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| A support mechanism provided by a more competent individual, that helps a learner successfully perform a task within his or her zone of proximal development. |
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| A situation in which a learner works intensively with an expert to learn how to accomplish complex tasks |
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| A mentorship in which a teacher and a student work together to accomplish a challenging task or solve a difficult problem; in the process, the teacher provides guidance about how to think about the task or problem. |
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| A classroom in which teacher and students actively and collaboratively work to help one another learn. |
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| Computer-Assisted Instruction |
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| Programmed instruction presented by means of a computer, it is one form of computer-based instruction. |
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| Computer-Based Instruction |
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| Instruction provided via computer technology. |
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| A diagram of concepts within an instructional unit and the interrelationship among them. |
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| A formal agreement between a teacher and a student that identifies behaviors the student will exhibit and the reinforcers that will follow those behaviors. |
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| An approach to instruction whereby students work with their classmates to achieve group goals and help one another learn. |
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| A general ed. teacher and a special ed. teacher collaborating to teach all students in a class, including students both with and without special educational needs, throughout the school day. |
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| A teacher's use of signals to indicate that a particular behavior is desired or that a particular behavior should stop. |
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| An approach to instruction that uses a variety of techniques to promote learning of basic facts. |
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| An approach to instruction whereby students develop an understanding of a topic through first hand interaction with the physical or social environment. |
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| A situation in which learners receive technology- based instruction at a location physically separate from their instructor. |
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| An approach to instruction whereby information is presented in more or less the same form in which students are expected to learn it. |
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| A situation in which everyone in a group must make a particular response before reinforcement occurs. |
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| An instructional technique in which instructional materials are divided among members of a cooperative learning group, with individual students being responsible for learning different material and then teaching that material to other group members. |
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| An approach to instruction whereby students learn one topic thoroughly before moving to a more difficult one. |
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| Training that involves teaching students how to mediate conflicts among classmates by asking opposing sides to express their differing viewpoints and then work together to devise a reasonable resolution. |
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| Education that integrates the perspectives and experiences of numerous cultural groups throughout the curriculum. |
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| An approach to teaching reading and listening comprehension whereby students take turns asking teachers like questions of their classmates. |
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| A hint about where to "look" for a piece of information in long-term memory. |
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| Learning information primarily through verbatim repetition, without attaching any meaning to it. |
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| Student-Directed Instruction |
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| An approach to instruction in which students have considerable say in the issues they address and how to address them. |
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| Teacher-Directed Instruction |
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| An approach to instruction in which the teacher is largely in control of the course of the lesson. |
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| Strategy to stimulate the group as a whole. |
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| Interdisciplinary Instruction |
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| A unit study- encompasses all curriculum areas. |
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| Student-centered method of education focused on asking questions. Students are encouraged to ask questions which are meaningful to them and which do not necessarily have easy answers. Teachers are encouraged to avoid giving answers when it is possible, in any case to avoid giving direct answers in favor of asking more questions. |
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Social Learning Theory
-Self-efficacy
-Bo Bo doll experiment
-Learn through observing
A: attention
R: retention
R: reproduction
M: motivation |
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| Learning is an active process based on constructing new ideas or concepts upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions. |
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Theory of Knowledge
Learning by doing rather than rote learning. |
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Women are taught to care for other people and expect others to care for them.
Self selfishness.
Women have different moral and psychological tendencies than men. |
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4 Stages of Development
1. Sensorimotor Stage (Infancy)
2. Pre-operational Stage (Toddler-Early Childhood)
3. Concrete Operational Stage (Elementary-Early Adolescence)
4. Formal Operational Stage (Adolescence-Adulthood) |
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-Zone of Proximal Development (ZPD)
-Distance between the actual development level as an independent and the level of potential development with adult guidance or collaboration with more capable peers.
-learning never stops |
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Multiple Intelligences
-Linguistic intelligence (words)
-Logical-mathematical (#)
-Spatial intelligence (pictures)
-Bodily-kinesthetic (body)
-Musical (music)
-Interpersonal (people)
-Intrapersonal (self)
-Naturalist (nature) |
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Hierarchy of Needs
-Physiological Needs #1
-Safety Needs #2
-Needs of love #3
-Needs for Esteem #4
-Needs for Self-Actualization #5 |
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Operant Conditioning
Schedule of reinforcement
Shaping a little at a time |
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Moral Development
Good/Bad
Justice |
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Different tasks or development for each stage- if each stage is incomplete, then person carries remnants throughout life.
Infant- trust vs. mistrusts
Toddler- autonomy vs. shame and doubt
Preschooler- initiative vs. guilt
School age- industry vs. inferiority
Adolescent- identity vs. role confusion
Young adult- intimacy vs. isolation
Middle-age adult- generativity vs. stagnation
Older adult- integrity vs. despair |
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| An instructional technique whereby the time spent on academic subjects is reduced so as to allow for enrichment activities; typically used with students who are gifted. |
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| Family-Direction Assessment |
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Definition
| A form of assessment, useful for infants, toddlers, and preschool-age kids, which focus on information that families choose to provide regarding needs, concerns, resources, and priorities. |
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| The combining or grouping of students according to needs and abilities matched to their level of achievement. |
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| The application of life skills as a means for teaching academic tasks; core of many instructional programs for students with mild-moderate mental retardation. |
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| A group of professionals from different disciplines who function as a team but work independently; recommendations, however, are the result of sharing info. and joint planning. |
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| A cognitive approach used to assist pupils in remembering material; the use of rhymes, pictures, acronyms, and similar aids to help in recall. |
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| A type of authentic assessment; samples of different work products over time and across curriculum areas are evaluated. |
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| Regular Education Initiative (REI) |
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| An approach which advocates that general educators assume greater responsibility for the education of students with disabilities. |
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| A cognitive strategy for changing behavior; pupils initially talk to themselves out loud while performing a task and verbally rewarding themselves for success. |
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| A behavioral self-control strategy; pupils compare their performance to a criterion, record their efforts, and obtain reinforcement if appropriate. |
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| Using direct instruction to teach students appropriate social behaviors; goal is to increase individuals social competency and acceptance. |
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| Strength-Based Assessment |
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| An assessment model that looks at an individuals' strengths, abilities, accomplishments rather than focusing on their deficits. |
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| An instructional methodology whereby complex tasks are analyzed and broken down into sequential component parts; each part taught separately and then as a whole. |
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| A proactive intervention strategy that attempts to maximize student engagement time and appropriately schedule class activities in addition to instruction in time management. |
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| A group of professionals from different disciplines who function as a team but work independently however, they share roles and a peer is identified as the primer interventionist. |
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| Instructional intervention whereby teachers link together specific academic skills surrounding a particular topic of study such as money management. |
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| A coordinated interagency effort at a providing support and services a student and their family in the natural environment-school, home, or community. |
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Different objectives and skills that educators set for students.
Divides ed. objectives into 3 domains.
Affective- Way people react emotionally and ability to feel others pain
Psychomotor- Physically manipulate tools
Cognitive- Revolve around knowledge, comprehension, and thinking through. |
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Examples:
-Teacher attention
-Private praise
-Activity reinforcers
-Group contingent cues
-Cue students regarding appropriate behaviors. |
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-Scaffold
-Generalize to other areas
-Questions (students)
-Questions (teachers)
-Associate to own life |
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