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168 Cards in this Set
- Front
- Back
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Accommodation
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changing existing knowledge structure
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Acculturation
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blending native and new culture together, keeping key elements of both
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Adolescence
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begins @ 11-13 yrs through teens- transition period physically and psychologically
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Affective Domain
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Feelings, emotions, values and attitudes
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Assimilation
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adding new knowledge to existing
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Biracial or Multiracial
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having 2 or more racial groups
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Cognitive Domain
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memory, reasoning, thinking ability
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Constructivism
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Learner-centered- students learn themselves
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Cultural pluralism
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different culture groups are valued and share power
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Culture
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members of a specific group that share values, beliefs and attitudes
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Development
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Changes that happen through growth
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Developmentally appropriate or Age Appropriate
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considering the stage and age of the child(ren) when planning lessons
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Diversity
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different groups in the same setting
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Egocentric
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self centered- especially in very young children
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Ethnic Group or Ethnicity
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A social group that has the same religious, national and cultural characteristics
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Ethnocentrism
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Believing your culture is better than anothers
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Field-dependent
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prefering to learn with others
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Field- independent
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prefering to learn alone
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Guided practice
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practicing with the teacher's direction
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Higher level thinking skills
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analyzing and evaluating basic knowledge
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Interdisciplinary unit
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different subjects taught under one topic- Think THEMATIC UNIT
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Kinesthetic Learner
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learn best by movement
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KWL
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What I KNOW, what I WANT to know and what I LEARNED
Know, Want, Learned |
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Maturation or Development
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process of growing and changing
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Melting Pot Theory
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theory that cultures should blend into 1 culture, losing their uniqueness
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Metacognition
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Ability to monitor and think about your own thinking, learning and remembering
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Modeling
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Model processes or behaviors for learning
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Prejudice
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positive/negative mindset for a specific group of people
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Psychomotor domain
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physical activities or skills
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Salad Bowl Theory
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theory that cultures mix but retain uniqueness
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Scaffolding
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Support for learning and problem solving subsides as understanding improves
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Schema
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Mental structure for organizing concepts (think Scheme)
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Self-actualization
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reaching one's fullest potential
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Self-concept
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one's perception of self (neither good or bad)
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Self-efficacy
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self confidence inself that you can succeeed (good)
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SElf esteem
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feelings about oneself (good or bad)
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Stereotype
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assumption about certain types of people
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Tactile learners
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learn by touch
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Zone of proximal development
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difference of what a student can do alone and with help
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Ability Groups
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grouping where children are at the same academic level- can result in ethnic tracking
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Additive Approach
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the 2nd of 4 approaches by James Banks- teacher adds info about other cultures into the curriculum w/o altering it
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Basic Interpersonal Communication Skills (BICS)
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language learner- being able to use conversatioal everyday language (2 yrs)
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Biases
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unfair prejudices toward certain groups of people
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Bidialectism
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being able to speak casual or business English when appropriate
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Bilingual
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speaking 2 languages
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Cognitive academic language proficiency (CALP)
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language learner using a language for academic purposes (5-7 yrs)
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Contributions Approach
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1st of 4 approaches by James Banks- teachers adds ethnic or cultural info as an appendage to standard curriculum
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Cutural deprivation
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assuming students have no culture and that is why they do poorly
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Culturally Relevant Teaching (CRT)
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theory that teaching practices grounded in the understanding of culture shape the students knowing the world
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Dialect
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regional variety of language with different pronunciations and grammar
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Diffrently Abled
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term used to describe exceptional students of students with special needs
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Digital Divide
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the difference in access to technology between children
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Discrimination
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negative actions towards people of a certain group
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Dual language Program
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program where both English speaking children and ELL children have instruction in English and a second language to teach all students 2 languages
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Empowerment
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belief that your identitiy are important contributions to society
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English as a second language (ESL)
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and academic program for students whose first language is not English
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English Language Learner (ELL)
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new term used to describe students learning English as a 2nd language
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Exceptionalities
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attributes that make a child different from others- usually refers to special needs students
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Funds of Knowledge
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knowledge, skills and experience that families practice that can enhance learning
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Generalization
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flexible conclusions about a group with the understanding that not everyone shares those characteristics
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Hidden Curriculum
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what students learn that the teacher did not teach specifically
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Human/Student Diversity
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areas of distinction for indentifying groups
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Inclusion
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children with different needs are placed in a room with children without special needs
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Least Restrictive Environment (LRE)
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law that requires differently abled students to be placed in regular classrooms
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Limited English Proficient (LEP)
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older term used to describe ELL and ESL
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Macro Culture
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a large culture group
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Maintenance Program
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program for bilingual children that emphasizes language development in both 1st and 2nd languages
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Micro culture
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small cultural group
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Minority group
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smaller part of the total population that has different characteristics- can be treated differently
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monocultural
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or only 1 culture
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Multicultural
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of more than 1 culture
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physically challenged
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person that has a body condition preventing them from doing certain actions- walking, speaking, hearing or seeing
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Analysis level
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4th level of Blloms Taxonomy- children break complex problem into parts- higher level of thinking
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Application Level
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3rd level of Blooms Tax- children use what they have learned in solving, demonstrating... lower level of thinking
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Authentic activities/ Conditions
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use real-world connections by using products that mirror real life
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Closure
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summing up a topic through an activity
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Comprehension Level
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2nd level Bloom's- children demonstrate understanding by explaining, comparing- lower level of thinking
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Connections to the Community
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lesson where the teacher makes connections between the lesson and real world
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Cooperative Learning
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instruction for partners or groups
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Diagnosis
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using assessments to analyze what the child still needs to learn
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Evaluation Level
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judging- Bloom's higher level- children make predictions
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Focus
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an idea or event to draw the student into the lesson
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Goal
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an idea of what the teacher is looking for from the children
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intradisciplinary
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integration that makes connections within a discipline
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knowledge level
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lowest level on Bloom's- children only recall information
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long-range goals
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general map of teacher's goals for the entire school year in all subjects
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long-range plans
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sequential map of knowledge and skills to be taught during a specific amount of time (6-wks, unit)
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Mean
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average score
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median
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score that is in the middle
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miniclosure
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a pause during a lesson to sum up or reflect on the information discussed
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mode
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frequently used score
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objective
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specific statement of measurable behavior given in terms of who the learner is and what the behavior is, and what is expected
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observable behavior
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behaviors that are seen or heard that the teacher assesses
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play
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voluntary meaningful action initiated by children where reality is suspended
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prior knowledge
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knowledge about a topic that the child already possesses
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project
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long-term study of a subject where the learner reasearches to become an expert
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rationale
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part of a lesson plan that specifies a meaningful reason for teaching the lesson
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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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clear details on what is expected on an assignment
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scaffolding
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context making connections to prior learning to support new info
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scale score
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TAKS reporting statistic- camapres a score with a minimum passing based upon test difficulty
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scope
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how deep into a topic the instruction will go
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sponge activity
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activity that can be done independently to kill time
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state/district goals
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guidelines and standards that teachers use when planning lessons
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student background
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child's home situation, prior to learning that teacher considers when preparing lessons
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student choice
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allowing children to have choices in how they demonstrate learning
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student interests
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using info that the student is interested in to motivate the lesson
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synthesis levels
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high level of thinking in Bloom's - children apply new concepts by creating something new
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TAKS
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Texas Assessment of Knowledge and Skills
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teacher input
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guided practice from the teacher to help the students gain new info
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TEKS
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Texas Essential Knowledge and Skills set by the state to provide curriculum guidelines
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thematic units
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themed lesson that applies to different subjects
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transition
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moving from one activity to another
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Auditory Modality
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learns best through oral instruction
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behaviorism
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learning from reinforcement or punishment
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chunking
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grouping bits of info into units to make it easier to remember
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classical conditioning
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pairing a stimulus with an automatic emotional or physiological response
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Community Resources
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what a community contributes to education- speakers, money, assistance...
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Community Stress
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anxiety that is felt by students who come from poor communities
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Concept
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mental structure that represents an idea, object, person, etc along with an attribute
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Conditional knowledge
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knowing when and why to use declarative and procedural knowledge
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Contiguity
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pairing 2 behaviors enough times that they are always paired together
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Convergent thinking
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problem solving with only one way to get the answer
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Declarative Knowledge
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knowledge that is factually based
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Defining Attributes
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features that determine that an item fits into a concept
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Divergent Thinking
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problem solving where there are multiple ways an answer can be obtained
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emotional intelligence
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reconginizing, using and understanding emotions
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encoding
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process of 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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cooperative instruction with the students
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field dependent
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learners who are more globally motivated
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field independent
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leaners who are more local and detail oriented and less social oriented
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home stress
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family difficulties present in the home- divorce, illness, death
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information processing
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learning that compares the mind to a computer
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kinesthetic modality
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learning through movement
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learning
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change in mental process or behavior
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learning styles
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learning in a certain way
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long-term memory
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place where information is permanently stored
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modalities
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various methods of receiving sensory input- visual, auditory, tactile, kinesthetic
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modeling
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concept that learners change their behavior as a result of observing another
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multiple intelligences
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Howard Gardner- several area of intelligences- verbal-linguistic, logical-math, intrapersonal, visual-spatial, musical-rhythmic, bodily kinestetic...
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negative reinforcement
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removal of something to improve behavior
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nonroutine problem solving
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problem solving when a solution is not obvious or available
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operant condtioning
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learning as a result of reinforcement or punishment
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organization skills
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factor in learning that involves meaningful categorization
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parenting styles
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4 styles- permissive, rejecting-neglecting, authoritarian, and authoritative
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positive reinforcement
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giving a reward to improve behavior
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presentation punishment
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something disliked to decrease a behavior
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procedural knowledge
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knowledge of the necessary steps to complete a task
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punishment
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adding or taking something to decrease a behavior
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rehearsal
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repeating info to keep it in memory
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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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removal of something pleasurable to decrease a behavior
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routine problem solving
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solving a problem with a set procedure helping the answer to be available
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satiation
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reward or punishment becomes meaningless from being used too much
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sensory memory
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place in the mind where info is received from the senses and briefly stored
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shaping
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behavior changes due to continuation of reinforcements
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short-term memory
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place in mind where info temporarily stored- lost in 20-30 seconds if not reinforced
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social learning theory
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theory of learning that emphasizes what we learn by observing the behavior of others
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stimulus-response learning
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the automatic pairing of a response to a given stimulus
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stress factors
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situations that cause stress to the learner
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student-centered teacher
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teacher focuses on the needs of the learners
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tactile modality
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receives info through touch
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teaching styles
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teachers choice of instruction and communicating
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transfer
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applying the learning of previous info to a new situation
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vicarious learning
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learning that results from seeing someone else's behavior
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visual modality
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receives info through sight
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working memory
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a place in the mind where info is temp held so that it can be actively manipulated
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