EDT 321 Vocabulary

Adult-like thinking characterized by ability to generalize and visualize

An environment that ensures opportunities for success of all students regardless of previous achievement or pace of learning

Perceive abstractly, process reflectively

Characterized by an inability to focus for a sufficient length of time

ADD often accompanied by a lack of impulse control

Methods to gather evidence of student learning

Conditions/behaviors that endanger student success

Learning through hearing

Planning for curriculum and instruction by first making decisions about the desired learning results and methods of assessment

An education option for English language learners delivered in 2 languages

Using what we know about how the brain functions to guide decisions concerning curriculum content and instructional strategies

Aggression with intent to hear; use of power in a relationship to hurt or humiliate

Maintaining an ordered environment in which learning may be accomplished

Perceived abstractly, process actively

Child-like thinking characterized by the organization of experiences and information around what's visible and familiar

Define what will happen if rules are broken

Students using higher-order thinking skills to construct or discover their own learning

Students working together in small groups to accomplish a learning task or a learning objective

Subject areas generally considered basic for middle school - LA, math, science, and social studies

Specific shared values, beliefs, and attitudes that characterize a group of people

Planned aspects of what students experience in school; typically thought of as the "what" of teaching

Bullying accomplished through technology

Actions and attitudes attuned to developmental needs and interests of students

Providing differing learning opportunities in terms of content, process, and product based on students' levels of readiness, interests, and learning profiles

Differences among students that may include, but are not limited to, gender, learning style, family structure, race, culture, socioeconomics, and multiple intelligences

Perceive concretely, process actively

An environment that provides a stable atmosphere where expressed emotions receive consistently caring responses

Students who have little or no proficiency using the English language

Sense of group identification, political, and economic interests, and behavioral patterns

Abilities and disabilities that set students apart from other students

Students who may excel in intellectual, creative, artistic, and/or leadership abilities

Broad statements of intent without specific steps to fulfillment and often lack in in means of measuring success

Professional who addresses students' affective needs and concerns that impact personal and academic growth

Describes a philosophy of closely monitoring young adolescents as they mature

Perceive concretely, process reflectively

Assignment of students with special needs to regular classrooms; sometimes referred to as mainstreaming

Individualized Education Plan

Individuals with Disabilities Education Act

Learning by questioning and investigating

Subject areas are interwoven around a conceptual them chosen as a result of student needs and interests

Subject areas are related and blended, often blurring subject boundaries

Learning through movement

How students perceive and internalize knowledge and skills

Least Restrictive Environment where students with special needs function that incorporates the fewest possible restrictions

Sense of community where each person feels connected to both the group and the subject matter

Purposeful process of incorporating opportunities for students to gain insights about cultural differences locally and globally with the goal of increased acceptance and appreciation

Instruction in which subjects remain distinct, but are linked together by a common theme

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

National Assessment of Educational Progress

National Board of Professional Teaching Standards

National Council for the Accreditation of Teacher Educators

No Child Left Behind federal legislation

NCSSNational Council for the Social Studies

National Council for Teachers of English

National Council of Teachers of Mathematics

National Middle School Association

National Science Teachers Association

Statements of measurable learning that results from instruction; more specific than goals

The elimination of threatening and/or real scenarios such as theft, verbal abuse, weapons, and unwanted horseplay

Gap between haves and have nots based on socioeconomic status

Biological transition between childhood and young adulthood

Categorizes individuals based on certain outward physical characteristics

Courses other than core (LA, math, social studies, science); also know as exploratory or encore courses

Define what is and what is not acceptable in the classroom

Students providing services to individuals and groups with volunteerism accompanied by academic learning

Sending text messages about sex

Blending of students of differing social and economic backgrounds

Benchmark against which progress is measured; what a student should know and be able to do

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

Structured English Immersion - Delivery of education to English language learners with English instruction involving the majority of the school time, with other subjects secondary

Learning through touchTactile Modality

Absence of healthy socialization resulting in missed learning and developmental opportunities

When ability exceeds accomplishment

Learning through sight

Learning to read and write within an authentic context as opposed to learning skills in isolation

Teacher's ability to see everything in the classroom; the competent and confident management of classroom movement

Includes both real-life and contrived aspects of assessment

Collection of student work that may be selected to showcase best quality, show progress over time, or both

Decision-making judgments about student-performance and about appropriate teaching
strategies

The number of given to student work to indicate evaluation

The value given to specific student work relative to other assignments

The number or letter representing scores of evaluation received over time and reported to students and adults

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

Testing what students know and are able to do according to stated learning goals

Compares individual student performances relative to the overall performance of a group of students using percentile rankings

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

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

Make it clear that unpleasant consequences will follow inappropriate behavior; be firm, friendly, clear, and encourage student goals

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

Realize that class meetings are effective for attending to rules, behavior, and classroom management; accept no excuses for inappropriate behavior; reasonable consequences should follow

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

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

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

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

Being held responsible (teacher) for student progress and efficient/effective use of resources

Standardized test measuring how much students have learned in a given content area (K-12 grades)

Test meant to predict future performance

Measurement of abilities using procedures that simulate the application of real life abilities

Typical score for group of scores

Scoring guide that provides the criteria for assessing the quality of a performance or product

Assessment procedures that require the student to create an answer instead of selecting an answer from a set of choices

A group whose average score serves as a standard for evaluation any student's score on a test

Large sample of students serving as a comparison group for scoring standardized tests

Percentage of those in the norming sample who scored at or below an individual's score

The most commonly occurring distribution in which scores are distributed evenly around the mean

Scores based on standard deviation

Qualities of an assessment instrument that offend or unfairly penalize a group of students because of the students' gender, SES, race, ethnicity, etc.

Range of scores within which an individual's particular score if testing were repeated

Standard score with a mean of 50 and a standard deviation of 10

Standard score indicating the number of standard deviations above or below the mean

Measure of how widely scores vary from mean

A test designed to be free of culture bias, so that not one culture has an advantage over another

Assessment that determines existence and level of mastery for purpose of planning curriculum and instruction (prior knowledge)

Ways of monitoring learning and providing feedback to students and teachers on progress toward mastery (ongoing during lesson)

Record showing how many scores fall into set groups

Measure of grade level based on comparison with norming samples from each grade

Standardized tests whose results have powerful influences when used by schools, administrators, other officials or employers to make decisions (Pearson Tests)

Bar graph

Total of scores divided by the number of values (average score)

Measure of central tendency, the middle score of a group

How a teacher determines a student's performance, used in number terms

Most frequently occurring score measures central tendency

Distance between highest and lowest scores

Consistency of test results

Assessment with content typically representing a broad base of knowledge and administrated to many segments of a general population, usually either nationwide or statewide

Whole number scores from 1-9, each representing a wide range of raw scores

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

Degree to which the assessment measures what it is designed to measure

Interplay of reason and emotion; Sensory information

Thinking, memory, speech, and muscular movement

Coordinate body movement; Rote movement memory storage

Working memory --> Long-term memory

Heartbeat, respiration, body temperature, digestion, brain alertness

Emotional messages encoded

Matures slowly, monitors higher-order thinking, problem-solving, regulates excesses of the emotional system, and self-will (personality)

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-)

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)