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;
34 Cards in this Set
- Front
- Back
|
Advanced Learning
|
Structure providing a perview of the upcoming lesson
|
|
|
Analogy
|
A logical comparison infering that if two things are known to be alike in some ways, then they must be alike in other ways
|
|
|
Collaborate
|
To work together
|
|
|
Critical Thinking
|
Evaluating information and logically solving problems
|
|
|
Curriculum
|
What we teach
|
|
|
Discourse
|
Verbal expression in speech or writing
|
|
|
Domain
|
Related Area
|
|
|
Eclectic
|
Using a variety of resources
|
|
|
Empower
|
To have control or be confident in one's own abilities
|
|
|
Explicit
|
Clearly defined or direct
|
|
|
Feedback
|
Information about the result of a performance
|
|
|
Graphic Organizer
|
Visual overview that shows the relationship of important concepts--webbing or mapping
|
|
|
Hetergeneous Grouping
|
Grouping children with unlike characteristics or abilities
|
|
|
Homogeneous Grouping
|
Grouping students with like characteristics or abuilities
|
|
|
Implicit
|
Implied or suggested but not directly indicated
|
|
|
Impulsivity
|
A tendency to respond quickly without thinling
|
|
|
Instruction
|
How we teach the curriculum
|
|
|
Internalize
|
To take in or absorb and make part oof one's beliefs or attitudes
|
|
|
Learner-Centered or Student-Centered
|
Teaching style focusing on the needs of the students
|
|
|
Modality
|
Preferred way(s) of learning such as seeing, hearing, touching or moving
|
|
|
Objectivity
|
Percieving something without being influenced by personal opinions
|
|
|
Paradigm
|
An example, pattern, or framework for thinking
|
|
|
Pedagogy
|
The art, profession, or study of teaching
|
|
|
Precocious
|
Advanced in development
|
|
|
Proficiency
|
Correctly demonstrating a skill
|
|
|
Prroject Learning
|
An in-depth study in an area of interest done independently or in small groups
|
|
|
Rationale
|
Reason behind a lesson or rule
|
|
|
Reflection
|
To think back and carefully consider specifics of teaching and learning
|
|
|
Rote Learning
|
Memorizing facts or associations
|
|
|
Scope
|
Amount covered by a given activity or subject
|
|
|
Subjectivity
|
Based on personal opinions or feelings rather than on external facts or evidence
|
|
|
Teacher-Centered
|
Traditional teaching style in which teachers make all of the decisions focusing on the subject
|
|
|
Technology
|
Any device used to complete an objective or task( not just computors)
|
|
|
Terminolgy
|
Vocabulary of technical terms used in a particular field
|
