Chapter 14 Flashcards
Active teaching
Instructional strategies that engage students in active participation, such as discussions, problem-solving, and hands-on activities.
Adaptive teaching
Adjusting teaching methods, materials, and strategies to meet the diverse needs, learning styles, and abilities of students.
Affective domain
The domain of learning that encompasses emotions, attitudes, values, and beliefs, influencing motivation, behavior, and learning outcomes.
Assistive technology
Tools, devices, or software designed to support and enhance the learning and accessibility of individuals with disabilities or special needs.
Basic skills
Fundamental skills and knowledge in areas such as reading, writing, math, and communication that form the foundation for further learning and development.
Cognitive domain
The domain of learning that involves intellectual processes such as knowledge acquisition, comprehension, critical thinking, and problem-solving.
Constructivist approach
An instructional approach that emphasizes active learning, student-centered inquiry, and the construction of knowledge through exploration, reflection, and collaboration.
Convergent questions
Questions that have a single correct answer and typically require students to recall information or apply established concepts.
Differentiated instruction
Customizing instruction and learning experiences to meet the diverse needs, interests, and readiness levels of individual students.
Direct instruction/explicit teaching
A teacher-centered instructional approach that involves clear explanations, demonstrations, modeling, and guided practice to teach specific skills or concepts.
Divergent questions
Questions that encourage open-ended responses, creative thinking, exploration of possibilities, and divergent thinking.
Expert teachers
Experienced educators who demonstrate high levels of pedagogical knowledge, instructional effectiveness, and student engagement.
Flexible grouping
Organizing students into flexible and dynamic groups based on learning needs, interests, or learning styles, allowing for varied instructional approaches and peer interactions.
Group discussion
Collaborative conversations among students facilitated by the teacher to promote critical thinking, communication skills, and deeper understanding of topics.
Lesson study
A professional development approach where teachers collaboratively plan, observe, analyze, and refine lessons to improve teaching effectiveness and student learning.
Pedagogical content knowledge
Teachers’ specialized knowledge and understanding of how to teach specific content areas effectively, including instructional strategies, assessment methods, and student misconceptions.
Psychomotor domain
The domain of learning that involves physical skills, coordination, and motor abilities, such as fine motor skills, gross motor skills, and movement patterns.
Pygmalion effect
The phenomenon where high expectations from teachers or others lead to improved performance or behavior in students due to increased motivation and support.
Reflective
The practice of thoughtful self-assessment, analysis, and evaluation of teaching practices, student learning, and professional growth.
Scripted Cooperation
Structured and guided cooperative learning activities where students follow specific roles, procedures, and scripts to collaborate effectively and achieve learning goals.
Seatwork
Independent or individual work assigned to students to complete at their desks, often following direct instruction or as reinforcement of learning.
Self-fulfilling prophecy
A belief or expectation that influences behavior and outcomes, often leading to the fulfillment of that belief or expectation.
Sustainable expectation effect
The long-term impact of consistent high expectations, support, and encouragement on student motivation, achievement, and self-confidence.
Taxonomy
A hierarchical classification system used to categorize and organize learning objectives, skills, and knowledge into levels of complexity and specificity.
Understanding by design
An instructional design framework that emphasizes starting with desired learning outcomes and designing instruction backward to ensure meaningful understanding and application.
Universal design
Designing learning environments, materials, and instructional methods to be accessible, usable, and effective for all learners, including those with diverse abilities and backgrounds.
Within-class ability grouping
Organizing students within a classroom into groups based on similar abilities or readiness levels for instructional purposes, allowing for targeted instruction and support.
