Chapter 14

Question 1

Active teaching

Answer 1

Instructional strategies that engage students in active participation, such as discussions, problem-solving, and hands-on activities.

Question 2

Adaptive teaching

Answer 2

Adjusting teaching methods, materials, and strategies to meet the diverse needs, learning styles, and abilities of students.

Question 3

Affective domain

Answer 3

The domain of learning that encompasses emotions, attitudes, values, and beliefs, influencing motivation, behavior, and learning outcomes.

Question 4

Assistive technology

Answer 4

Tools, devices, or software designed to support and enhance the learning and accessibility of individuals with disabilities or special needs.

Question 5

Basic skills

Answer 5

Fundamental skills and knowledge in areas such as reading, writing, math, and communication that form the foundation for further learning and development.

Question 6

Cognitive domain

Answer 6

The domain of learning that involves intellectual processes such as knowledge acquisition, comprehension, critical thinking, and problem-solving.

Question 7

Constructivist approach

Answer 7

An instructional approach that emphasizes active learning, student-centered inquiry, and the construction of knowledge through exploration, reflection, and collaboration.

Question 8

Convergent questions

Answer 8

Questions that have a single correct answer and typically require students to recall information or apply established concepts.

Question 9

Differentiated instruction

Answer 9

Customizing instruction and learning experiences to meet the diverse needs, interests, and readiness levels of individual students.

Question 10

Direct instruction/explicit teaching

Answer 10

A teacher-centered instructional approach that involves clear explanations, demonstrations, modeling, and guided practice to teach specific skills or concepts.

Question 11

Divergent questions

Answer 11

Questions that encourage open-ended responses, creative thinking, exploration of possibilities, and divergent thinking.

Question 12

Expert teachers

Answer 12

Experienced educators who demonstrate high levels of pedagogical knowledge, instructional effectiveness, and student engagement.

Question 13

Flexible grouping

Answer 13

Organizing students into flexible and dynamic groups based on learning needs, interests, or learning styles, allowing for varied instructional approaches and peer interactions.

Question 14

Group discussion

Answer 14

Collaborative conversations among students facilitated by the teacher to promote critical thinking, communication skills, and deeper understanding of topics.

Question 15

Lesson study

Answer 15

A professional development approach where teachers collaboratively plan, observe, analyze, and refine lessons to improve teaching effectiveness and student learning.

Question 16

Pedagogical content knowledge

Answer 16

Teachers’ specialized knowledge and understanding of how to teach specific content areas effectively, including instructional strategies, assessment methods, and student misconceptions.

Question 17

Psychomotor domain

Answer 17

The domain of learning that involves physical skills, coordination, and motor abilities, such as fine motor skills, gross motor skills, and movement patterns.

Question 18

Pygmalion effect

Answer 18

The phenomenon where high expectations from teachers or others lead to improved performance or behavior in students due to increased motivation and support.

Question 19

Reflective

Answer 19

The practice of thoughtful self-assessment, analysis, and evaluation of teaching practices, student learning, and professional growth.

Question 20

Scripted Cooperation

Answer 20

Structured and guided cooperative learning activities where students follow specific roles, procedures, and scripts to collaborate effectively and achieve learning goals.

Question 21

Seatwork

Answer 21

Independent or individual work assigned to students to complete at their desks, often following direct instruction or as reinforcement of learning.

Question 22

Self-fulfilling prophecy

Answer 22

A belief or expectation that influences behavior and outcomes, often leading to the fulfillment of that belief or expectation.

Question 23

Sustainable expectation effect

Answer 23

The long-term impact of consistent high expectations, support, and encouragement on student motivation, achievement, and self-confidence.

Question 24

Taxonomy

Answer 24

A hierarchical classification system used to categorize and organize learning objectives, skills, and knowledge into levels of complexity and specificity.

Question 25

Understanding by design

Answer 25

An instructional design framework that emphasizes starting with desired learning outcomes and designing instruction backward to ensure meaningful understanding and application.

Question 26

Universal design

Answer 26

Designing learning environments, materials, and instructional methods to be accessible, usable, and effective for all learners, including those with diverse abilities and backgrounds.

Question 27

Within-class ability grouping

Answer 27

Organizing students within a classroom into groups based on similar abilities or readiness levels for instructional purposes, allowing for targeted instruction and support.