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Selected Teaching-Learning Terms:
Working Definitions . . .
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Aptitude
• One’s ability for learning a task, skill, concept, or body of knowledge
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Assessment
• The act of measuring student learning
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Authentic Assessment
• A measure of student learning that relies on “actual” student performance of the task, skill, or concept being measured.
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Behavior
• Any action or reaction on the part of an individual
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Block Scheduling
• A school scheduling pattern in which at least part of the daily schedule is organized into larger blocks of time (e.g., more than 60 minutes)
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Bloom’s Taxonomy
• A classification of levels of intellectual behaviors important in learning
• It includes the levels of knowledge, comprehension, application, analysis, synthesis, and evaluation.
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Carnegie Unit
• A numeric rubric designed for the purpose of assigning course credit
• Carnegie units are used by schools to establish a student’s grade-level classification, transfer grade-level placement, and graduation status.
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Classroom Climate
• The “environment” that is experienced by students and by the teacher within a class or lab setting
• The climate may be “warm” or “cold”—inviting or distant.
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Cognition
• The intellectual behaviors that make “Thinking” possible
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Competency
• A successful demonstration of student performance reflecting a task performed by workers in a particular job or profession
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Competency Testing
• Systematic measurement of a student’s ability to perform a prescribed task or skill that has relevance to a specific job or profession
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Constructivism
• A teaching method in which learners actively “construct” their own knowledge and meaning from their experience
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Contextualization
• Providing real-world relevance, meaning, and “connection” to the learning opportunity or activity
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Criterion-Referenced Test
• Assessments that measure what a student “knows” or “can do” relative to a pre-determined standard or benchmark for a particular task, skill, or concept
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Curriculum
• A planned, systematic course of study for a particular field, discipline, or subject
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Curriculum Integration
• Melding together aspects of two or more subjects, e.g., animal science and biology, to enhance the student’s learning experience and deepen one’s knowledge and understanding of the course content
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Curriculum Materials
• All of the resources at a teacher’s disposal that can be used to facilitate student learning for a given subject
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Evaluation
• Assigning “value” to what has been assessed or measured about student learning
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High Stakes Testing
• Assessments whose outcomes hold high-value for the student
• Frequently, these measures are used to determine a student’s readiness for advancement in grade, one’s eligibility for high school graduation, or one’s suitability for college admission.
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Higher Order Thinking Skills
• Increasingly more complex and abstract levels of cognition or ways of thinking
• They include the behaviors of application, analysis, synthesis, and evaluation.
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Instruction
• A set and/or series of teaching behaviors that are exercised with the objective of facilitating student learning
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Interest Approach
• A pre-planned, purposeful act by the teacher that is intended to arouse and stimulate a student’s desire to learn more about a given subject
• Also called the “mental set” or the “anticipatory set”
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Learning
• A change in behavior
• Ideally, the behavioral change is positive in nature
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Learning Objectives
• Goals for the learner that describe what he or she will be able to do at the end of a lesson
• The objectives must include measurable behaviors that can be demonstrated by the learner
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Learning Style
• How a person perceives and processes information
• Individuals have “preferred” learning styles, e.g., visual, kinesthetic (tactile), and auditory
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Lesson Plan
• A written document that describes the systematic, orderly procedure that a teacher will follow when facilitating learning experiences
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Lower Order Thinking Skills
• The simplest or most “basic” forms of cognition, including the behaviors knowing (remembering) and comprehension (understanding)
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Motivation
• Anything such as a mood or desire that makes a person do something rather than not
• The reason(s) for doing anything
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Practice
• The opportunity to apply one’s learning of a task, skill, or concept under either simulated or real conditions
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Rubric
• A rating scale and list of criteria by which student knowledge, skills, and/or performance can be assessed
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Standardized Test
• A systematic sample of student performance that is obtained under prescribed conditions and scored according to definite rules
• A student’s performance may be compared to a normative group for the purpose of assigning “relative” value, i.e., a norm-referenced test.
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Student Achievement
• A student’s performance with respect to specified learning standards.
• An individual’s performance falls at some point along a continuum from no proficiency at all to perfect performance.
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Teaching
• The act of facilitating student learning
• The work of a teacher
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Unit Plan of Instruction
• A collection or series of lesson plans (usually 3 or more) that are aimed at teaching one major topic, idea, or concept.