| A | B |
|---|
| Teaching Philosophy | each teacher’s statement of his or her beliefs about teaching and learning |
| Schema | cohesive, repeatable action sequence possessing component action that are tightly interconnected and governed by a core meaning - Piaget (1952) |
| Assimilation | process of taking in new information into the already existing schemas |
| Accommodation | process of altering the existing schemas in order to deal with new objects or information |
| Sensorimotor Stage | period of time when infants and toddlers seek basic motor and sensory experiences |
| Preoperational Stage | period of time when children spend more time playing and pretending, but still have trouble thinking logically and seeing things from different perspectives |
| Concrete Operational Stage | period of time when children begin to think more logically, but have a hard time understanding abstract and hypothetical concepts |
| Formal Operational Stage | period of time involving a dramatic increase in logical thinking |
| Learning Style | individual’s preferred method of obtaining knowledge and information |
| Test Bias | test designed, or the results are interpreted, to disadvantage certain groups of students over others |
| Teaching Aid | object used by teachers to enhance classroom instruction |
| Manipulative | object designed to be manipulated by users |
| Microsoft® PowerPoint® Presentation | software designed to create electronic presentations consisting of a series of slides |
| Handout | printed sheets which provide information to accompany a lecture or presentation |
| Lesson Plan | teacher’s plan about what students should achieve and how to effectively deliver the teaching content |
| Learning Events | activities a teacher designs to help students achieve academic goals |
| Assessment System | plan to check students’ understanding of the course |
| Timeline | schedule to make sure the teacher covers the material during the assigned class time |
