Week 1 Vocabulary

Front 1

Advanced organizer

Back 1

Provides a preview of the upcoming lesson.

Front 2

Analogy

Back 2

A comparison between two things.

Front 3

Collaborate (Collaboration)

Back 3

To work together.

Front 4

Critical thinking

Back 4

Analyzing, synthesizing and evaluating information to logically solve problems.

Front 5

Curriculum

Back 5

The subject we teach.

Front 6

Discourse

Back 6

Verbal expression in speech or writing.

Front 7

Domain

Back 7

An area or territory.

Front 8

Eclectic

Back 8

Deriving ideas and style from a variety of sources.

Front 9

Empower (Empowerment)

Back 9

To have control or be confident in one's own abilities.

Front 10

Explicit

Back 10

Stated clearly, leaving no room for confusion.

Front 11

Feedback

Back 11

Information about the result of a performance.

Front 12

Graphic organizer

Back 12

Visual tool that shows the relationships of concepts.

Front 13

Heterogeneous grouping

Back 13

Grouping students with unlike characteristics or abilities.

Front 14

Homogeneous grouping

Back 14

Grouping students with like characteristics or abilities.

Front 15

Implicit

Back 15

Implied or suggested

Front 16

Impulsivity

Back 16

To respond without thinking.

Front 17

Instruction

Back 17

How we teach the curriculum.

Front 18

Internalize

Back 18

To make attitudes or behaviors part of one's nature by learning or unconscious assimilation.

Front 19

Learner-centered or Student-centered

Back 19

A style of teaching that focuses on the needs of the students.

Front 20

Modality

Back 20

Ways of learning that include visual, auditory, tactile, or kinesthetic.

Front 21

Objectivity

Back 21

Perceiving something without being influenced by personal opinions.

Front 22

Paradigm

Back 22

A framework for thinking.

Front 23

Pedagogy

Back 23

The art, profession, or study of teaching.

Front 24

Precocious

Back 24

Early development.

Front 25

Proficiency

Back 25

A high degree of skill or expertise.

Front 26

Project learning

Back 26

An in-depth study in an area of interest done independently or in small groups.

Front 27

Rationale

Back 27

Reason behind a lesson or rule.

Front 28

Reflection

Back 28

Serious thought or consideration.

Front 29

Rote learning

Back 29

Memorizing facts

Front 30

Scope

Back 30

The extent of the subject matter that something deals with.

Front 31

Self-directed learning

Back 31

The process of gradually shifting responsibility for learning to the students through activities that engage them in increasingly complex patterns of thought.

Front 32

Student ownership

Back 32

Taking control of the learning process.

Front 33

Subjectivity

Back 33

Judgement based on personal impressions and feelings rather than external facts.

Front 34

Teacher-centered

Back 34

Traditional style where the teacher makes all the decisions on the subject.

Front 35

Technology

Back 35

Any device used to complete an objective or task.

Front 36

Terminology

Back 36

The body of terms used with a particular technical application in a subject of study.

Front 37

Vicarious learning

Back 37

Learning by watching others, without direct experience.

Front 38

Accommodation

Back 38

Learning by changing existing knowledge structures.

Front 39

Acculturation

Back 39

The adoption of behavior patterns of the surrounding culture.

Front 40

Adolescence

Back 40

Physical and psychological development beginning around 11 to 13 years and going throughout the teenage years.

Front 41

Affective domain

Back 41

Feelings, emotions, values, and attitudes.

Front 42

Assimilation

Back 42

Learning by incorporating new knowledge to previous knowledge.

Front 43

Biracial or multiracial

Back 43

Having ancestors from two or more racial groups.

Front 44

Cognitive domain

Back 44

Learning that engages the intellect to understand and apply concepts.

Front 45

Constructivism

Back 45

Students construct knowledge for themselves.

Front 46

Cultural pluralism

Back 46

Different culture groups share power.

Front 47

Cultures

Back 47

Members of a certain group share values, beliefs and attitudes.

Front 48

Development

Back 48

Changes taking place as one grows.

Front 49

Developmentally appropriate or Age appropriate

Back 49

Learning experiences that focus on the specific age and stage of growth for the student.

Front 50

Diversity

Back 50

Variety of different groups within the same setting.

Front 51

Egocentric

Back 51

Self-centered, the inability for young children to take the perspective of others.

Front 52

Ethnic group or Ethnicity

Back 52

The state of belonging to a social group that has a common national or cultural tradition.

Front 53

Ethnocentrism

Back 53

Believing one's culture is better than other cultures.

Front 54

Field-dependent

Back 54

Preferring to learn with others, perceiving as a whole.

Front 55

Field-independent

Back 55

Preferring to learn alone, perceiving in parts.

Front 56

Guided practice

Back 56

Practicing under the guidance of a teacher.

Front 57

Higher level thinking skills

Back 57

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

Front 58

Kinesthetic learners

Back 58

Learning by movement.

Front 59

KWL

Back 59

Stands for 'what I KNOW, what I WANT to know, and what I LEARNED'. Used before and after a lesson to establish student knowledge.

Front 60

Maturation

Back 60

The process of growing and changing.

Front 61

Melting pot theory

Back 61

Theory that cultures should blend into the main culture.

Front 62

Metacognition

Back 62

Awareness and understanding of one's own thought process.

Front 63

Modeling

Back 63

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

Front 64

Prejudice

Back 64

Can either be a positive or negative mindset for a group of people.

Front 65

Psychomotor domain

Back 65

Physical activities or skills.

Front 66

Salad bowl theory

Back 66

Cultures mix but still keep their uniqueness.

Front 67

Scaffolding

Back 67

Support that is withdrawn as competence improves.

Front 68

Schema

Back 68

A representation of a plan in the form of an outline or model.

Front 69

Self-actualization

Back 69

Reaching one's fullest potential.

Front 70

Self-concept

Back 70

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

Front 71

Self-efficacy

Back 71

Self-confidence that one can succeed.

Front 72

Self-esteem

Back 72

Feelings about one's self (can be good or bad).

Front 73

Stereotype

Back 73

Assumption about certain types of people.

Front 74

Tactile learners

Back 74

Learning by touch.

Front 75

Zone of proximal development

Back 75

Difference between what can be done alone and what can be done with help.

Front 76

Adaption

Back 76

Adjustment of schema through assimilation or accommodation.

Front 77

Anorexia Nervosa

Back 77

Eating disorder characterized by very limited food intake.

Front 78

Assisted learning

Back 78

Teacher's guidance and support to facilitate student's learning.

Front 79

Autonomy versus shame and doubt stage

Back 79

18 months to 3 years, children are given tasks to complete independently; if not they develop a self-doubt.

Front 80

Bulimia

Back 80

Eating disorder characterized by overeating, then purging the food.

Front 81

Centration

Back 81

Students are only able to focus on one aspect when organizing or sorting.

Front 82

Classification

Back 82

Grouping objects according to common characteristics.

Front 83

Cognitive Development

Back 83

Changes in mental and intellectual processes.

Front 84

Concrete operational stage

Back 84

Ages 7 to 11; able to consider more than one aspect of an object, conserve and classify, and place items in a series.

Front 85

Conservation

Back 85

Realizing that a change in appearance does not necessarily change the characteristics of the object.

Front 86

Constructivist theories

Back 86

Children seek information and combines old knowledge with new to build their own knowledge.

Front 87

Conventional moral reasoning

Back 87

Focus on gaining the approval of others when choosing a moral action.

Front 88

Disequilibrium

Back 88

Interactions are not consistent with one's prior representation, beliefs or knowledge.

Front 89

Equilibrium

Back 89

Balance between what we already know and a new activity or skill.

Front 90

Fine motor skills

Back 90

Coordination of small muscle movements which occur in the fingers in coordination with the eyes.

Front 91

Formal operational stage

Back 91

Age 11 to adult; ability to deal with abstract concepts without concrete representation.

Front 92

Gross motor skills

Back 92

Use of large muscles of the body and large body movements.

Front 93

Guided participation

Back 93

Observes teacher modeling and gradually imitates the performance.

Front 94

Imaginary audience

Back 94

Believes everyone is concerned about them and sees everything that happens.

Front 95

Identity versus role confusion stage

Back 95

Ages 12 to 18; seek to discover who they are.

Front 96

Industry versus inferiority stage

Back 96

Ages 6 to 12; development of academic and social skills

Front 97

Information processing

Back 97

Gathering, manipulating, storing, retrieving, and classifying recorded information.

Front 98

Initiative versus guilt stage

Back 98

Ages 3 to 6; test their independence and explore their environment as they master language and cognitive social skills.

Front 99

Organization

Back 99

Arranging information, objects, and events into different schemes.

Front 100

Personal fable

Back 100

Adolescence belief that they are unique, invulnerable, and few people understand them.

Front 101

Physical development

Back 101

Changes in the human body that are dependent on genes.

Front 102

Preconventional moral reasoning

Back 102

Right or wrong is decided by the consequences received after an action.

Front 103

Preoperational stage

Back 103

Ages 2-7; Child's ability to think operations through in one direction but not the reverse.

Front 104

Prepubescence

Back 104

The period of life right before puberty.

Front 105

Private speech

Back 105

Children talking to themselves out loud to work through a task.

Front 106

Psychosocial theory

Back 106

Stages of development involving both social and psychological principles.

Front 107

Puberty

Back 107

The stage when an individual becomes physiologically capable of sexual reproduction.

Front 108

Readiness

Back 108

The assessment of a student's potential ability to complete new tasks.

Front 109

Reflectivity

Back 109

To study one's self, to judge their own actions.

Front 110

Self-talk

Back 110

The oral directions children often give themselves while working through a task.

Front 111

Sensorimotor stage

Back 111

Birth to 2 years; Understanding objects exist (object permanence), imitation of the actions of others, and intentional behaviors.

Front 112

Seriation

Back 112

Arrange objects in an orderly fashion.

Front 113

Social Development

Back 113

Occurs when humans interact with others.

Front 114

Stages of cognitive development

Back 114

Piaget's four stages of development in learning: sensorimotor, preoperational, concrete operational, formal operational.

Front 115

Stages of moral reasoning

Back 115

Understanding right or wrong.

Front 116

Strategies

Back 116

Specific ways of studying used by students to help them learn.

Front 117

Trust versus mistrust stage

Back 117

Without appropriate caregiving during birth to three years old, children can develop mistrust of other human beings.