Woolfolk Ch 14 Vocab Flashcards
Expert teachers
experienced effective teachers who have developed solutions for classroom problems. Their knowledge of teaching process and content is extensive and well organized
pedagogical content knowledge
teacher knowledge that combines mastery o academic content with knowing how to teach the content and how to match instruction to student differences
reflective
thoughtful and inventive. Reflective teachers think back overs situation to analyze and improve
Lesson study
As a group, teachers develop, test, improve and retest lessons until they are satisfied with the final version
Instructional objectives
Clear statements of what students are intended to learn through instruction
behavioural objectives
instructional objectives stated in terms of observable behaviour
cognitive objectives
instructional objectives stated in terms of higher level thinking operations
taxonomy
classification system
cognitive domain
In Bloom’s taxonomy, memory and reasoning objectives
affective domain
objectives focusing on attitudes and feelings
psychomotor domain
realm of physical ability and coordination objectives
Constructivist approach
View that emphasizes the active role of the learner in building and understanding and making sense of information
Direct instruction or explicit teaching
systematic instruction for mastery of basic skills, facts, and information
active teaching
teaching characterized by high levels of teacher explanation, demonstration, and interaction with students
basic skills
Clearly structured knowledge that is needed for later learning and that can be taught step by step
Advance organizer
statement of inclusive concepts to introduce and sum up material that follows
Scripted cooperation
learning strategy in which two students take turns summarizing material and criticizing the summaries
Seatwork
independent classroom work
convergent questions
Questions that have a single correct answer
Divergent questions
questions that have no single correct answer
group discussion
Conversation in which the teacher does not have the dominant role; students pose and answer their own questions
differentiated instruction
teaching that takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subjects being taught but also the student’s needs
Within-class ability grouping
System of grouping; 2-3 groups of differing abilities to accommodate student differences
Flexible grouping
grouping and regrouping students based on learning needs
Adaptive teaching
provides all students with challenging instruction and uses supports when needed, but removes these supports as students improve
Pygmalion effect
Think they’re great, they become great
Self-fulfilling prophecy
as you expect, so you become
sustaining expectation effect
student performance maintained at a certain level because teachers don’t recognize improvements
experienced effective teachers who have developed solutions for classroom problems. Their knowledge of teaching process and content is extensive and well organized
Expert teachers
teacher knowledge that combines mastery o academic content with knowing how to teach the content and how to match instruction to student differences
pedagogical content knowledge
thoughtful and inventive. Reflective teachers think back overs situation to analyze and improve
reflective
As a group, teachers develop, test, improve and retest lessons until they are satisfied with the final version
Lesson study
Clear statements of what students are intended to learn through instruction
Instructional objectives
instructional objectives stated in terms of observable behaviour
behavioural objectives
instructional objectives stated in terms of higher level thinking operations
cognitive objectives
classification system
taxonomy
In Bloom’s taxonomy, memory and reasoning objectives
cognitive domain
objectives focusing on attitudes and feelings
affective domain
realm of physical ability and coordination objectives
psychomotor domain
View that emphasizes the active role of the learner in building and understanding and making sense of information
Constructivist approach
systematic instruction for mastery of basic skills, facts, and information
Direct instruction or explicit teaching
teaching characterized by high levels of teacher explanation, demonstration, and interaction with students
active teaching
Clearly structured knowledge that is needed for later learning and that can be taught step by step
basic skills
statement of inclusive concepts to introduce and sum up material that follows
Advance organizer
learning strategy in which two students take turns summarizing material and criticizing the summaries
Scripted cooperation
independent classroom work
Seatwork
Questions that have a single correct answer
convergent questions
questions that have no single correct answer
Divergent questions
Conversation in which the teacher does not have the dominant role; students pose and answer their own questions
group discussion
teaching that takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subjects being taught but also the student’s needs
differentiated instruction
System of grouping; 2-3 groups of differing abilities to accommodate student differences
Within-class ability grouping
grouping and regrouping students based on learning needs
Flexible grouping
provides all students with challenging instruction and uses supports when needed, but removes these supports as students improve
Adaptive teaching
Think they’re great, they become great
Pygmalion effect
as you expect, so you become
Self-fulfilling prophecy
student performance maintained at a certain level because teachers don’t recognize improvements
sustaining expectation effect
