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47 Cards in this Set
- Front
- Back
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Transformation
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change in form, appearance, nature, or character.
http://dictionary.reference.com/browse/transformation |
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Accommodation
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Learning by changing existing knowledge structures.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Assimilation
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Learning by adding new knowledge to existing knowledge.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Cognitive domain
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Memory, reasoning, and thinking abilities.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Egocentrism
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The belief that you are the center of the universe and everything revolves around you: the corresponding inability to see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological development.
http://www.learningandteaching.info/learning/piaget.htm |
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Sensor motor
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Differentiates self from objects
Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realises that things continue to exist even when no longer present to the sense http://www.learningandteaching.info/learning/piaget.htm |
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Scaffolding
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Support for learning and problem solving that is withdrawn as competence improves.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Zone of proximal development
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Difference between what a student can do alone and with help from a peer or adult (Vygotsky).
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Social Development Theory
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Argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.
http://www.learning-theories.com/vygotskys-social-learning-theory.html |
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Preoperational
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Learns to use language and to represent objects by images and words
Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour http://www.learningandteaching.info/learning/piaget.htm |
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Concrete
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Can think logically about objects and events
Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size. http://www.learningandteaching.info/learning/piaget.htm |
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Formal Operation
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Can think logically about abstract propositions and test hypotheses systemtically
Becomes concerned with the hypothetical, the future, and ideological problems http://www.learningandteaching.info/learning/piaget.htm |
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Centration
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In Piaget's theory, tendency of preoperational children to focus on one aspect of a situation and neglect others.
http://highered.mcgraw-hill.com/sites/0072841664/student_view0/chapter10/glossary.html |
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Irreversibility
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Piaget's term for a preoperational child's failure to understand that an operation can go in two or more directions.
http://highered.mcgraw-hill.com/sites/0072841664/student_view0/chapter10/glossary.html |
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Acculturation
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Blending a native culture with a new culture, keeping elements of both.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Adolescence
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A transitional period of physical and psychological development beginning around 11 to 13 years, extending through the teenage years.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Affective domain
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Feelings, emotions, values, and attitudes.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Biracial or Multiracial
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Having ancestors from two or more racial groups.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Constructivism
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Learner-centered approach to teaching; students construct knowledge for themselves.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Cultural pluralism
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A system in which many different cultural groups are valued and share power.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Culture
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a way of life shared by members of a certain group, including values, beliefs, and attitudes.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Development
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Changes taking place as one grows.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Developmentally appropriate or Age appropriate
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Considering the age and stage of growth of the child in providing and planning learning experiences.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Egocentric
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Self-centeredness, especially in young children.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Ethnic group or Ethnicity
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A social group defined on the basis of its religious, national, or cultural characteristics.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Ethnocentrism
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Believing one's culture is better than other cultures.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Field-dependent
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Perceiving as a whole and prefering to learn with others.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Field-independent
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Perceiving in parts and preferring to learn alone.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Guided practice
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Practicing under the direction of the teacher.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Higher level thinking skills
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The ability to use basic knowledge in analyzing, evaluating, or manipulating information.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Interdisciplinary unit
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Many subject areas are included under one topic or theme (also called Thematic units or an Integrated approach).
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Kinesthetic (Tactile) learners
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Students who learn best by movement.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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KWL
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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.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Maturation or Development
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The process of growing and changing.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Melting pot theory
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The theory that cultures should blend into the main culture, losing unique characteristics.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 32. |
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Metacognition
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Ability to monitor and think about one's own thinking, learning, and remembering.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Modeling
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The teacher or student demonstrates processes, skills, or behaviors for learning.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Prejudice
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Positive/negative mindset for a group of people.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Psychomotor domain
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Physical activities or skills.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Salad bowl theory
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The theory that cultures mix but retain uniqueness.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Schema (Schemata)
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Mental structure(s) for organizing concepts and relationships.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Self-actualization
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Reaching one's fullest potential.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Self-concept
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One's perceptions of self (neither good nor bad).
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Self-efficacy
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Self-confidence that one can succeed (good).
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Self-esteem
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Feelings about oneself (can be good or bad).
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Stereotype
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Assumption about certain types of people.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
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Tactile learners
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Students who learn best by touch.
Hadley, N.J. & Eisenwine, M.J. (2008). Interactive study guide for the TExES: Pedagogy and professional responsibilities tests. Boston: Pearson. 33. |
