Week 2

Front 1

ability groups

Back 1

a grouping type where all of the students in the small group have the same ability level

Front 2

acculturation

Back 2

applying new knowledge and new normals from another culture into your own - the key is retaining your own native culture and language

Front 3

additive approach

Back 3

James Banks - 2nd approach - teacher adds information about other cultures into curriculum - but does not change the curriculum

Front 4

assimilation

Back 4

taking dominant culture but losing native culture and language

Front 5

basic interpersonal communication skills BICS

Back 5

every day language

may take 2 yrs

Front 6

biases

Back 6

unfair prejudices toward a particular group of people

Front 7

bidialectism

Back 7

speak casual or business - when appropiate

Front 8

bilingual

Back 8

speak two different languages with facility of a native speaker

Front 9

biracial

Back 9

people whose ancestors are two different racial groups

Front 10

cognitive academic language proficiency CALP

Back 10

use a language for abstract or academic purposes

may take 5-7 yrs

Front 11

contributions approach

Back 11

James Banks - first approach - teacher adds ethnic or cultural information as an appendage to standard curriculum

Front 12

culture

Back 12

way of life - habits - values - attitudes of a group of people

Front 13

cultural deprivation

Back 13

assuming students have not culture and this leads to poor in school - truth is - all children have culture

Front 14

culturally revelant teaching CRT

Back 14

understanding of culture and experiences will shape students way of knowing the world

Front 15

dialect

Back 15

variety of language - differences in vocabulary grammar or pronunciation

Front 16

differently abled

Back 16

exceptional students - or students with special needs - accomplish tasks different from other students

Front 17

digital divide

Back 17

students who have access to technology due to their money situations

Front 18

discrimination

Back 18

negative response or lack of positive response this will deny success for groups of students

Front 19

dual language program

Back 19

instruction is in both English and a second language

Front 20

empowerment

Back 20

factors that make up identity are vital contributions to society - language or culture

Front 21

English as a second language ESL

Back 21

students native language is not English but learning English for academic purposes

Front 22

English language learner ELL

Back 22

a child is learning English as a second language

Front 23

ethnicity

Back 23

shared national heritage - culture or racial features

Front 24

ethnocentric

Back 24

view own cultural group as correct or superior - other groups or inferior

Front 25

exceptionalities

Back 25

makes students different from most others this labeling will get the students special education services

Front 26

funds of knowledge

Back 26

knowledge skills and experiences that families or communities practice - can enhance learning - minority families - or do not match typical school knowledge and skills

Front 27

generalization

Back 27

characteristics of a group - but understands that not all in that group shares these same characteristics

Front 28

hidden curriculum

Back 28

students learn when the teacher does not say it explicitally

Front 29

human/student diversity

Back 29

distinction for identifying various groups

Front 30

inclusion

Back 30

children with exceptionalities are placed in a regular classroom - receive services along side of them

Front 31

LRE - least restrictive environment

Back 31

law that states children who are differently abled are placed in a regular classroom to the greatest extent possible

Front 32

limited English proficient LEP

Back 32

emphasize negative with students of ELL or ESL

Front 33

macro culture

Back 33

large culture group

Front 34

maintenance program

Back 34

bilingual children for language development for first and second language

Front 35

melting pot

Back 35

many cultures blending together - each one loses original identity and becomes something new

Front 36

micro culture

Back 36

small cultural group

Front 37

minority group

Back 37

total population with different characteristics than most others in the population - treated differently

Front 38

monocultural

Back 38

one culture

Front 39

multicultural

Back 39

more than one culture

Front 40

multiracial

Back 40

ancestors are from three or more racial groups

Front 41

physically challenged

Back 41

bodily condition that prevents performance of actions - walking speaking hearing seeing

Front 42

pluralism

Back 42

many different cultural groups are valued and respected - share power

Front 43

prejudice

Back 43

consistently has negative responses on a person or group of people

Front 44

pullout ELL or ESL program

Back 44

students are pulled out of regular classroom for special instruction of English

Front 45

race

Back 45

skin color - physical characteristics of identity - ethnicity

Front 46

salad bowl

Back 46

cultures blending together - retains original identity but also becoming something new

Front 47

sheltered English program

Back 47

content is taught in a modified English

Front 48

social action approach

Back 48

James Banks - 4th level - teacher encourages multicultural so much that they are engaged in it

Front 49

socioeconomic status SES

Back 49

economic or financial status - hidden rules for success - lower middle or upper class

Front 50

sterotyping

Back 50

assumptions of a group of people - true of all people in that group

Front 51

transformative approach

Back 51

James Banks 3rd - viewpoints of cultures - curriculum is changed - children know the complexity of our society

Front 52

transitional program

Back 52

native language will be used in instruction - until information can be given in English

Front 53

age approproiate

Back 53

skills to be accomplished physically or mentally at a particular age or stage of development - lesson should be taught for the age

Front 54

analysis level

Back 54

Bloom's 4th level - break apart a problem into pat - higher level of thinking

Front 55

application level

Back 55

Blooms 3rd level - use or apply what they have learned solving, constructing, demonstrating - lower level of thinking

Front 56

authentic activities - conditions -

Back 56

include real world connections - mirror real life in applications

Front 57

closure

Back 57

end of a topic - sum up - reflect - activity that will end lesson

Front 58

comprehension level

Back 58

Blooms 2nd level - understand by explain, illustrate, compare - lower level of thining

Front 59

connections to the community

Back 59

connection between new learning and how to find this in her own world

Front 60

cooperative learning

Back 60

partners or small groups working together

Front 61

diagnosis

Back 61

using assessment tools to find out instruction that will meet the student's needs

Front 62

evaluation level

Back 62

Blooms 6 level - judgment of outcome, critique, higher level of thinking

Front 63

focus

Back 63

entice students into the lesson

Front 64

goal

Back 64

idea of what the children want to learn

Front 65

integrated or thematic approach

Back 65

unit of teaching - central idea - subject area lines could be blurred here

Front 66

interdisciplinary

Back 66

makes a connection with other subjects

ex - music - history and math

Front 67

long-range goals

Back 67

aims for the entire year in the subject area being taught

Front 68

intradisciplinary

Back 68

connection with in the subjects

ex - social studies - economics, history or government

Front 69

knowledge level

Back 69

Blooms - 1st level - recall information or knowledge - lower level of thinking

Front 70

long range plan

Back 70

general skill to be taught during the unit of time

Front 71

mean

Back 71

average score

Front 72

median

Back 72

exactly in the middle

Front 73

miniclosure

Back 73

course of a lesson pause a different points to sum up and reflect the part of the lesson

Front 74

mode

Back 74

most frequently occurring score

Front 75

objective

Back 75

specific statement - observable, measurable, learning behavior - what is the behavior --who is the learner --conditions of task-- degree of accomplishment

Front 76

observable behavior

Back 76

behavior for objective - seen or heard so that it is measurable - use blooms

Front 77

play

Back 77

meaningful action..skills practiced - connected to stages of development

Front 78

prior knowledge

Back 78

ideas of area of study that the student already has - able to engage students quickly

Front 79

project

Back 79

long term study - learner become expert in this area

Front 80

rationale

Back 80

meaningful reason to teach the lesson - state when and how the students can use the information taught

Front 81

raw score

Back 81

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

Front 82

rubruc

Back 82

assessment detail for an assignment

Front 83

scaffolding

Back 83

build on prior knowledge - supports new information

Front 84

scale score

Back 84

TAKS reporting - compares minimum passing standard based upon the difficulty of the test

Front 85

scope

Back 85

how deep the topic of instruction will be

Front 86

sponge activity

Back 86

lesson will begin later - an activity that can be done independently to help begin focus until lesson begins

Front 87

state/district goals

Back 87

guidelines for children - teachers must consider when planning

Front 88

student background

Back 88

home situations - prior learning - consider when preparing lessons

Front 89

student choice

Back 89

allow students to choose how to demonstrate learning

Front 90

student interests

Back 90

students drawn and motivated to information based on interests - consider grade level

Front 91

synthesis level -

Back 91

Blooms - 5 level - apply new concepts in a different setting - higher level thinking

Front 92

TAKS

Texas Assessment of Knowledge and Skills

Back 92

examination of the TEKS

Front 93

teacher input

Back 93

gain new information through guided practice

Front 94

TEKS

Texas Essential Knowledge and Skills

Back 94

set up by Texas for basic knowledge and skills for each grade and content areas

Front 95

thematic units

Back 95

organized method designed to fall under one area

EX - shape - apple, orange, ball, pumpkin

Front 96

transition

Back 96

moving from one activity to another - one content area to another - or one setting to another

Front 97

accommodation

Back 97

creating new mental schema for new information - does not fit into existing schema

Front 98

assimilation

Back 98

fitting new information into already existing schema

Front 99

auditory modality

Back 99

receives information orally

Front 100

behaviorism

Back 100

environment plays in changing observable behavior - learns because of reinforcement or punishment

Front 101

chunking

Back 101

grouping information unto units - more meaningful - allow more items to be in memory

Front 102

classical conditioning

Back 102

pairing stimulus with an automatic emotional or physiological response - sweating

Front 103

cognitive learning theory

Back 103

the change in a mental structure is the result of a need to make sense of the world

Front 104

community resources

Back 104

community can provide education of learners - ex - guest speakers, monetary donations, museums

Front 105

community stress

Back 105

communities that are impoverished - students feel stress - high crime rate - no support - fear of safety

Front 106

concept

Back 106

particular idea - object - person - experience - attributes that go with it

Front 107

conditional knowledge

Back 107

when and why to use declarative or procedural knowledge

Front 108

constructivism

Back 108

role of student building own understanding while making sense of the world

Front 109

contiguity

Back 109

pairing of behaviors enough times so that they are always paired - even if only one is presented

Front 110

convergent thinking

Back 110

problem solving - one answer - one way to arrive at the answer

Front 111

declarative knowledge

Back 111

factually based

Front 112

defining attributes

Back 112

criteria to determine if an item fits into a concept - defining features

Front 113

divergent thinking

Back 113

multiple ways an answer could be obtained - variety of answers possible

Front 114

emotional intelligence

Back 114

recognizing - use - understand and manage emotions

Front 115

encoding

Back 115

moving information to long term memory

Front 116

extinguishing

Back 116

making behavior disappear - gradual shaping - valued reinforcements -

Front 117

facilitating teaching style

Back 117

democratic teaching style - decisions are made with students - instruction is cooperative - inquiry and problem-solving activities - teacher is a fellow learner

Front 118

field dependent

Back 118

more global - big picture - more socially oriented

Front 119

field independent

Back 119

local or detail oriented - analytical- intrinsically motivated - less socially oriented

Front 120

home stress

Back 120

family difficulty - divorce - death - poverty - erratic parenting

Front 121

information processing

Back 121

compares mind to a computer - learning is the change in mental process

Front 122

kinesthetic modality

Back 122

receives information best through movement

Front 123

learning

Back 123

change in mental process - observable by behavior

Front 124

learning style

Back 124

learning in a certain way

Front 125

long term memory

Back 125

permanently stored in the mind

Front 126

metacognition

Back 126

control over thinking - think about thinking

Front 127

modalities

Back 127

various methods of receiving sensory input - ex - visual, auditory, tactile, kinesthetic

Front 128

modeling

Back 128

changing behavior by observing another person

Front 129

multiple intelligences

Back 129

Gardener - several areas of intelligence

Front 130

negative reinforcment

Back 130

removal of something to increase behavior

Front 131

Gardner - list of intellegiences

Back 131

verbal - logical - intrapersonal- visual - musical - interpersonal - kinesthetic- naturalistic

Front 132

nonroutine problem solving

Back 132

solving a problem when a solution is not seen - divergent thinking required

Front 133

operant conditioning

Back 133

reinforcement or punishment from environment to learn

Front 134

organizational skills

Back 134

menaingful categorization

Front 135

parenting styles

Back 135

raising children - 1. permissive 2. rejecting 3. authoritarian 4. authoritative

Front 136

positive reinforcement

Back 136

value reward to increase a desired behavior

Front 137

presentation punishment

Back 137

introduce something disliked to decrease behavior

Front 138

procedural knowledge

Back 138

know necessary steps to complete task

Front 139

punishment

Back 139

adding or taking away to decrease behavior

Front 140

rehearsal

Back 140

repeating information to keep it in memory

Front 141

reinforcement

Back 141

something valued to influence behavior

Front 142

removal punishment

Back 142

removal of something pleasurable to decrease behavior

Front 143

routine problem solving

Back 143

solve a problem where there is a procedure to follow

Front 144

satiation

Back 144

a child gets too much reward or punishment - it becomes meaningless - does not influence behavior

Front 145

schema

Back 145

mental structure for concepts that have been developed - and relationships with each other

Front 146

sensory memory

Back 146

information from the senses are stored - could be lost if not worked on

Front 147

shaping

Back 147

behavior changes gradually over time - continuation of reinforcers

Front 148

short term memory

Back 148

brain temporarily stores everything - if no rehearsal or activity items will be gone in 30 seconds

Front 149

social learning theory

Back 149

we learn by behavior of others in the environment

Front 150

stimulus response learning

Back 150

automatic pairing of response

ex - answer the phone when it rings

Front 151

stress factors

Back 151

learner is anxious or nervous due to home or community factors

Front 152

student centered teacher

Back 152

constantly focuses of the needs of the learner - student decisions are respected

Front 153

tactile modality

Back 153

receives information through touch

Front 154

teaching styles

Back 154

teachers choice of instruction - interaction - communication

Front 155

transfer

Back 155

apply learning in new situations

Front 156

vicarious learning

Back 156

seeing someone else behavior - notice the reward or punishment

Front 157

visual modality

Back 157

receives information by sight

Front 158

working memory

Back 158

information is held so it can be actively worked on