SCHEMATA)

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MENTAL STRUCTURE(S) FOR ORGANIZING CONCEPTS AND RELATIONSHIPS

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SELF-ACTUALIZATION

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REACHING ONE'S FULLEST POTENTIAL

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SELF-CONCEPT

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ONE'S PERCEPTION OF SELF (NEITHER GOOD NOR BAD)

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SELF-EFFICACY

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SELF-CONFIDENCE THAT ONE CAN SUCCEED (GOOD)

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SELF-ESTEEM

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THE WAY SOMEONE FEELS ABOUT THEMSELVES (CAN BE GOOD OR BAD)

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STEREOTYPE

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TO MAKE ASSUMPTIONS ABOUT CERTAIN TYPES OF PEOPLE

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TACTILE LEARNER

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STUDENTS WHO LEARN BEST BY TOUCH

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ZONE OF PROXIMAL DEVELOPMENT

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DIFFERENCE BETWEEN WHAT A STUDENT CAN DO ALONE AND WITH HELP FROM A PEER OR ADULT (VYGOTSKY)

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CEPHALOCAUDAL

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PHYSICAL DEVELOPMENT IN A PROGRESSION FROM HEAD TO TOE

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PROXIMODISTAL

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PHYSICAL DEVELOPMENT FROM THE CENTER OF THE BODY OUTWARD