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47 Cards in this Set
- Front
- Back
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Accomodation
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Learning by changing existing knowledge structures. The process of accommodation involves altering one’s existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process
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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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A transitional period of physical and psychological development beginning around 11 to 13 years, extending through the teenage years.
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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.Through assimilation, we take in new information or experiences and incorporate them into our existing ideas. The process is somewhat subjective, because we tend to modify experience or information somewhat to fit in with our preexisting beliefs.
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Biracial or Multiracial
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Having ancestors from two or more racial groups.
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Cognitive Domain
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Memory, reasoning, and thinking abilities.The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
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Constructivism
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Learner-centered approach to teaching; students construct knowledge for themselves.
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Cultural pluralism
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A system in which many different 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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Changes taking place as one grows.
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Developmentally appropriate or Age appropriate
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Considering the age and stage of growth of the child in providing and planning learning experiences.
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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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Self-centeredness, especially in very young children. Tendancy of children to know their environment only in terms of their own point of view.
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Ethnic group or Ethnicity
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A social group defind on the basis of its religious, national, or cultural characteristics.
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Ethnocentrism
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Believing one's culture is better than other cultures.
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Field-dependent
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Perceiving as a whole and preferring to learn 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 direction of the teacher.
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Higher level thinking skills
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The ability to use basic knowledge in analyzing, evaluating, or manipulating information.
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Interdisciplinary unit
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Many subject areas are included under one topic or theme (also called Thematic units 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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Stands for "What I Know, what I Want to know, and What I Learned". Used as an instructional activity to establish student knowledge 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 cutures should blend into the main culture, losing unique characteristics.
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Metacognition
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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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The teacher or student demonstrates processes, skill, or behaviors for learning.
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Prejudice
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Positive/negative mindset for a group of people.
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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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The theory that cultures mix but retain uniqueness.
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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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Feeling about oneself (can be good or bad).
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Stereotype
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Assumption about certain types of people.
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Tactile learners
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Students who learn best by touch.
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Zone of Proximal Development (ZPD)
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Difference between what a student can do alone and with help from a peer or adult (Vygotsky).distance between the two developmental levels Vygotsky describes as Independent and Assisted Performance, which defines where development is occurring at any moment in time in a specified arena. It shifts upward as a person becomes competent in a skill and is ready to learn others. (Dr. Deborah Leong, Davidson Films, “Play: A Vygotskian Approach)
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Transformation
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Change.
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Social Development Theory
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Theory that argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.
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Sensor motor
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According to Piaget, this is the first stage of cognitive development. This is the period where the infant explores the environment and acquires knowledge through sensing and manipulation of objects.
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Preoperational
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The second stage of cognitive development that is characterized by the increased use of symbols and prelogic thought processes.
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Concrete operational
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Piaget’s third stage of cognitive development that is characterized by the ability to think logically about concrete objects and situations.
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Formal operational
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Piaget’s fourth stage of cognitive development. This stage is characterized by the ability to think logically about abstract principles and hypothetical situations.
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Centration
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the tendency to focus or center on one aspect of the situation and ignore other important aspects of the situation.
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Irreversibilty
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children cannot reverse a sequence or logical operations.
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