Week 2

Front 1

ability groups

Back 1

Grouping children in small groups based on the same academic level.

Front 2

acculturation

Back 2

Successful application of new knowledge and use of new norms from another culture while retaining one's own native culture and language.

Front 3

additive approach

Back 3

Second of four approaches (defined by James Banks) where teacher adds information about other cultures into the standard curriculum without altering the curriculum.

Front 4

assimilation

Back 4

taking on ways of the dominant culture at the expense of losing ways of one's native culture and language.

Front 5

basic interpersonal communication skills (BICS)

Back 5

Being able to use conversational, or everyday language.

Front 6

biases

Back 6

prejudice towards particular groups of people.

Front 7

bidialectism

Back 7

Being able to speak a certain dialect when it's appropriate (casual/business).

Front 8

bilingual

Back 8

being able to speak two languages.

Front 9

biracial

Back 9

people whose ancestors are from two different racial groups.

Front 10

cognitive academic language proficiency (CALP)

Back 10

being able to use language for abstract, academic purposes (5 to 7 years).

Front 11

contributions approach

Back 11

first of four approaches in which the teacher adds ethnic or cultural information as an appendage to the standard curriculum.

Front 12

cultural deprivation

Back 12

assuming incorrectly that students have no culture and that is why they do poorly in school; all children have a culture.

Front 13

culturally relevant teaching (CRT)

Back 13

a theory that underscores teaching practices grounded in the understanding of culture and experiences that shape students' ways of knowing the world.

Front 14

culture

Back 14

the habits, values, norms and attitudes of a group of people.

Front 15

dialect

Back 15

language with differences in vocabulary, grammar, and pronunciation.

Front 16

differently abled

Back 16

exceptional students or students with special needs who accomplish tasks in ways different from most other students.

Front 17

digital divide

Back 17

difference in access to technology between more affluent and less affluent children.

Front 18

discrimination

Back 18

negative responses that can deny success for certain groups of students.

Front 19

dual language program

Back 19

both English speaking children and ELL children have instruction in both English and a second language so that all children are learning two languages.

Front 20

empowerment

Back 20

personal belief that the factors that make up their identity are vital contributions to society.

Front 21

English as a second language (ESL)

Back 21

a program pertaining to students whose native language is not English but who are learning English for academic purposes.

Front 22

English language learner (ELL)

Back 22

A child who is learning English as a second language.

Front 23

ethnicity

Back 23

a shared national heritage

Front 24

ethnocentric

Back 24

people view their own cultural group characteristics as correct or superior and the ways of other groups as odd or inferior.

Front 25

exceptionalities

Back 25

attributes that make a child different from most others

Front 26

funds of knowledge

Back 26

knowledge, skills, and experiences that families and communities practice that, when recognized by teachers, can enhance learning

Front 27

generalization

Back 27

understanding that not everyone in that group shares those characteristics

Front 28

hidden curriculum

Back 28

what students learn that the teacher does not explicitly teach

Front 29

human/student diversity

Back 29

areas of distinction for identifying various groups

Front 30

inclusion

Back 30

children with exceptionalities are placed in regular classrooms and receive services along side of them.

Front 31

least restrictive environment (LRE)

Back 31

children who are differently abled are required by law to be placed in regular classrooms to the greatest extent possible.

Front 32

limited English proficient (LEP)

Back 32

children learning English as a second language

Front 33

macro culture

Back 33

a large cultural group

Front 34

maintenance program

Back 34

program for bilingual children that emphasizes language development in both the first and second languages

Front 35

melting pot

Back 35

cultures blending together so that each one loses its original identity and becomes something new

Front 36

micro culture

Back 36

a small cultural group

Front 37

minority group

Back 37

total population that has different characteristics than most others and that often is treated differently than others

Front 38

monocultural

Back 38

of only one culture

Front 39

multicultural

Back 39

of more than one culture

Front 40

physically challenged

Back 40

a bodily condition that prevents them from performing certain actions such as walking, speaking, hearing or seeing

Front 41

pluralism

Back 41

a society where many cultural groups are valued and respected and share power

Front 42

prejudice

Back 42

the mindset that consistently thrusts negative responses on a particular person or group of people

Front 43

pullout ELL program

Back 43

program for second language learners in which they are placed in regular classes for most of their day but are pulled out for special instruction in English

Front 44

race

Back 44

association of skin color or inherited physical characteristics with a person's identity

Front 45

sheltered English program

Back 45

a plan in which second language children are placed in classes where content is taught in modifies English

Front 46

social action approach

Back 46

fourth approach in which the teacher encourages the multicultural curriculum to be part of the children's lives so they are engaged in it

Front 47

socioeconomic status (SES)

Back 47

term referring to one's economic or financial status, which has hidden rules for success

Front 48

stereotyping

Back 48

assumption that certain beliefs based on religion, physical forms are true of all people of that group

Front 49

transformative approach

Back 49

third approach in which the teacher involves students in viewpoints and frames of reference from different cultures that are integrated into the curriculum so that the curriculum is changed

Front 50

transitional program

Back 50

a plan in which the native language of English language learners is used in instruction along with English until the instruction can be given only in English

Front 51

age appropriateness

Back 51

specified skills and tasks that can be accomplished by a child at a particular age or stage of development

Front 52

analysis level

Back 52

fourth level of thinking in Blooms in which children break apart a complex problem into parts

Front 53

application level

Back 53

third of six levels in which children must use what they have learned in some manner by solving, constructing, demonstrating

Front 54

authentic activities/conditions

Back 54

those which meaningfully support real-world connections by attempting to include products and performances that mirror real life in their applications

Front 55

closure

Back 55

teachers sum up or reflect on the most important parts of the lesson at the end of a topic

Front 56

comprehension level

Back 56

second level in Blooms in which children demonstrate that they understand by explaining, illustrating, comparing

Front 57

connections to the community

Back 57

the part of the lesson plan in which a teacher makes connections between new learning and where a child might find that particular learning in their world

Front 58

cooperative learning

Back 58

instruction that is structured for partners or small groups to work together.

Front 59

diagnosis

Back 59

using state assessment results or other data to determine further instruction that matches children's needs

Front 60

evaluation level

Back 60

children make supported judgments of outcomes, critique and so forth

Front 61

focus

Back 61

event that a teacher plans so as to entice children into the lesson in some manner

Front 62

goal

Back 62

a broad idea of what the teacher wants children to learn

Front 63

integrated or thematic approach

Back 63

teaching units in which many subject areas are included under one topic or central idea

Front 64

interdisciplinary

Back 64

integration that makes connections with various content areas somewhere within each lesson

Front 65

intradisciplinary

Back 65

integration that makes connections within a discipline

Front 66

knowledge level

Back 66

the lowest level of thinking in Blooms

Front 67

long-range goals

Back 67

a general map of a teacher's aims for the entire school year in all subject areas that she teaches

Front 68

long-range plans

Back 68

a sequential map of the general knowledge and skills to be taught during units of time

Front 69

mean

Back 69

an average score

Front 70

median

Back 70

a score that is exactly in the middle of a distribution of scores

Front 71

miniclosure

Back 71

during the course of a lesson, the teacher may pause at different points to sum up and reflect on parts of the lesson

Front 72

mode

Back 72

the most frequently occurring score

Front 73

objective

Back 73

a specific statement of observable, measurable learning behavior given in terms of who the learner is, what the behavior is, the conditions under which learning will take place and the degree of accomplishment expected

Front 74

observable behavior

Back 74

behaviors for objectives must be able to be seen or heard so that teachers can measure and assess how well an objective has been learned

Front 75

play

Back 75

action started by children where reality is suspended

Front 76

prior knowledge

Back 76

skill in some area of study that a child already possesses

Front 77

project

Back 77

the long-term study of a particular subject that involves having learners become experts on a topic of their choice

Front 78

rationale

Back 78

meaningful reason for teaching

Front 79

raw score

Back 79

a report of exactly how many items were answered correctly on a test

Front 80

rubric

Back 80

clear assessment details for expectations on an assignment given ahead of time

Front 81

scale score

Back 81

TAKS reports this statistic, which compares a score with a minimum passing standard based upon the difficulty of the test

Front 82

scope

Back 82

how much into a topic that instruction will delve

Front 83

sponge activity

Back 83

an activity employed when children enter a room where the lesson will not begin for a moment

Front 84

state/district goals

Back 84

many districts and campuses have aims, guidelines, and standards for their children that teachers must consider when planning

Front 85

student background

Back 85

the child's home situation, prior learning, and so forth that teachers consider when preparing lessons

Front 86

student choice

Back 86

allowing children to have choices in how they demonstrate learning

Front 87

student interests

Back 87

students may be more drawn to the information and work in a more motivated manner if the teacher taps into what they like

Front 88

synthesis level

Back 88

a high level of thinking in Blooms in which children put together new concepts in a different setting

Front 89

TAKS

Back 89

Texas Assessment of Knowledge and Skills, state exam that tests the TEKS

Front 90

teacher input

Back 90

part of the lesson plan in which the teacher arranges for children to gain new information through guided practice and independent practice

Front 91

TEKS

Back 91

Texas Essential Knowledge and Skills set by the state of Texas that provide curriculum guidelines for basic knowledge and skills for each grade level and most content areas

Front 92

transition

Back 92

moving from one thing to another

Front 93

accommodation

Back 93

creating new mental schemas in response to new information from the environment when the information does not fit into an existing schema

Front 94

auditory modality

Back 94

receives and represents information best orally

Front 95

behaviorism

Back 95

a view of learning that emphasizes the role that the environment plays in changing observable behavior

Front 96

chunking

Back 96

grouping bits of information into units that are more meaningful

Front 97

classical conditioning

Back 97

learning as a result of pairing a stimulus with an automatic emotional or physiological response

Front 98

cognitive learning theory

Back 98

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

Front 99

community resources

Back 99

what a community can provide that contributes to the education of learners

Front 100

community stress

Back 100

anxiety that may be felt by students who come from communities that are impoverished, have high crime rates, and provide little support for students

Front 101

concept

Back 101

a mental structure that represents a particular idea, object, person , event, or experience along with the defining attributes attached to it

Front 102

conditional knowledge

Back 102

knowing when and why to use declarative and procedural knowledge

Front 103

constructivism

Back 103

a view of learning that emphasizes the role of the learner in building their own understanding while making sense of the world

Front 104

contiguity

Back 104

pairing of two behaviors enough times so that they continue to be paired

Front 105

convergent thinking

Back 105

problem solving in which there is one answer

Front 106

declarative knowledge

Back 106

type of knowledge that is factually based

Front 107

defining attributes

Back 107

important criteria that determine whether an item fits into a concept category

Front 108

divergent thinking

Back 108

problem solving where there are multiple ways an answer could be obtained and a variety of answers that could be viable

Front 109

emotional intelligence

Back 109

refers to recognizing, using, understanding, and managing emotions

Front 110

encoding

Back 110

process of moving information into long-term memory

Front 111

extinguishing

Back 111

process of making a behavior disappear

Front 112

facilitating teaching style

Back 112

democratic teaching style, students are arranged in small groups and instruction is often cooperative and inductive in nature with many inquiry activities

Front 113

field dependent

Back 113

learners who are more global oriented, and socially oriented

Front 114

field independent

Back 114

learners who are more detail oriented, analytical, intrisically motivated, and less socially oriented

Front 115

home stress

Back 115

family difficulties such as divorce, illness or death, poverty or erratic parenting

Front 116

information processing

Back 116

cognitive view that learning is a change in mental process

Front 117

kinesthetic modality

Back 117

receives and represents information best through movement

Front 118

learning

Back 118

a change in mental processes or behavior

Front 119

learning styles

Back 119

learning or thinking in a certain way

Front 120

long-term memory

Back 120

a place where information is permanently stored in the mind

Front 121

metacognition

Back 121

complex cognitive process that requires knowledge of and control over one's own mental processes

Front 122

modalities

Back 122

various methods of receiving sensory input

Front 123

modeling

Back 123

the concept that learners change their behavior as a result of observing a behavior in another person

Front 124

multiple intelligence

Back 124

verbal-linguistic, logical-mathematical, intrapersonal, visual-spatial, musical-rhythmic, bodily kinesthetic, interpersonal, naturalistic, and existential

Front 125

negative reinforcement

Back 125

removal of something undesirable in order to increase a behavior

Front 126

nonroutine problem solving

Back 126

solving a problem for which an easily identifiable solution is not available

Front 127

operant conditioning

Back 127

learning as a result of reinforcement or punishment from the environment

Front 128

organizational skills

Back 128

a factor in learning that involves meaningful categorization

Front 129

parenting styles

Back 129

permissive, rejecting-neglecting, authoritarian, and authoritative

Front 130

positive reinforcement

Back 130

introduction to a valued reward to increase a desired behavior

Front 131

presentation punishment

Back 131

introduction of something disliked or distasteful to decrease a behavior

Front 132

procedural knowledge

Back 132

knowledge of the necessary steps to complete a task

Front 133

punishment

Back 133

adding or taking away something valued which results in a decrease in a behavior

Front 134

rehearsal

Back 134

process of repeating information over and over to oneself to keep it in working memory

Front 135

reinforcement

Back 135

something valued used to influence behavior

Front 136

removal punishment

Back 136

removal of something pleasurable in order to decrease a behavior

Front 137

routine problem solving

Back 137

solving a problem for which there is a set procedure to follow

Front 138

satiation

Back 138

when a child gets to much of a reward or punishment, it becomes meaningless and will no longer influence behavior

Front 139

sensory memory

Back 139

a place in the mind where information received from the senses is briefly stored

Front 140

shaping

Back 140

behavior changed gradually over time due to the introduction and continuation of reinforcers

Front 141

short-term memory

Back 141

where brain temporarily stores everything to which attention is directed

Front 142

social learning theory

Back 142

emphasizes what we learn by observing the behavior of others in our environment

Front 143

stimulus-response learning

Back 143

automatic pairing of a response to a given stimulus

Front 144

student-centered teacher

Back 144

a teacher who employs a facilitating manner and constantly focuses on the needs of the learner in every respect

Front 145

tactile modality

Back 145

receives and represents information best through touch

Front 146

teaching styles

Back 146

teacher's choice of emphasis, instruction, interactions, methods of communicating, and classroom mannerism

Front 147

transfer

Back 147

applying the learning of previous information to a new situation

Front 148

vicarious learning

Back 148

learning that results from seeing someone else's behavior either rewarded or punished

Front 149

visual modality

Back 149

receives and represents information best through sight

Front 150

working memory

Back 150

a place in the mind where information is temporarily held so that it can be actively manipulated