Vocabulary For Final

Question 1

Adaptations

Answer 1

A documented process that allows a student with special educational needs to participate in the prescribed provincial curriculum with changes in format, instructional strategies and/or assessment procedures that retain the learning outcomes of the curriculum

Question 2

Accommodations

Answer 2

supports and services provided to help a student access the general education curriculum and validly demonstrate learning

Question 3

Modifications

Answer 3

Individualized changes made to the content and performance expectations for students

Question 4

Barriers to Learning

Answer 4

anything that stands in the way of a child being able to learn effectively

Question 5

Cognitive Demand

Answer 5

Tasks that ask students to perform a memorized procedure in a routine manner lead to one type of opportunity for student thinking; tasks that require students to think conceptually and that stimulate students to make connections lead to a different set of opportunities for student thinking

Question 6

Curriculum

Answer 6

refers to the lessons and academic content taught in a school or in a specific course or program

Question 7

Instruction

Answer 7

the purposeful direction of the learning process

Question 8

New Jersey Student Learning Standards

Answer 8

provide local school districts with clear and specific benchmarks for student achievement in nine content areas; designed to prepare our students for college and careers by emphasizing high-level skills needed for tomorrow’s world

Question 9

Dynamic Learning Maps

Answer 9

The alternate assessment for students with the most significant intellectual disabilities in English Language Arts and Mathematics

Question 10

Collaborative Teaching

Answer 10

general education and special education teachers share responsibility for all the students in the class. They work together to plan lessons, lecture and teach, do evaluations and manage the class.

Question 11

Evidence-Based Practices

Answer 11

Evidence-based medicine is the integration of best research evidence with clinical expertise and patient values

Question 12

Prerequisites for Learning - Attention

Answer 12

focusing and processing information from our surroundings

Question 13

Prerequisites for Learning - Motivation

Answer 13

the process that initiates, guides, and maintains goal-oriented behaviors; causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge

Question 14

Information Processing - Perception

Answer 14

the state of being or process of becoming aware of something through the senses.

Question 15

Information Processing - Memory

Answer 15

the mental capacity or faculty of retaining and reviving facts, events, impressions, etc., or of recalling or recognizing previous experiences

Question 16

Information Processing - Language

Answer 16

A system for communicating. Written languages use symbols (that is, characters) to build words.

Question 17

Information Processing - Higher-Order Thinking

Answer 17

a concept of education reform based on learning taxonomies (such as Bloom’s taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.

Question 18

Assessment

Answer 18

the systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decision about how to improve learning

Question 19

Rubrics

Answer 19

A rubric is typically an evaluation tool or set of guidelines used to promote the consistent application of learning expectations, learning objectives, or learning standards in the classroom, or to measure their attainment against a consistent set of criteria. In instructional settings, rubrics clearly define academic expectations for students and help to ensure consistency in the evaluation of academic work from student to student, assignment to assignment, or course to course. Rubrics are also used as scoring instruments to determine grades or the degree to which learning standards have been demonstrated or attained by students

Question 20

Formative Assessment

Answer 20

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately

Question 21

Summative Assessment

Answer 21

evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Question 22

Authentic Assessment

Answer 22

the measurement of “intellectual accomplishments that are worthwhile, significant, and meaningful,” as contrasted to multiple choice standardized tests.

Question 23

Performance Assessment

Answer 23

a form of testing that requires students to perform a task rather than select an answer from a ready-made list.

Question 24

Portfolio Assessment

Answer 24

an evaluation tool used to document student learning through a series of student-developed artifacts

Question 25

Differentiated Instruction

Answer 25

framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.

Question 26

Content

Answer 26

Differentiation in a lesson for curriculum and instruction

Question 27

Process

Answer 27

Differentiation in a lesson for the way students engaged with the content or skills; the practice and application

Question 28

Product

Answer 28

Differentiation in a lesson for how learning was assessed

Question 29

Learning Style

Answer 29

an individual’s unique approach to learning based on strengths, weaknesses, and preferences

Question 30

Interests

Answer 30

the state of wanting to know or learn about something or someone

Question 31

Readiness

Answer 31

the state of being fully prepared for something.

Question 32

Graphic Organizers

Answer 32

a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams

Question 33

Hands-On Learning

Answer 33

involving or allowing the use of your hands or touching with your hands

Question 34

Manipulatives

Answer 34

any of various objects or materials that students can touch and move around in order to help them learn mathematical and other concepts

Question 35

Learning Style- Auditory

Answer 35

a person learns through listening. An auditory learner depends on hearing and speaking as a main way of learning

Question 36

Learning Style - Visual

Answer 36

a learner utilizes graphs, charts, maps and diagrams.

Question 37

Learning Style - Kinesthetic

Answer 37

requires that you manipulate or touch material to learn. Kinesthetic-tactile techniques are used in combination with visual and/or auditory study techniques, producing multi-sensory learning.

Question 38

Learning Centers

Answer 38

small area, a corner, an alcove, a table and chairs or computer workstation that is set aside within a classroom where specific supplies or educational materials are stored in a way that provides easy access to students

Question 39

Learning Strategies

Answer 39

refer to students’ self-generated thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals

Question 40

Leveled Readers

Answer 40

a large set of books organized in levels of difficulty from the easy books that an emergent reader might begin to the longer, complex books that advanced readers will select

Question 41

Mnemonic Strategies

Answer 41

a special kind of transformational strategy because they apply specific language to learning, and connect information to be learned with key words or letters

Question 42

Modified Grading

Answer 42

may be necessary when a student’s disability makes it impossible for them to achieve the level of performance expected of other students

Question 43

Multiple Intelligences

Answer 43

differentiates intelligence into specific (primarily sensory) ‘modalities’, rather than seeing intelligence as dominated by a single general ability.

Question 44

Scaffolding

Answer 44

refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process

Question 45

Tiered Objectives and Assignments

Answer 45

Tiered instruction is a method that varies the level of assignments, so all students have a chance to find success and make progress. Teachers tier learning, so students are working at different levels of the same task, some more difficult and challenging than others. All students work on, explore, investigate, and learn the same basic material but on differing levels, or tiers.

Question 46

Universal Design for Learning

Answer 46

an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.

Question 47

Visual Aids

Answer 47

an item of illustrative matter, such as a film, slide, or model, designed to supplement written or spoken information so that it can be understood more easily