GLOSSARY FOR REFLECTIVE PRACTICE - Amazon Web … · 2 BECOMING A REFLECTIVE TEACHER competence....
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Transcript of GLOSSARY FOR REFLECTIVE PRACTICE - Amazon Web … · 2 BECOMING A REFLECTIVE TEACHER competence....
1
GLOSSARY FOR REFLECTIVE PRACTICE
academic games. Gamesthatuseinconsequentialcompetitionandmildpressuretofocusstudents’attentiononcontent.
activity. Ataskusedtohelpstudentsachieveastatedlearninggoal.Activitiesareusuallycompletedinclasswithguidanceandhelpfromtheteacher.Eachactivityusedinclassshouldbelinkedtoaspecificlearninggoal.
ad hoc group. Animpromptugroupformedforaspecificpurposethatdisbandsoncethepurposeisaccomplished.
affection. Students’senseaboutwhetherateacherlikesthemandcaresaboutthem.
argument. Asetofcompiledpremisesthatleadtoaconclusion.
artifact. Atangibleproductoflearning.Studentartifactsmaytaketheformofnotes,reports,organizers,recordedperformances,multimediapresentations,orscriptsfromdramaticpresentations.
assessment. Anevaluationthatisusedtogatherinformationaboutastudent’sknowledgeorskillrelativetoaspecificlearninggoal.
assignment. Ataskusedtohelpstudentsachieveastatedlearninggoal.Assignmentsaretypicallycompletedoutsideregularclasstime,althoughstudentsmightbeginanassignmentduringclassandcompleteitashomework.Eachassignmentusedinclassshouldbelinkedtoaspecificlearninggoal.
attention. Astudent’sresponsetoclassroomstimuli.Attentioncanbeaffectedbyastudent’sfeelingsandinterests.Forexample,astudentwhofeelsacceptedbyhisorherpeersorwhoishighlyinterestedinthecontentislikelytohavehighattention.Incontrast,astudentwhodoesnotfeelrespectedorvaluedorwhoisnotinterestedinthecontentmayexhibitlowattention.
clarification questions. Questionsthathelpstudentsclearupmisconceptions,revealerrors,orsharpenfocus.
classroom layout. Thephysicalarrangementoffurniture,technology,centers,decorations,equipment,andmaterialsinaclassroom.
climate. Thegeneraltoneandfeelofaclassroom.Theclimateoftheclassroomcanbeaffectedbymanyvariables,includingtheteacher’sdemeanor,thephysicallayoutoftheroom,theengagementofstudents,andthepacingofinstruction.
cognitively complex tasks. Tasksthataskstudentstomakedecisions,solveproblems,experiment,orinvestigate.
2 BECOMING A REFLECTIVE TEACHER
competence. One’sabilitytoproperlyperformaskill,strategy,orprocess.
confidence.One’slevelofcertaintyaboutone’sabilities,effectiveness,orknowledge.
critical information. Thesegmentsofcontentassociatedwitheachlearninggoalthatarecriticaltoastudent’sabilitytoachievethelearninggoal.Thereareusuallyonlytwotothreesegmentsofcriticalinformationperlearninggoal.
critical-input experience. Alessondesignedtopresentcriticalinformationtostudents.
cue. Averbalornonverbalteachingdevicethatcreatesalinktopreviously-taughtcontent.Forexample,ifateacherhaspreviouslytaughtaprocedure,heorshemightuseahandsignalasacuetohelpstudentsremembertoapplytheprocedureinaspecificsituation.
declarative knowledge. Informationsuchasvocabularyterms,facts,timesequences,generalizations,orprinciples.Thedefinitionofmitosis,thetextoftheGettysburgaddress,theorderofeventsduringWorldWarII,commoncharacteristicsofallcells,orrulesbywhichagameisplayedareallexamplesofdeclarativeknowledge.
demonstration. Theteachershowscontenttostudentsratherthantellingthemaboutit.
digestible bites (small chunks).Discreteinstructionalsegmentswithinacritical-inputexperience.Basedonstudents’priorknowledgeaboutatopic,thesizeofthesechunkscanbeadjusted,butstudentsshouldhaveanopportunityforprocessingaftereachchunk.
distributed practice. Practicesessionsthathaverelativelylongerintervalsbetweenthem(thatis,weeklypractice).Distributedpracticeisnecessaryduringthelaterphasesofskilldevelopmentinordertodevelopandmaintainfluencywithaskillorprocess.
dyad. Agroupoftwo.
elaborative inferences. Explicitstatements,elicitedusingelaborativeinterrogation,whichastudentmakesaboutthereasoningbehindhisorheranswertoaquestion.
engagement. Astudent’slevelofattentiontoandinterestinthecontent.
enthusiasm. Theteacher’scommunicationtostudentsofhisorherpersonalinterestandsenseofimportanceaboutatopic.
errors in reasoning. Inaccuraciesthatcanreducethetruthandvalidityofanargument.Commonerrorsincludefaultylogic,attack,weakreference,andmisinformation.
explicit questions. Questionsthathelpstudentsarticulatethegeneralizationsandprinciplesthatunderlietheirlogicandreasoning.
feedback. Informationprovidedtostudentsabouttheirperformanceorprogress.
fluency. Abilityofapersontoperformaskillorprocesswithoutgivingithisorherfullattention.Mostadults,forexample,haveachievedfluencywiththeprocessofdrivingacar.
formal means of assessment (obtrusive assessment). Anassessmentthatinterruptsthenormalflowofactivityintheclassroom.Examplesincludeapaper-and-penciltest,ademonstration,oraperformance.
formative approach to assessment.Processthatinvolvestheteachergatheringdataoverthecourseofaunit,semester,oryearaboutastudent’slevelofperformancerelativetospecificlearninggoals.Attheendoftheunit,semester,oryear,theteacherassignsfinalscoresthatbestrepresenteachstudent’sfinalknowledgestatusforeachlearninggoal.
friendly controversy. Activitiesthatengagestudentsindialogueregardingtopicsaboutwhichtheyhavedifferingopinions.Theteachershouldensurethatthedialoguedoesnotbecomeoverlyheatedandshouldtrytoengageasmanystudentsaspossibleinthediscussion.
Glossary for Reflective Practice 3
homework. Anyteacher-assignedtaskintendedforstudentstoperformoutsideschoolhours.Homeworkshouldbestructuredtoensurehighcompletionrates,haveawell-articulatedpurpose,relatedirectlytoidentifiedlearninggoals,andinvolveparentsorguardiansinappropriateways.
hypothesis. Atentativeargumentorexplanationthatisusuallyconfirmedordisconfirmedbyanexperimentorinvestigation.
inconsequential competition. Anyactivitywhichasksstudentstocompeteinthespiritoffun.Rewardsshouldbeminimalforthistypeofcompetitionandteammembershipshouldrotatesystematicallysothatallstudentsarelikelytobeonwinningandlosingteamsoverthecourseofasemesteroryear.
inference. Astatementinwhichsomeoftheinformationrequiredtounderstanditisnotexplicitlypresented.
inferential questions. Questionsthathelpstudentselaborateoninformationtheyhavegatheredthroughexperience.
informal fallacy. Anargumentinwhichthestatedpremisesdonotsupporttheconclusion.
informal means of assessment (unobtrusive assessment). Wayofassessingthatdoesnotinterrupttheflowofactivityintheclassroom.Examplesincludeteacherobservationsandanecdotalnotes.
intensity. Theteacher’suseofanexcitedtoneofvoiceandstyleofcommunicationwhentalkingaboutatopictostudents.
knowledge gain. Thedifferencebetweenastudent’sinitialandfinalscoresonaspecificlearninggoal.
learning goal (learning objective). Agoalthatstateswhatstudentsshouldknoworbeabletodoasaresultofinstruction.Learninggoalsarenormallystatedusingoneofthefollowingformats:
• Studentswillunderstand_________(usedfordeclarativeknowledge).• Studentswillbeableto_________(usedforproceduralknowledge).• Studentswillunderstand_________andbeableto_________(usedfordeclarativeandprocedural
knowledge).
levels of performance. Descriptivestatements,presentedonascale,thatindicatewhatknowledgeorskillsarerequiredfor2.0,3.0,or4.0performance.
linguistic representation. Expressionusingwordsandlanguage.Forexample,learningactivitiesthataskstudentstoread,write,orspeak.
link or linkage. Theconnectionthatastudentmakesbetweennewcontentandpreviouslylearnedcontent.
logic. Astepwiseprogressionusedtoreasontowardinferencesorconclusions.
low-expectancy students. Studentsforwhomtheteacherhaslowexpectations.
massed practice. Practicesessionsthatoccurfrequently(thatis,dailypractice).Massedpracticeisnecessaryduringtheearlyphasesofskilldevelopmentinordertoaccuratelylearnaskillorprocess.
misconception. Amistakenbelieforwrongidea.
nonlinguistic representation. Expressionthatdoesnotrequirelanguageorwords.Forinstance,learningactivitiesthataskstudentstodraw,build,model,ordramatize,ortousegraphicorganizers,physicalmodels,pictographsorpictures,flowcharts,kinestheticrepresentations,andmnemonics.
objectivity. Theteacher’sprojectionofaconsistentemotionaltoneintheclassroom.
pacing. Thespeedandflowofclassroomactivities.
practice.Thegradualshapingofaprocessorskilloverthecourseofmultiplerepetitions.Practiceinvolvesthreephases:(1)frequentstructuredpractice,(2)variedpractice,and(3)fluencypractice.
previewing. Apracticethatpreparesstudentstointeractwithnewcontentmoreeffectively.
4 BECOMING A REFLECTIVE TEACHER
procedural knowledge. Theabilitytoperformskills,strategies,orprocesses.Theabilitytoshootafreethrowinbasketball,theabilitytoeditapieceofwriting,andtheabilitytocomposeasymphonyareallexamplesofproceduralknowledge.
procedures.Specific,descriptivestatementsthatarticulatewhatactionsastudentmusttaketofollowarule.Proceduresoftendescribewhatfollowingarulelookslike,soundslike,orfeelslike.
process. Ataskthatrequirestheuseofmultipleskillsorstrategies.Thesameprocessmaybeperformeddifferentlybydifferentstudentsandmayleadtodifferentproducts.Composinganessayisanexampleofaprocess.
processing.Students’interactionwithnewinformationtogainunderstanding.Thismightinvolvetranslatingtheinformationintoadifferentformthantheoneinwhichitwasfirstpresented,asastudentdoeswhentheycreateanonlinguisticrepresentationforinformationtakenoutofatext.Itcouldalsomeanusingtheinformationtosolveaproblem,makeadecision,investigateahypothesis,orconductanexperiment.
reasoning. Thecognitiveprocessusedtoconstructsupportforinferencesorconclusions.
reflecting. Theexaminationofapastexperiencewiththegoalofperformingmoreeffectivelyinthefuture.Whilereflectingonalearningexperience,astudentmightexaminehisorherlevelsofclarityorconfusionaboutthecontent,thequalityofhisorherproductsandperformancesusingthecontent,orhowhisorheractionsfacilitatedlearning.
response rates. Thespeed,pattern,andnatureofstudents’answerstoquestions.
reteaching. Apracticerequiredwhenstudentshavenotlearnedthecontentnecessarytoachievethelearninggoal.Whenreteaching,theteachershouldusedifferentactivitiesandassignmentsthanthoseusedwhenthecontentwasoriginallytaught.
revision. Theprocessbywhichalearnercorrectsoraugmentshisorherknowledgeaboutaspecifictopic.
routines. Setsofrulesandproceduresthatorganizeandexpeditefrequenttasksinaclassroom.Passingoutandcollectingpapers,movingintogroups,orrotatingthroughcentersarealltasksthatcanbecompletedmoreefficientlyifroutinesareinplace.
rules.Generalexpectationsorstandardsforstudentbehavior.Asinglerulecanencompassawiderangeofexpectedstudentbehaviors.
scale (rubric). Acontinuumthatarticulatesdistinctlevelsofknowledgeandskillrelativetoaspecificlearninggoal.Ascaleisusedtoscoreassessmentsandmeasurestudentprogresstowardalearninggoal.
score.Adatapointthatrepresentsastudent’slevelofperformanceonanassessment.
skill.Adiscreteelementofalargerprocess.Forexample,typingisamotorskillnecessarytothelargerprocessofconductingresearchontheInternet,andspellingisamentalskillnecessarytothelargerprocessofwritingabook.
status.Astudent’scurrentlevelofachievementforaspecificlearninggoal.
strategy. Aflowoftechniquesusedtoaccomplishaprocess.Forexample,whendividingfractions,astudentmightusethestrategyofinvertingthesecondfractionandmultiplying.
summarizing.Theprocessofcreatingapersonalized,pared-downversionofinformation.Summariesareabbreviatedorparsimoniousversionsofinformationstatedinastudent’sownwords.
transitions. Themethodsthatateacherusestomovestudentsfromonesegmentofalessontothenext.Transitionsshouldfollowalogicalpatternthatfacilitatesstudentprocessing.
triad.Agroupofthree.
Glossary for Reflective Practice 5
wait time.Apauseofatleastthreesecondsthatoccursaftertheteacherposesaquestion,whileastudentisresponding,afterastudenthasresponded,orduringthepresentationofnewinformation.
withitness. Ateacher’sawarenessofpotentialproblemsintheclassroomandhisorherquickattentiontothosesituations.