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| being motivated by outside factors such as other people - not being motivated from within |
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| the five elements of a learning situations: 1. confidence and independence 2. knowledge and understanding 3. skills and strategies 4. use of prior and emerging experience 5. critical reflection |
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| when thinking moves from general to specific |
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| method of inquiry-based instruction |
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| understanding that the number of objects remain the same when they are rearranged spatially |
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| when knowledge and meaning is generated from an interaction between experience and ideas (meaning/knowledge is constructed by learner) |
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| understanding the printed word- knowing words from letters, punctuation, etc. |
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| stopping in a lesson to check for student understanding |
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| the way knowledge is created in the mind of the learner |
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| when words are deleted from a passage- often used to check for student comprehension of meaning |
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| "readers"- specially designed books used to teach reading and associated skills |
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| the idea that letter and letter pattern represent certain sounds |
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| narrative description of students behaviors or performance |
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| device, material or support process that helps a student accomplish a task more efficiently |
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| Gathering information about the level of performance of individual students. |
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| A temporary group of students formed to discuss a specific topic |
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| Placing students into small groups and having them work together toward a common goal. |
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| differentiated instruction |
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| Providing differing instruction according to the different ability levels in a classroom |
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| the study of the history of words, their origins, and how their form and meaning have changed over time. |
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| the reading and writing behaviors that precede and develop into conventional literacy - the earliest phases of literacy development before students learn to read and write |
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| experience-based techniques for problem solving, learning, and discovery such as an experience guess or common sense. |
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| assessment that takes place between the introduction of material and its conclusion (or sometimes at the start) |
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| groups of students with varying abilities |
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| Individualized Education Program: A document that outlines specific learning objectives for a student and how those objectives will be carried out |
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| Involving all students in the educational setting that best meets their needs |
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| going from specific thinking to general |
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| The ability to work effectively with other people. |
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| The ability to understand one's own emotions, goals, and intentions |
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| nonfiction reading material. The intent of these written works is to inform or explain something to the reading audience. |
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| a higher level of thinking than just memorizing facts- it has to do with being able to do something with those facts such as understand, connect, catergorize, manipulate, evaluate etc. |
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| being able to memorize a fact and then give it back to someone |
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| when a child uses their best judgement to spell- students do their best to invent the spelling of a word by using letter and letter pattern sounds they know |
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| Informal Reading Inventory (IRI) |
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Definition
an individually administered survey designed to help you determine a student's reading instructional needs.
A student's performance helps you determine the instructional level and the amount and kind of support the student is likely to need |
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| the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate |
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| method for education that has five overlapping phases: engage, explore, explain, extend, evaluate |
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| it is a diagnostic tool that helps researchers/teachers gain insight into the reading process. "errors" students make while reading are not actually errors but miscues that be can be a window into their thinking |
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| physical materials such as cubes, blocks, or balls that model mathematical concepts |
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| A theory that says that human beings have eight separate intelligences (rather than a single IQ score) that determine how they learn. |
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| changes in the instruction, course content, or outcomes for special needs students |
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| When students demonstrate their mastery of material through a “hands-on activity” |
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| Statements that describe what it will take for a student to demonstrate mastery of a standard |
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| A recognition that spoken words are composed of several individual sounds |
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| A recognition of sound-spelling relationships in printed words. |
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| A collection of materials designed to demonstrate progress over time |
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| A print rich classroom is one in which children interact with many forms of print including signs, labeled centers, wall stories, word displays, labeled murals, bulletin boards, charts, poems and other printed materials. |
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| Counting (saying a number for each item/object) and understanding that the number you say for the last item represents the total of the objects in the set. |
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| the study of the rules for the formation of grammatical sentences in a language. |
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| Stages of Spelling development |
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Definition
1 Emergent Spelling
2: Letter Name-Alphabetic Spelling
3: Within-Word Pattern Spelling
4: Syllables & Affixes Spelling
5: Derivational Relations Spelling |
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Term
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Definition
| in this stage children are able to string scribbles, letters, and letter-like forms together, but they do not associate the marks they make with any specific phonemes. This stage is typical of students 3- to 5-year-olds |
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| an assessment that comes at the end of a unit of study |
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| An orderly classification of items according to various levels (low to high, small to large). |
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| the time in between asking a question and the solicitation of a response. |
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| Observed infants to create a development of thinking. |
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| Knowledge someone already has (term came from Piaget) |
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| From Piagets theory: when schema is used to observe something new |
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| Accommodation- in regards to Piagets theory |
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Definition
| When a child tries current schema on a new object them molds it to fit this new object |
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| Which theorist developed the 4 levels of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational |
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| Piaget believed in cognitive constructivism, what is that? |
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Definition
| Students construct their own knowledge when they interact in social ways. |
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| Which theorist believed learning involves risk taking and mistakes but overtime students develop greater moral and intellectual capacities |
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| Kohlberg developed the six stages of what? |
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Definition
| Moral development based on cognitive reasoning. |
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| What were kohlberg's 6 stages of moral development? |
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Definition
There are 6 stages everyone passes in unvarying and irreversible order. (stage one through stage 6)
Preconventional- stages 1-2 - egocentric point of view
Conventional - stage 3-4- maintain positive relations between rules and society
Post conventional- stages 5-6- act according to an enlightened conscience. Ideals are more important than societal law |
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| What are the 4 stages Montessori divided childhood into? |
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| Explain the three stages of learning according to Montessori |
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Definition
1. Introduction to a concept via something read, mini lesson etc
2. prossessing the info through something hands on - creation or experiment
3. Knowing or understanding- demonstrated by the passing of a test or able to teach another |
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| Which theorist believe children learn more from each other and from environment than from the teacher? |
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| Which theorist believe school should prepare children for active participation in the life of their community? |
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| Dewey believed that school was primarily a ______ institution and that it was a process of living not _______________________. |
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| Social, preparation for future living |
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| Who wrote a pedagogic creed published in 1897 |
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| Describe Bruner's constructivism theory |
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Definition
| He believed a learner selects and transforms information, constructs hypotheses, and makes decisions. This encourages students to go beyond information given to them and encourages them to discover on their own (discovery learning) |
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| Explain vygotsky's social development theory |
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Definition
| He believed every function in a child's cultural development appears twice. First on a social level, second on an individual level. |
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| Vygotsky's zone of proximal development |
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Definition
| The time span in which all cognitive development is limited to. In order to have full development during this time a child need full social interaction with either teacher guidance or peer collaboration |
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| Vygotsky's technique when a teacher breaks a complex task into smaller tasks and models each one. This supports the student while they learn and also gradually shifts the responsibility to them. |
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| Enlglish immersion instruction |
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| Entirely in English - taught in simplified english |
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| English as a second language |
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| Same as English immersion but with support from native speaking teachers |
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| Transitional bilingual education |
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Definition
| In native language but with lessons each day to develop English skills |
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| Being involved in a new experience |
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| Watching others or developing observations about own experiences |
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| Abstract conceptualization |
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Definition
| Creating theories to explain their observations |
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| Using theories to solve problems or make decisions |
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| 4MAT curriculum development |
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Definition
| Allows teachers to create approaches that reflect e 4 different learning styles and 8 multiple intelligences as well as the individual needs of students. It works by asking students why, then what then how then if. |
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Term
| Objectives answer what question |
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Definition
| What students are supposed to know or be able to do once a lesson is completed (behviors and or knowledge)- not what the teacher will do during the lesson. |
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| What are some teacher directed learning activities |
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Definition
| Guided practice, mastery learning, questioning, modeling, whole group instruction |
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| What did Madeline Hunter develop for effective instruction? |
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Definition
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| What would Skinner suggest to change an undesired behavior |
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Definition
| Identify undesired behavior - reward good behavior and have consequence for bad behavior - it is a short term solution |
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| Americans with disabilities Act |
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| Says that children with disabilities have a right to free, appropriate public education |
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Social and Emotional Learning
(Collaboration for Academic, Social and Emotional Learning) |
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Definition
| Persistent differences in achievement among different types of students as indicated by scores on standardized tests, teacher grades, and other data |
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| A way of organizing schools so that all students have an adult advisor who knows them well and sees them frequently. |
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Definition
| schooling which helps students deal with their emotions in a positive way - is different than cognitive learning which refers to facts and ideas |
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| Use of assessment strategies, such as performance assessment, constructed response items, and portfolios, to replace or supplement assessment by machine-scored multiple-choice tests. |
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