| A | B |
|---|
| Pieget's Stages of Cognitive Development | Sensorimotor, Preoperational, concrete operational, formal operational |
| Preoperational | preschool years when children begin to babble |
| concrete operational | logical thinking, concrete objects, immediate situations, conservation, |
| concrete operational understanding | of conservation - objects changing without loosing mass or volume |
| formal operational | around age 11 begin to think abstractly. |
| Erikson's Theory stage 4 | industry vs. inferiority |
| industry | child's desire to attempt or imitate adult competencies to win recognition |
| inferiority | results when a child's abilities are not reached at his/her desired level |
| Erikson's Theory stage 5 | identity vs. identity confusion - middle school |
| Identity vs. Identity confusion | students begin to question their identity |
| Erikson's Theory stage 6 | intimacy vs. isolation |
| intimacy vs. isolation | begin to form lasting relationships or feel isolated if |
| IDEA | Individuals with Disabilities Education Act |
| SLD | Specific Learning Disabilities |
| IDEA provides | guidelines for identifying students with SLD |
| No Child Left Behind Act | ensures educational equity for all students in America |
| IDEA says | SLD students should be in the "least restrictive environment" |
| accommodations | adjusting to make learning accessible |
| accommodation examples | additional time or one-on-one time with teacher, |
| IEP | Individualized Education Plan |
| ELL | English Language Learners |
| ESL | English as a second Language |
| ELPS | English Language Proficiency Standards |
| Bloom's level 1 | Remembering |
| Remembering examples | list the English verb forms |
| Bloom's level 2 | Understanding |
| Understanding | demonstrate comprehension |
| Understanding examples | Identify the verbs in a short newspaper article |
| Bloom's level 3 | Applying |
| Applying examples | Write an original sentence that includes two different verb forms |
| Analyzing examples | Determine how verb choices contribute to a specific writer's style |
| Bloom's level 4 | Analyzing |
| Bloom's level 5 | Evaluating |
| Evaluating examples | Coonsider whether you are using verb forms effectively in a rough draft |
| Bloom's level 6 | Creating |
| Creating examples | Revising a rough draft to include a wide variety of verb forms that effectively convey your meaning |
| outcome-based planning | starts with the last task of a unit and the lessons are created backwards |
| academic learning time | how much time learners need to master new knowledge successfully |
| Units | bring together a series of connected, coherent lessons covering larger segments of content structured around a broad goal. |
| summative assessment | is a final test without corrections |
| formative assessments | identify student's strengths and weaknesses |
| authentic assessment | is an informal assessment conducted on a daily basis |
| Learning theory | explores how students learn and offer suggestions about teacher actions that promote learning. |
| Learning theory set 1 | prior knowledge supports new learning |
| Learning Theory step 2 | relevance makes learning meaningful |
| Learning Theory step 3 | learning is a social activity |
| Learning Theory step 4 | Learners construct their own understanding of new knowledge |
| Learning Theory step 5 | Learners organize knowledge using scaffolds that connect exisiting knowledge to new knowledge |
| Learning Theory step 6 | Teacher actions, behaviors, and attitudes can impact learning positively or negatively |
| Learning happens | when learners assimilates new knowledge into exisiting organizational schemes. |
| metacognitive strategies | refers to students understanding how they learn |
| metacognitive | efers to higher order thinking which involves active control over the cognitive processes engaged in learning. |
