EDT 321 Vocabulary

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  1. Adult-like thinking characterized by ability to generalize and visualize
    Abstract Thinking
  2. An environment that ensures opportunities for success of all students regardless of previous achievement or pace of learning
    Academic Safety
  3. Perceive abstractly, process reflectively
    Analytic Learners
  4. Characterized by an inability to focus for a sufficient length of time
    Attention Deficit Disorder (ADD)
  5. ADD often accompanied by a lack of impulse control
    Attention Deficit Hyperactivity Disorder (ADHD)
  6. Methods to gather evidence of student learning
  7. Conditions/behaviors that endanger student success
    At-Risk Factors
  8. Learning through hearing
    Auditory Modality
  9. Planning for curriculum and instruction by first making decisions about the desired learning results and methods of assessment
    Backward Design
  10. An education option for English language learners delivered in 2 languages
    Bilingual Education
  11. Using what we know about how the brain functions to guide decisions concerning curriculum content and instructional strategies
    Brain-Based Learning
  12. Aggression with intent to hear; use of power in a relationship to hurt or humiliate
  13. Maintaining an ordered environment in which learning may be accomplished
    Classroom Management
  14. Perceived abstractly, process actively
    Common Sense Learners
  15. Child-like thinking characterized by the organization of experiences and information around what's visible and familiar
    Concrete Thinking
  16. Define what will happen if rules are broken
  17. Students using higher-order thinking skills to construct or discover their own learning
  18. Students working together in small groups to accomplish a learning task or a learning objective
    Cooperative Learning
  19. Subject areas generally considered basic for middle school - LA, math, science, and social studies
    Core Curriculum
  20. Specific shared values, beliefs, and attitudes that characterize a group of people
  21. Planned aspects of what students experience in school; typically thought of as the "what" of teaching
  22. Bullying accomplished through technology
  23. Actions and attitudes attuned to developmental needs and interests of students
    Developmental Appropriateness
  24. Providing differing learning opportunities in terms of content, process, and product based on students' levels of readiness, interests, and learning profiles
    Differentiation of Instruction
  25. Differences among students that may include, but are not limited to, gender, learning style, family structure, race, culture, socioeconomics, and multiple intelligences
  26. Perceive concretely, process actively
    Dynamic Learners
  27. An environment that provides a stable atmosphere where expressed emotions receive consistently caring responses
    Emotional Safety
  28. Students who have little or no proficiency using the English language
    English Language Learners
  29. Sense of group identification, political, and economic interests, and behavioral patterns
  30. Abilities and disabilities that set students apart from other students
  31. Students who may excel in intellectual, creative, artistic, and/or leadership abilities
    Gifted and Talented Students
  32. Broad statements of intent without specific steps to fulfillment and often lack in in means of measuring success
  33. Professional who addresses students' affective needs and concerns that impact personal and academic growth
    Guidance Counselor
  34. Describes a philosophy of closely monitoring young adolescents as they mature
  35. Perceive concretely, process reflectively
    Imaginative Learners
  36. Assignment of students with special needs to regular classrooms; sometimes referred to as mainstreaming
  37. Individualized Education Plan
  38. Individuals with Disabilities Education Act
  39. Learning by questioning and investigating
    Inquiry-Based Learning
  40. Subject areas are interwoven around a conceptual them chosen as a result of student needs and interests
    Integrative Curriculum
  41. Subject areas are related and blended, often blurring subject boundaries
    Interdisciplinary Instruction
  42. Learning through movement
    Kinesthetic Modality
  43. How students perceive and internalize knowledge and skills
    Learning Style
  44. Least Restrictive Environment where students with special needs function that incorporates the fewest possible restrictions
  45. Sense of community where each person feels connected to both the group and the subject matter
  46. Purposeful process of incorporating opportunities for students to gain insights about cultural differences locally and globally with the goal of increased acceptance and appreciation
    Multicultural Education
  47. Instruction in which subjects remain distinct, but are linked together by a common theme
    Multidisciplinary Instruction
  48. Theory that expands the narrow notion of intelligence beyond the traditional view to include verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, naturalist, and existentialist; individuals may have varying combinations of the intelligences in a wide spectrum of degrees
    Multiple Intelligences Theory
  49. National Assessment of Educational Progress
  50. National Board of Professional Teaching Standards
  51. National Council for the Accreditation of Teacher Educators
  52. No Child Left Behind federal legislation
  53. NCSSNational Council for the Social Studies
  54. National Council for Teachers of English
  55. National Council of Teachers of Mathematics
  56. National Middle School Association
  57. National Science Teachers Association
  58. Statements of measurable learning that results from instruction; more specific than goals
  59. The elimination of threatening and/or real scenarios such as theft, verbal abuse, weapons, and unwanted horseplay
    Physical Safety
  60. Gap between haves and have nots based on socioeconomic status
    Privilege Gap
  61. Biological transition between childhood and young adulthood
  62. Categorizes individuals based on certain outward physical characteristics
  63. Courses other than core (LA, math, social studies, science); also know as exploratory or encore courses
    Related Arts
  64. Define what is and what is not acceptable in the classroom
  65. Students providing services to individuals and groups with volunteerism accompanied by academic learning
    Service Learning
  66. Sending text messages about sex
  67. Blending of students of differing social and economic backgrounds
    Socioeconomic Integration
  68. Benchmark against which progress is measured; what a student should know and be able to do
  69. Socioeconomic status which is a measurement of economic conditions using several criteria including income, occupation, and education; most often thought of as a measure of wealth
  70. Structured English Immersion - Delivery of education to English language learners with English instruction involving the majority of the school time, with other subjects secondary
  71. Learning through touchTactile Modality
    Tactile Modality
  72. Absence of healthy socialization resulting in missed learning and developmental opportunities
  73. When ability exceeds accomplishment
  74. Learning through sight
    Visual Modality
  75. Learning to read and write within an authentic context as opposed to learning skills in isolation
    Whole Language
  76. Teacher's ability to see everything in the classroom; the competent and confident management of classroom movement
  77. Includes both real-life and contrived aspects of assessment
    Performance Assessment
  78. Collection of student work that may be selected to showcase best quality, show progress over time, or both
  79. Decision-making judgments about student-performance and about appropriate teaching
  80. The number of given to student work to indicate evaluation
  81. The value given to specific student work relative to other assignments
  82. The number or letter representing scores of evaluation received over time and reported to students and adults
  83. Scoring guide that provides the criteria for assessing the quality of a performance or product and includes gradation for each criterion, generally from poor to excellent, with quality often indicated by numbers
  84. Testing what students know and are able to do according to stated learning goals
    Criterion-Referenced Assessment
  85. Compares individual student performances relative to the overall performance of a group of students using percentile rankings
    Norm-Referenced Assessment
  86. Provide reinforcers to student who follow class rules; tangibles can be points for the whole group to barter for a special activity; students can have contracts and teachers can offer smiles, pats, and handshakes
  87. Follow through with promises and previously state consequences that have been established in the class; set clear limits and insist on responsible behavior; student has the right to choose how to behave in class with the understanding of the consequences that follow his or her choice; use firm tone of voice; keep eye contact
    Canter, Canter, Jones
  88. Make it clear that unpleasant consequences will follow inappropriate behavior; be firm, friendly, clear, and encourage student goals
    Dreikurs, Albert, and Nelsen
  89. Send a message that addresses the situation and does not attack the student's character; model the behavior you expect to see in your students; invite student cooperation to build student self-esteem; communicate to find out thoughts about a situation
  90. Realize that class meetings are effective for attending to rules, behavior, and classroom management; accept no excuses for inappropriate behavior; reasonable consequences should follow
    Glasser, Rogers, Freilberg, and Gordon
  91. Understand that teacher correction influences behavior of other nearby students; develop skill of see what is happening in all parts of the room (wittiness); avoid dangles and flip-flops, which is leaving one activity hanging in the air, and starting another one; avoid giving directions before the group is ready
  92. Provide consequences based on individual situations; model acceptable standards of moral and proper conduct; act in the best interests of the student; ensure that students' rights in schools are not violated; students should accept responsibility for their actions and teachers can respect the citizenship rights of the students
  93. Emphasize 3 C's of management - cooperation, conflict resolution, and civic values; cooperative learning works well with diverse students and contributes to the welfare of all students including gifted, learning disabled, mentally disabled, and those from culturally pluralistic backgrounds; see conflicts as mutual problems so everyone can benefit from the resolution
    Johnson and Johnson
  94. Stop doing ineffective things; be fair without treating everyone the same way; work toward long-term behavior changes with explanations, guidance, and private conferences rather than short-term changes with punishment; model what you expect and pass along with a sense of warmth; encourage acceptable behavior and responsible learning; involve students in making procedures/rules for their behavior; have students suggest consequences if their rights are violated; help students understand reasons for procedures or rules
    Mendler and Curwin
  95. Being held responsible (teacher) for student progress and efficient/effective use of resources
  96. Standardized test measuring how much students have learned in a given content area (K-12 grades)
    Achievement Tests
  97. Test meant to predict future performance
    Aptitude Tests
  98. Measurement of abilities using procedures that simulate the application of real life abilities
    Authentic Assessment
  99. Typical score for group of scores
    Central Tendency
  100. Scoring guide that provides the criteria for assessing the quality of a performance or product
  101. Assessment procedures that require the student to create an answer instead of selecting an answer from a set of choices
    Constructed-Response Format
  102. A group whose average score serves as a standard for evaluation any student's score on a test
    Norm Groups
  103. Large sample of students serving as a comparison group for scoring standardized tests
    Norming Sample
  104. Percentage of those in the norming sample who scored at or below an individual's score
    Percentile Ranking
  105. The most commonly occurring distribution in which scores are distributed evenly around the mean
    Normal Distribution
  106. Scores based on standard deviation
    Standard Scores
  107. Qualities of an assessment instrument that offend or unfairly penalize a group of students because of the students' gender, SES, race, ethnicity, etc.
    Assessment Bias
  108. Range of scores within which an individual's particular score if testing were repeated
    Confidence Interval
  109. Standard score with a mean of 50 and a standard deviation of 10
    T Score
  110. Standard score indicating the number of standard deviations above or below the mean
    z Score
  111. Measure of how widely scores vary from mean
    Standard Deviation
  112. A test designed to be free of culture bias, so that not one culture has an advantage over another
    Culture-Fair Test
  113. Assessment that determines existence and level of mastery for purpose of planning curriculum and instruction (prior knowledge)
    Diagnostic Assessment
  114. Ways of monitoring learning and providing feedback to students and teachers on progress toward mastery (ongoing during lesson)
    Formative Assessment
  115. Record showing how many scores fall into set groups
    Frequency Distribution
  116. Measure of grade level based on comparison with norming samples from each grade
    Grade Equivalent Score
  117. Standardized tests whose results have powerful influences when used by schools, administrators, other officials or employers to make decisions (Pearson Tests)
    High-Stakes Testing
  118. Bar graph
  119. Total of scores divided by the number of values (average score)
  120. Measure of central tendency, the middle score of a group
  121. How a teacher determines a student's performance, used in number terms
  122. Most frequently occurring score measures central tendency
  123. Distance between highest and lowest scores
  124. Consistency of test results
  125. Assessment with content typically representing a broad base of knowledge and administrated to many segments of a general population, usually either nationwide or statewide
    Standardized Tests
  126. Whole number scores from 1-9, each representing a wide range of raw scores
    Stanine Scores
  127. Means of making judgments about the quality of a process or product; typically administrated at the end of a unit as a basis for assigning grades
    Summative Assessment
  128. Degree to which the assessment measures what it is designed to measure
  129. Interplay of reason and emotion; Sensory information
  130. Thinking, memory, speech, and muscular movement
  131. Coordinate body movement; Rote movement memory storage
  132. Working memory --> Long-term memory
  133. Heartbeat, respiration, body temperature, digestion, brain alertness
    Brain Stem
  134. Emotional messages encoded
  135. Matures slowly, monitors higher-order thinking, problem-solving, regulates excesses of the emotional system, and self-will (personality)
    Frontal Lobe
  136. Does not necessarily help students learn; may be confusing and send mixed messages; may be difficult for a student to understand or interpret (check +, B-)
    Evaluative Feedback
  137. Is of high quality and criterion-based, emphasizes the process of learning, can focus on both strengths and weaknesses, and provides information so that students can reflect and set goals (You maintained eye contact with the audience throughout your whole presentation)
    Descriptive Feedback
Card Set:
EDT 321 Vocabulary
2013-11-20 16:59:47
Education Classroom Management

EDT 321 Midterm
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