Week One Test Cards

Front 1

advanced organizer

Back 1

a preview of the next lesson

Front 2

analogy

Back 2

a logical comparison of 2 like things

Front 3

collaboration

Back 3

working together

Front 4

critical thinking

Back 4

logically solving problems

Front 5

curriculum

Back 5

the things we teach

Front 6

discourse

Back 6

verbal expression

Front 7

domain

Back 7

related area

Front 8

eclectic

Back 8

lots of different sources

Front 9

empowerment

Back 9

confidence in what you can do

Front 10

explicit

Back 10

directly stated

Front 11

feedback

Back 11

information about results

Front 12

graphic organizer

Back 12

shows the relationship of concepts

Front 13

heterogeneous gouping

Back 13

like abilities

Front 14

implicit

Back 14

implied but directly stated

Front 15

implusivity

Back 15

responding without thinking

Front 16

instruction

Back 16

how we teach

Front 17

internalize

Back 17

to make part of your beliefs

Front 18

learner/student centered

Back 18

teaching focused on student needs

Front 19

modalities

Back 19

ways of learning through seeing, hearing, touching, or moving

Front 20

objectivity

Back 20

deciding without being influenced by your opinions

Front 21

paradigm

Back 21

pattern for thinking

Front 22

pedagogy

Back 22

the study of teaching

Front 23

precocious

Back 23

highly developed

Front 24

proficiency

Back 24

success in demonstrating a skill

Front 25

project learning

Back 25

studying small groups

Front 26

rationale

Back 26

reason for a rule

Front 27

reflection

Back 27

to think back on teaching and learning

Front 28

rote learning

Back 28

memorizing facts

Front 29

scope

Back 29

what's covered by a subject

Front 30

self-directed learning

Back 30

shifting the learning responsibility to students through activities

Front 31

student ownership

Back 31

taking control of learning

Front 32

subjectivity

Back 32

based on personal opinions, not facts

Front 33

teacher-centered

Back 33

traditionally teachers make all of the decision

Front 34

technology

Back 34

any device used

Front 35

terminology

Back 35

vocabulary

Front 36

vicarious learning

Back 36

learning by watching

Front 37

accommodation

Back 37

process of learning new information

Front 38

adaptation

Back 38

changing your schemata through assimilation or accommodation

Front 39

assisted learning

Back 39

process of providing scaffolding

Front 40

autonomy vs. shame & doubt stage

Back 40

Erikson's 2nd stage-18 months to 3 children are given developmentally appropriate tasks

Front 41

+bulimia

Back 41

overeating, then purging

Front 42

centration

Back 42

young kids only focus on one thing when sorting

Front 43

classification

Back 43

grouping by characteristics

Front 44

cognitive development

Back 44

changes in mental and intellectual process

Front 45

concrete operational stage

Back 45

Paiget's 3rd stage ages 7 to 11 consider more than one aspect of a problem

Front 46

conservation

Back 46

change in appearance doesn't change characteristics

Front 47

constructive theories

Back 47

learner seek information to mix with existing knowledge

Front 48

conventional moral reasoning

Back 48

making a moral decision to gain approval

Front 49

development

Back 49

lasting changes in life

Front 50

developmentally appropriate practice

Back 50

teaching that considers the ability of the child

Front 51

disequilibrium

Back 51

interaction with the environment is not consistent with beliefs

Front 52

egocentrism

Back 52

inability of young kids to take another perspective, older kids: all eyes on me

Front 53

equilibration

Back 53

search for balance between new and old

Front 54

fine motor skills

Back 54

finely tuned small muscle movements, after gross motor skills

Front 55

formal operational stage

Back 55

last of Paiget's stages 11 to adult ability to deal with abstract concepts

Front 56

gross motor skills

Back 56

development of large muscles and movements

Front 57

guided participation

Back 57

process of scaffolding

Front 58

imaginary audience

Back 58

thinking that everyone is concerned with you

Front 59

industry vs. inferiority stage Erikson's 4th

Back 59

6 to 12 attempt to develop social skills and abilities

Front 60

identity vs role confusion stage

Back 60

Erikson's 5th 12-18 try to discover who they are

Front 61

information processing

Back 61

development occurs through a gradual process

Front 62

initiative vs guilt stage

Back 62

Erikson's 3rd 3 to 6 test their indepenence

Front 63

anorexia nervosa

Back 63

limited food intake

Front 64

maturation

Back 64

internally determined change

Front 65

metacognitive ability

Back 65

ability to think about your own thinking process to facilitate learning

Front 66

organization

Back 66

process of arranging

Front 67

personal fable

Back 67

belief you are invulnerable

Front 68

physical development

Back 68

changes in the body

Front 69

precoventional moral reasoning

Back 69

Kohlberg's 1st its right if not caught and wrong if caught

Front 70

preoperational stage

Back 70

Paiget's 2nd 2 to 7 focusing on one thing while ignoring other aspects

Front 71

prepubescence

Back 71

right before puberty

Front 72

private speech

Back 72

Vygotsky talking yourself through a task

Front 73

psychosocial theory

Back 73

Erikson's 8 stages of social and psychological development

Front 74

puberty

Back 74

capable of sexual reproduction

Front 75

readiness

Back 75

potential to complete new tasks

Front 76

reflectivity

Back 76

thinking about your own actions and though process

Front 77

scaffolding

Back 77

gradual withdrawal of guidance from adults or peers

Front 78

schema

Back 78

Paiget building blocks of thought

Front 79

self-concept

Back 79

perception of yourself

Front 80

self-esteem

Back 80

personal value

Front 81

self-talk

Back 81

personal oral directions

Front 82

sensorimotor stage

Back 82

Paiget's 1st birth to 2 understanding that objects exist

Front 83

seriation

Back 83

arranging things in order by size, shape, etc

Front 84

stages of cognitive development

Back 84

Paiget's 4 stages: sensorimotor, preoperational, concrete operational, formal operational

Front 85

stages of moral reasoning

Back 85

levels of right and wrong judgments

Front 86

strategies

Back 86

ways of studying

Front 87

trust vs. mistrust stage

Back 87

Erikson's 1st without appropriate caregiving children develop mistrust

Front 88

zone of proximal development

Back 88

difference between tasks done alone or with assistance

Front 89

SES

Back 89

socioeconomic status

Front 90

culturally relevant teaching

Back 90

sensitive to the cultures and experiences of students

Front 91

multicultural education

Back 91

all students learn similarities, differences and how to adapt to each other

Front 92

implementing multicultural education

Back 92

interdisciplinary planning, unifying themes, learning holistically, materials from diverse writers, role playing, music, interviewing each other, high expectations, contact parents, survey parents, guest speakers, journals, discussion groups

Front 93

educational environment

Back 93

empowers all students, students function in society, encourages positive interaction, develops unique talents

Front 94

instruction based on goals

Back 94

determine skills and level of difficulty, discussions encourage higher thinking, students publically commit, teachers set instructional goals

Front 95

TEKS include

Back 95

basic knowledge, knowledge necessary to attain higher thinking skills

Front 96

TEKS do not include

Back 96

activities, resources, assessments

Front 97

Benjamin Bloom

Back 97

hierarchy of thinking skills from basic to higher levels that include more creative problem solving ability and critical thinking

objectives=cognitive, affective, psychomotor

Front 98

objectives

Back 98

do not use learn, understand, know, appreciate

Front 99

cognitive

Back 99

thinking, memory, reasoning

knowledge-state, define, identity, list, describe recognize, label, recall

comprehension- explain, distinguish, summarize, illustrate, interpret, generalize

application- apply, interpret, construct, show, solve, demonstrate

analysis- compare, contrast, analyze, infer, classify, categorize, distinguish

synthesis-create, develop, design, produce, plan, generate, predict, formulate

evaluation- criticize, judge, justify, prioritize appraise, debate, solve

Front 100

affective domain

Back 100

attitude and feelings
taught through modeling-an appreciation of literature

Front 101

psychomotor domain

Back 101

physical ability

not using notes to assemble lab devices

Front 102

unit

Back 102

long term planning

title, overview, outcomes, unit web, timetable, introduction, activities, bibliography, materials, evaluation techniques

Front 103

lesson

Back 103

fit into the goals of the unit

Front 104

traditional lesson cycle includes

Back 104

TEKS, focus, prior knowledge connection, materials, direct instruction, guided practice, independent practice, assessment, extension activities

Front 105

engaging instruction

Back 105

focus on student needs and interests, gives students control, students help plan, self-expression, confidence, real-world experience, thematic, holistic, interdisciplinary approach

Front 106

reflective teaching

Back 106

teacher thinks outloud

Front 107

metacognition

Back 107

thinking about thinking

Front 108

cognitive learning styles

Back 108

field development- sees patterns as a whole

left brain- analytically or logically, sees part to whole, respomds to verbal instruction

field indepennent- analyzes patterns according to pieces, works alone

right brain-thinks holistically, visual and kinetic learner

Front 109

Gardner's multiple intelligences

Back 109

students have strength in certain areas

linguistic, logical/mathematical, visual/spatial, bodily-kinesthetic, musical, interpersonal(people), intrapersonal(alone),naturalistic

Front 110

fieldtrip and video learning

Back 110

learn for a reason, sequenced with curriculum, organizers for focus, reflect to maximize learning,

Front 111

processing new information

Back 111

define basic info, analyze observations, decide what you think, evaluate importance, defend your choice

Front 112

highlighting

Back 112

exact phrases from the competencies appear in test questions

Front 113

alternative education program

Back 113

placement for disruptive students that have broken laws and/or rules

Front 114

authoritarian

Back 114

agreement to strict rules

Front 115

classroom management

Back 115

management style, motivational policies, positive environment, rules and routines, preventative techniques, understanding misbehavior and how to deal with it, legal aspects

Front 116

conflict resolution

Back 116

the way disagreements are settled

Front 117

consequences

Back 117

results after an action

Front 118

discipline

Back 118

guidance that encourages a student to change their behavior

Front 119

learning center

Back 119

space in the classroom set aside to allow students to work at their own pace

Front 120

permissive

Back 120

allowing rules to be tested

Front 121

prominent

Back 121

noticeable

Front 122

sponge activity

Back 122

a short lesson used to take up time between instructions

Front 123

transition

Back 123

going from one activity to another

Front 124

classroom environment

Back 124

supportive, productive, trusting, respectful, nurturing, safe, easy transitions, encouraging, good management, monitoring, and intervention

Front 125

high expectations

Back 125

set challenging goals

Front 126

maslow's hierarchy of needs social/emotional

Back 126

higher needs aren't met until lower needs are met

Front 127

lower needs

Back 127

physiological-shelter, food, clothes

safety

belonging

self-esteem

Front 128

higher needs

Back 128

intellectual achievement

appreciation for the arts

fully realizing self-potential

developing intuitive abilities

Front 129

management style

Back 129

2 types of control: authority and power

Front 130

classroom control 3 Cs

Back 130

content, conduct, covenant

Front 131

6 principles of assertive discipline

Back 131

provide for student instructional needs

encourage students to tell how they want to learn

let students create rules

let students say what the teacher's role is

maintain s good relationship between students and teachers

encourage students evaluate their own grades

Front 132

Glasser's reality therapy

Back 132

if basic needs of love, control, freedom, and fun aren't met, students will misbehave

Front 133

Skinner's operant conditioning

Back 133

says that behavior can be modified through consequences

Front 134

behavior modification theory

Back 134

consequences influence student repetition of behavior

Front 135

reinforcement

Back 135

consequences for continual behaviors

Front 136

positive reinforcement

Back 136

giving the student something they want

Front 137

negative reinforcement

Back 137

taking away something the student wants

Front 138

punishment

Back 138

discouraging undesirable behavior

Front 139

extinction

Back 139

undesired behavior will stop as reinforcers are removed

Front 140

self-discipline model

Back 140

student behavior is controlled by the teacher

Front 141

achievement

Back 141

how much a student learns per subject

Front 142

algorithm

Back 142

rules for performing a task

Front 143

performance assessment

Back 143

real life problem solving

Front 144

deductive reasoning

Back 144

going from a generalization to more specific details

Front 145

empathetic listening

Back 145

understanding by putting yourself in the student's place

Front 146

formative assessment

Back 146

instruction used to guide the pace and planning of a lesson

Front 147

holistic evaluation

Back 147

judging an assignment

Front 148

inductive reasoning

Back 148

going from specific to detailed reasoning

Front 149

discovery learning

Back 149

investigating aproblem

Front 150

instructional strategy

Back 150

how you determine the way a lesson will be taught

Front 151

mnemonic

Back 151

tricks used to recall info

Front 152

needs assessment

Back 152

finding the 1st step in an action plan for addressing a problem

Front 153

nonverbal cues

Back 153

sending a message through physical acts

Front 154

percentile score

Back 154

a student's scores compared to other students

Front 155

pretest

Back 155

sample test used to assess student knowledge

Front 156

restating

Back 156

finding another way to explain

Front 157

rubric

Back 157

scoring guidelines for student work

Front 158

summative assessment

Back 158

summarizing student's learning after instruction

Front 159

prompting

Back 159

giving a hint

Front 160

probing

Back 160

expanding on a response

Front 161

direct instruction model

Back 161

expository, memory, mastery, lecture

Front 162

indirect instruction model

Back 162

concept attainment, reciprocal teaching, discussion, directed reading thinking activity discovery, induction, deduction, think, pair, share

Front 163

cooperative learning

Back 163

student teams achievement division, games tournament, jigsaw, numbered heads together

Front 164

extrinsic motivation

Back 164

appears to be unrelated

Front 165

intrinsic motivation

Back 165

self-satisfaction work

Front 166

computer assisted instruction

Back 166

using a computer to present info to students

Front 167

desktop publishing

Back 167

combines text and graphics

Front 168

drill and practice

Back 168

repetitive practice software

Front 169

groupware

Back 169

2 or more people can work on the same document

Front 170

productivity tools

Back 170

gradebook programs, puzzle makers etc

Front 171

simulation

Back 171

lifelike environment without risks

Front 172

validity

Back 172

if the test measures what its supposed to test

Front 173

reliability

Back 173

consistency of test results

Front 174

acceptable use policy

Back 174

must be signed by students and parents in order for students to use school computers and the internet

Front 175

hyperlink

Back 175

moves the viewer to another place in the same document

Front 176

hypertext

Back 176

text presentation that isn't sequential

Front 177

hypermedia

Back 177

database program that uses clickable links to present ideas and information

Front 178

hyperstudio

Back 178

originally designed for kids

Front 179

input device

Back 179

keyboard, mouse

Front 180

LAN

Back 180

local area network-connected computers in a building

Front 181

linking

Back 181

navigating through related topics

Front 182

NIC

Back 182

network interface card-connects computers to shared devices

Front 183

output device

Back 183

printers, monitors

Front 184

search string

Back 184

using and, or, not, near during an internet search

Front 185

software

Back 185

instruct the computer to do certain jobs

Front 186

webcam

Back 186

continuous internet images

Front 187

WAN

Back 187

covers long distance

Front 188

technology literacy

Back 188

skills for using technology

Front 189

visual literacy

Back 189

interpreting visual messages

Front 190

browser

Back 190

web browser

Front 191

computer assisted instruction

Back 191

self-learning tool- tutorial software

Front 192

computer graphics

Back 192

3D animation, charts, graphs, digital

Front 193

database

Back 193

data organized according structure or purpose

Front 194

desktop publishing

Back 194

combines text and graphics to produce high-quality output on a printer

Front 195

drill and practice

Back 195

repetitive practice software

Front 196

email

Back 196

electronic communication

Front 197

standardized test

Back 197

professional test comparing students on a broad scale

Front 198

aptitude test

Back 198

predict future performance

Front 199

achievement test

Back 199

measures levels of knowledge and skills

Front 200

norm-referenced test

Back 200

compares students to the average group

Front 201

criterion-referenced test

Back 201

assesses the level of mastery

Front 202

observation

Back 202

teachers record students classroom routines

Front 203

constructed response item

Back 203

teachers and students respond

Front 204

test construction

Back 204

objective-true/false, multiple choice, matching, fill in the blank

subjective- essay, portfolios, projects

Front 205

community

Back 205

people affected by education, not just, parents and students

Front 206

family involvement

Back 206

all interaction that supports school and home

Front 207

parent

Back 207

caregivers for a child

Front 208

technical jargon

Back 208

terms used by educators not understood by people outside of the education world

Front 209

types of involvement

Back 209

parents participating in basic parenting

communications, volunteering, learning at home, decision making and accuracy, collaboration

Front 210

action research

Back 210

a way of investigating a school related problem using a scientific process

Front 211

CIP

Back 211

campus improvement program

Front 212

collaboration

Back 212

group process that implements and plans goals

Front 213

continuing professional education

Back 213

state requirements for certificate renewal

Front 214

family liaisons

Back 214

school representatives

Front 215

horizontal teaming

Back 215

joint planning and decision making

Front 216

online teacher networks

Back 216

teachers who communicate with digital tools

Front 217

PDAS

Back 217

professional development appraisal system

Front 218

self efficacy

Back 218

your expectation of how effective you are

Front 219

commissioner of education

Back 219

chief eeducational officer of Texas appointed by the governor

Front 220

FERPA

Back 220

family educational rights and privacy act

Front 221

LRE

Back 221

least restrictive environment-special education students must be educated in a regular classroom

Front 222

Public Law 94-192

Back 222

all handicapped students receive a free education

Front 223

SBEC

Back 223

state board for educator certificate

Front 224

SBOE

Back 224

state board of education