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Pedagogy > Test 3 > Flashcards

Test 3 Flashcards

0
Q

The different cultures encountered in classrooms and how these cultural differences influence learning.

A

Cultural Diversity

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1
Q

The knowledge, attitudes, values, customs, and behavior patterns that characterize a social group.

A

Culture

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2
Q

A person’s ancestry; the way individuals identify themselves with the nation they or their ancestors came from.

A

Ethnicity

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3
Q

A process of socializing people so that they adopt dominant social norms and patterns of behavior.

A

Assimilation

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4
Q

A general term that describes a variety of strategies schools use to accommodate cultural differences in teaching and learning.

A

Multicultural Education

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5
Q

Instruction that acknowledges and accommodates cultural diversity.

A

Culturally Responsive Teaching

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6
Q

Students whose first language is not English and who need help in learning to speak, read, and write in English.

A

English Language Learners

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7
Q

Language programs that place the greatest emphasis on using and sustaining the first language.

A

Bilingual Maintenance Language Programs

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8
Q

Language programs that emphasize a rapid transition to English.

A

Immersion Programs

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9
Q

Language programs that emphasize rapid transition to English through structured help with English.

A

English as a Second Language Programs

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10
Q

Language programs that maintain the first language until students acquire sufficient English to succeed in English-only classrooms.

A

Transition Program

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11
Q

Discrimination based on gender that limits the growth possibilities of either boys or girls.

A

Gender Bias

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12
Q

Differences in expectations and beliefs about appropriate roles and behaviors of the two sexes.

A

Gender-role Identity

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13
Q

A rigid, simplistic caricature of a particular group of people.

A

Stereotype

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14
Q

Classes and schools where boys and girls are segregated for part or all of the day.

A

Single-sex Classes and Schools

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15
Q

The physical, intellectual, moral, emotional, and social changes that occur in students as a result of their maturation and experience.

A

Development

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16
Q

Changes in students’ thinking as they mature and acquire experiences.

A

Cognitive Development

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17
Q

A theory that describes how students’ thinking about the world changes over time and how experiences contribute to development.

A

Piaget’s Cognitive Developmental Theory

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18
Q

Students’ conceptions of right and wrong that change with experience and maturity.

A

Moral Development

19
Q

A stage of moral reasoning in which children view rules as fixed, permanent, and enforced by authority figures.

A

External Morality

20
Q

A stage of moral reasoning in which children develop rational ideas of fairness and see justice as a reciprocal process of treating others as they would want to be treated.

A

Autonomous Morality

21
Q

Changes in our personalities and our ability to manage out feelings.

A

Personal Development

22
Q

Changes over time in the ways we relate to others.

A

Social Development

23
Q

General patterns of interacting with and disciplining children.

A

Parenting Style

24
Q

The capacity to acquire and use knowledge, solve problems, and reason in the abstract.

A

Intelligence

25
Q

Theory that suggests that overall intelligence is composed if eight relatively independent dimensions.

A

Multiple Intelligences

26
Q

The practice of placing students of similar abilities into groups and matching instruction to the needs of each group.

A

Ability Grouping

27
Q

Dividing all students in a given grade level into groups, such as high, medium, and low.

A

Between-class Ability Grouping

28
Q

Dividing students within one classroom into ability groups.

A

Within-class Ability Grouping

29
Q

Placing students in a series of classes or curricula on the basis of ability and career goals.

A

Tracking

30
Q

A preferred way of learning g and studying.

A

Learning Style

31
Q

Students’ awareness of the ways they learn most effectively and their ability to control these factors.

A

Metacognition

32
Q

Learners who need special help to reach their full potential.

A

Students with Execptionalities

33
Q

Functional limitations or an inability to perform a certain act, such as hear or walk.

A

Disabilities

34
Q

Abilities at the upper end of the continuum that require support beyond regular classroom instruction to reach full potential.

A

Giftedness

35
Q

Instruction designed to meet the unique needs of students with exceptionalities.

A

Special Education

36
Q

The practice of moving students with exceptionalities from segregated settings into regular education classrooms, often for selected activities only.

A

Mainstreaming

37
Q

A comprehensive approach to educating students with exceptionalities that incorporates a total, systematic, and coordinated web of services.

A

Inclusion

38
Q

An individually prescribed instructional plan collaboratively devised by special education and general education teachers, resource professionals, parents, and sometimes the student.

A

Individual Education Program

39
Q

A comprehensive service plan, similar to an IEP, that targets the families of young children who are developmentally delayed.

A

Individualized Family Service Plan

40
Q

Students at the upper end of the ability continuum who need special services to reach their full potential.

A

Gifted and Talented

41
Q

A gifted and talented program that keeps the curriculum the same but allows students to move through it more quickly.

A

Acceleration

42
Q

A gifted and talented program that provides richer and varied content through strategies that supplement usual grade-level work.

A

Enrichment

43
Q

A method of identifying students with exceptionalities that focuses on differences between classroom performance and tests, achievement and intelligence tests, or subjects within tests.

A

Discrepancy Model of Identification

44
Q

A method of identifying a learning disability that focuses on the specific classroom instructional adaptions and their success.

A

Response to Intervention Model of Identification

45
Q

Communication and decision making among educational professionals to create an optimal learning environment for students with exceptionalities.

A

Collaboration

46
Q

A set of adaptive tools that supports students with disabilities in learning activities and daily life tasks.

A

Assistive Technology

Pedagogy (2 decks)

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