Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
59 Cards in this Set
- Front
- Back
Attribution Theory |
Someone's beliefs about their success or failures influences innovation. |
|
Behavioral Approach |
Behavior strategy that uses rewards and punishment as motivation. |
|
Classroom Discussion Model |
Strategy where students read or listen and then create questions at their own three levels of thinking (factual, interpretive, and evaluative). |
|
Cognitive Approach |
An approach that focuses on people's desire to make sense of their own world. |
|
Convergent Questions |
Questions with one answer (usually from facts). |
|
Deductive Strategy |
When a lesson begins with the teacher giving information and then students using concepts in guided and independent practice. |
|
Deficiency Needs |
For one to move on to grow, the four lower level needs of Maslow's hierarchy of needs must be met (survival, safety, belonging, and esteem). |
|
Discovery Learning |
Students must discover information themselves through inquiry rather than a teacher teaching directly or explicitly. |
|
Discussion |
Directed interactions between teachers and students or students and students that must be planned ahead of time. |
|
Disequilibrium |
Mental imbalance often times created from inductive strategies. |
|
Divergent Questions |
Open ended questions with many different answers. |
|
Equilibrium |
A mental balance. |
|
External Locus of Control |
A person's successes and failures are caused by outside factors that the person has no control over. |
|
Extrinsic Motivation |
Motivation from outside environmental factors (rewards and punishment). |
|
Growth Needs |
These higher three needs (intellectual achievement, aesthetic appreciation, and self actualization) can be met after the lower three have been met. |
|
Halt Time |
Giving students time to digest a lesson before moving on. |
|
Humanistic Approach |
People's desire to improve themselves is used as motivation. |
|
Inductive Strategy |
An approach that beings with unknowns and then moves to knowns or finding answers. This is a student centered approach. |
|
Instability |
A characteristic that can be changed in a situation. |
|
Instructional Strategy |
Meets the needs, goals, and objectives of learners. |
|
Internal Locus of Control |
A person's successes or failures are due to one's own abilities or efforts. |
|
Intrinsic Motivation |
Motivation that come from within. |
|
Learned Helplessness |
Belief that all efforts to succeed will fail. |
|
Learner-centered (Student-centered) |
A teaching approach that puts the needs of the learner as the direct focus. |
|
Learning (Mastery) Goals |
Goals that focus on the end result of a skill rather than on the process of getting there. |
|
Maslow's Hierarchy of Needs |
Seven levels of human needs that must be each met at their level before advancing to the next level. |
|
Maslow's Deficiency Needs |
Survival, safety, belonging, and self-esteem. |
|
Maslow's Growth Needs |
Intellectual, achievement, aesthetic appreciation, and self-actualization. |
|
Metacognitive Skills |
Thinking about a person's own thinking. |
|
Models of Teaching |
Strategies created for a purpose in which many subject areas can be employed. |
|
Monitoring |
Gaining feedback from students constantly about their learning progress on a concept before moving on to the next. |
|
Negative Reinforcement |
Removing something that is disliked to increase a desirable behavior. |
|
Pacing |
The momentum of a lesson. |
|
Performance Goals |
Goals based on how a student is doing at a particular time. |
|
Positive Reinforcement |
Giving something that a student wants to increase a desired behavior. |
|
Presentation Punishment |
Decreasing a behavior by presenting something disliked. |
|
Punishment |
A consequence used to reinforce a decrease of an undesirable behavior. |
|
Reinforcement |
Rewards for a desirable behavior. |
|
Removal Punishment |
Taking about something that is liked to see a decrease in a undesirable behavior. |
|
Risk-free Environment |
A place where a student feels safe and confident to take chances. |
|
Role-Play |
Acting something out or pretending that a situation is real. |
|
Selective Attention |
Paying direct attention to something while ignoring another. |
|
Self-concept |
How one views themselves and their abilities. |
|
Self-efficacy |
Believing that one can accomplish something. |
|
Self-esteem |
How a person feels about themselves. |
|
Simulation |
A scenario that reflects the real world where skills are used to reach a goal. |
|
Stability |
A characteristic of a situation that is unchangeable. |
|
Teacher-as-audience |
The teacher observes while the student either demonstrates, explains, or performs something. |
|
Teacher-as-coach |
When the teacher gives immediate feedback to the students as encouragement. |
|
Teacher-as-facilitator |
When the teacher provides the structure for learning. |
|
Teacher-as-guide |
When the teacher is a mediator and helps students obtain information on their own. |
|
Teacher-centered |
The teacher gives information and the learners passively receive the knowledge. |
|
Wait Time |
The time between a teacher posing a question and calling on a student for feedback or a response. |
|
Competitive Learning |
Not recommended because it can have negative effects on student's self-esteem. When specific skills are needed or to motivate a student. |
|
Individualistic Learning |
Teachers should use this with teaching gifted or low achieving students a special skill. |
|
Cooperative Learning |
Teachers should use this when they want students to learn more and learn effective social skills. |
|
Direct Instruction |
The teacher is the primary person teaching the students. |
|
Indirect Instruction |
The teacher and the student's share in the learning process. |
|
Motivation |
What makes a person want to do something. |