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concept map

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a graphical representation designed to indicate the relationships that exist in a framework of concepts or ideas

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Mnemonic Device

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any learning technique that aids in information retention

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Venn Diagram

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graphical representations hat are used to display compare/contrast between ideas

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Advance Organizer

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used to assist students in learning content area materials. Assists in identifying prior knowledge on a topic and provide information about the goals of the lesson and the activities that will take place and the teachers expectations. Prepares for what you're going to do in class

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Cooperative learning

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heterogenous groups of students work together to achieve a common goal. Groups are rewarded based on the progress of the entire group

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Project based learning

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a learner-centered instructional strategy in which students working in collaboration, are engaged in learning knowledge and skills thought an inquiry approach over an extended period of time. Learning is demonstrated through the tasks completed and projects produced

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group contingency

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planned or structured relationship between antecedents and consequences. Outcomes based on the group. Students rewarded based on group or the individual

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group alerting

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teachers use strategies to capture the attention of all students in order to present, clarify, or expand on information about academic or content or social expectations. A way of getting attention

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overlapping

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to describe effective teachers' ability to juggle a variety of activities at the same time

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clarify

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students know what they're supposed to do/what's expected of them

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Authoritative

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teaching style that has been found to be the most effective for promoting achievements. These teachers have realistic expectations for students and establish clear expectations for academic and social behavior. Rules are enforced consistently and authoritative teachers use reasoning and positive approaches to discipline

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Insistence

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Culturally responsive management suggests that teachers should insist on students behaving appropriately. When students make behavioral mistakes, teachers insist that the students try again in order to practice correct behavior

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proximity control

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visual and physical monitoring of a classroom by a teacher to reduce disruptive behavior

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KWL chart

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3 parts. What you know, what you want to know, and what you have learned

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direct instruction

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a systematic form of instruction that includes explicit step-by-step teaching procedures that account for student mastery, immediate student feedback, student practice, and gradual fading of teaching direction. Giving the information first.

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Flow theory

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a state of complete immersion in an activity. Has to be challenging and have skill

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multiple intelligence theory

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8 types: music, verbal, logical, naturalistic, interpersonal, intrapersonal, visual, bodily kinestethic. Most valued: verbal and logical

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zone of proximal development

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what the learner can do unaided, or with guidance, or what they can't do

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metacognition

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being self aware or self reflective. Thinking about thinking. Goes with advocating for yourself and your learning style

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impulsivity

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the inability to control ones behaviors on a reflective level

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hyperactivity

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excessive motor movements given a child's age

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basic psychological functions

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short/long term memory, organization, sequencing, concept/reasoning, social perception (reading, writing, math) Learning disabilities have deficits in basic psychological functions.

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adaptive behaviors

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the ability with which a person can meet personal self care and social responsibility. Those with intellectual disability or cognitive disability have difficulties in this. Uses IQ to identify (between 70-55) and must be before age 14

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intelligence quotient

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bell curve from 80-100 is normal

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executive functions

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the brain organizing

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exclusion clause

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states that a child may not be identified as having a specific learning disabiliyy if there is discrepancy between learning and achievement

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ABC chart

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a behavioral model encompassing antecedents, behaviors, and consequences with a focus on observable actions

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Positive Behavioral Intervention Support PBIS

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a 3-tiered (universal, targeted, intensive) proactive model that emphasizes the importance of teaching all students to behave appropriately and recognizing compliance prior to intervening with students who have chronic behavior challenges

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Behavioral Intervention Plan (BIP)

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a plan mandated in the IDEA 1997 Amendments for any special education student exhibiting behavioral difficulties. The To be be based upon the results of a functional behavioral assessment and should have a positive orientation. Must also address contingencies and supports for the students and teachers in addressing behavioral difficulties.

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Manifestation Determination (MD)

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process of determining if behavior was manifestation of disability or acting out and whether IEP was followed.

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internalizing behavior

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directed inward at oneself. Associated with emotional disability. Associated with depression. ASsociated with females

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externalizing behavior

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directed outwards at others. Associated with emotional disability. Associated with males.

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Tier TWO interventions for behavior

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The targeted tier. 5-10% of students who did not respond to universal strategies will need more targeted strategies to address misbehavior. (Check in/check out program)

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restorative discipline

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repair the relationship, instead of giving consequences. What harm was done to individual, rather than to school. Proactive

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Response Cost

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having a cost associated with behavior (there's a punishment/loss associated with a specific behavior) Must be something valued

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Natural Consequences

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teaches responsibility and removes pressure from teacher. Punishment is in what person failed to do

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Opportunities to Respond (OTR)

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any strategy used to facilitate active engagement. Opportunities for students to participate and engage

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Signal Control

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A type of group alerting. Auditory/verbal/visual signals that remind students that certain behaviors are to occur. Must be systematically taught. (BELLS)

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Authoritarian

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create unrealistically high expectations, demand conformity, and impose hard sanctions on students who violate rules

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Permissive

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do not want to do anything to make students dislike them. Everything is negotiable, few rules enforced, and want to be friends with students

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formative evaluation

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formative is used more often (weekly quizes, asking questions in a lesson)

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summative evaluation

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to summarize class. Like a final test

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Portfolio assesment

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showing students' body of work. They're best work or their progress of work

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Performance based assessment

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Creating preforming, or presenting a special skill or something

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Ecological Assessement

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how the student interacts with other students (like sociogram) Environmental assessment. Can be done outside of classroom

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Criterion Based Assessment

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having a standard that students either do or don't meet

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norm-referenced assessment

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compare to average and to each other

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diagnostic assessment

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what the students have learned before or after a lesson. Used to diagnose for Special Ed services

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Absent curriculum

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tells teachers bias and belief system. What is NOT taught

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Hidden curriculum

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extra skills learned without being explicitly stated

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activate prior knowledge

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part of direct instruction. Trying to figure out what students already know.

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with-it-ness

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indicates that teachers know whats going on at all times in all parts of classroom

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momentum

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the effective instructional practice of teachers who keep lessons moving at brisk pace, make efficient transitions between activities, and bring lessons to clear conclusions

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sequencing/task analysis

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the process of breaking down complex instruction into component steps

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