Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
26 Cards in this Set
- Front
- Back
|
the student is either left to discover for themselves what the result of the experiment is, or the teacher guides them to the desired learning goal but without making it explicit what this is; "open learning"
|
inquiry model
|
|
|
a method of inquiry-based instruction and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
|
discovery learning
|
|
|
an approach to organizing classroom activities into academic and social learning experiences. Students must work in groups to complete the two sets of tasks collectively. Everyone succeeds when the group succeeds.
|
cooperative learning
|
|
|
a teaching technique invented by social psychologist Elliot Aronson in 1971. Students of a normal-sized class (26 to 33 students) are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the "experts" from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory.
The jigsaw strategy is a cooperative learning technique appropriate for students from 3rd to 12th grade. It is also used extensively in adult English Second Language (or ESL) classes. |
jigsaw
|
|
|
comprises a group of people or animals linked in a common purpose. Teams are especially appropriate for conducting tasks that are high in complexity and have many interdependent subtasks
|
teams
|
|
|
formalized expressions of play which allow people to go beyond immediate imagination and direct physical activity
|
games
|
|
|
a competition involving a relatively large number of competitors, all participating in a sport or game.
|
tournaments
|
|
|
a situation in which two or more people learn or attempt to learn something together; More specifically, it is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles.[
|
collaborative learning
|
|
|
What are the three concept models?
|
concept development
concept attainment concept mapping |
|
|
a simple group learning technique that helps you achieve a consistent understanding of important concepts and ideas. It is particularly powerful where team members' judgment plays a large role in how they respond or make decisions and where consistency is important across your teams.
|
concept attainment
|
|
|
•Objects exist: children with deafblindness have difficulty learning about the existence of objects because they can not see or hear objects clearly.
•Objects have permanence: children with combined vision and hearing loss can’t observe objects and people at a distance and know that things exist beyond their fingertips. •Objects differ: children with deafblindness won’t know that one object is different form another unless they can touch and explore them. •Objects have names or labels: children with both a hearing and vision loss need to use touch to support language learning. •Objects have characteristics: children with deafblindness will have difficulty identifying the different characteristics of objects because of the lack of access to information about those objects. •Objects have functions or use: children with combined vision and hearing loss can’t observe how objects are used, or hear the sounds associated with the functions of objects. |
concept development
|
|
|
a diagram showing the relationships among concepts. They are graphical tools for organizing and representing knowledge.
Concepts, usually represented as boxes or circles, are connected with labeled arrows in a downward-branching hierarchical structure. The relationship between concepts can be articulated in linking phrases such as "gives rise to", "results in", "is required by," or "contributes to". |
concept mapping
|
|
|
instruction relating questions and technology relative to the students' everyday lives to classroom projects. Students form their own investigation of their own group which allows students to develop valuable research skills. The students engage in design, problem solving, decision making, and investigative activities. It allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations. Students take a problem and apply it to a real life situation with these projects.
|
project-based learning
|
|
|
the imitation of some real thing, state of affairs, or process; generally entails representing certain key characteristics or behaviours of a selected physical or abstract system.
|
simulation
|
|
|
methods for enhancing student learning through the use of a variety of resources and materials such as:
|
computers, Internet, Web pages, e-mail
Audio-visual (videotapes/DVD/CD) Local experts Primary documents and artifacts Field trips Libraries Service learning |
|
|
Techniques for creating effective bridges betweed curriculum goals and students' experiences (9)
|
Modeling
Guided practice Independent practice (homework) Transitions Activating students' prior knowledge Anticipating preconceptions Encouraging exploration and problem-solving Building new skills on those previously acquired Predicting |
|
|
Government standards, frameworks and guides
|
National/state learning standards
State/local curriculum frameworks State-local curriculum guides |
|
|
is a content overview of all the units taught throughout the year, including the length of time to be spent on each unit.
|
scope and sequence
|
|
|
3 behavioral objectives
|
affective
cognitive psychomotor |
|
|
This type of objective answers: What do you want your students to know?
|
cognitive objective
|
|
|
Type of objective that answers, "What do you want your students to think/care about?"
|
affective objective
|
|
|
Objective that answers the question, "What do you want your students to be able to do?"
|
psychomotor/behavioral objective
|
|
|
represent the "big picture" as opposed to the specific details and discrete aspects or chunks of performance.
|
learning outcomes
|
|
|
Define affirmative action;
Describe three factors which promote affirmative action |
learning objectivess
|
|
|
a way of planning curriculum based on the student’s interest and passions as well as the teacher’s. To plan requires observation, documentation, creative brainstorming, flexibility and patience. Rather than starting with a lesson plan which requires a “hook” to get the children interested, starts with the children’s interests.
|
emergent curriculum
|
|
|
an activist approach which its proponents claim challenges forms of what they deems prejudices, such as racism, sexism, ableism/disablism, ageism, homophobia, and other –isms; has a strong relationship to multiculturalism curriculum and its implementation; the most notable difference between these two theories and practices is the age of the intended audience.
|
anti-bias curriculum
|
