Final For S And S

Front 1

Student Diversity

Back 1

-socioeconomic factors
-changes in our students
-culture
-language
-gender
-exceptionalities
-ability
-development
-at risk
-family structure

Front 2

culture: defining characteristics

Back 2

-knowledge, attitudes, values, customs & behavior patterns
-influences student behavior both in and our of school
-"blueprint for behavior"

Front 3

ethnicity

Back 3

-a person's ancestry; the way individuals identify themselves with the nation they or their ancestors came from
-history, language, customs, traditions

Front 4

immigration

Back 4

-prior to 1900 most were from europe
-now... 40% central america, 10% caribbean, 25% asia, 14% europe

Front 5

educational responses to cultural diveristy: theories

Back 5

-multicultural education: salad bowl or mosaic vs. melting pot

Front 6

culturally responsive teaching

Back 6

-accepting and valuing cultural differences
-accommodating different cultural interaction patters
-building on students' cultural backgrounds

Front 7

multiculturalism

Back 7

-culture
-cultural identity
-pluralism
-equality
-social justice

Front 8

urban schools & diveristy

Back 8

-cultural minorities: are majorities in 48 of the 100 largest us cities, they are majorities in 6 states
-90% of the students in chicago, detroit, houston, los angeles, district of columbia are minoritiess

Front 9

bilingual maintenance language programs

Back 9

use and sustain the first language, most instruction in their 1st language

Front 10

immersion programs

Back 10

-emphasize rapid transition to english
-immerse in classroom where only english is spoken

Front 11

English as a second language programs

Back 11

focus on english in academic subjects

Front 12

transition programs

Back 12

maintain first language while students learn english

Front 13

philosophy

Back 13

-the search for wisdom
-a study of theories of knowledge, truth, existence, moralilty, matter of right and wrong

Front 14

philosophy of education

Back 14

-goes beyond what the experts think to guides what we do in the classroom and provides a framework for thinking about education issues

Front 15

normative philosophy

Back 15

- a description of the way something ought to be, such as the way educators, physician, or other professionals ought to practice

Front 16

epistemology

Back 16

-(HOW) examines questions of how we come to know what we know, a variety of ways of knowing exists

Front 17

metaphysics or ontology

Back 17

- (WHAT) considers the nature of reality. what we know or what is real

Front 18

axiology

Back 18

-(MORES) considers questions of values and ethics, becomes involved when teacher examine their values and decide whats the best for their students

Front 19

logic

Back 19

examines the processes of deriving valid conclusions from basic principles

Front 20

perennialism

Back 20

-suggests that nature, including human nature is constant
-schools should teach classic knowledge
-math science and great literature
-teachers in charge of the class
-founding fathers had this view
-concepts of good and evil

Front 21

essentialism

Back 21

-emphasizes a critical core of knowledge and skills that all students should learn
-basic skillls, reading, writing, math (science, social studies)
-schooling is to master essential content not to development them emoitionally or socially

Front 22

progressivism

Back 22

-focuses on real-world problem solving and individual development
-teachers should guide students in the process of development
-student centered teaching
-process and content not just content

Front 23

social reconstruction

Back 23

-contends that schools, teachers and students should play a role in addressing the social inequities in our society
-curriculum includes topics that reflect social issues
-purpose of schooling is to eliminate social inequities

Front 24

classroom application of perennialism

Back 24

-train the intellect
-focus on enduring ideas
-lecture; questioning, discussion
-high structure; strong focus on academic work
-frequent assessment & feed back

Front 25

classroom application of essentialism

Back 25

-acquire the basic skills needed to function in today's world
-essential knowledge and basic skills
-lecture, questioning, practice and feedback
-high structure, strong focus on essential knowledge and skills
-frequent objective, and performance assessments and feedback

Front 26

classroom application of progressivism

Back 26

-develop problem solving, decision making and other life skills
-practice in problem solving and life skills
-emphasizes applications in problem based learning, cooperative learning and guided discovery
-democratic, collaborative, emphasis on learner responsibility
-ongoing informal assessment

Front 27

classroom application in social reconstruction

Back 27

-contribute to the creation of a just society
-social issues
-discussion, collaboration, student projects
-model for equity and justice
-examination of written, informal products, informal observation

Front 28

three views on learning

Back 28

-behaviorism
-constructivism
-humanistic pschology

Front 29

behaviorism

Back 29

-suggests that people primarily respond to influences in their enviornments
-treats people as passive
-examples: answering questions

Front 30

constructivism

Back 30

-suggests that students construct their own unique & idiosyncratic view of the world when they attempt to make sense of their experiences
-involves discussion, construction of meaning, problem solving

Front 31

cognitive psychology

Back 31

-view that people are mentally active as they gather, organize & store information

Front 32

humanistic psychology

Back 32

-view that emphasizes the whole person's development, including physical, social, emotional, cognitive and aesthetic dimensions
-students want to be their best (self actualization)
-teachers are to be empathic, show caring

Front 33

curriculum

Back 33

-subject matter taught to students
-a course of study or a systematic arrangement of courses
-the planned educational experiences offered by a school
-the experiences students have under the guidance of the school
-the process teachers go through in selecting and organizing learning eperiences for their students

Front 34

instruction

Back 34

-as strategies teachers use to help students reach learning goals in the curriculum

Front 35

different components of the curriculum

Back 35

-the implicit or hidden curriculum
-the explicit curriculum
-extra curriculum
-the null curriculum

Front 36

elementary curriculum

Back 36

-emphasizes language arts and math
-de-emphasizes science, social studies, art and music
-basic skills

Front 37

middle school curriculum

Back 37

-attempt to integrate the curriculum, combining and relating concepts and skills from different disciplines

Front 38

high school curriculum

Back 38

-focuses on specialized and separate content courses

Front 39

informal curriculum

Back 39

-unstated
-unintended
-types of learning children acquire from the nature and organization of the classroom as well as the attitudes and actions of the teacher
-influences the attitudes and values students take away from school
-teachers actions are the biggest influences

Front 40

Null curriculum

Back 40

-topics left out of the explicit curriculum
-often includes controversial topics
-recess the missing R becomes part of the null curriculum
-american civil war, whether to omit discussions about slavery and racism

Front 41

extracurriculum

Back 41

-learning experiences that extend beyond the core of formal studies
-clubs, sports, school plays
-no academic credit
-cultural minorities are less likely to participate

Front 42

forces influencing the curriculum

Back 42

-the federal government
-standards and accountability
-textbooks
-teachers philosophies and professionalism

Front 43

standards

Back 43

-what students should know and what skills they should have

Front 44

accountability

Back 44

-requiring students to demonstrate understanding of the topic they study as measured by standardized test

Front 45

federal government's influence on curriculum

Back 45

-NCLB, 2001 education mandate GWB
-IDEA, requires that students have access to the regular curriculum

Front 46

textbook influence curriculum

Back 46

-valuable resource, use them strategically, de-emphasizing, or even eliminating some topics and chapters in the textbook while including other valuable topics not in them
-use them selectively bases on students need, scope and quality

Front 47

national curriculum pros

Back 47

-provide coherence and stability across states
-create uniform standards across states

Front 48

national curriculum cons

Back 48

-create a massive and unwieldy federal bureaucracy
-not be responsive to local needs and student diversity

Front 49

reading controversies

Back 49

-whole language verus phonics
-contrast between natural language and decoding skills
-balanced approach needed

Front 50

math controversies

Back 50

-procedural knowledge versus understanding (modern math)
-national council of teachers of mathematics (MCTM) advocates more emphasis on problem solving and reasoning
-balanced approached needed

Front 51

sex education controversies

Back 51

-need for sex education is suggested by national statistics on teenage sexuality
-majority of parents favor some type of sex education
-small minority favor abstinence education
-research suggests that abstinence only education does not decrease the likelihood of teenage sex

Front 52

moral and character education

Back 52

-character education stresses, teaches, and rewards moral values and positive character traits such as honesty and citizenship
-moral education emphasized student decision making and moral reasoning

Front 53

service learning

Back 53

-combines service to the community with content learning objectives to promote ethical and moral development
-becoming more popular, with 25% of high school students participating
-courts have upheld the legality of required service learning courses

Front 54

intelligent design

Back 54

-courts have held that formally teaching intelligent design as an alternative to evolution violates the establishment clause of the first amendment to the constitutions

Front 55

censorship

Back 55

-books being banned form the public school curriculum at various times
-courts have generally sided against censorship as a parental right, ruling that schools and teachers have a right to expose students to different ideas and points of view

Front 56

assessment

Back 56

-process teachers use to gather information and make decisions about students learning and development
-provides feedback to teachers about the effectiveness of their instruction
-provides feedback to students about their learning progress

Front 57

high stakes testing

Back 57

-standardized assessments that states and districts use to determine where students will advance from one grade to another, graduate from high school, or have access to specific field of study

Front 58

types of assessments

Back 58

-SAT & ACT
-seatwork
-teacher listens to student explanation of problem
-multiple choice quiz
-kindergarten teachers watch to see letter formation
-teacher preparation program portfolio

Front 59

teacher made assessment

Back 59

-created by teachers for the purpose of measuring and promoting students learning in a particular classroom
-tests, quizzes, class presentation

Front 60

standardized tests

Back 60

-allow comparisons with other students across the coutry
-used to measure attainment of standards
-are also used to assess a school or teachers effectiveness

Front 61

teacher made tests 2

Back 61

-provide content and lesson specific information about learning progress
-designed to provide feedback for both teachers and students
-administered frequently throughout the school year

Front 62

informal assessments

Back 62

-gathered continually during instruction
-used to make split-second instructional and management decisions
-not necessarily related to instructional decision
-takes into consideration dimension of development
-possible problem validity and reliability

Front 63

informal assessment examples

Back 63

-observing on playground/class
-listening to a student explain a problem
-intervening in a group that is having problems

Front 64

formal assessment

Back 64

-systematic teacher attempt to gather information from each student
-provide more comprehensive picture of learning in the classroom
-also includes paper & pencil, performance & portfolio assessments

Front 65

formal assessments examples

Back 65

-includes quizzes, tests and homework, presentation
-write papers

Front 66

formative assessment

Back 66

-used to provide feedback while learning is occurring
-not used for grading purposes
-both formal & informal assessments

Front 67

summative assessment

Back 67

-typically given at end of lesson of unit
-used for grading purposes and decisions
-k-5 mostly in upper grades most assessment are summative
-can include tests, quizzes and homework, as well as performance assessments

Front 68

validity

Back 68

-extent to which results are interpreted and used appropriately

Front 69

reliability

Back 69

-refers to the consistency of the assessment results

Front 70

how to promote learning with assessments

Back 70

-align standards with learning objectives
-measure both students knowledge and their thinking
-include detailed feedback
-avoid social comparisons

Front 71

motivation

Back 71

-the energizing force behind student learning

Front 72

extrinsic motivation

Back 72

-motivation to engage in a behavior to receive some incentive

Front 73

intrinsic motivation

Back 73

-motivation to be involved in an activity for its own sake

Front 74

learning objectives

Back 74

-clear learning objectives are essential because they guide the rest of the decisions teachers make during both planning and instruction

Front 75

high quality examples

Back 75

-representations of content that ideally have all the information in them that students need to learn a topic

Front 76

instructional alignment

Back 76

-the match between learning objectives, learning activities, and assessments and is an essential component of effective instruction

Front 77

backward design

Back 77

-an approach to planning in which the teacher first identifies desired learning objectives and then specifies ways to assess whether these objectives are met, and finally establishes learning activities to reach the objectives

Front 78

essential teaching skills

Back 78

-basic skills for teaching

Front 79

personal teaching efficacy

Back 79

-describes teachers beliefs in their ability to hep students learn, regardless of the conditions of the school or students home life

Front 80

questioning frequency

Back 80

-refers to the number of questions a teacher asks during a given period of instructional time
-effective teachers as lots of questions

Front 81

equitable distribution

Back 81

-the practice of calling on students, both volunteers and non-volunteers as equally possible

Front 82

instructional strategies

Back 82

-as prescriptive approaches to teaching designed to help students acquire a deep understanding of specific forms of knowledge

Front 83

direct instruction

Back 83

-a teaching strategy designed to teach essential knowledge and skills that are needed for later learning, and its effectiveness is well documented by research

Front 84

scaffolding

Back 84

-instructional assistance that teachers use to assist learners in a task that produces high rates of success

Front 85

lecture discussion

Back 85

-is a teaching strategy designed to help students acquire organized bodies of knowledge, topics that connect facts, concepts, and principles and make the relationships among them explicit

Front 86

guided discovery

Back 86

-instructional strategy that provides students with information and uses teacher guidance to help them process that information into abstractions

Front 87

cooperative learning

Back 87

-set of instructional strategies used to help learners meet specific learning and social interactions objectives in structured groups