Teaching The Middle School Student

Front 1

Transformation

Back 1

1. the act or process of transforming.
2. the state of being transformed.
3. change in form, appearance, nature, or character.


Online dictionary. (n.d.). Retrieved from (http://dictionary.reference.com/browse/transformation

Front 2

Accommodation

Back 2

Learning by changing existing knowledge structures.

EX:When the child needs to modify a sucking schema developed by sucking on a pacifier to one that would be sucessful for sucking on a bottle.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Piaget's Theory of Cognitive Development. (n.d.). Retrieved from edpsycinteractive.org/topics/cogsys/piaget.html

Front 3

Assimilation

Back 3

Learning by adding new knowledge to existing knowledge.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

EX:When an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle.

Piaget's Theory of Cognitive Development. (n.d.). Retrieved from edpsycinteractive.org/topics/cogsys/piaget.html

Front 4

Cognitive Domain

Back 4

Memory and thinking ability.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 5

Egocentrism

Back 5

Self-centeredness


Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 6

Sensor Motor

Back 6

Using senses and actions to understand the world; beginning to use imitation, memory, and thought; representing reality in the mind.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

EX: Infancy when intelligence is demonstrated through motor activity without the use of symbols. Knowledge is based on physical interactions/experiences.

Piaget's Theory of Cognitive Development. (n.d.). Retrieved from edpsycinteractive.org/topics/cogsys/piage.html

Front 7

Scaffolding

Back 7

Support for learning taken away as student progresses.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

EX:Models, cues, prompts, hints, & direct instruction. Question -"How do we change lady to ladies?" Scaffold cue - "What is the rule we use for making y words plural?"

Front 8

Zone of Proximal Development

Back 8

Difference between what a student can do alone and with help.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

EX:Vygotsky gave the example a teacher who works an arithmetic problem in front of the child, repeating as necessary until the child can master the skill. But he noted that if instead the teacher had worked a problem in higher mathematics--outside the zone of proximal development--the child would never learn it no matter how often it was repeated.

Vgotsky's Education. (n.d.).http://www.communicationpractices.org/Ideas-VygotskyEducation.htm

Front 9

Social Development Theory

Back 9

social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.

Vygotsky's Social Development Theory.(n.d.). Retreived from:(http://www.learning-theories.com/vygotskys-social-learning-theory.html)

Front 10

Preoperational

Back 10

Using representations rather than motor actions; ability to think through logically in one direction; thinking dominated by ecgocentrism

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

EX: Toddler and Early Childhood when intelligience is demonstrated through the use of symbols, language matures, memory and imagination are activated. Egocentric thinking predominates.

Piaget's Theory of Cognitive Development. (n.d.). Retrieved from edpsycinteractive.org/topics/cogsys/piaget.html

Front 11

Concrete

Back 11

Logical problem solving only using hands-on materials; thinking in more than one direction (reversibility); understanding concepts of conversation and classification.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

EX: Elementary and early adolscence where intelligience is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops and egocentric thinking predominates.

Piaget's Theory of Cognitive Development. (n.d.). Retrieved from edpsycinteractive.org/topics/cogsys/piaget.html

Front 12

Formal operation

Back 12

Understanding highly abstract concepts; logical reasoning and scientific thinking; developing concerns about identity and social issues.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

EX:Adolescence and adulthood when intelligence is demonstrated through the logical use of symbols related to abstract concepts. Many people do not think formally during adulthood.

Piaget's Theory of Cognitive Development. (n.d.). Retrieved from edpsycinteractive.org/topics/cogsys/piaget.html

Front 13

Centration

Back 13

Centration refers to the tendency to focus on only one aspect of a situation, problem or object.

For example, a child may complain that there is little ice cream left in a big bowl. The child will be satisfied if the ice cream is transferred to a little bowl, even though nothing is added, because he only considers how full the bowl appears to be.

Piaget's Theories.(n.d.). Retrieved from: (http://www.alleydog.com/glossary/definition.php?term=Centration)

Front 14

Irrevesibility

Back 14

The inability to work backwards to your starting point.

Education Vocabulary.(n.d.). Retrieved from: (http://www.teachingexpertise.com/articles/piaget-and-the-development-of-intelligence-1402)

Front 15

Accultural

Back 15

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 16

Adolescence

Back 16

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 17

Affective domain

Back 17

Feelings, emotions, values and attitudes.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 18

Biracial or Multiracial

Back 18

Having ancestors from two or more racial groups.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 19

Constructivism

Back 19

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 20

Cultural pluralism

Back 20

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 21

Culture

Back 21

A way of life shared by members of a certain group, including values, beliefs and attitudes. Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 22

Development

Back 22

Changes taking place as one grows.
(Interactive Study Guide - PPR)

Front 23

Developmentally appropriate or Age appropriate

Back 23

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 24

Diversity

Back 24

Variety of different groups within the same setting.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 25

Ethnic group or Ethnicity

Back 25

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 26

Ethnocentrism

Back 26

Believing that one's culture is better than other cultures.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 27

Field-dependent

Back 27

Perceiving as a whole and preferring to learn with others.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 28

Field-independent

Back 28

Perceiving in parts and preferring to learn alone.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 29

Guided practice

Back 29

Practicing under the direction of the teacher.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 30

Higher level thinking skills

Back 30

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 31

Interdisciplinary Unit

Back 31

Many subject areas are included under one topic or theme (also called thematic units or integrated approach). (Interactive Study Guide - PPR)

Front 32

Kinesthetic (Tactile) learners

Back 32

Students who learn best by movement.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 33

KWL

Back 33

Stands for "What I Know, What I want to Know, What I learned". Used as an instructional activity to establish student knowledge before and after introducing a lesson or unit.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 34

Maturation or Development

Back 34

The process of growing and changing.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 35

Melting pot theory

Back 35

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 36

Metacognition

Back 36

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 37

Modeling

Back 37

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 38

Prejudice

Back 38

Positive/negative mindset for a group of people.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 39

Psychomotor domain

Back 39

Physical activities or skills.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 40

Salad bowl theory

Back 40

The theory that cultures mix but retain uniqueness.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 41

Schema (Schemata)

Back 41

Mental structures for organizing concepts and relationships.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 42

Self-Actualization

Back 42

Reaching one's fullest potential.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 43

Self-concept

Back 43

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

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 44

Self-efficacy

Back 44

Self-confidence tha one can succeed (good).

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 45

Self-esteem

Back 45

Feelings about oneself (can be good or bad).

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 46

Stereotype

Back 46

Assumption about certain types of people.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .

Front 47

Tactile learners

Back 47

Students who learn best by touch.

Hadley, N, & Eisenwine, M. (2008). Interactive study guide for the texes pedagaogy and professional responsibilities tes. Boston, MA: Pearson Education, Inc. .