HPL Module 3 Flashcards
culture
the “web of meaning.” or the multidimensional array of rules, beliefs, relationships, and commitments that guide our behavior and infuse our lives with significance
surface culture
the “observable and concrete elements” such as food, dress, and holidays
shallow culture
the unspoken rules and norms that govern everyday interactions and ways of being with other people, such as norms around personal space and nonverbal communication; the ways we enact deep-culture beliefs and values
deep culture
the “tacit knowledge and unconscious assumptions that govern our worldview” and that guide people’s ethical decision-making and - importantly for this course - influence the mental models with which we process new information
30 million word gap
a hypothesized gap that refers to the differential access to language experienced by American children in highly educated, financially stable, two-parent families vs. children in single-parent, financially constrained families with low levels of parental education
smartness
socially situated and socially constructed; depends in part on what is valued (expressed in everyday “shallow” cultural practices), and what is valued is often tied implicitly to the dominant deep culture in schools and in society at large
funds of knowledge
strengths and resources from their homes and communities; “the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” (Moll, Amanti, Neff & Gonzalez, 1992).
homogenous grouping
using dimensions on which people are similar as a basis to group them for a learning purpose
heterogeneous grouping
using dimensions on which people are different as a basis to group them for a learning purpose
flexible grouping
a form of grouping in which individuals are temporarily placed in homogenous groups in order to provide them with additional support
tracking
homogenous grouping that, effectively, gets made permanent; also known as fixed-ability grouping
Response to Intervention (RTI)
a three-tiered approach to identify and support students in schools who are struggling in a specific area
joint attention
in order to collaborate, people need to direct their attention to the same thing. if two learners are building circuits side by side, they are working in parallel, not collaboratively. one tip from these authors is to provide learners with a shared visual anchor, like a diagram related to the task, to help group members jointly attend to the common task
listening
working together requires sensing and attending to what others communicate. groups often struggle when learners talk more than they listen, or when they quickly dismiss others’ ideas rather than considering each contribution
sharing
effective groups are clear about their common goal and they welcome each other’s ideas. Both forms of sharing (goals and ideas) ensure the group does not follow wayward paths and that all feel included as contributors
coordinating
group work has to be managed in some way: People take turns working or perhaps, in larger groups, people take distinctive roles (facilitator, presenter, etc.). Groups often benefit from establishing norms for collaboration at the outset.
perspective-taking
Sharing ideas and listening aren’t enough to ensure group learning: Members must also work to understand each other’s points of view to interpret and build on each other’s ideas. Perspective-taking is essential for learning in groups because it helps learners consider concepts in new ways, envision alternative solutions or scenarios, or clarify one’s own views in light of others’ views
project-based learning
when students work in groups over an extended period to answer a complex question or real-world problem
problem-based learning
when students work in groups to solve an open-ended problem in a shorter timeframe and without a final group “product”
inclusion
a form of heterogeneous grouping at the classroom or school level; a commitment to educating every learner, to the extent possible, in the school or classroom the learner would otherwise attend if the learner did not have special needs or a disability
neurodivergent
a first-person descriptor of an individual who is neuroatypical. It is often regarded as a powerful and empowering term, whereas the term neurodiverse describes a population or group
Universal Design for Learning (UDL)
a framework designed by CAST to improve and optimize teaching and learning for all people based on scientific insights into how humans learn
multiple means of engagement
UDL principle that advises that educators should provide learners with a variety of options to spark their interest in learning, remain focused and determine on challenging tasks, and regulate their emotions and expectations
multiple means of representation
UDL principle that advises that educators should provide learners with a variety of options to perceive and comprehend information that is presented to them
