HPL Module 3

Question 1

culture

Answer 1

the “web of meaning.” or the multidimensional array of rules, beliefs, relationships, and commitments that guide our behavior and infuse our lives with significance

Question 2

surface culture

Answer 2

the “observable and concrete elements” such as food, dress, and holidays

Question 3

shallow culture

Answer 3

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

Question 4

deep culture

Answer 4

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

Question 5

30 million word gap

Answer 5

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

Question 6

smartness

Answer 6

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

Question 7

funds of knowledge

Answer 7

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).

Question 8

homogenous grouping

Answer 8

using dimensions on which people are similar as a basis to group them for a learning purpose

Question 9

heterogeneous grouping

Answer 9

using dimensions on which people are different as a basis to group them for a learning purpose

Question 10

flexible grouping

Answer 10

a form of grouping in which individuals are temporarily placed in homogenous groups in order to provide them with additional support

Question 11

tracking

Answer 11

homogenous grouping that, effectively, gets made permanent; also known as fixed-ability grouping

Question 12

Response to Intervention (RTI)

Answer 12

a three-tiered approach to identify and support students in schools who are struggling in a specific area

Question 13

joint attention

Answer 13

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

Question 14

listening

Answer 14

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

Question 15

sharing

Answer 15

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

Question 16

coordinating

Answer 16

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.

Question 17

perspective-taking

Answer 17

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

Question 18

project-based learning

Answer 18

when students work in groups over an extended period to answer a complex question or real-world problem

Question 19

problem-based learning

Answer 19

when students work in groups to solve an open-ended problem in a shorter timeframe and without a final group “product”

Question 20

inclusion

Answer 20

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

Question 21

neurodivergent

Answer 21

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

Question 22

Universal Design for Learning (UDL)

Answer 22

a framework designed by CAST to improve and optimize teaching and learning for all people based on scientific insights into how humans learn

Question 23

multiple means of engagement

Answer 23

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

Question 24

multiple means of representation

Answer 24

UDL principle that advises that educators should provide learners with a variety of options to perceive and comprehend information that is presented to them

Question 25

multiple means of action and expression

Answer 25

UDL principle that advises that educators should provide learners with a variety of options to navigate a learning environment and express what they know