EDU 216 -Oldenburg

accommodation	new information requires learner to change way of thinking
more knowledgeable other	the “expert”
equilibrium	the process of learning new information
disequilibrium	new information is being presented
zone of proximal development	the range of independent ability and potential ability with the help of an “expert”
assimilation	new information makes sense based on prior knowledge
schema	prior knowledge/background knowledge
scaffolding	the teacher plans tasks students are ready for based on preassessment
goals	standards are derived from/ they are meant to guide national direction for educational choices
performance assessments	learners show what they know by using complex cognitive skills to perform authentic, real-world tasks; tests that measure a skill or behavior directly, as they are used in the world outside the classroom
learning outcomes	an observable and measurable behavior; the end product of an instructional lesson or unit
authentic behaviors	the type of performances required in the real world
affective domain	behaviors that relate to the development of attitudes, beliefs, and values; receiving, responding, valuing, organizing, and characterizing
metacognitive knowledge	thinking about one’s thinking to become aware of one’s level of knowledge
criterion level	the degree of performance required to achieve a learning objective
interactive individualized practice	lessons on cd-rom that use questions and prompts to actively engage learners and give them immediate feedback
lateral unit planning	planning units that integrate knowledge across disciplines or content areas to convey relationships, patterns, and abstractions
validity	refers to whether a test measures what it says it measures
reliability	refers to whether a test consistently yields the same or similar scores
gudied student practice	the direct instruction strategy of presenting stimulus material and then eliciting practice, directed by the teacher, or the desired behavior
presenting and structuring	the direct instruction strategy for presenting new material in small steps consistent with students’ previous knowledge, ability level, and experience, so learners master one point before the teaher introduces the next point
passive responding	listening to the teacher’s answer, reading about the correct answer, or listening to classmates recite the right answer
feedback and correctives	the direct instruction strategy for handling right or wrong answers
physical prompts	using hand-over-hand assistance to guide the learner to the correct performance
rule-example-rule order	giving a rule, then an example of the rule, and then a repetition of the rule
problem-centered learning	more likely to introduce a graphic organizer to guide learning
think, pair, share	a technique in which students working with buddies learn from one anther and get to try out their ideas in a nonthreatening context before presenting them to the class
student-centered learning	allows the student to select the form and substance of the learning experience
induction	reasoning used to draw a conclusion or make a generalization from specific instances
unguided discovery learning	to maintain high levels of student interest, selecting content based on student problems or interests and providing individually tailored feedback
deduction	reasoning that proceeds from principles or generalizations to their application in specific instances
constructivism	designing and sequencing lessons to encourage learners to use their own experiences to actively construct meaning that makes sense to them, rather than to acquire understanding through exposure to a format organized by the teacher
wait time-1	the amount of time a teacher gives a learner to respond when first ased a question
probe	a question that immediately follows a student’s response to a question
question sequence	structuring, soliciting, and reacting, with many possible variations
divergent question	a question that has many or a broad range of acceptable responses
reacting;	a teacher’s responding to students’ answering of questions
eliciting probes	questions asked to seek clarification of the student’s response to determine its appropriateness or correctness
redirecting probes	questions that restructure a discussion with follow-up to get students back on track
metacognition	reflecting on one’s thinking by internalizing, understanding, and recalling the content to be learned
reciprocal teaching	a type of classroom group dialogue in which the teacher expects students to make predictions, ask questions, and summarize, and clarify the text
functional errors	incorrect or partially correct answers that proved stepping stones for climbing to the next rung of the learning ladder
self-directed learning	actively engages students in constructing their own content understanding and meaning
cognitive learning strategy	methods of thinking that improve learning by helping the learning retain, recall, and build knowledge
zone of maximum response opportunity	the level of content difficulty and behavioral complexity form which the learner can most benefit at the moment a response is given
team-oriented cooperative learning	using terms of heterogeneous learners to increase the collaborative skills, self-esteem, and chievement of individual learners
task structure	in cooperative learning, specifying the goal, strucuring the task, teaching, and evaluating the collaborative process, monitoring group performance, and debriefing
task specialization	breaking a larger task into smaller subparts on which separate groups work
debriefing	gathering feedback about an activity by discussing it, soliciting suggetstions for improving it, and getting observers’ viewpoints about it
passive uninvolvement	when a group member does not care about the goal of the group and becomes silent
cooperative learning	an arrangement in which students work in groups and are rewarded on the basis of the success of the group
advance organizer	a framework or structure that organizes the content into meaningful parts
anticipatory set	aka gaining attention; an instructional event to engage students’ interest, curiosity, and attention
behavioral objectives	a written statement that identifies specific classroom strategies to achieve desired goals and expresses these strategies in a format that allows their affects on learners to be measured
closure	bringing a lesson to its end; looking back at the lesson and reinforcing its key components
cognitive domain	behaviors that relate to the development of intellectual abilities and skills: kowledge, comprehension, application, analysis, synthesis, and evaluation
concept learning	emphasizes the essential attributes that bind seemingly dissimilar data, materials, objects, or events
content organization	the first step in planning for indirect instruction ex. advanve organizer
convergent question	one that limits an answer to a single or a small number of responses
curriculum guides	grade, department, or school district specifications about what content must be covered in what period of time
declarative knowledge	(factual knowledge) facts, concepts, rules, and generalization pertaining to a specific area or topic; intended to be spoken or written
differentiated instruction	a related approach to responding to your learners’ individual differences
direct instruction	a teacher-centered, knowledge acquisition, presentation-recitation model for teaching facts, rules, and action sequences
examples	representations of a concept that include all the attributes essential for recognizing it as a member of a larger class
nonexamples	items that fail to represent the concept being illustrated by purposely not including one or more of the attributes essential for recognizing them as members of a larger class
gestural prompts	modeling or demonstrating for learners the skill being taught
independent practice	the direct instruction strategy in which the teacher brings facts and rules together in ways that force simultaneous consideration of all the individual units of a problem and connect the units into a single harmonious sequence of action
indirect instruction	teaching strategies that emphasize concept learning, inquiry, and problem solving to teach concepts, patterns, and abstractions
restricted-response questions	one that poses a specific problem for which the student must recall proper information, organize it suitably, derive a defensive conclusion, and express it according to specific criteria
inquiry learning	one of higher-order goals of indirect instruction; emphasis on “how we come to know something” more than “what we know”
interdisciplinary unit	laterally planned unit of study in which topics are integrated to probide a focs on a specific theme; helps students make connections.
reinforcement	either positive or negative; positive-occurs when providing a desired stimuli or reward after a behavior increases it in frequency negative- occurs when the frequency of a behavior is increased by ending or removing some painful, uncomfortable, or aversive state
intermittent reinforcement	applied when you are satisfied with a particular behavior and how frequently it occurs to maintain the behavior at present level.
lateral unit planning	planning units that integrate bodies of knowledge across disciplines or content areas to convey relationships, patterns, and abstractions
learning activity
learning activity	the means of achieving learning outcomes
learning conditions	the specific conditions under which learning will occur
moderating tasks	the means by which the teacher orients students to the objective of the discussion; provides new or more accurate information; reviews, summarizes, and relates opinions and facts; and redirects the flow of information and ideas back to the objective
monitoring	the process of observing, mentally recording, and when necessary, redirecting or correcting students’ behaviors
portfolio assessment	a collection of work that shows a learner’s growth in proficiency, long-term achievement, and significant accomplishments in a given academic are
Praxis	a series of assessments for entering a teacher-training program, becoming licensed, and/or for the 1st year of teaching
problem-centered learning	identifies and provides for students in advance all the steps required to solve a particular problem
procedural knowledge	action sequences or procedures used in a problem-solving or decision-making task; learning action sequences or procedures to follow; knowledge how to do things
project-based learning	promoting intrinsic motication by organizing instruction around the tasks most likely to introduce and support learner interest, effort, and persistence
psychomotor domain	behaviors that relate to the coordination of physical movements and performance
reflecting teaching	teaching that is inspired by the tacit or personal knowledge gained from day-to-day experiences; a teacher who is thoughtful and self-critical about his or her teaching
rule-example-rule-order	giving a rule, then an example of the rule, and then a repetition of the rule
standards	general expressions of educational values that provide a sense of direction in decision making
task ability grouping	grouping your class for a specific period of time by the skills required to learn the material you are presenting
teacher mediated learning	adjusting the instructional dialogue to help students restructure their learning and construct their own meanings from the content
verbal prompts	cues, reminders, or instructions to learners that help them correctly perform the skill being taught
vertical unit planning	a method of developing units in a discipline by arranging the content to be taught hierarchially or in steps and in an order that ensures that all task-relevant prior knowledge required for subsequent lessons has been taught in previous lessons