Week One Vocab

Front 1

Accommodation

Back 1

Learning by changing existing knowledge structures.

Front 2

Acculturation

Back 2

Blending a native culture with a new culture, keeping elements of both.

Front 3

Adolescence

Back 3

A transitional period of physical and psychological development beginning around 11 to 13 years, extending through the teenage years.

Front 4

Affective domain

Back 4

Feelings, emotions, values and attitudes.

Front 5

Assimilation

Back 5

Learning by adding new knowledge to existing knowledge.

Front 6

Biracial or Multiracial

Back 6

Having ancestors from two or more racial groups.

Front 7

Cognitive domain

Back 7

Memory, reasoning, and thinking abilities.

Front 8

Constructivism

Back 8

Learner-centered approach to teaching; students construct knowledge for themselves.

Front 9

Cultural pluralism

Back 9

A system in which many different cultural groups are valued and share power.

Front 10

Culture

Back 10

A way of life shared by members of a certain group, including values, beliefs and attitudes.

Front 11

Development

Back 11

Changes taking place as one grows.

Front 12

Developmentally appropriate or age appropriate

Back 12

Considering the age and the stage of growth of the child in providing and planning learning experiences.

Front 13

Diversity

Back 13

Variety of different groups within the same setting.

Front 14

Egocentric

Back 14

Self-centeredness, especially in very young children

Front 15

Ethnic group or Ethnicity

Back 15

A social group defined on the basis of its religious, national, or cultural characteristics.

Front 16

Ethnocentrism

Back 16

Believing one's culture is better than other cultures.

Front 17

Field-dependent

Back 17

Perceiving as a whole and preferring to learn with others.

Front 18

Field-independent

Back 18

Perceiving in parts and preferring to learn alone.

Front 19

Guided practice

Back 19

Practicing under the direction of a teacher.

Front 20

Higher level thinking skills

Back 20

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

Front 21

Interdisciplinary unit

Back 21

Many subject areas are included under one topic or theme (also called Thematic Units or Integrated Approach).

Front 22

Kinesthetic (Tactile) learners

Back 22

Students who learn best by movement

Front 23

KWL

Back 23

Stands for What I know, What I Want to know, and What I Learned. Used as an instructional activity to establish student knowledge before and after introducing a lesson or unit.

Front 24

Maturation or Development

Back 24

The process of growing and changing

Front 25

Melting Pot Theory

Back 25

The theory that cultures should blend into the main culture, losing unique characteristics.

Front 26

Metacognition

Back 26

Ability to monitor and think about one's own thinking, learning, and remembering.

Front 27

Modeling

Back 27

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

Front 28

Prejudice

Back 28

Positive/negative mindset for a group of people.

Front 29

Psychomotor domain

Back 29

Physical activities or skills

Front 30

Salad Bowl Theory

Back 30

The theory that cultures mix but retain uniqueness.

Front 31

Scaffolding

Back 31

Support for learning and problem solving that is withdrawn as competency improves.

Front 32

Schema (Schemata)

Back 32

Mental structure(s) for organizing concepts and relationships.

Front 33

Self-actualization

Back 33

Reaching one's fullest potential.

Front 34

Self-concept

Back 34

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

Front 35

Self-efficacy

Back 35

Self-confidence that one can succeed (good).

Front 36

Self-esteem

Back 36

Feelings about oneself (can be good or bad).

Front 37

Stereotype

Back 37

Assumption about certain types of people.

Front 38

Tactile learners

Back 38

Students who learn best by touch.

Front 39

Zone of proximal development

Back 39

Difference between what a student can do alone and with help from a peer or adult.

Front 40

Sensor motor

Back 40

Piaget's first stage of development lasting from birth to 2 years. Child can differentiate self from objects; recognises self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise; achieves object permanence: realizes that things continue to exist even when no longer present to the sense.

ATHERTON J S (2009) Learning and Teaching; Piaget's developmental theory [On-line] UK: Available: http://www.learningandteaching.info/learning/piaget.htm Accessed: 11 November 2009

Front 41

Preoperational

Back 41

Piaget's second stage of development lasting from 2 to 7 years - At this stage the child learns to use language and to represent objects by images and words; thinking is still egocentric: has difficulty taking the viewpoint of others; classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color.

ATHERTON J S (2009) Learning and Teaching; Piaget's developmental theory [On-line] UK: Available: http://www.learningandteaching.info/learning/piaget.htm Accessed: 11 November 2009

Front 42

Social Development Theory

Back 42

Vygotksy's theory that social interaction plays a fundamental role in the development of cognition.

Kearsley, G. (2009). Explorations in learning & instruction. Retrieved November 11, 2009, from Theory in Practice: http://tip.psychology.org/vygotsky.html

Front 43

Concrete operational

Back 43

The third of Piaget's stages of development lasting from 7 to 11 years. The concrete operational child begins to think logically. Operations are associated with personal experience. Operations are in concrete situation, but not in abstract manipulation.

Concrete operations allow children to classify several classes into a bigger group or to combine a number of classes in any order. Although objects are moved or reordered, no change takes place.

In addition, concrete operations allow children to order objects in terms of more than one dimension. Children at the concrete operational stage can solve conservation tasks. The operational thought is reversible. The concrete operational child can operate an action, and then go back to the original condition. For instance, 3 + 2 = 5 and 5 – 2 = 3 (see Image 2).

The limitation of the third stage of cognitive development is that operations are only carried out on concrete objects, and limited to two characteristics at the same time.

Lin, S. (2002). Piaget's devel

Front 44

Formal operational

Back 44

Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved November 11, 2009 from http://www.edpsycinteractive.org/topics/cogsys/piaget.html

Front 45

Centration

Back 45

In Piaget's
theory, the tendency to
attend to only part of a situation. (Ages 4 to 7)

ATHERTON J S (2009) Learning and Teaching; Piaget's developmental theory [On-line] UK: Available: http://www.learningandteaching.info/learning/piaget.htm Accessed: 11 November 2009

Front 46

Irreversibility

Back 46

In Piaget's theory the inability to work backwards to your starting point.

Kearsley, G. (2009). Explorations in learning & instruction. Retrieved November 11, 2009, from Theory in Practice: http://tip.psychology.org/vygotsky.html
Mynard, S. (2006, October). Piaget and the development of intelligence. Retrieved November 11, 2009, from Teaching Expertise: http://www.teachingexpertise.com/articles/piaget-and-the-development-of-intelligence-1402