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MTLE Secondary Pedagogy > Vocab > Flashcards

Vocab Flashcards

1
Q

Interactive Instruction

A

Discussion and participation among students. Active Conversations ie: peer practice, discussions/debates, brainstorming, think-pair-share, buzz session

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2
Q

Vygotsky

A

Social Development Theory: learning occurs through social interaction, more knowledgeable other, zone of proximal development. Cultural/historical development.

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3
Q

Maslow

A

Hierarchy of Needs: Biological, Safety, Love and Belonging, Esteem/Respect, Self Actualization

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4
Q

Paraeducator

A

Assists students one on one. Benefits: increased student self - concept, increased positive attitudes towards learning, increased teacher morale, improved parent relations

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5
Q

Piaget

A

Theory of Cognitive Development: Concrete Operational Stage (7 - 11) and Formal Operational Stage (11 - 16+) AND Schema

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6
Q

Concrete Operational Stage

A

Ages 7 - 11. Students can think logically, but are limited to what they can physically manipulate. No longer egocentric. Classification.

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7
Q

Formal Operational Stage

A

Ages 11 - 16+. Students can use abstract thought, think logically within their mind. Can utilize metacognition. Multi - step, skills oriented problem solving.

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8
Q

Schema/Schemata

A

Shemata are building blocks for learning, constantly being modified by on going experiences. New learning experiences are organized into existing schemata in the mind.

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9
Q

Inductive Reasoning

A

Moving from experience to create a theory or hypothesis (specific to general)

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10
Q

Deductive Reasoning

A

Applying theory to observations/experience (general to specific)

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11
Q

Bloom’s Taxonomy

A

Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation OR Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

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12
Q

LRE

A

Least Restrictive Environment

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13
Q

Active Listening

A

encouraging, restating, reflecting, summarizing, asking questions

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14
Q

Reflective Practice

A

Treating oneself as an active learner. Examples: colleague observations, reflective portfolio

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15
Q

Goals of pre - assessment/assessing prior knowledge

A

(1) identify student misconceptions
(2) determine the level of student understanding
(3) find what students found interesting / important in the past

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16
Q

Erick Erickson

A

Psychosocial stages: Stage 4 Industry vs. Inferiority (5 - 12) and Stage 5 Identity vs. Role Confusion (12 - 18)

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17
Q

Erickson Stage 4

A

Industry vs. Inferiority (5 - 12): Child feels the need to win approval by demonstrating competencies that are valued by society, and feels pride in their accomplishments. If they are encouraged in this they will feel confident, if they are discouraged they may develop a sense of inferiority.

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18
Q

Erickson Stage 5

A

Identity vs Role Confusion (12 - 18): The individual is developing their identity and identifying their role in society. Failure to identify role leads to role confusion and feeling pressured into a role can lead to rebellion or other negativity.

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19
Q

Direct Instruction

A

Explicit teaching, lecture or demos. Not inquiry based or experiential.

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20
Q

Kohlberg

A

Heinz stealing drug for wife predicament

21
Q

Kohlberg’s Stages of Moral Development

A

Conventional Morality
Stage 3: Approval of others/good interpersonal relationships
Stage 4: Maintaining Social Order
Post conventional Morality
Stage 5: Social Contract versus Individual Rights
Stage 6: Universal Principles (personal morals)

22
Q

Webb’s Depth of Knowledge

A

recall & reproduction

skills & concepts

strategic thinking

extended thinking

23
Q

Reliability vs Validity

A

Reliable - consistent results

Valid - measures what it is intended to

24
Q

Thorndike

A

Operant Conditioning: learning the consequences of behavior

25
Q

Law of Effect

A

Thorndike, any behavior followed by a pleasant consequence will be repeated, any behavior followed by a negative consequence will be stopped or lessened

26
Q

Sternberg

A

COMPONENTIAL (analytical)

EXPERIENTIAL (creative)

PRACTICAL (contextual)

27
Q

Constructivism

A

Piaget: learning is based on on prior experience

28
Q

Curriculum Compacting

A

Reducing the number of activities/lessons in a subject for more advanced students

29
Q

Curriculum Chunking

A

Breaking a unit into smaller parts to provide more support for students that need it

30
Q

Cloze reading

A

Students fill in the blanks in reading 60+% indicates independent reading

31
Q

Crystallized Intelligence

A

Being able to use information, accessing long term memory. Vocabulary development and mentorship help this.

32
Q

Diagnostic Assessment

A

Pre - Assessment

33
Q

DUPE problem solving

A

Define the problem
Understand the facets
Plan a solution
Evaluate outcomes

34
Q

Mastery Learning

A

Bloom. All students must reach a level of mastery (probably not 100%) before moving on to another topic. If students do not reach this level, the teacher must adjust their instruction, it is not solely the fault of the students. Students must be given sufficient time to achieve mastery.

35
Q

in suspected child abuse, who should be contacted first?

A

the school psychologist

36
Q

Public Law 94-142

A

ensures free & appropriate education for handicapped students aged 3-21

37
Q

fair use doctrine

A

copyrighted material can be used in the classroom, but must only be for students, without more copies than there are students in the class

38
Q

what do gifted students require directed education for? why?

A

research & study skills, in order to enable more independent work

39
Q

Diana vs State Board of Ed

A

assessments must be administered in a student’s native language

40
Q

procedure vs routine

A

procedure: tasks always being done the same way (i.e. raising hands)
routine: always doing tasks at the same time

41
Q

when is it OK to redirect a question to another student after a wrong answer?

A

high-achieving students are more comfortable answering incorrectly

42
Q

John Watson

A

Behaviorism: focus on behavior rather than “the mind,” learning through practice and consequence

43
Q

SQ3R

A 
Survey
Question
Read
Recite
Review
44
Q

Divergent Thinking

A

Solving a problem with many possible solutions or open - ended questions. Elaborating many ideas when prompted by a stimulus

45
Q

Convergent Thinking

A

Using a variety of sources to help solve a problem with a single solution

46
Q

Communication Theory

A

Elements of Communication: source, sender, channel, receiver, destination, message, feedback

47
Q

Best Practice Indigenous Pedagogy

A

Relationships, relevance, time for reflection, space - based pedagogy, Strengths - based, get them outside, learn Native culture/language/traditions, community based, experiential/learning through discovery

48
Q

Best Practice Indigenous Pedagogy

A

Relationships, relevance, time for reflection, space - based pedagogy, Strengths - based, get them outside, learn Native culture/language/traditions, community based, experiential/learning through discovery

MTLE Secondary Pedagogy (1 decks)

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