Ppr Domain I

Front 1

Advance Organizer

Back 1

structure providing a preview of the upcoming lesson

Front 2

Analogy

Back 2

a logical comparison inferring that if two things are known to be alike in some ways, then they must be alike in other ways

Front 3

Adhere

Back 3

to hold closely or firmly

Front 4

Advocate

Back 4

to support or promote

Front 5

Affect

Back 5

to change

Front 6

Celebrate

Back 6

to honor or respect

Front 7

Detract

Back 7

to take away from

Front 8

Diminish

Back 8

to decrease

Front 9

Effect

Back 9

to bring about (as change)

Front 10

Employ

Back 10

to use

Front 11

Encourage

Back 11

to support or inspire

Front 12

Engage

Back 12

to keep busy

Front 13

Enhance

Back 13

to increase or make better

Front 14

Ensure

Back 14

to make sure

Front 15

Facilitate

Back 15

to make easier

Front 16

Focus

Back 16

to concentrate

Front 17

Foster

Back 17

to encourage

Front 18

Impart

Back 18

to make known

Front 19

Implement

Back 19

to carry out

Front 20

Model

Back 20

to be or show an example of

Front 21

Monitor

Back 21

to oversee

Front 22

Nurture

Back 22

to help grow

Front 23

Promote

Back 23

to contribute to growth

Front 24

Pursue

Back 24

to follow or seek

Front 25

Reflect

Back 25

to think back or consider seriously

Front 26

Respond

Back 26

to act or answer

Front 27

Solicit

Back 27

to ask for

Front 28

Stimulate

Back 28

to increase or awaken

Front 29

Synthesize

Back 29

to put things together to create something new

Front 30

Tailor

Back 30

to adapt or modify

Front 31

Transfer

Back 31

to pass on or get across

Front 32

Accomodation

Back 32

learning by changing existing knowedge structures

Front 33

Acculturation

Back 33

Blending a native culture with a new culture, keeping elements of both

Front 34

Adolescence

Back 34

A transitional period of physical and psychological development beginning around 11-13 years, extending through the teenage years

Front 35

Affective domain

Back 35

feelings, emotions, values, and attitudes

Front 36

Assimilation

Back 36

learning by adding new knowledge to existing knowledge

Front 37

Biracial or Multiracial

Back 37

having ancestors from two or more racial groups

Front 38

Cognitive domain

Back 38

memory, reasoning, and thinking abilities

Front 39

Constructivism

Back 39

learner-centered approach to teaching; students construct knowledge for themselves

Front 40

Cultural pluralism

Back 40

a system in which many different cultural groups are valued and share power

Front 41

Culture

Back 41

a way of life shared by members of a certain group, including values, beliefs, and attitudes

Front 42

Development

Back 42

changes taking place as one grows

Front 43

Developmentally appropriate
Age appropriate

Back 43

considering the age and stage of growth of the child in providing and planning learning experiences

Front 44

Diversity

Back 44

variety of different groups within the same setting

Front 45

Egocentric

Back 45

self-centeredness, especially in very young children

Front 46

Ethnic group
Ethnicity

Back 46

a social group defined on the basis of its religious, national, or cultural characteristics

Front 47

Ethnocentrism

Back 47

believeing one's culture is better than other cultures

Front 48

Field-dependent

Back 48

perceiving as a whole and prefering to learn with others

Front 49

Field-independent

Back 49

perceiving in parts and prefering to learn alone

Front 50

Guided practice

Back 50

practicing under the direction of the teacher

Front 51

Higher level thinking skills

Back 51

the ability to use basic knowledge in analyzing, evaluating, or manipulating information

Front 52

Interdisciplinary unit
Thematic units
Integrated approach

Back 52

many subject areas are included under one topic or theme

Front 53

Kinesthetic learners
Tactile

Back 53

students who learn best by movement

Front 54

KWL

Back 54

what I Know, what I Want to know, and what I Learned. Used as and instructional activity to establish student knowledge before and after introducing a lesson or unit

Front 55

Maturation
Development

Back 55

the process of growing and changing

Front 56

Melting pot theory

Back 56

the theory that cultures shold blend into the main culture, losing unique characteristics

Front 57

Metacognition

Back 57

ability to monitor and think about one's own thinking, learning, and remembering

Front 58

Modeling

Back 58

the teacher or student demonstrates processes, skills, or behaviors for learning

Front 59

Prejudice

Back 59

positive/negative mindset for a group of people

Front 60

Psychomotor domain

Back 60

physical activities or skills

Front 61

Salad bowl theory

Back 61

the theory that cultures mix but retain uniqueness

Front 62

Scaffolding

Back 62

support for learning and problem solvign that is withdrawn as competence increases

Front 63

Schema
Schemata

Back 63

mental structure(s) for organizing concepts and relationships

Front 64

Self-actualization

Back 64

reaching one's full potential

Front 65

Self-concept

Back 65

one's perception of self (neither good nor bad)

Front 66

Self-efficacy

Back 66

self-confidence that one can succeed (good)

Front 67

Self-esteem

Back 67

feelings about oneself (can be good or bad)

Front 68

Sterotype

Back 68

assumption about certain types of people

Front 69

Tactile learners

Back 69

students who learn best by touch

Front 70

Zone of Proximal Development

Back 70

difference between what a student can do alone and with hep fom a peer or adult
(Vygotsky)