Requiring a person to repeat problem behaviour
past the point of interest or motivation.
Support for learning
and problem solving. The support could be clues, reminders, encouragement, breaking
the problem down into steps, providing an example, or anything else that allows
the student to grow in independence as a learner.
Schema-Driven Problem Solving:
Recognizing a problem as a "disguised" version of an old problem for which one
already has a solution.
A basic structure for organizing information;
Mental systems or categories of perception and experience.
Rules that are used to determine the quality of a student performance.
Schema or expected plan for the sequence of steps in a common event
such as buying groceries or ordering take-out pizza.
learning strategy in which two students take turns summarizing material and
criticizing the summaries.
Independent classroom work.
Fulfilling one's potential.
Our perceptions about ourselves.
The need to experience choice and control in what we do and how we do it.
A person's sense of being able to deal effectively with a particular task.
The value each of us places on our own characteristics, abilities, and behaviour.
A groundless expectation that is confirmed because
it has been expected.
Talking oneself through the steps of
Use of behavioural learning principles to change your
Learners who have a combination of academic
learning skills and self-control that makes learning easier; they have the skill
and the will to learn.
Providing yourself with positive
consequences, contingent on accomplishing particular behaviour.
Memory for meaning.
The ability to use symbols-language,
pictures, signs, or gestures-to represent actions or objects mentally.
Involving the senses and motor activity.
System that holds sensory
information very briefly.
The tendency to remember the
beginning and the end but not the middle of a list.
in sequential order according to one aspect, such as size, weight, or volume.
Reinforcing each small step of progress toward a desired goal or behaviour.
Communication system of hand movements that symbolize words and
The idea that skills and knowledge are tied to
the situation in which they were learned, and are difficult to apply in new
Social Cognitive Theory:
Theory that adds concern with cognitive factors
such as beliefs, self-perceptions, and expectations to social learning theory.
Changes over time in the ways we relate to others. Social
Goals: A wide variety of needs and motives to be connected to others or part
of a group.
Removal of a disruptive student for 5 to 10 minutes.
The ways in which members of a society encourage positive development
for the immature individuals of the group.
Social Learning Theory:
emphasizes learning through observation of others.
of learning process that relies on collaboration with others and respect for
A "pep talk" or specific performance
feedback-one source of self-efficacy.
in development of cooperative dialogues between children and more knowledgeable
members of society. Children learn the culture of their community (ways of thinking
and behaving) through these interactions.
Sociocultural Views of Motivation:
Perspectives that emphasize participation, identities, and interpersonal relations
within communities of practice.
Socioeconomic Status (SES):
in the society based on income, power, background, and prestige.
The study of formal and informal rules for how, when, about what, to whom, and
how long to speak in conversations within cultural groups.
tight or tense muscles, characteristic of some forms of cerebral palsy.
Inability to produce sounds effectively for speaking.
Using visual cues to understand language.
for teaching that introduces the fundamental structure of all subjects early
in the school years, then revisits the subjects in more and more complex forms
Spread of Activation:
Retrieval of pieces of information based on
their relatedness to one another. Remembering one bit of information activates
(stimulates) recall of associated information.
Stand-Alone Thinking Skills Programs:
Programs that teach thinking skills directly without need for an extensive knowledge
of subject matter.
Measure of how widely scores vary from
Standard Error of Measurement:
A reflection of the degree of unreliability
estimated by the standard deviation of an average student's scores around that
average student's true score.
Score based on the standard deviation.
Tests given, usually to large numbers of students (district-wide,
provincially, or nationwide) under uniform conditions and scored according to
Whole number scores from 1 to 9 where each
stanine represents a range of raw scores that correspond to one-ninth of scale.
Not likely to be a chance occurrence. Stem: The question
part of a multiple-choice item.
Schema that organizes knowledge
or perceptions about a category.
The extra emotional and
cognitive burden that your performance in an academic situation might confirm
a stereotype that others hold about you.
Event that activates behaviour.
Capacity for the presence or absence of antecedents to regulate
Responding differently to similar, but not
Typical structure or organization for a category
Repetitions, prolongations, and hesitations that block
flow of speech.
People or animals studied.
Small components that make up complex behaviour.
that follows instruction and assesses achievement.
Sustaining Expectation Effect:
Student performance maintained at a certain level because teachers don't recognize
The order of words in phrases or sentences.
score with a mean of 50 and a standard deviation of 10.
how rather than knowing that-knowledge that is more likely to be learned during
everyday life than through formal schooling.
System for breaking down a task hierarchically into basic skills
Students who focus on mastering the
task or solving the problem.
A teacher's belief that he or she can reach even the most difficult students
and help them learn.
A depiction of you as a teacher, usually
including a curriculum vitae, statement of teaching philosophy, examples of
your teaching plans and activities, example assignments and tests, students'
work, and even videos or CD excerpts of teaching.
Learning arrangement in which team members prepare cooperatively, then meet
comparable individuals of competing teams in a tournament game to win points
for their team.
A potential problem with tests in which the content
or procedures of administering the test discriminate against a group of students
on the basis of gender, SES, race, ethnicity, etc.
of principles that attempts to explain a phenomenon and make predictions.
Time on Task:
Time spent actively engaged in the learning task at hand.
Technically, the removal of all reinforcement. In practice, isolation of a student
from the rest of the class for a brief time.
Token Reinforcement System:
in which tokens earned for academic work and positive classroom behaviour can
be exchanged for some desired reward.
on the context and the patterns you expect to occur in that situation.
Assignment to different classes and academic experiences based on achievement.
Influence of previously learned material on new material.
Gradual preparation of exceptional students to move from high school
into further education or training, employment, or community involvement.
Triarchic Theory of Intelligence:
A three-part description of the mental abilities (thinking
processes, coping with new experiences, and adapting to context) that lead to
more or less intelligent behaviour.
Hypothetical average of all
of an individual's scores if repeated testing under ideal conditions were possible.
Unconditioned Response (UR):
Naturally occurring emotional or physiological
Unconditioned Stimulus (US):
Stimulus that automatically produces
an emotional or physiological response.
Exclusion of some
true members from a category; limiting a concept.
of a task to meeting one's goals.
Degree to which a test measures
what it is intended to measure.
Degree of difference or deviation
Putting your problem-solving plan and its logic into
Accomplishments that are modelled by someone else.
Increasing the chances that we will repeat a behaviour
by observing another person being reinforced for that behaviour.
Inappropriate pitch, quality, loudness, or intonation.
Whole Language Perspective:
A philosophical approach to teaching and learning
that stresses learning through authentic, real-life tasks. Emphasizes using
language to learn, integrating learning across skills and subjects, and respecting
the language abilities of student and teacher.
Within-Class Ability Grouping:
System of grouping in which students in a class are divided into two or three
groups based on ability in an attempt to accommodate student differences.
According to Jacob Kounin, awareness of everything happening in a classroom.
Students who don't want to learn or to look smart, but
just want to avoid work.
Heuristic in which one starts
with the goal and moves backward to solve the problem.
that you are focusing on at a given moment.
Standard score indicating
the number of standard deviations a raw score is above or below the mean.
of Proximal Development:
Phase at which a child can master a task if given appropriate
help and support.
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