ED 100 Final Study Guide – Part A – Flashcards
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tenure
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a legal right that confers permanent employment on teachers, protecting them from dismissal without adequate cause
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character education
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efforts by the home, the school, the religious community, and the individual student to help the student know the good, love the good, and do the good and, in the process, to forge good qualities such as courage, respect, and responsibility
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education
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-the process by which humans develop their minds, their skills, and their character -it is a lifelong process marked by continual development and change
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schooling
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formal instruction typically conducted in an institution, adhering to standardized principles
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common schools
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-public elementary schools that are open to children of all classes -during the nineteenth century, the common school became the embodiment of universal education
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dame school
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a school run by a housewife during early colonial days
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Horace Mann
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-radical education reformer of his day -wanted schools to be free and available -pushed for teacher training -thanks to him and other advocates of the common school, the ideal of universal elementary education was generally acknowledged, if not universally practiced
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constructivism
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a theory, based on research for cognitive psychology, that people learn by constructing their own knowledge through an active learning process rather than by simply absorbing knowledge directly from some other source
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essentialism
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-an educational philosophy that emphasizes a core body of knowledge and skills necessary for effective participation in society -proponents believe that an educated person must have this core of knowledge and skills and that all children should be taught it
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perennialism
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-a particular view of philosophy that sees human nature as constant, with few changes over time -perennialism in education promotes the advancement of the intellect as the central purpose of schools -the educational process stresses academic rigor and discipline
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progressivism
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-a form of educational philosophy that sees nature as ever-changing -because the world is always changing and new situations require new solutions to problems, learners must develop as problem solvers
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romanticism
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a child-centered philosophy of education that condemns the influences of society and suggests instead that a child's natural curiosity and the natural world should be used to teach
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mentor
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a person who gives both personal and professional guidance to a rookie
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metacognition
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-thinking about one's own thinking and problem solving -metacognition allows for students and teachers to reflect on the significance behind personal thought processes that enhance a greater understanding of the material -it is used when designing new models for school reform
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misconceptions
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-mistaken thoughts, ideas, or notions -misconceptions of education models make it difficult to develop new and effective models
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preconceptions
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-ideas or opinions formed beforehand; include biases and prejudices -can make it hard for people to learn as it might force them to unlearn something they thought to be true -often the basis of stubbornness and ignorance in terms of making changes in education -refers to beliefs based on prior knowledge that are not necessarily correct
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prior knowledge
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-a combination of a person's pre-existing attitudes, experiences, and knowledge -can affect a student's performance in the class positively or negatively -can affect openness to new information
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recollection
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-Plato says that knowledge is something we already have within us and "learning" is just the process of recalling it to the conscious mind -if learning is recollection, this has implications for the nature of how teachers ask questions in their classrooms -implies that learning is possible for everyone but there is no real need for teachers
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retrieval
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-process of unlocking, finding, or remembering prior knowledge that was hidden in the brain -people do not learn anything new, just recollect -like Plato's idea of recollection, learning as a process of retrieval informs the teacher of how he/she might inspire the retrieval of this information -can be done by asking questions in order to unlock the hidden information
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scaffolding
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providing assistance - some structure, clues, help with remembering certain steps or procedures, or encouragement to try - when a learner is on the verge of solving a problem but can't complete it independently
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schema
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-humans organize information in ways so that we have easy access to knowledge we use often -these structures change constantly as new information is taken in, hypotheses are developed, and theories are tested -as teachers, our minds and our students' minds are constantly changing -it is therefore important for us to reassess lesson plans and assignments often -we must also give information to our students in ways that allow them to access it in their brain with relative ease
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transfer
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-transfer of learning is the connection or application of learned material to a future skill or knowledge acquisition -transferring one's knowledge and skills from one problem solving situation to another -if teachers structure their lessons in ways that allow transfer, it pushes students to think it more broadly by synthesizing (using old ideas to create new ones, creating generalizations, making predictions, and drawing conclusions)
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a child's genius (Levy)
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-the "quality that makes something unique" -every student has something they excel at, but they might need to learn what it is -to really help students learn and promote engagement, teachers need to bring out this genius -when a child is recognized for their strengths, they will be more willing to expose their weaknesses and take risks -a good teacher creates a learning environment that fosters and encourages the discovery of each child's genius
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educational suicide
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-the disastrous consequences of abandonment of school by children and adolescents -students who do this are unprepared for real life -often consequence of flawed teaching -students are not taught how to tolerate failure and do not receive adequate encouragement to achieve success
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moderate challenge
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-a "just right" challenge -forces students to struggle but just enough so that success is within each individual's reach -teachers who provide moderate challenge have higher expectations for their students -students report higher self-regulation and lower avoidance of help-seeking
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students as workers
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-students have to think through their work by themselves -by trying to find a solution, students push themselves -a classroom that runs this way fosters students with good independent learning habits
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a student's self-fulfilling prophecy
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-students may conform to a teacher's low expectations, thus confirming the teacher's original expectations -if a teacher holds high expectations for students and communicates them well, then the students will often act in ways to live up to these expectations -a teacher's attitude toward and expectation of students are powerful influences on whether or not students learn
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academic engaged time
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-the time a student spends on academically relevant activities or materials while experiencing a high rate of success -studies have shown that academic engaged time is strongly related to student achievement in those subjects -the task of teachers should be to keep students on task -teachers need to learn how to manage their classrooms so that students are productively engaged
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"calling in the cosmos" (Metzger)
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-the work students do and the information they learn actually matters in the whole scheme of the universe -claims that it helps students become engaged in the topic and cause them to understand why it is worthwhile/not a waste of time -if students think what they are doing matters, they will learn the value of education and will likely become more passionate about the topic and/or learning in general
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effective teaching
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-schools that provide a significantly better education (usually measure in test scores) for a much larger percentage of their students than other schools serving a similar population -for both teachers and schools, esp. those that are not teaching effectively, it is important to investigate as to why this is and see if the current model should be changed
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pedagogical content knowledge
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-effective teachers have the knowledge that bridges content knowledge and pedagogy -represents the "blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction" -the skilled teacher draws on the most powerful analogies, illustrations, examples, explanations, and demonstrations to represent and transform the subject so that students can understand it -this allows teachers to recognize common misunderstandings that students may make in learning new concepts and to know how to overcome those errors in thinking
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reflective teaching
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-a teacher's habit of looking at his or her teaching and examining/evaluating it on a regular basis -a teacher cannot improve if he or she does not reflect on their teaching practices. Being a good teacher is a continual process and the best teachers never stop thinking of how they can do things better.
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teacher expectations
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Believe all students are capable of high academic achievement. Base beliefs and behavior on the needs, abilities, and aspirations of each individual students. Teachers that expect a lot out of their students are much more likely to get desired results and less misbehavior.
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the passionate teacher (Fried)
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Fried states that a teacher who is passionate about what he or she is teaching has the ability to inspire similar passion in their own students. Passion isn't the goal but it leads to learning. If passion is inspiring, it is important for us to let our passions show in the classroom. A passionate teacher does not think twice about dedicating their lives to their students' education.
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wait time
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The time a teacher spends waiting after asking a thought-provoking question. Research shows that if teachers wait more than a second or two after asking a good question, students will think deeper before responding, give longer and better answers, and interact more productively with each other.
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withitness
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withitness is a term that describes a teacher having a high awareness and knowing what is going on and being able to pick up the first signs of issues within the classroom. This is important to classroom practice because it contributes to effective classroom management. It helps teachers to practice this so that they remain aware of their classroom, that students don't take advantage of them, and that they can use their observations to manage their classroom better.
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ZPD
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The zone of proximal development is a range of tasks that a person cannot yet do alone but can accomplish with assistance. This zone is the point at which a teacher's instruction can succeed and real learning is possible.
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affective education
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Belief that student attitudes, beliefs, and emotions are large factors in learning and should not be neglected. Combs states that the goal is to facilitate the creation of a relationship with the information by the student, which creates a better understanding. Learning dictated by feelings and emotions. Knowledge of the relationship between emotions and learning allows for better, more effective education.
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classroom bargains/treaties/accomodations
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A classroom agreement that teachers (as classroom managers) make with their students to extract minimal work or effort. A way for classroom managers to gain control over class. Not necessarily good for learning, students learn that doing the minimum is acceptable.
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culturally responsive teaching
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A method of embracing the cultural backgrounds of the students by adapting classroom conditions and activities to include components that relate to those students' cultures. Teachers who have an in- depth understanding of their students' backgrounds/cultures are more successful in gaining the trust and respect of students.
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diversity
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variance among many different factors that define an individual. Race,language, intelligence, sexual orientation, and socioeconomic status are all factors that can make a learning environment more enriching but could also pose as obstacles for teachers.
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ELL
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English Language Learners are students whose native language is not English and who have difficulty understanding and using English. It is important for teachers to be able to help English Language Learners because there are a growing number of them in our schools.
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IEP
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An individualized education program is a management tool required for every student covered by the provisions of the Individuals with Disabilities Education Act that must indicate a student's current level of performance, short- and long-term. Teachers may have students with IEPs that they will need to follow in their classrooms to give those students the best opportunities for learning.
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inclusion
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The commitment to educate each child, to the maximum extent appropriate, in regular school and classroom rather than moving children withdisabilities to separate classes or institutions.
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SEI
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Shelter English Instruction; Instructional approach that engages English Language Learners above beginner level in developing grade-level content-area knowledge, academic skills, and increased English proficiency. Teachers use clear, direct, simple English and a wide range of scaffolding strategies to communicate meaningful input in content area to students.
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shopping mall high school (Powell)
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The article brings attention to students who are "average" they are neither special needs nor high achieving. They are not given motivation and simply just float through high school. Although schools offer a multitude of resources for students who are not average, similar to a mall with many specialty stores, there are not enough resources for the "average" student. This is important to schooling because we need to make sure that all students are given attention, these average students need to be given extra motivation.
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ASL
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bilingual approach to ASL
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cyberbullying
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Cyberbullying is bullying through information and communicationtechnologies, such as texting, e-mailing, Internet chat rooms, and social networking sites like Facebook. Teachers should be aware of cyberbullying as part of their responsibility for students' safety.
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generational poverty
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Families live in poverty for two generations or longer. Teaches need to be aware of these trends in their classroom. Students may have issues such as hunger and long work days to deal with after school, parents may not be available to provide child with academic support.
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zero-tolerance policies
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School policy calling for automatic suspension or expulsion of students who bring forbidden items such as drugs or weapons to school or who engage in undesired behavior.
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achievement gap
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Difference in performance between low income and minority students compared to their peers. Traditionally low income and minority students perform worse when tested. This is a hot topic for school reform. Teachers and administrators alike are faced with the issue of what to do with these kids who are consistently achieving under that standard.
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social distance
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The psychological relationships between individuals, ranging from formal to familiar. Teachers must be able to establish good relationships with their students while maintaining a certain amount of social distance. Should be a mentor/advocate, not friend.
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nondiscussables (Barth)
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Topics that a staff of a school knows about but avoids conversing "the elephant in the room." The fewer non-discussables, the more open the school. The more open the school, the more conducive to learning that school is.
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school culture
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The prevailing morals, values, and rituals that permeate a school. The overall culture has a big impact on how classroom culture/instruction is implemented. Reflects highly in the attitudes of the students, faculty, parents, and administrators.
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tracking
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The homogeneous grouping of students for learning tasks on the basis of some measures of their abilities. Tracking is a very popular method that may or may not be effective. Important in school reform. Tracking can be expensive, if a school is considering large budget cuts, lower or high tracks may be at risk of being cut.
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shock of the familiar
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The phenomena when new teachers think they know what to expect when they first enter a school as a teacher. They often draw upon their own experiences when they were a student and expect their profession to be a reflection of their past experiences. However, often times their experience is completely different as a new teacher. Teachers would transition much better if they go into teaching without preconceived notions, ready to adapt to whatever school they enter.
