Chapter 8 Vocabulary Flashcards
Behavioral approach
An approach to motivation that emphasizes the role of rewards and punishment in motivating people’s actions
Attribution theory
States that a person’s beliefs about the cause of his or her successes and/or failures influence motivation
Classroom discussion model
A teaching strategy in which students read and/or listen while designing questions of their own at three levels of thinking (factual, interpretive, and evaluative)
Cognitive approach
An approach to motivation that emphasizes people’s innate desire to make sense of their world
Convergent questions
Questions that have only a set of correct answers, usually recalled from facts
Deductive strategy
A lesson that begins with the teacher giving students information, followed by students applying the concepts in guided and independent practice
Deficiency needs
The four lower-level needs of Maslow’s hierarchy of needs (survival, safety, belonging, and esteem)
Discovery learning
A lesson model in which information is not given in a direct or explicit way to students-they must discover themselves through inquiry of an inductive approach
Discussion
Teacher-student and student-student directed interaction; discussions must be planned in advance to ensure that all students participate, that there are higher levels of thinking, and so forth
Disequilibrium
A mental in the balance between a one’s cognitive schemas and information from the environment when new input is at odds with current knowledge
Divergent questions
Open-ended questions that can have many answers
Equilibrium
A mental balance that humans seek between cognitive schemes and information from the environment
External locus of control
Belief that one’s successes and failures are caused by outside environmental factors over which one has little or no control
Extrinsic motivation
Motivation stemming from the introduction of outside environmental factors
Metacognitive skills
Thinking about one’s thinking
Maslow’s Hierarchy of needs
A model of motivation based on seven levels of human needs
Learning goals
Goals that focus on the end product of complete learning or mastery
Learner-centered
A teaching approach that creates active learners by placing the focus of instruction directly on the needs of the learner
Learned helplessness
The expectation, based on a previous experiences, that all efforts to succeed will fail
Intrinsic motivation
Motivation stemming from within the person; activities are seen as their own reward
Internal locus of control
The belief that one’s successes and failures are caused by one’s own ability or effort
Instructional strategy
A method of instructing that meets the needs, goals, and objectives of learners
Instability
A characteristic of a situation that is perceived to be changeable
Inductive strategy
Instruction that begins with the curious event, scenario, questions, or unknown and then moves to known or finding the answer
Humanistic approach
An approach to motivation that emphasizes people’s innate desire to improve themselves
Halt time
Stopping the forward motion of the lesson completely to give students some time to digest the material
Growth needs
The three higher-level needs of Maslow’s hierarchy of needs
Wait time
The time a teacher waits between asking a question and calling on a student
Teacher-centered
Describes lessons in which the teacher and parts information, and the learners are passive receivers of knowledge
Teacher-as-guide
A role in which the teacher mediate and adjusts to help students obtain information on their own
Teacher-as-facilitator
A role in which the teacher provides a structure for learning and then help when there are questions or stumbling blocks
Teacher-as-coach
A role in which the teacher gives immediate feedback in encouragement to students as new skills are attempted
Models of teaching
Instructional strategies created for a particular purpose in which many subject areas can be employed within the framework of the month
Monitoring
Constantly gaining feedback from students about how their learning is progressing in order to make decisions about proceeding with the current lesson are we teaching the material before meeting on further
Negative reinforcement
Removing something that is disliked or distasteful which results in the increase of a behavior
Pacing
The feel of the movement in time of the lesson
Performance goals
Goals based on doing well at one particular timeframe
Positive reinforcement
Giving something that is valued that results in an increase of a behavior
Presentation punishment
Introducing or presenting something disliked or distasteful which results in a decrease of a behavior
Punishment
A penalty or consequences that result in the decrease of the behavior
Reinforcement
A reward that results in the increase of a behavior
Removal punishment
Taking away something pleasurable or desired which results in the decrease of the behavior
Risk-free environment
A place or situation in which one feels secure enough to take chances
Role-play
Becoming specific people or placing oneself in a particular situation and acting as if the scenario were actually happening
Selective attention
The ability to focus on one stimulus while ignoring others that are superfluous
Self-concept
One’s perception of oneself and one’s abilities
Self-efficacy
The belief that one is capable of accomplishing something
Self-esteem
How one feels about one’ s own self-concept or perceptions of self
Simulation
A type of scenario that involves abstraction from the real world and in which roles are often established and skills are used to work for through a process to a goal
Stability
A characteristic of a situation that is perceived to be unchangeable
Teacher-as-audience
A role in which the teacher is an observer when a student product is completed and then demonstrated, explained, or performed by students
