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153 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Ability groups
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groups based on academic level
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Acculturation
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using another culture’s norms and info with your own culture
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Additive approach
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adding culture into instruction (James Bank’s 2nd approach to multicultural education)
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Assimilation
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using the dominant culture and losing native culture
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Basic interpersonal communication skills (BICS)
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use of conversational skills
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Biases
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unfair prejudices
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Bidialectism
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casual/professional speak
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Bilingual
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speaking 2 languages
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Biracial
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2 races
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Cognitive academic language proficiency (CALP)
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using language for abstract academic purposes
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Contributions approach
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adding ethic or cultural info to instruction (James Bank’s 1st approach to multicultural education)
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Cultural deprivation
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assuming incorrectly that students have no culture
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Culturally relevant teaching (CRT)
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teaching with an understanding of students shaped by culture
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Culture
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way of life
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Dialect
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the way you speak based on where you are from
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Differently abled
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students who accomplish tasks in a different way than others
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Digital divide
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division between kids who have/don’t have technology
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Discrimination
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bias against races
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Dual language programs
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classes that learn in two languages
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Empowerment
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personal belief that cultural factors make up their identity
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English as a second language (ESL)
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English-learners for academic purposes
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English language learners (ELL)
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a child who is learning English as a second language
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Ethnicity
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shared culture
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Ethnocentric
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viewing your culture as better
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Exceptionalities
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characteristics of special need (or different) students
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Funds of knowledge
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knowledge and skills practiced by families that teachers can use to enhance student’s learning
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Generalization
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conclusions of groups knowing not everyone may have that general characteristic
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Hidden curriculum
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something students learn that was not the learning goal
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Human/student diversity
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areas of distinction for identifying various groups
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Inclusion
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placing sped children in a gen-ed classroom
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Least restrictive environment (LRE)
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different (sped) students who are legally put in a gen-ed classroom as much as possible
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Limited English proficient (LEP)
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older ESL term
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Macro culture
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large cultural group
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Maintenance program
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bilingual program that develops both languages
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Melting pot
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cultures blending together
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Micro culture
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small cultural group
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Minority group
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part of a population that is different than the norm
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Monocultural
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of only one culture
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Multicultural
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of many cultures
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Multiracial
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someone with ancestors from 3+ races
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Physically challenged
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person who has a physical condition that stops them from performing tasks
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Pluralism
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where many cultural groups are valued and respected
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Prejudice
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mindset/bias against particular groups of people
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Pullout ELL program
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ELL student in a regular classroom but who get pulled for second language help
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Race
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associating skin color with identity
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Salad bowl
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cultures blending together while keeping their identity
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Sheltered English program
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a plan in which ELL students are in a class with modified English
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Social action approach
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encouragement from the teacher for students to have multicultural curriculum apart of their lives (James Bank’s 4th approach to multicultural education)
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Socioeconomic status (SES)
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lower/middle/upper class
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Stereotyping
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assuming certain things based on race or religion etc
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Transformative approach
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teacher involves students in viewpoints and frames of reference so the curriculum is changed (James Bank’s 3rd approach to multicultural education)
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Transitional program
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native language is used with English for instruction until instruction can be 100% English
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Age appropriateness
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skills used based on age
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Analysis level
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breaking something complex into parts (Bloom’s 4th level)
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Application level
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applying what you have learned (Bloom’s 3rd level)
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Authentic activities/conditions
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activities that are real-world applicable
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Closure
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summing up a lesson
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Comprehension level
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showing that you understand (Bloom’s 2nd level)
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Connections to the community
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connecting a lesson to the world the child lives in
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Cooperative learning
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instructions meant for partners or groups
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Diagnosis
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using data to match children’s needs
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Evaluation level
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judging (Bloom’s 6th level)
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Focus
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anticipatory set/hook of the lesson
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Goal
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general idea of what the teacher wants students to learn
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Integrated/thematic approach
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units where many subjects are included in the teaching lesson
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Interdisciplinary
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integration that makes connections within a subject area
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Knowledge level
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recalling learning information (Bloom’s 1st level)
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Long-range goals
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general plan of teacher’s instructional goals for the year
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Long-range plans
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logical order of knowledge and standards the teachers will be doing throughout the frame of time
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Mean
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average score
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Median
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middle score
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Miniclosure
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closing parts of a lesson as you go
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Mode
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most often score
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Objective
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observable measurable learning behavior
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Observable behavior
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behaviors for objectives that teachers can measure
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Play
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action initiated by the children
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Prior knowledge
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what you learned previously
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Project/project learning
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long-term study to become “experts”
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Rationale
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having students know where and then they will be using the knowledge they are learning
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Raw score
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report of exactly how many items were answered correctly on a test
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Rubric
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outlined list of skills needed to reach desired assessment score
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Scaffolding
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making connections to past/future learning for support
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Scale score
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minimum passing standard based on difficulty of test
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Sponge activity
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focus activity done in transitional times
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State/district goals
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goals set by the campus/district/ state
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Student background
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where a student comes from that teachers take into account when preparing lessons
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Student choice
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giving students the ability to choose during learning
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Student interests
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teaching things that interest students so they become more engaged
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Synthesis level
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put together/apply what you have learned (Bloom’s 5th level)
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Teacher input
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part of the lesson plan where the teacher arranges for children to gain new information through guided practice
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TEKS
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curriculum guidelines/standards for each grade level and content area
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Thematic units
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lessons that fall under a topic
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Transition
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moving from one thing to another
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Accommodation
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creating new mental schemas
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Assimilation
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mental process of fitting new info into an already created schema
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Auditory modality
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receives info best orally
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Behaviorism
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one learns because of reinforcement or punishment
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Classical conditioning
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learning as a result of pairing a thing with a response
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Cognitive learning theory
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a theory of learning that emphasizes the change in one’s mental structures as a result of a need to make sense of one’s world
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Community resources
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what a community can provide to help education
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Community stress
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stress on students from living in poor communities
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Concept
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mental structure that represents something along with their attributes
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Conditional knowledge
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knowing when/why to use declarative and procedural knowledge
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Constructivism
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role of the learner where they build their own understanding while making sense of the world
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Contiguity
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when 2 behaviors are always paired together
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Convergent thinking
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problem solving to reach the one and only answer
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Declarative knowledge
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factually based knowledge
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Defining attributes
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defining features of something
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Divergent thinking
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problem solving through multiple ways to reach multiple answers
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Emotional intelligence
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managing emotions
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Encoding
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moving info to long-term memory
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Extinguishing
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making a behavior disappear
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Facilitating teaching style
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teachers and students make learning decisions
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Field dependent
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learners who are big picture and socially oriented
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Field independent
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learners who are local and less socially oriented
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Home stress
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stress on students that comes from the home
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Information processing
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comparing the mind to the way a computer processes information
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Kinesthetic modality
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learning best through movement
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Learning
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a change in mental processes or observable behavior
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Learning styles
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learning or thinking in a particular way
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Long-term memory
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permanently stored information
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Metacognition
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thinking about thinking
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Modalities
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ways of receiving information (visual
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auditory
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Modeling
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acting like behaviors that have been observed
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Multiple intelligences
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areas of intelligences (Howard Gardner
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verbal-linguistic
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Negative reinforcement
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removal of bad behavior
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Nonroutine problem solving
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solving a problem where the answer is not easily seen
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Operant conditioning
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learning as a result of reinforcement of punishment from the environment
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Organizational skills
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the ability to give everything a place
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Parenting styles
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styles of raising children (permissive
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rejecting-neglecting
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Positive reinforcement
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helping keep a good behavior
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Presentation punishment
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giving something that is disliked to decrease a behavior
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Procedural knowledge
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knowing the steps to do a task
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Punishment
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adding or taking away something valued to decrease a behavior
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Rehearsal
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reapeating information
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Reinforcement
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something valued used to influence behavior
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Removal punishment
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taking away something pleasurable in order to decrease behavior
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Routine problem solving
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solving a problem that has an easily reached answer
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Satiation
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when a child gets too much of a reward or punishment it becomes meaningless
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Schema
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mental structure for concepts
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Sensory memory
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a place in the mind where info is briefly stored
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Shaping
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behavior changes that happen slowly over time
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Short term memory
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place where info is held typically for 20-30 seconds
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Social learning theory
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learning through observation of others in our environment
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Stimulus-response learning
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response based on stimulus (picking up a phone when it rings)
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Stress factors
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anxiety or stress on a person because of their environment
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Student-centered teacher
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a teacher who focuses on the needs of the students
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Tactile modality
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learning best through touch
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Teaching styles
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the way a teacher chooses to teach/communicate/interact/etc.
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Transfer
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applying previous information to a new situation
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Vicarious learning
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learning that resulted from seeing someone else being rewarded/punished
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Visual modality
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learning best through sight
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Working memory
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a place in the mind where info is held temporarily so that it can be actively manipulated
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