Term
|
Definition
|
|
Term
| taxonomy of educational objectives |
|
Definition
| Bloom and his colleagues categorized objectives from simple to complex or from factual to conceptual |
|
|
Term
|
Definition
| Concept derived from Vygotsky that emphasizes both the social nature of learning and the zone of proximal development. |
|
|
Term
|
Definition
| Instructional goals to related to attitudes values called affective objectives. |
|
|
Term
| dual code theory of memory |
|
Definition
| Pavlov's concept related to levels of processing theory which hypothesizes that information is retained in long-term memory in two forms: visual and verbal |
|
|
Term
|
Definition
| Was once defined as almost entirely in terms of superior IQ or demonstrated ability, such as outstanding performance in mathematics or chess, but the definition now encompasses students with superior abilities in a wide range of activities |
|
|
Term
| least restrictive environment (LRE) |
|
Definition
| a classroom environment that best meets the needs of the individual with a disability |
|
|
Term
|
Definition
| a concept from constructivist theory of learning where one who has knowledge of effective learning strategies and how and when to use them |
|
|
Term
|
Definition
| a developmental disability that significantly affects social interaction and verbal and non verbal communication. |
|
|
Term
|
Definition
| a measure of the dispersion of scores. The average amount that scores differ from the mean |
|
|
Term
|
Definition
| also known as percentile rank, indicates the percentage of students in the norming group who scored lower than a particular score |
|
|
Term
|
Definition
| an internal process that activates, guides, and maintains behavior over time |
|
|
Term
|
Definition
| concept from Maslow's theory defined as "the desire to become everything that one is capable of being" |
|
|
Term
|
Definition
| deciding what a problem is and what needs to be done |
|
|
Term
|
Definition
| depends on the degree to which the information or skills were learned in the original situation and on the degree of similarity between the situation in which the skill or concept was learned and the situation to which it is to be applied |
|
|
Term
|
Definition
| describes lessons in which you transmit information directly to students, structuring class time to reach a clearly defined set of objectives as efficiently as possible. |
|
|
Term
| norm-referenced interpretations |
|
Definition
| focus on a comparisons of student's scores with those of other students |
|
|
Term
| criterion-referenced interpretations |
|
Definition
| focus on assessing students' mastery of specific skills, regardless of how other students did on the same skills |
|
|
Term
|
Definition
| general classroom organization plan in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects |
|
|
Term
| individual education plan (IEP) |
|
Definition
| given to all students with a disability that guides the services a student recieves |
|
|
Term
|
Definition
| identifying misleading advertisements, weighing competitive evidence, and identifying assumptions or fallacies in arguments |
|
|
Term
|
Definition
| instructional methods, or peer assisted learning, students work together in small groups to help each other learn. |
|
|
Term
|
Definition
| involves mental interpretation that is influenced by our mental state, past experience, knowledge, motivations and many other factors |
|
|
Term
|
Definition
| largely depends on the person's expectations of reward |
|
|
Term
| learner with exceptionalities |
|
Definition
| may be used to describe any individuals whose physical, mental, or behavioral performance is so different from the norm-either higher or lower-that additional services are needed to meet the individual's needs |
|
|
Term
|
Definition
| method of constructivist teaching where the teacher works with small groups of students modeling questions students might ask as they read and then the students are supposed to act as "teachers" to generate questions for each other |
|
|
Term
|
Definition
| needs that are critical to physical and psychological well being. These needs must be satisfied, but once they are, a person's motivation to satisfy them diminishes |
|
|
Term
|
Definition
| not a single condition but a wide variety of specific disabilities that are presumed to stem from one dysfunction of the brain or central nervous system |
|
|
Term
|
Definition
| not a teacher made test. Typically given under a "standardized" condition of thousands of other similar students for whom the test is designed, allowing the test publisher to establish norms for comparing any individual score. |
|
|
Term
|
Definition
| outcomes that are expected for students to learn during the lesson |
|
|
Term
| computer assisted instruction |
|
Definition
| range in complexity from simple drill and practice software to complex problem-solving programs |
|
|
Term
|
Definition
| referring to a test, relates to the accuracy with which skills and knowledge are measured |
|
|
Term
|
Definition
| refers to any of a variety of ways of asking for brief student responses to lesson content |
|
|
Term
|
Definition
| refers to work students do in class on their own to practice or express newly learned skills or knowledge |
|
|
Term
|
Definition
| relate students' scores to the average scores obtained by students at a particular grade level |
|
|
Term
|
Definition
| rewards for learning that are not inherent in the material being learned. Could range from praise to grades to recognition to prizes or other rewards |
|
|
Term
|
Definition
| seeks to understand just such explanations and excuses, particularly when applied to success or failure. |
|
|
Term
|
Definition
| start by writing broad objectives for the course as a whole, than objectives for large units, and then specific behavioral objectives. |
|
|
Term
|
Definition
| stating learning objectives or outcomes |
|
|
Term
| attention deficit hyperactivity disorder (ADHD) |
|
Definition
| students with ADHD have difficulty maintaining attention because of a limited ability to concentrate. Includes impulsive actions, attention deficits, and sometimes hyperactive behavior. |
|
|
Term
|
Definition
| the collection and evaluations of samples of student work over an extended period of time |
|
|
Term
|
Definition
| the extent to which those inferences are justified. The types of evidence that are used to evaluate the validity of a test vary according to the test's purpose |
|
|
Term
|
Definition
| the length of time you wait for a student to answer a question before giving the answer or going on to another student |
|
|
Term
|
Definition
| the perception that no matter what one does, one is doomed to failure or ineffectuality |
|
|
Term
|
Definition
| the process of breaking down tasks or objectives down into their simpler components |
|
|
Term
|
Definition
| the process of maintaining an item in working memory by repetition |
|
|
Term
|
Definition
| the student thinks of a very familiar set of locations, such as rooms in his or her own house, and then imagines each item on the list to be remembered in one specific location |
|
|
Term
|
Definition
| when asking a group of students a question to which there is only one right answer and the group responds verbally at the same time |
|
|
Term
|
Definition
| when tests are used for making decisions about mastery of a subject or topic, some procedure must be employed to determine the test cutoff scores indicating various proficiency levels |
|
|
