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59 Cards in this Set
- Front
- Back
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Attribution Theory |
Someone's beliefs about their success or failures influences innovation. |
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Behavioral Approach |
Behavior strategy that uses rewards and punishment as motivation. |
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Classroom Discussion Model |
Strategy where students read or listen and then create questions at their own three levels of thinking (factual, interpretive, and evaluative). |
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Cognitive Approach |
An approach that focuses on people's desire to make sense of their own world. |
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Convergent Questions |
Questions with one answer (usually from facts). |
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Deductive Strategy |
When a lesson begins with the teacher giving information and then students using concepts in guided and independent practice. |
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Deficiency Needs |
For one to move on to grow, the four lower level needs of Maslow's hierarchy of needs must be met (survival, safety, belonging, and esteem). |
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Discovery Learning |
Students must discover information themselves through inquiry rather than a teacher teaching directly or explicitly. |
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Discussion |
Directed interactions between teachers and students or students and students that must be planned ahead of time. |
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Disequilibrium |
Mental imbalance often times created from inductive strategies. |
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Divergent Questions |
Open ended questions with many different answers. |
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Equilibrium |
A mental balance. |
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External Locus of Control |
A person's successes and failures are caused by outside factors that the person has no control over. |
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Extrinsic Motivation |
Motivation from outside environmental factors (rewards and punishment). |
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Growth Needs |
These higher three needs (intellectual achievement, aesthetic appreciation, and self actualization) can be met after the lower three have been met. |
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Halt Time |
Giving students time to digest a lesson before moving on. |
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Humanistic Approach |
People's desire to improve themselves is used as motivation. |
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Inductive Strategy |
An approach that beings with unknowns and then moves to knowns or finding answers. This is a student centered approach. |
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Instability |
A characteristic that can be changed in a situation. |
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Instructional Strategy |
Meets the needs, goals, and objectives of learners. |
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Internal Locus of Control |
A person's successes or failures are due to one's own abilities or efforts. |
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Intrinsic Motivation |
Motivation that come from within. |
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Learned Helplessness |
Belief that all efforts to succeed will fail. |
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Learner-centered (Student-centered) |
A teaching approach that puts the needs of the learner as the direct focus. |
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Learning (Mastery) Goals |
Goals that focus on the end result of a skill rather than on the process of getting there. |
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Maslow's Hierarchy of Needs |
Seven levels of human needs that must be each met at their level before advancing to the next level. |
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Maslow's Deficiency Needs |
Survival, safety, belonging, and self-esteem. |
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Maslow's Growth Needs |
Intellectual, achievement, aesthetic appreciation, and self-actualization. |
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Metacognitive Skills |
Thinking about a person's own thinking. |
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Models of Teaching |
Strategies created for a purpose in which many subject areas can be employed. |
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Monitoring |
Gaining feedback from students constantly about their learning progress on a concept before moving on to the next. |
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Negative Reinforcement |
Removing something that is disliked to increase a desirable behavior. |
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Pacing |
The momentum of a lesson. |
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Performance Goals |
Goals based on how a student is doing at a particular time. |
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Positive Reinforcement |
Giving something that a student wants to increase a desired behavior. |
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Presentation Punishment |
Decreasing a behavior by presenting something disliked. |
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Punishment |
A consequence used to reinforce a decrease of an undesirable behavior. |
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Reinforcement |
Rewards for a desirable behavior. |
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Removal Punishment |
Taking about something that is liked to see a decrease in a undesirable behavior. |
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Risk-free Environment |
A place where a student feels safe and confident to take chances. |
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Role-Play |
Acting something out or pretending that a situation is real. |
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Selective Attention |
Paying direct attention to something while ignoring another. |
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Self-concept |
How one views themselves and their abilities. |
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Self-efficacy |
Believing that one can accomplish something. |
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Self-esteem |
How a person feels about themselves. |
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Simulation |
A scenario that reflects the real world where skills are used to reach a goal. |
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Stability |
A characteristic of a situation that is unchangeable. |
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Teacher-as-audience |
The teacher observes while the student either demonstrates, explains, or performs something. |
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Teacher-as-coach |
When the teacher gives immediate feedback to the students as encouragement. |
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Teacher-as-facilitator |
When the teacher provides the structure for learning. |
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Teacher-as-guide |
When the teacher is a mediator and helps students obtain information on their own. |
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Teacher-centered |
The teacher gives information and the learners passively receive the knowledge. |
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Wait Time |
The time between a teacher posing a question and calling on a student for feedback or a response. |
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Competitive Learning |
Not recommended because it can have negative effects on student's self-esteem. When specific skills are needed or to motivate a student. |
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Individualistic Learning |
Teachers should use this with teaching gifted or low achieving students a special skill. |
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Cooperative Learning |
Teachers should use this when they want students to learn more and learn effective social skills. |
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Direct Instruction |
The teacher is the primary person teaching the students. |
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Indirect Instruction |
The teacher and the student's share in the learning process. |
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Motivation |
What makes a person want to do something. |
