Ppr Domain I Vocabulary

Front 1

Zone of proximal development

Back 1

Difference between what a student can do alone and with help from a peer or adult (Vygotsky)

Front 2

Tactile learners

Back 2

Students who learn best by touch.

Front 3

Stereotype

Back 3

Assumption about certain types of people.

Front 4

Self-esteem

Back 4

Feelings of oneself (can be good or bad).

Front 5

Self-efficacy

Back 5

Self-confidence that one can succeed (good).

Front 6

Self-concept

Back 6

One's perception of self (neither good nor bad).

Front 7

Self-actualization

Back 7

Reaching one's fullest potential.

Front 8

Schema (Schemata)

Back 8

Mental structure(s) for organizing concepts and relationships.

Front 9

Scaffolding

Back 9

Support for learning and problem solving that is withdrawn as competence improves.

Front 10

Salad bowl theory

Back 10

The theory that cultures mix but retain uniqueness.

Front 11

Psychomotor domain

Back 11

Physical activities or skills.

Front 12

Prejudice

Back 12

Positive/negative mindset for a group of people.

Front 13

Modeling

Back 13

The teacher or student demonstrates process, skills, or behaviors for learning.

Front 14

Metacognition

Back 14

Ability to monitor and think about one's own thinking, learning and remembering.

Front 15

Melting pot theory

Back 15

The theory that cultures should blend into the main culture, losing unique characteristics.

Front 16

Maturation or Development

Back 16

The process of growing and changing.

Front 17

KWL

Back 17

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.

Front 18

Kinesthetic (Tactile) learners

Back 18

Students who learn best by movement.

Front 19

Interdisciplinary unit

Back 19

Many subject areas are included under one topic or theme (also called Thematic units or an Integrated approach).

Front 20

Higher level thinking skills

Back 20

The ability to use basic knowledge in analyzing, evaluating, and manipulating information.

Front 21

Guided practice

Back 21

Practicing under the direction of the teacher.

Front 22

Field-independent

Back 22

Perceiving in parts and preferring to learn alone.

Front 23

Field-dependent

Back 23

Perceiving as a whole and preferring to learn with others.

Front 24

Ethnocentrism

Back 24

Believing one's culture is better than other cultures.

Front 25

Ethnic group (Ethnicity)

Back 25

A social group defined on the basis of its religious, national, or cultural characteristics.

Front 26

Egocentric

Back 26

Self-centeredness, especially in very young children.

Front 27

Diversity

Back 27

Variety of different groups withing the same setting.

Front 28

Developmentally appropriate
(Age appropriate)

Back 28

Considering the age and stage of growth of the child in providing and planning learning experiences.

Front 29

Development

Back 29

Changes taking place as on grows.

Front 30

Culture

Back 30

A way of life shared by members of a certain group, including values, beliefs, and attitudes.

Front 31

Cultural pluralism

Back 31

A system in which many different cultural groups are valued and share power.

Front 32

Constructivism

Back 32

Learner-centered approach to teaching; students construct knowledge for themselves.

Front 33

Cognitive domain

Back 33

Memory, reasoning, and thinking abilities.

Front 34

Biracial or Multiracial

Back 34

Having ancestors from two or more racial groups.

Front 35

Assimilation

Back 35

Learning by adding new knowledge to existing knowledge.

Front 36

Affective domain

Back 36

Feelings, emotions, values and attitudes.

Front 37

Adolescence

Back 37

A transitional period of physical and psychological development beginning around 11 to 13 years, extending through teenage years.

Front 38

Acculturation

Back 38

Blending a native culture with a new culture, keeping elements of both.

Front 39

Accommodation

Back 39

Learning by changing existing knowledge structures.