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150 Cards in this Set
- Front
- Back
ability groups
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Grouping children in small groups based on the same academic level.
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acculturation
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Successful application of new knowledge and use of new norms from another culture while retaining one's own native culture and language.
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additive approach
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Second of four approaches (defined by James Banks) where teacher adds information about other cultures into the standard curriculum without altering the curriculum.
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assimilation
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taking on ways of the dominant culture at the expense of losing ways of one's native culture and language.
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basic interpersonal communication skills (BICS)
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Being able to use conversational, or everyday language.
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biases
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prejudice towards particular groups of people.
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bidialectism
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Being able to speak a certain dialect when it's appropriate (casual/business).
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bilingual
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being able to speak two languages.
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biracial
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people whose ancestors are from two different racial groups.
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cognitive academic language proficiency (CALP)
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being able to use language for abstract, academic purposes (5 to 7 years).
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contributions approach
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first of four approaches in which the teacher adds ethnic or cultural information as an appendage to the standard curriculum.
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cultural deprivation
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assuming incorrectly that students have no culture and that is why they do poorly in school; all children have a culture.
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culturally relevant teaching (CRT)
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a theory that underscores teaching practices grounded in the understanding of culture and experiences that shape students' ways of knowing the world.
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culture
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the habits, values, norms and attitudes of a group of people.
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dialect
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language with differences in vocabulary, grammar, and pronunciation.
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differently abled
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exceptional students or students with special needs who accomplish tasks in ways different from most other students.
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digital divide
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difference in access to technology between more affluent and less affluent children.
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discrimination
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negative responses that can deny success for certain groups of students.
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dual language program
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both English speaking children and ELL children have instruction in both English and a second language so that all children are learning two languages.
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empowerment
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personal belief that the factors that make up their identity are vital contributions to society.
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English as a second language (ESL)
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a program pertaining to students whose native language is not English but who are learning English for academic purposes.
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English language learner (ELL)
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A child who is learning English as a second language.
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ethnicity
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a shared national heritage
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ethnocentric
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people view their own cultural group characteristics as correct or superior and the ways of other groups as odd or inferior.
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exceptionalities
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attributes that make a child different from most others
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funds of knowledge
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knowledge, skills, and experiences that families and communities practice that, when recognized by teachers, can enhance learning
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generalization
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understanding that not everyone in that group shares those characteristics
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hidden curriculum
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what students learn that the teacher does not explicitly teach
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human/student diversity
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areas of distinction for identifying various groups
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inclusion
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children with exceptionalities are placed in regular classrooms and receive services along side of them.
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least restrictive environment (LRE)
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children who are differently abled are required by law to be placed in regular classrooms to the greatest extent possible.
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limited English proficient (LEP)
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children learning English as a second language
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macro culture
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a large cultural group
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maintenance program
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program for bilingual children that emphasizes language development in both the first and second languages
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melting pot
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cultures blending together so that each one loses its original identity and becomes something new
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micro culture
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a small cultural group
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minority group
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total population that has different characteristics than most others and that often is treated differently than others
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monocultural
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of only one culture
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multicultural
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of more than one culture
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physically challenged
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a bodily condition that prevents them from performing certain actions such as walking, speaking, hearing or seeing
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pluralism
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a society where many cultural groups are valued and respected and share power
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prejudice
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the mindset that consistently thrusts negative responses on a particular person or group of people
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pullout ELL program
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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
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race
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association of skin color or inherited physical characteristics with a person's identity
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sheltered English program
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a plan in which second language children are placed in classes where content is taught in modifies English
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social action approach
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fourth approach in which the teacher encourages the multicultural curriculum to be part of the children's lives so they are engaged in it
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socioeconomic status (SES)
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term referring to one's economic or financial status, which has hidden rules for success
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stereotyping
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assumption that certain beliefs based on religion, physical forms are true of all people of that group
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transformative approach
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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
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transitional program
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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
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age appropriateness
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specified skills and tasks that can be accomplished by a child at a particular age or stage of development
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analysis level
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fourth level of thinking in Blooms in which children break apart a complex problem into parts
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application level
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third of six levels in which children must use what they have learned in some manner by solving, constructing, demonstrating
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authentic activities/conditions
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those which meaningfully support real-world connections by attempting to include products and performances that mirror real life in their applications
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closure
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teachers sum up or reflect on the most important parts of the lesson at the end of a topic
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comprehension level
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second level in Blooms in which children demonstrate that they understand by explaining, illustrating, comparing
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connections to the community
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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
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cooperative learning
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instruction that is structured for partners or small groups to work together.
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diagnosis
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using state assessment results or other data to determine further instruction that matches children's needs
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evaluation level
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children make supported judgments of outcomes, critique and so forth
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focus
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event that a teacher plans so as to entice children into the lesson in some manner
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goal
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a broad idea of what the teacher wants children to learn
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integrated or thematic approach
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teaching units in which many subject areas are included under one topic or central idea
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interdisciplinary
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integration that makes connections with various content areas somewhere within each lesson
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intradisciplinary
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integration that makes connections within a discipline
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knowledge level
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the lowest level of thinking in Blooms
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long-range goals
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a general map of a teacher's aims for the entire school year in all subject areas that she teaches
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long-range plans
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a sequential map of the general knowledge and skills to be taught during units of time
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mean
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an average score
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median
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a score that is exactly in the middle of a distribution of scores
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miniclosure
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during the course of a lesson, the teacher may pause at different points to sum up and reflect on parts of the lesson
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mode
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the most frequently occurring score
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objective
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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
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observable behavior
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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
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play
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action started by children where reality is suspended
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prior knowledge
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skill in some area of study that a child already possesses
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project
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the long-term study of a particular subject that involves having learners become experts on a topic of their choice
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rationale
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meaningful reason for teaching
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raw score
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a report of exactly how many items were answered correctly on a test
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rubric
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clear assessment details for expectations on an assignment given ahead of time
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scale score
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TAKS reports this statistic, which compares a score with a minimum passing standard based upon the difficulty of the test
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scope
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how much into a topic that instruction will delve
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sponge activity
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an activity employed when children enter a room where the lesson will not begin for a moment
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state/district goals
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many districts and campuses have aims, guidelines, and standards for their children that teachers must consider when planning
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student background
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the child's home situation, prior learning, and so forth that teachers consider when preparing lessons
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student choice
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allowing children to have choices in how they demonstrate learning
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student interests
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students may be more drawn to the information and work in a more motivated manner if the teacher taps into what they like
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synthesis level
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a high level of thinking in Blooms in which children put together new concepts in a different setting
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TAKS
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Texas Assessment of Knowledge and Skills, state exam that tests the TEKS
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teacher input
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part of the lesson plan in which the teacher arranges for children to gain new information through guided practice and independent practice
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TEKS
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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
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transition
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moving from one thing to another
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accommodation
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creating new mental schemas in response to new information from the environment when the information does not fit into an existing schema
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auditory modality
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receives and represents information best orally
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behaviorism
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a view of learning that emphasizes the role that the environment plays in changing observable behavior
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chunking
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grouping bits of information into units that are more meaningful
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classical conditioning
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learning as a result of pairing a stimulus with an automatic emotional or physiological response
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cognitive learning theory
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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
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community resources
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what a community can provide that contributes to the education of learners
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community stress
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anxiety that may be felt by students who come from communities that are impoverished, have high crime rates, and provide little support for students
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concept
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a mental structure that represents a particular idea, object, person , event, or experience along with the defining attributes attached to it
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conditional knowledge
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knowing when and why to use declarative and procedural knowledge
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constructivism
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a view of learning that emphasizes the role of the learner in building their own understanding while making sense of the world
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contiguity
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pairing of two behaviors enough times so that they continue to be paired
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convergent thinking
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problem solving in which there is one answer
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declarative knowledge
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type of knowledge that is factually based
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defining attributes
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important criteria that determine whether an item fits into a concept category
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divergent thinking
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problem solving where there are multiple ways an answer could be obtained and a variety of answers that could be viable
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emotional intelligence
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refers to recognizing, using, understanding, and managing emotions
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encoding
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process of moving information into long-term memory
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extinguishing
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process of making a behavior disappear
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facilitating teaching style
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democratic teaching style, students are arranged in small groups and instruction is often cooperative and inductive in nature with many inquiry activities
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field dependent
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learners who are more global oriented, and socially oriented
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field independent
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learners who are more detail oriented, analytical, intrisically motivated, and less socially oriented
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home stress
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family difficulties such as divorce, illness or death, poverty or erratic parenting
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information processing
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cognitive view that learning is a change in mental process
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kinesthetic modality
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receives and represents information best through movement
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learning
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a change in mental processes or behavior
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learning styles
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learning or thinking in a certain way
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long-term memory
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a place where information is permanently stored in the mind
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metacognition
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complex cognitive process that requires knowledge of and control over one's own mental processes
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modalities
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various methods of receiving sensory input
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modeling
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the concept that learners change their behavior as a result of observing a behavior in another person
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multiple intelligence
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verbal-linguistic, logical-mathematical, intrapersonal, visual-spatial, musical-rhythmic, bodily kinesthetic, interpersonal, naturalistic, and existential
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negative reinforcement
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removal of something undesirable in order to increase a behavior
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nonroutine problem solving
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solving a problem for which an easily identifiable solution is not available
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operant conditioning
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learning as a result of reinforcement or punishment from the environment
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organizational skills
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a factor in learning that involves meaningful categorization
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parenting styles
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permissive, rejecting-neglecting, authoritarian, and authoritative
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positive reinforcement
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introduction to a valued reward to increase a desired behavior
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presentation punishment
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introduction of something disliked or distasteful to decrease a behavior
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procedural knowledge
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knowledge of the necessary steps to complete a task
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punishment
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adding or taking away something valued which results in a decrease in a behavior
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rehearsal
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process of repeating information over and over to oneself to keep it in working memory
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reinforcement
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something valued used to influence behavior
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removal punishment
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removal of something pleasurable in order to decrease a behavior
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routine problem solving
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solving a problem for which there is a set procedure to follow
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satiation
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when a child gets to much of a reward or punishment, it becomes meaningless and will no longer influence behavior
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sensory memory
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a place in the mind where information received from the senses is briefly stored
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shaping
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behavior changed gradually over time due to the introduction and continuation of reinforcers
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short-term memory
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where brain temporarily stores everything to which attention is directed
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social learning theory
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emphasizes what we learn by observing the behavior of others in our environment
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stimulus-response learning
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automatic pairing of a response to a given stimulus
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student-centered teacher
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a teacher who employs a facilitating manner and constantly focuses on the needs of the learner in every respect
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tactile modality
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receives and represents information best through touch
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teaching styles
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teacher's choice of emphasis, instruction, interactions, methods of communicating, and classroom mannerism
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transfer
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applying the learning of previous information to a new situation
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vicarious learning
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learning that results from seeing someone else's behavior either rewarded or punished
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visual modality
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receives and represents information best through sight
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working memory
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a place in the mind where information is temporarily held so that it can be actively manipulated
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