PPR Review Flash Cards - Alaniz

855. SBEC (State Board For Educator Certification)

A 15-member appointed board created in 1995 by the 74th Texas Legislature to govern the standards of the education profession; oversees all aspects of public school educator certification, continuing education, and standards of conduct (TEC 21.031). Example: After passing the Reading Specialist certification test, the teacher's score was submitted to the SBEC so that the designation could be added as an additional certification. Comp. 012 - Professional Development

493. Redirecting

A behavior management strategy used to manage off-task or inappropriate behavior using the least intrusive means. Example: Because the student was off task the teacher whispered a direct correction to the child. Her redirecting got the child engaged in the work again. Comp. 006 - Classroom Management

719. Checking For Understanding

A component in the lesson cycle in which the teacher determines whether students have knowledge and comprehension of new material. Example: The students used white boards to hold up and display their answers. By scanning the room for the answers the teacher was checking for understanding of the concept taught.

718. Checking For Mastery

A component in the lesson cycle in which the teacher determines whether the students have mastered the concepts. Example: The math teacher preferred to use a quick four question quiz as a way of checking for mastery at the end of the day's lesson. Comp. 010 - Assessment

232. Closure

A component in the lesson cycle in which the teacher summarizes and brings the lesson to an appropriate conclusion. Example: The closure of the lesson on the types of lines in geometry included repeating the definitions of parallel, intersecting, and perpendicular lines, as well as arm gestures for identifying them. Comp. 003 - Designing Effective Instruction

115. ADD (Attention Deficit Disorder)

A condition characterized by an inability to concentrate. Example: The student was unable to finish the majority of his assignments. As a manifestation of his ADD condition, the student seemed to be taken away to a dream-like state. Comp. 002 - Student Diversity

468. Consequence

A condition that follows a behavior, designed to weaken or strengthen the behavior. Example:

251. Educational Goal

A desired instructional outcome that is broad in scope. Example: Writing a cohesive essay that supported a main idea was an education goal for the students. Comp. 003 - Designing Effective Instruction

753. Norming Group

A large sample of people who are similar to those for whom a particular standardized test is designed and who take the test to establish the group standards; serves as a comparison group for scoring the test.

840. PEIMS (Public Education Information Management System)

A means of reporting attendance, personnel, management, special programs, and populations to the state (TEC 34.010). Example: The teacher was able to log into PEIMS to access the students' attendance records. Comp. 012 - Professional Development

151. IQ (Intelligence Quotient)

A measure of intelligence for which 100 is the score assigned to those of average intelligence. Example: The student had an above average IQ. He liked to incorporate challenge and ingenuity into his assignments. Comp. 002 - Student Diversity

487. No-Lose Tactic

A problem resolution tactic whereby a teacher and one or more students negotiate a solution such that no one comes out the loser. Example: By using a no-lose tactic in resolving the issue, both the teacher and the student were able to feel good about the proposed solution and maintain a positive relationship. Comp. 006 - Classroom Management

318. Concept Map

A procedure for organizing and graphically displaying relationships among ideas relevant to a given topic. Example: The fifth-grade teacher used a concept map on food webs to explain the exchange of energy between organisms. Comp. 004 - Learning Theories and Processes

434. Peer Teaching

A procedure that provides teachers with an opportunity to practice new instructional techniques in a simplified setting, teaching lessons to small groups of their peers (other prospective or experienced teachers). Example:

427. Interference

A process that occurs when information to be recalled gets mixed up with other information. Example:

29. Interference

A process that occurs when information to be recalled gets mixed up with other information. Example: The student struggled with interference when he was asked to define an adjective, instead he described a noun.

262. Focusing Questions

A question used to focus students' attention on a lesson or on the content of a lesson. Example: The teacher crafted an attention-grabbing focusing question that would engage all of the students before reading the text. Comp. 003 - Designing Effective Instruction

227. Basal Reader

A reading book that incorporates simple stories and practice exercises. Example: The basal reader contained stories from many genres, including fiction, nonfiction, poetry, and drama. Comp. 003 - Designing Effective Instruction

546. Values Clarification

A teaching program that focuses on students' understanding and expressing their own values.

889. Restraining Order

A temporary court order issued to prohibit an individual from carrying out a particular action, especially approaching or contacting a specified person. Example: Alfred's father has a restraining order that prohibits a fourth-grade teacher, his former girl-friend, from interacting with his son at school. Comp. 013 - Law and Ethical Issues

598. Receiving

Affective learning that involves being aware of and willing to freely attend to a stimulus. Example:

643. CD-ROM

An acronym for "compact disk-read only memory," used to describe a device for storing information.

46. Role Playing

An activity in which students act out roles. Example: The kindergarten teachers had created stations for students' creative role playing such as "cooking" in the kitchen, "driving" a car, or "shopping" at the grocery store. Comp. 001 - Human Development

276. Role Playing

An activity in which students act out roles. Example: The kindergarten teachers had created stations for students' creative role playing such as "cooking" in the kitchen, "driving" a car, or "shopping" at the grocery store. Comp. 003 - Designing Effective Instruction.

66. Accommodation

An adaptation or adjustment made to address needs. In Piagetian terms, when learners do not have sufficient prior knowledge for ease of learning, schema accommodation must be made for the new concepts to be understood. Example: When a child learns the word for dog, they start to call all four-legged animals dogs. This is assimilation. People around them will say, no, that's not a dog, it's a cat. The schema for dog then gets modified to restrict it to only certain four-legged animals. That is accommodation. Comp. 001 - Human Development

837. Paraprofessional

An adult who is not a credentialed teacher but works in the classroom with and under the supervision of a credentialed teacher (also called teacher aide). Example: The students who needed extra help would often sit with the paraprofessional for extra support during independent practice time. Comp. 012 - Professional Development

362. Language Experience Approach

An approach to teaching reading and language arts that uses words and stories from the student's own language and experiences. Example: Recently, the students had taken a field trip to a farm. As part of the language experience approach, the teacher had the students write about what they had seen there. Comp. 004 - Learning Theories and Processes

736. Formative Assessment

Assessments to check for understanding that occur during the teaching and learning process; assists with planning decisions such as whether to continue forward or to regroup and reteach. Example:

584. Labeling

Assigning a category (especially a special education category) to an individual. Example: Labeling may have negative consequences on students by lowering people's expectations for them due to their disability or opening the door for discrimination by their peers. Comp. 008 -Motivation and Engagement

89. Associative Play

At this third stage of play most children are still playing independently but often do the same thing as other children. For example, if one child puts on a dress-up outfit, another child will put one on also. The children will begin to interact through talking, borrowing and taking turns with toys, but each child acts alone. Example: Jonnie and Suzy are playing with blocks building the same thing, talking with each other but they are not working together to create something. That is called associative play. Comp. 001 - Human Development

610. Success

Attainment, achievement, or accomplishment. Example: By studying spelling patterns, the student demonstrated increased success in writing. Comp. 008 -Motivation and Engagement

490. Overlapping

Attending to and supervising more than one thing at a time. Example: Taking attendance and monitoring the students were overlapping activities. Comp. 006 - Classroom Management

Example

Because children with ADHD do better when their lives are ordered and predictable, the most important things teachers can do for those children is establish a calm, structured classroom environment with clear and consistent rules and regular classroom routines. Comp. 002 - Student Diversity

752. Normal Curve

Bell-shaped curve that describes the distribution of many natural phenomena; approximately 95 percent of the scores fall within two standard deviations of the mean. Example: The students who scored outside the standard deviations of the normal curve were targeted for specialized placements (high and low). Comp. 010 -Assessment

Example

Bloom's taxonomy is powerful for creating learning objectives because it explains the process of learning in hierarchy levels: Before you can understand a concept, you must remember it. To apply a concept you must first understand it. In order to evaluate a process, you must have analyzed it. To create an accurate conclusion, you must have completed a thorough evaluation. Comp. 003 - Designing Effective Instruction

Example

Bloom's taxonomy is powerful for creating learning objectives because it explains the process of learning in hierarchy levels: Before you can understand a concept, you must remember it. To apply a concept you must first understand it. In order to evaluate a process, you must have analyzed it. To create an accurate conclusion, you must have completed a thorough evaluation. Comp. 007 - Effective Communication

538. Productive Questions

Broad, open-ended questions, with many correct responses, that require students to use their imagination, to think creatively, and to produce something unique. Example: The teacher asked the students productive questions about where they had seen measurement used in real world situations. Comp. 007 - Effective Communication

579. Content-Based Instruction

CBI is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language; that is, the language becomes the medium through which something new is learned. Example: In the unit on finances in the social studies class the ELL students learned about shopping, how to use the bank and how to make hotel reservations in English. That is an example of content-based instruction. Comp. 008 -Motivation and Engagement

448. Culture

Characteristic features or behaviors typical of a group. Example: Some children behave in a manner consistent with their culture. Although some behaviors are acceptable at home, they are not acceptable at school.

Comp 05

Classroom Climate

Comp. 06

Classroom Management

910. Cognitive Dissonance

Cognitive dissonance results when a student encounters content in class that is contradictory to his present beliefs, attitudes, or behaviors and the student must choose between the two. Example:

327. Disjunctive Concepts

Concepts that have two or more sets of alternative conditions under which the concept appears. Example: The second graders struggled with the disjunctive concepts that all birds have feathers and can fly when presented with the penguin and ostrich as birds that can't fly. Comp. 004 - Learning Theories and Processes

383. Theoretical Knowledge

Concepts, facts, and propositions that make up much of the content of the disciplines.

644. Data

Data is a plural of datum. It is used both as a plural noun meaning "facts or pieces of information" and as a singular noun meaning "information". Computer data is information processed or stored by a computer. This information may be in the form of text documents, images, audio clips, software programs, or other types of data. Example: The school principal uses data to evaluate the progress of the school and to identify and plan for needed changes in the instructional program. Comp. 009 -Technology

Comp 07

Effective Communication:

744. Judgment

Estimate of present conditions or prediction of future conditions; involves comparing information to some referent. Example: The teacher used her best judgment when selecting the students for the groups based on previous student interactions. Comp. 010 -Assessment

TexEs Texas Teachers PPR Review

Flash-Card Notes:

150. Intelligence

General ability to learn and understand. Example: The student showed intelligence in his responses to the teacher's questioning. Comp. 002 - Student Diversity

Example

Identifying the strengths of the teaching observed as well as the sharing of practical ideas as to how the teaching might be improved, are part of peer observation. Comp. 012 - Professional Development

775. Usability

In regard to a test, practical considerations, such as cost, time to administer, difficulty, and scoring procedure. Example: The usability test mirrored real world situations. The purpose was to gain qualitative insights into what was causing users to have trouble with completing the test. Comp. 010 -Assessment

914. Discipline

In teaching, the process of controlling student behavior in the classroom. Example: The teacher had high academic expectations for the students and a strict discipline policy for behavior. Comp. 006 - Classroom Management

Example

In the writing domain, Marco's language proficiency is rated as intermediate. However, in the reading domain the rating is advanced. < BR> Comp. 002 - Student Diversity

741. Informal Assessments

Informal assessments are used to evaluate a student's own performance and progress individually (as opposed to formal assessments that are used to tell how a student faired on a test compared to other students). In the classroom, these take numerous forms such as tests, quizzes, grading of student's work, portfolios, written samples, and projects. Example: To determine whether his students are learning what is being taught, for the purpose of adjusting instruction, Mr. Henington uses tests and quizzes as informal assessments in his math class.

511. Collaborative Exploration

Investigating and exploring with other. Example: The students conducted a collaborative exploration by working in small groups towards a common goal. Comp. 007 - Effective Communication

290. Interdisciplinary Instruction

It involves more than one subject area. It is a teaching method that creates connections between traditionally discrete disciplines such as mathematics, the sciences, social studies or history, and English language arts to examine a theme, issue, question, problem, topic, or experience. Example: In the real-world problems are complex, so no single discipline (math, writing, science or history for example) can adequately describe and resolve these issues. Interdisciplinary instruction promotes that. Comp. 003 - Designing Effective Instruction

616. Inquiry

It is a process students engage in when they have identified a problem to be solved. It involves generating possible solutions, developing a hypothesis, gathering data, and testing the hypothesis. It is a student-centered instructional technique. Example: One instructional strategy that requires students to use higher-level thinking skills, reasoning ability, and decision-making skills is inquiry. Comp. 008 -Motivation and Engagement

555. Higher-Level Thinking

It is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. It requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them. Example: When students encounter unfamiliar problems, uncertainties, difficult questions, or dilemmas, higher-level thinking skills are activated. Comp. 007 - Effective Communication

369. Multiple Intelligences

It refers to Howard Gardner's theory of how people learn. He informs teachers that there are multiple intelligences, and that we all use one or two for the most effective learning; that learners vary across multiple intelligences such as verbal, auditory, visual, kinesthetic and tactile; that teachers should try to include activities that rely on these intelligences in as many lessons as possible for optimal learning. Example: Teachers whose practices reflect the research on multiple intelligences learn to look at learners from different viewpoints. Viewpoints that are congruent with students' strengths and abilities. Comp. 004 - Learning Theories and Processes

630. Reading

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to comprehend and interpret written text at the grade-appropriate level. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high). Example: In the reading domain, Thang's language proficiency is rated as advanced. However, in the speaking domain the rating is advanced high. Comp. 008 - Motivation and Engagement

852. Convergence of Evidence

It refers to the argument that teachers should use evidence-based practices in their classrooms that are based on converging evidence rather than anchored on philosophies and belief systems. When multiple sources of evidence are in agreement or converge, the conclusion can be very strong - the information is objective - it is non-philosophically driven. It shows what work and what doesn't. Example: What deems a classroom practice effective and appropriate is the convergence of evidence that supports it. Comp. 012 - Professional Development

322. Critical Thinking

It refers to the disposition to think critically; evaluating the worth of ideas, opinions, or evidence before making a decision or judgment. This is sometimes called "having a mind of your own." It means that a student doesn't have to believe or accept everything on face value. Example: A student is using her own knowledge or point of view to decide what is right or wrong as she evaluates someone else's paper that describes how plants use energy from the sun to make food. This student is said to be using critical thinking to reach her decision. Comp. 004 - Learning Theories and Processes

697. Critical Thinking

It refers to the disposition to think critically; evaluating the worth of ideas, opinions, or evidence before making a decision or judgment. This is sometimes called "having a mind of your own." It means that a student doesn't have to believe or accept everything on face value. Example: A student is using her own knowledge or point of view to decide what is right or wrong as she evaluates someone else's paper that describes how plants use energy from the sun to make food. This student is said to be using critical thinking to reach her decision. Comp. 009 - Technology

326. Synthesize Knowledge

It refers to the process of merging new information with prior knowledge to create new meaning or understanding. Example: The reading teacher taught the class how to summarize, paraphrase, and make accurate inferences --- skills needed to synthesize knowledge. Comp. 004 - Learning Theories and Processes

842. Peer Observation

It relates to teachers observing teachers as a form of professional development that improves teaching practices and student performance. As a form of collaborative professional development, this kind of observation yields its greatest benefits in the sharing of instructional techniques and ideologies between and among teachers.

681. Remote Device

It usually refers to a computer, printer, or network located at some distance away. Example:

582. Intuition

Knowing without conscious reasoning. Example: The experienced teacher's intuition was correct. It turned out that Steve had in fact hidden Mary's ring. Comp. 008 -Motivation and Engagement

359. Intuition

Knowing without conscious reasoning. Example: The teacher had a sense of intuition that something was amiss and moved closer to the group of students. Comp. 004 - Learning Theories and Processes

902. Negligence

Lack of ordinary care in one's action; failure to exercise due care. Example: When the teacher went to the bathroom without asking a colleague to watch the students, her principal reprimanded her for her negligence.

Example

Language barrier is one of the many reasons parents don't get involved with their children's school. Comp. 011 - Home/School/Community Relationships

Example

Language difficulty prevents Mrs. Leon from expressing her ideas clearly when conferencing with her nephew's English teacher. Comp. 011 - Home/School/Community Relationships

623. Inquiry Learning

Like discovery learning, except that the learner designs the processes to be used in resolving a problem; requires higher levels of mental operation than does discovery learning. Example: Students explored the idea of erosion by designing a piece of land in the lab and by asking questions along the way. Through this inquiry-learning model students learned by exploration and discovery. Comp. 008 - Motivation and Engagement

772. Percentile

Percentile scores for individual test takers represent how an individual test taker's score compares to the scores of other test takers within a particular comparison group. Percentile scores range from the 1st through 99th percentile, indicating the percentage of scores in the comparison group which are lower than the test taker's score.

540. Purposeful

Personally meaningful; has a purpose constructed from within. Example: The teacher knows how to foster purposeful communication by and among all students in the class. Comp. 007 - Effective Communication

333. Explaining Behavior

Planned teacher talk designed to clarify any idea, procedure, or process not understood by a student. Example: Time spent explaining behavior as part of the planned lesson was beneficial because the students went into their independent practice with clear expectations of what was to be accomplished. Comp. 004 - Learning Theories and Processes

249. Distributed Practice

Practice repeated at intervals over time. Example: The student's distributed practice over time helped in learning the material much better than cramming the night before. Comp. 003 - Designing Effective Instruction

72. Prenatal Exposure to Drugs

Prenatal relates to before birth during pregnancy. Experts now estimate that one-half to three-quarters of a million infants are born each year who have been exposed to one or more illicit drugs in the uterus. These are children who lack social skills, have difficulty keeping pace with routine demands in school; some children are persistently withdrawn; others are prone to sudden episodes of violence. Example: According to the Department of Health and Human Services, there are permanent neurological, developmental, and behavioral consequences that are directly attributable to prenatal exposure to drugs. Comp. 001 - Human Development

152. Language Background

Prior language experience. Example: Since the teacher knew that the student's language background was Spanish, a list of cognates (words with similar spelling and meaning) was provided to help the student develop comprehension in English. Comp. 002 - Student Diversity

73. Abraham Maslow

Psychologist Abraham Maslow proposed a hierarchy of human needs that he argued provides a model for understanding the need for human relations in the classroom. This hierarchy must be satisfied one level at a time, in sequence, in order for students to ascend to higher levels of achievement cognitively, socially, emotionally, and physically. Example: Needs such as physiological needs, safety needs, sense of belonging, and sense of self-worth make up the hierarchy of human needs proposed by psychologist Abraham Maslow. Comp. 001 - Human Development

40. Precision

Psychomotor ability to perform an act accurately, efficiently, and harmoniously. Example: The student who had studied piano for years was able to perform the concert piece with precision. Comp. 001 - Human Development

417. Questioning Techniques

Questioning techniques are a teaching strategy. Teachers ask questions for a variety of purposes, including (1) to actively involve students in the lesson, (2) to increase motivation or interest, (3) to develop critical thinking skills, (4) to assess achievement or mastery of goals and objectives, and to (5) stimulate independent learning. Example: If a teacher wants to determine the level of student learning, a focusing question is appropriate. To increase student interaction, a teacher will ask a prompting question. In order to clarify or justify an answer, a probing question is used. These are all examples of questioning techniques. Comp. 004 - Learning Theories and Processes

556. Questioning Techniques

Questioning techniques are a teaching strategy. Teachers ask questions for a variety of purposes, including (1) to actively involve students in the lesson, (2) to increase motivation or interest, (3) to develop critical thinking skills, (4) to assess achievement or mastery of goals and objectives, and to (5) stimulate independent learning. Example: If a teacher wants to determine the level of student learning, a focusing question is appropriate. To increase student interaction, a teacher will ask a prompting question. In order to clarify or justify an answer, a probing question is used. These are all examples of questioning techniques. Comp. 007 - Effective Communication

535. Probing Questions

Questions that follow a student response and require the student to think and respond more thoroughly than in the initial response. Example: "Why?" and "Why not?" can be considered probing questions that require students to explain their thinking. Comp. 007 - Effective Communication

539. Prompting Questions

Questions that involve the use of hints and clues to aid students in answering questions or in correcting an initial response. Example: As a form of scaffolding his students to the correct answer, the teacher would often use prompting questions to help students in reaching the correct response. Comp. 007 - Effective Communication

518. Empirical Questions

Questions that require that a judgment be made or a value be put on something. Example:

732. Evaluation Questions

Questions that require that a judgment be made or a value be put on something. Example:

350. Organizational Skills

Refers to the ability of students to use time, energy and resources effectively to meet deadlines, keep school materials in order, turn-in work timely. The lack of it interferes with students' academic growth, test scores, work completion and grades. Example: Upon entering the middle school setting the new focus is on academic content. Many educators assume that students at this grade level already possess organizational skills. Comp. 004 - Learning Theories and Processes

219. Monitor and Adjust

Refers to the alternative strategies a teacher uses to increase effectiveness during instructional input while observing student behavior. Example: The teacher constantly monitors and adjusts strategies in response to learner feedback. Comp. 003 - Designing Effective Instruction

799. Language Barrier

Refers to the difficulty brought about by language differences between parents and school staff.

400. Role Playing

Role-playing stimulates and deepens authentic learning by asking students to adopt another person's identity and experience while increasing their own self-awareness. Example: The verbal, physical and intellectual demands of role playing sharpen communication skills and foster development of the psychomotor, cognitive and emotional learning domains. Best of all, students are likely to remember the content knowledge they learn through role-playing because they're having fun. Comp. 004 - Learning Theories and Processes

277. Scaffolding

Scaffolding is a process in which students who are learning new or difficult tasks are given more assistance. As they begin to demonstrate task mastery, the assistance or support is decreased gradually in order to shift the responsibility for learning from the teacher to the students. Scaffolding increases the likelihood for students to meet instructional objectives because teachers, when developing scaffolded lessons, focus on curriculum goals. Example: Any student at any grade level, including high school, can benefit from instructional scaffolding. Comp. 003 - Designing Effective Instruction

836. School Counselor

School counselors are an essential resource and great partners for teachers. When teachers notice red flags, such as behavioral issues or low grades, school counselors are prepared to help teachers gain a more complete understanding of the issues behind the actions. They help students in the areas of academic achievement, personal/social development and career development; their goal is to meet the needs of all students and to maximize their academic achievement. Example: When the teacher sensed trouble brewing in class, language and behavior that caused her anxiety, she talked with the school counselor who helped her trouble-shoot and prevent the situation from escalating.

306. Behaviorism

School of psychological thought that seeks to explain learning through observable changes in behavior. Example: The teacher knew based on the theory of behaviorism that students would adjust their behavior accordingly to seek rewards and avoid punishments. Comp. 004 - Learning Theories and Processes

25. Human Developmental Processes

Series of changes, part of the human development process, that students go through as they mature. Example: Abstract thinking is one of the human developmental processes attained during adolescence. It is a process of change related to the cognitive domain. Comp. 001 - Human Development

688. Smart Boards

Smart boards put simply, are a sophisticated replacement of the traditional overhead projector. The cutting-edge technology in these devices enhances teaching/learning experience, supports student interaction and sharing, supports access to online resources and are low maintenance. Example: One way smart boards provide students with an enriched learning experience is by projecting visual elements in the delivery of a lesson, and by accommodating different learning styles. Comp. 009 - Technology

809. Problems Facing the Community

Sources of trouble in a community (for instance, drugs, gangs, racism, crime, unemployment, poverty). Example: Since gang activity and crime were problems facing the community, many parents did not want their children walk to or from school. Comp. 011 - Home/School/Community Relationships

360. Invented Spelling

Spelling based on how a word sounds; used when the writer does not know the conventional spelling of the word. Example: The first grader spelled the word cat with the invented spelling of "k-a-t" since he hadn't mastered the difference in using k or c for the "k" sound. Comp. 004 - Learning Theories and Processes

547. Verbal Communication

Spoken or written messages. Example: Change in voice loudness, rate, tone, inflection, and asking good questions are all methods of verbal communication. Comp. 007 - Effective Communication

575. Group Contingencies

Strategies in which the entire class is rewarded on the basis of everyone's behavior, removes peer support for misbehavior. Example: To manage inappropriate behavior the teacher resorted to group contingencies already in place: If were able to get through the entirety of the lesson, without distractions, then the class would not have homework that day. Comp. 008 -Motivation and Engagement

Example

Teacher roles for enabling and supporting independent learning are varied. With more emphasis on learners taking responsibility for their learning the teachers' role becomes one of leader rather than controller of learning.

830. Learning Community

Teachers become leaders and leaders become teachers to work together to achieve the school's mission. Example: The school faculty chose to become a learning community through a book study focused on students coming from poverty. Comp. 012 - Professional Development

19. Domains of Development

The different areas in which children develop as they grow older: cognitive (mental), social (relationships with others), emotional (one's feelings), and aesthetic (what one finds pleasing). Example: By late childhood, most students have cultivated their domains of development to cope with feelings such as anger and jealousy. Comp. 001 - Human Development

Example

The district's school board approved the academic calendar and holidays for the upcoming year. Comp. 012 - Professional Development

Example

The large testing company used a norming group when developing their new end-of-year reading assessment.

315. Cognition

The mental operations involved in thinking. Example: The student had strong cognition skills when analyzing the new science content. Comp. 004 - Learning Theories and Processes

908. To Be in Compliance

To adhere to. Example: A teacher wants to be in compliance when it comes to the school's attendance policies. Comp. 013 - Law and Ethical Issues

742. Informational Objectives

Abbreviated instructional objectives in which only the student performance and the product are specified. Example: The teacher had identified the math informational objectives for the students as, "I can solve the linear equation problem by solving for x". Comp. 010 - Assessment

169. Schizophrenia

Abnormal behavior patterns and personality disorganization accompanied by less-than-adequate contact with reality. Example: When working with students who are treated for schizophrenia, setting realistic goals and focusing on positive achievements can be helpful in moving them forward academically. Comp. 002 - Student Diversity

413. Abstract Thinking

Abstract thinking is about deep processes of the mind that look at several possible solutions to any given problem. Abstract thinkers can look at information from various angles, incorporating and applying problem-solving skills to different situations - situations or ideas that are not easily associated to concrete ideas. Example: For one to operate at higher levels of thinking such as in those described in Bloom's Taxonomy, abstract thinking is essential. Comp. 004 - Learning Theories and Processes

626. Academic Language

Academic language is the language needed by students to do the work in school. It includes, for example, content-specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices that are typical for a content area (e.g., essays, lab reports, discussions of a controversial issue.) Example:

119. Bilingual

Capable of using two languages, but usually with differing levels of skills. Example: The bilingual classroom had twenty-two students who were able to speak both English and Spanish in an academic setting.

566. Bilingual

Capable of using two languages, but usually with differing levels of skills. Example: The bilingual classroom had twenty-two students who were able to speak both English and Spanish in an academic setting.

308. Bilingual

Capable of using two languages, but usually with differing levels of skills. Example: The bilingual classroom had twenty-two students who were able to speak both English and Spanish in an academic setting. Comp. 004 - Learning Theories and Processes

602. Self-Actualization

Reaching one's fullest potential. Example: By organizing the clothing drive for those in need, the student had achieved his level of self-actualization. Comp. 008 -Motivation and Engagement

645. Descriptive Data

Data that have been organized, categorized, or quantified by an observer but do not involve a value judgment. Example: When listening to students read, the teacher would note descriptive data about specific struggles or patterns that emerged. Comp. 009 -Technology

283. Digital Natives

Defines the modern student by the technological culture he/she is familiar with, who was born or brought up during the age of digital technology and therefore familiar with computers and the Internet from an early age. Example: Digital natives speak the language of modern technology. Therefore, frequent inclusion of technology tools such as digital games into the curriculum will increase student learning and foster student motivation. Comp. 003 - Designing Effective Instruction

7. At Risk

Describing a student with socioeconomic challenges, such as poverty or teen pregnancy, that may place him or her at a disadvantage in achieving academic, social, or career goals (TEC 29.081). Also used to describe a student who is a low-achieving, slower learner who falls between regular and special education, but who may have a problem (physical, mental, educational, etc.) requiring further evaluation and/or intervention. Example: The female student had never been considered at risk of dropping out until she became pregnant. Comp. 001 - Human Development

192. Intermediate Proficiency Level

ELL students at this language proficiency level are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions.

193. Advanced Proficiency Level

ELL students at this language proficiency level are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pause to restate, repeat, or search for words or phrases to clarify meaning. Example: The student is at the advanced proficiency level; he has the ability to engage in grade-appropriate academic instruction but still needs second language acquisition support. < BR> Comp. 002 - Student Diversity

194. Advanced High Proficiency Level

ELL students at this language proficiency level are able to participate in extended discussions on a variety of social and grade-appropriate topics with only occasional disruptions, hesitations or pauses. Example: The student is at the advanced high proficiency level; he has the ability to engage in grade-appropriate academic instruction nearly comparable to native English-speaking peers. < BR> Comp. 002 - Student Diversity

30. Stages of Cognitive Development

Jean Piaget contributed to the theory of child cognitive development. He proposed four stages of cognitive development: Sensorimotor stage (ages birth to 2), where learning is through the senses and motor development; Preoperational stage (ages 2 to 7), where kids learn through pretend play but still struggle with logic and taking the point of view of other people; Concrete Operations stage (ages 7 to 11) where kids begin to think more logically but tend to struggle with abstract and hypothetical concepts; and Formal Operations stage (ages 11 to adulthood) where adolescents begin to think more easily about abstract concepts and are capable of seeing multiple potential solutions to problems and think more scientifically about the world around them. Example: According to Jean Piaget, children progress through a series of four critical stages of cognitive development that describe the way individuals go about learning and problem-solving.

3. Jean Piaget

Jean Piaget contributed to the theory of child cognitive development. He proposed four stages of cognitive development: the sensorimotor (0-2 yrs) where the key feature is object permanence, preoperational (2-7 yrs) where the key feature is egocentrism, concrete operational (7-11 yrs) where the key feature is conservation, and formal operations (11+ yrs) where the key feature is ability to manipulate ideas mentally. Example: According to the theory of Jean Piaget children should not be taught certain concepts until they have reached the appropriate stage of cognitive development. Comp. 001 - Human Development

279. Jean Piaget

Jean Piaget contributed to the theory of child cognitive development. He proposed four stages of cognitive development: the sensorimotor (0-2 yrs) where the key feature is object permanence, preoperational (2-7 yrs) where the key feature is egocentrism, concrete operational (7-11 yrs) where the key feature is conservation, and formal operations (11+ yrs) where the key feature is ability to manipulate ideas mentally. Example: According to the theory of Jean Piaget children should not be taught certain concepts until they have reached the appropriate stage of cognitive development. Comp. 003 - Designing Effective Instruction

260. Fine-Tuning

Making small adjustments in the planned procedures for a lesson during its teaching. Example:

138. Gender

Male or female. Example: The teacher made sure that the seating chart had students of each gender at every table. Comp. 002 - Student Diversity

856. SBOE (State Board Of Education)

A 15-member elected board with establishes rules and guidelines for public schools in Texas and, with the commissioner of education, oversees the public education system of Texas in accordance with the Texas Education Code (TEC 7.101). Example: SBOE was in charge of reviewing and adopting new textbooks and curriculum materials to be utilized in the schools. Comp. 012 - Professional Development

687. Chromebooks

A Chromebook is a laptop running Chrome OS as its operating system. The device is designed to be used primarily while connected to the Internet, with most applications and data residing in "the cloud". Because the only software application that Chrome OS can run locally is the Google Chrome browser, a Chromebook is often described as a browser-in-a-box. Example: The low-cost Chromebook has given school districts an affordable alternative that they're gravitating to with gusto, leaving the iPad behind. Comp. 009 - Technology

670. URL (Uniform Resource Locator)

A Uniform Resource Locator, commonly referred to as a web address, is a reference to a web resource that specifies its location on the Internet. Example: Students were given the URL www.geometry4kids.org to help them visualize and manipulate the volume and surface area of cylinders. Comp. 009 -Technology

648. Book Trailer

A book trailer is a vision representation of a book and it employs techniques similar to those of movie trailers such as video, sound effect, music, image, custom graphics, motion graphics, and animation. They are designed to promote books and encourage readers. Example: Marla scripted the story, used free copyrighted material, imported pictures from a camera, cropped pictures, added effect and background music --- that's how she produced the book trailer for her school project. Comp. 009 -Technology

833. Mission Statement

A broad statement of the unique purpose for which an organization exists and the specific function it performs. Example: The mission statement of the school included a goal (college) and what steps would be taken to get there (hands-on experiences, solid foundational skills, collaborative experiences). Comp. 012 - Professional Development

136. Exceptional Child

A child who deviates from the average child in any of the following ways: mental characteristics, sensory ability, neuro-motor or physical characteristics, social behavior, communication ability, or multiple handicaps. Example: The gifted and talented student was considered to be an exceptional child since her academic talents deviated from an average child's. Comp. 002 - Student Diversity

464. Assertive Discipline

A classroom management approach that stresses the need for teachers to communicate classroom rules firmly, but without hostility. Example: When the student tried to turn the teacher's correction into an argument, the teacher used assertive discipline by reading the classroom rule aloud to the student instead of engaging in the argument and risking escalation of the hostility. Comp. 006 - Classroom Management

755. Objective

A clear and unambiguous description of instructional intent. Example: Many schools require that the lesson objective be written or displayed on the front board where students are able to see it. Comp. 010 -Assessment

761. Portfolio

A collection of a student's work and achievements that is used to assess past accomplishments and future potential; can include finished work in a variety of media and can contain materials from several courses over time. In one method of portfolio assessment, the teacher or academic team confers and collaborates with the student on the portfolio, reviewing its contents adding to it, selecting from it, and choosing a best work to review. Example: The student's portfolio contained a couple of works-in-progress. One was an essay evolving through various stages of conception, drafting, and revision. Comp. 010 -Assessment

768. Standardized Test

A commercially developed test that samples behavior under uniform procedures; used to provide accurate and meaningful information on students' levels of performance relative to others at their age or grade levels. Example: The students submitted to a standardized test. It contained the same number of questions, the same questions and it was scored the same way, making it possible to compare the relative performance of individual students.

733. Explanation

A component in the lesson cycle that contains what the teacher does to move learning to the student and the way in which the teacher accomplishes this transfer. Example: During the explanation, the students were attentive watching and listening as the teacher modeled the desired outcome. Comp. 010 - Assessment

520. Explanation

A component in the lesson cycle that contains what the teacher does to move learning to the student and the way in which the teacher accomplishes this transfer. Example: During the explanation, the students were watching and listening as the teacher modeled the desired outcome. Comp. 007 - Effective Communication

677. Network

A computer network is a telecommunications network which allows computers to exchange data. Example:

463. Accountability

A concept in which the school system, and especially teachers, are held responsible for the quality of instruction and the progress of their students. Example: At the end-of-year conference of the teacher with the principal, the teacher's test result were discussed as one measure of accountability. Comp. 006 - Classroom Management

354. Inference

A conclusion derived from and bearing some relation to assumed premises. Example: The teacher was able to lead the readers to the inference that the character was bored by pointing out in the text that the character was looking out the window, looking at her fingernails, sighing, and rolling her eyes. Comp. 004 - Learning Theories and Processes

172. Learning Disability

A condition that prevents students from learning to the potential indicated by their IQ; a mismatch between intelligence and performance. Example: The child had an average intelligence level, but her learning disability caused her to function at a much lower level. Comp. 002 - Student Diversity

344. Group Investigation

A cooperative learning strategy in which students brainstorm a set of questions on a subject, form learning teams to find answers to questions, and make presentations to the whole class. Example: The students performed a group investigation to find how size and shape affect how much weight could be held when making a ship out of aluminum foil and counting the amount of pennies it could sustain. Comp. 004 - Learning Theories and Processes

475. Group Investigation

A cooperative learning strategy in which students brainstorm a set of questions on a subject, form learning teams to find answers to questions, and make presentations to the whole class. Example: The students performed a group investigation to find how size and shape affect how much weight could be held when making a ship out of aluminum foil and counting the amount of pennies it could sustain. Comp. 006 - Classroom Management

727. Educational Goal

A desired instructional outcome that is broad in scope. Example: Writing a cohesive essay that supported the main idea was the education goal for the students in the lesson. Comp. 010 - Assessment

233. Venn Diagram

A diagram that enables students to organize information visually so they are able to see the relationships between two or three sets; identify/compare/describe/contrast similarities and differences. Example: Pointing to the Venn diagram the teacher told the students that the shared characteristics of the two female characters of the story will go in the area where the circles overlap. Comp. 003 - Designing Effective Instruction

689. Digital Textbooks

A digital textbook is a digital book or e-book intended to serve as the text for a class. Digital textbooks can open in a word processor, in a web browser, or in application designed specifically for them. Example:

551. Whole-Class Discussion

A discussion among the whole class with the teacher as moderator; seating arrangements should be U-shaped or in a circle. Example: The fourth-grade teacher used whole-class discussion when reading the story chapter for the day to discuss the main character's motives. Comp. 007 - Effective Communication

769. Steering Group

A group of pupils within the class who are carefully observed by the teacher to determine whether the class is understanding the content being discussed in the lesson. Example: The teacher used her mid-level achieving students as a steering group to decide if she needed to move forward in the teaching or go further in depth on the concept. Comp. 010 -Assessment

132. Emotional Disability

A disorder in which the capacity to manage individual or interactive behaviors is limited, impaired, or delayed and is exhibited by difficulty that persists over time and in more than one setting in one or more of the following areas: the ability to understand, build, or maintain interpersonal relationships; the ability to react/respond within established norms; the ability to keep normal fears, concerns, and/or anxieties in perspective; the ability to control aggressive and/or angry impulses or behavior. Example: Selective mutism is an emotional disability which is rare. When a child chooses consistently not to speak in situations where speaking is required, it can indicate this disorder. Selective mutism usually presents itself before the child is five years of age. Comp. 002 - Student Diversity

131. Dyslexia

A disorder manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity (TEC 38.003). Example: The student with dyslexia was a very slow reader. Often he would have difficulty blending the letters to make words. Sometimes he would reverse the order of letters as he was reading. Comp. 002 - Student Diversity

123. Chapter I

A federal program that gives money for education to districts that have a high number of disadvantaged students; currently called Title I. Example: Math manipulatives were purchased for the school using Chapter I funding. Comp. 002 - Student Diversity

825. Head Start

A federal program that provides economically deprived preschoolers with education, nutrition, health, and social services. Example: Head Start promotes the school readiness of young children from low-income families through agencies in their local community. Comp. 012 - Professional Development

5. Anxiety

A feeling of uneasiness associated with the fear of failure. Example: Many of the students seemed to experience anxiety on test day. They complained of headaches and stomach aches. Comp. 001 - Human Development

297. Native Language

A first language (also native language, mother tongue, or L1) is the language or are the languages a person has learned from birth or that a person speaks the best. Example: Beginning-level English language learners (ELLs) may require content instruction in their native language. Comp. 004 - Learning Theories and Processes

314. Classical Conditioning

A form of conditioning in which a neutral stimulus (such as the bell in Pavlov's experiment) comes to elicit a response (such as salivation) after it is repeatedly paired with reinforcement (such as food). Example: The teacher had taught the class using classical conditioning. If they heard one bell, they would stop and listen for instructions. The teacher would usually compliment them on getting quiet so quickly. Comp. 004 - Learning Theories and Processes

668. Copyright Laws

A form of protection provided by the laws of the United States to authors of original works of authorship. Example: Multiple copies of a short poem with a notice of copyright on them were made by the teacher for each student for classroom discussion in compliance with Copyright Laws. Comp. 009 -Technology

880. Copyright Laws

A form of protection provided by the laws of the United States to authors of original works of authorship. Example: Multiple copies of a short poem with a notice of copyright on them were made by the teacher for each student for classroom discussion in compliance with Copyright Laws. Comp. 013 - Law and Ethical Issues

500. Time-Out

A form of punishment in which the student is removed for a short while from the rest of the class (sit in corner, stand out in the hall, and so on); used when the teacher believes the student misbehaves because he or she wants attention. Example: The student who was throwing paper and talking back was assigned to the time-out desk for fifteen minutes to write a reflection on why those behaviors were inappropriate for class. Comp. 006 - Classroom Management

49. Sociodrama

A form of role playing that focuses on a group solving a problem. Example: The teacher had the group participate in a sociodrama about what they would do if they witnessed a student they knew being bullied at school. Comp. 001 - Human Development

567. Bilingual Education Program

A full-time program of dual-language instruction that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills; must be designed to consider the students' learning experiences and must incorporate the cultural aspects of the students' backgrounds (TEC 29.055). Example: The fourth graders had successfully completed the bilingual education program and had been placed in an all English with ESL support classroom. Comp. 008 -Motivation and Engagement

120. Bilingual Education Program

A full-time program of dual-language instruction that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills; must be designed to consider the students' learning experiences and must incorporate the cultural aspects of the students' backgrounds (TEC 29.055). Example: The second-grade students who were in the bilingual education program received math, reading, and writing in Spanish, but science and social students instruction was delivered in English. Comp. 002 - Student Diversity

309. Bilingual Education Program

A full-time program of dual-language instruction that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills; must be designed to consider the students' learning experiences and must incorporate the cultural aspects of the students' backgrounds (TEC 29.055). Example: The second-grade students who were in the bilingual education program received math, reading, and writing in Spanish, but science and social students instruction was delivered in English. Comp. 004 - Learning Theories and Processes

684. Advocacy Group

A group which activities aim to influence decisions within political, economic, and social systems and institutions. Example: An organization whose members share a common political, economic, or social interest and try to advance those interests through the political process is called an advocacy group. Comp. 009 - Technology

792. Guardians

A guardian is a person legally entrusted with the care of, and managing the rights of, another person, usually a minor. Example: Parents/guardians have the responsibility of assisting school staff in dealing with disciplinary issues of their children. Comp. 011 - Home/School/Community Relationships

414. Analysis

A high-level cognitive category in Bloom's Taxonomy. Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here present a higher intellectual level than comprehension and application levels because they require an understanding of both the content and structural form of the material. Example: The question: "Compare and contrast the beliefs of W.E.B. DuBois and Booker T. Washington" calls on the analysis cognitive category described in Bloom's Taxonomy. Comp. 004 - Learning Theories and Processes

558. Analysis

A high-level cognitive category in Bloom's Taxonomy. Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here present a higher intellectual level than comprehension and application levels because they require an understanding of both the content and structural form of the material. Example: The question: "Compare and contrast the beliefs of W.E.B. DuBois and Booker T. Washington" calls on the analysis cognitive category described in Bloom's Taxonomy. Comp. 007 - Effective Communication

559. Synthesis

A high-level cognitive category in Bloom's Taxonomy. Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (presentation or speech), a plan of investigations (a research report), or a set of abstract relations (the classifying of information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns and structures.

415. Synthesis

A high-level cognitive category in Bloom's Taxonomy. Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (presentation or speech), a plan of investigations (a research report), or a set of abstract relations (the classifying of information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns and structures. Example: The ability to generate from facts, to predict and draw conclusions, and to use old ideas to create new ones are skills demonstrated in synthesis. Comp. 004 - Learning Theories and Processes

116. ADHD (Attention Deficit Hyperactivity Disorder)

A label applied to individuals who are extremely active, impulsive, distractible, and excitable and have great difficulty concentrating on what they are doing. Example: The special education student often was unable to wait his turn to be called on. The teacher was aware of his diagnosis of ADHD and created a behavior reward system to help modify his behavior when he did raise his hand and wait. Comp. 002 - Student Diversity

140. Gifted

A label applied to students who are exceptionally intelligent, creative, or talented. Example: In order to meet the needs of his gifted students, the teacher was required to attend specialized professional development classes. Comp. 002 - Student Diversity

657. Programming Language

A language with a sequence of instructions that a computer can understand to do what the programmer (or the computer user) wants it to do, is called a programming language. It is designed for programming computers. Example: Java is a programming language used for building video games, while with Objective-C you can create Apple apps for iPhones and iPads. Comp. 009 -Technology

214. Learning Disabilities

A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." This difference affects how a person receives and processes information. Children with learning disabilities are as smart as or smarter than their peers. But they may have difficulty reading, writing, spelling, and reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. Example: With the right support and intervention, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life. Comp. 002 - Student Diversity

394. Lecture

A lecture is an oral presentation given by the teacher in the classroom with the purpose of teaching students a particular subject. It is a method of delivering instruction to students by talking about a particular subject matter. The presentation of a lecture usually starts with an opening statement, followed by an outline of main points, examples, or demonstration, and a conclusion. Example: One disadvantage of the lecture method is that it does not allow for students to be intellectually engaged with the material, which hinders learning. Comp. 004 - Learning Theories and Processes

469. Dangle

A lesson transition during which the teacher leaves a lesson hanging while tending to something else in the classroom. Example: The students were left to dangle because the bell sounded before the teacher had finished the closure to the lesson. Comp. 006 - Classroom Management

340. Flip-Flop

A lesson transition in which the teacher changes back and forth from one subject or activity to another. Example: The teacher disrupted the students' concentration in math when she used a flip-flop transition to make a note about the day's earlier lesson in reading. Comp. 004 - Learning Theories and Processes

801. Language Translator

A linguistic professional who understands the source language and renders information clearly and accurately into the target language and vice versa. Example: The teacher had a language translator contact the student's parents to communicate the purpose of the conference in advance. Comp. 011 - Home/School/Community Relationships

762. Questionnaire

A list of written statements regarding attitudes, feelings, and opinions that are to be read and responded to. Example: At the end of the school year, the students completed a questionnaire regarding their experiences at school that year. Comp. 010 -Assessment

455. Mainstreamed Hyperactive Students

A mainstream classroom is a general education classroom. Hyperactive students are those that are restless and fidget in their seats or play with their chairs and desks, or are constantly on the move, bouncing from one task to another and rarely completing any. Mainstreaming or inclusion means putting a student with special education needs in the general education classroom for part or all of the school day. Example: Instructional activities to allow interaction and movement can be an effective teacher response to mainstreamed hyperactive students in the classroom. Comp. 005 - Classroom Climate

157. Mainstreaming

A mainstream classroom is a general education classroom. Mainstreaming or inclusion means putting a student with special education needs in the general education classroom for part or all of the school day. The child may also have some instruction in a special education classroom. Example: One benefit of mainstreaming is helps non-disabled students learn to accept, relate, have enhanced self-esteem, and develop a genuine capacity for friendship with those that might be "different.". Comp. 002 - Student Diversity

130. Dyscalculia

A math-related learning disability characterized by an inability to grasp and remember math concepts, rules, and formulas, despite conventional instruction, adequate intelligence, and sociocultural opportunity. Example: The student with dyscalculia was provided a list of steps in the procedure for long division and graph paper to help in keeping the numbers lined up. Comp. 002 - Student Diversity

345. Heterogenous Grouping

A method of grouping in which students with a broad range of abilities, interests, achievement levels, and backgrounds are grouped together. Example: A typical general education classroom will contain heterogeneous grouping. Comp. 004 - Learning Theories and Processes

477. Heterogeneous Grouping

A method of grouping in which students with a broad range of abilities, interests, achievement levels, and backgrounds are grouped together. Example: A typical general education classroom will contain heterogeneous grouping. Comp. 006 - Classroom Management

576. Heterogeneous Grouping

A method of grouping in which students with a broad range of abilities, interests, achievement levels, and backgrounds are grouped together. Example: Because of the heterogeneous grouping within the class, the teacher was able to have students form research groups based on their areas of interest. Comp. 008 -Motivation and Engagement

346. Homogenous Grouping

A method of grouping in which students with a relatively high degree of abilities, interests, achievement levels, and backgrounds are grouped together. Example: The after-school tutoring students were a homogeneous grouping. They all were there because they struggled with math. Comp. 004 - Learning Theories and Processes

478. Homogeneous Grouping

A method of grouping in which students with a relatively high degree of abilities, interests, achievement levels, and backgrounds are grouped together. Example: The teacher used homogeneous grouping during reading time. That way the small groups could read texts at similar levels. Comp. 006 - Classroom Management

577. Homogeneous Grouping

A method of grouping in which students with a relatively high degree of abilities, interests, achievement levels, and backgrounds are grouped together. Example: The teacher used homogeneous grouping during reading time. That way the small groups could read texts at similar levels. Comp. 008 -Motivation and Engagement

366. Mnemonic

A method to aid memory, such as keyword association and loci. Example: A mnemonic device for remembering the order of operations in a math problem might be PEMDAS (parentheses, exponents, multiply/divide, add/subtract). Comp. 004 - Learning Theories and Processes

257. Check for Mastery

A method used by teachers in the teaching/learning process to determine students' readiness to use the information presented during instructional input. Example: The teacher used formative assessments (questioning, quizzes, and graphic organizers) to check for mastery of content and skills, and determine the students' level of understanding on the topic. Comp. 003 - Designing Effective Instruction

707. Multimedia Presentation

A multimedia presentation involves the integration of multiple forms of media. This includes text, graphics, audio, video, etc. Example: a presentation involving audio and video clips would be considered a multimedia presentation. Comp. 009 - Technology

806. Parent-Teacher Conference

A parent teacher conference is a meeting between a student's parents and teacher or teachers, to discuss the child's progress academically, socially and find solutions to academic or behavioral problems.

804. Parent

A person standing in parental relation to a child (TEC 26.002). Example: The parent of the student called the school and requested a conference with the teacher. Comp. 011 - Home/School/Community Relationships

867. Teacher Certification

A process through which individuals are recognized by the state as having acquired the necessary skills and knowledge to teach in Texas; those certified must hold a bachelor's degree with coursework in three areas: (a) a broad general education, (b) academic specialization(s), and (c) teaching knowledge and abilities. Example:

783. Educational Program

A program for providing education. Example: It is widely known that low-income urban parents are reluctant to partner with teachers in their children's educational program. Comp. 011 - Home/School/Community Relationships

821. ESL (English As A Second Language) Program

A program of intensive instruction in English from teachers trained in recognizing and dealing with language differences; must be designed to consider students' learning experiences and must incorporate the cultural aspects of students' backgrounds (TEC 20.055). Example: The ESL program at the school was designed to support students in their acquisition of the English language. Comp. 012 - Professional Development

513. Convergent Question

A question that has only one correct response. Example: The convergent question on the multiple-choice test had only one answer considered to be correct. Comp. 007 - Effective Communication

524. Focusing Question

A question used to focus students' attention on a lesson or on the content of a lesson. Example: The teacher crafted an attention-grabbing focusing question that would engage all of the students before reading the text. Comp. 007 - Effective Communication

Example

A quiet reading corner, a music area where soft music plays in the background while students complete work, a discussion/conversation center, a large table for cooperative projects, spaces for wet or messy projects, multimedia spaces, learning stations and individual work areas might describe a classroom physical arrangement. Comp. 005 - Classroom Climate

906. Restructuring

A radically altering reform of schools as organizations and the way schooling is delivered. Example:

771. Raw Score

A raw score is simply the number questions or problems the student answered or solved correctly. Most standardized tests are initially scored with raw scores. Such scores must later be converted to other types of ratings for comparative or interpretive reasons. Without knowing how many questions were on the test or the point value of each question, the raw score has no meaning - it is impossible to decipher in terms of percentile, grade, or measured progress.

496. Social Objective

A requirement of the cooperative learning model dealing with the social skills, roles and relationships, and group processes that students need to accomplish the learning task. Example: The teacher incorporated a social objective into the group's work that involved taking turns listening and speaking. Comp. 006 - Classroom Management

763. Rating Scale

A scale of values arranged in order of quality, describing someone or something being evaluated. Example: The students used a rating scale of 1 (poor) to 5 (excellent) to self-evaluate their participation during group work. Comp. 010 -Assessment

47. Schema

A schema describes an individual's knowledge structure involved in understanding and knowing. Comprehension depends on integrating new knowledge with a network of prior knowledge (schema). Both schemas and schemata are used as plural forms. Example: The student did not have any background knowledge or schema to link the new learning onto, so he struggled with the concept. Comp. 001 - Human Development

380. Schema

A schema describes an individual's knowledge structure involved in understanding and knowing. Comprehension depends on integrating new knowledge with a network of prior knowledge (schema). Both schemas and schemata are used as plural forms. Example: The student did not have any background knowledge or schema to link the new learning onto, so he struggled with the concept. Comp. 004 - Learning Theories and Processes

156. Magnet School

A school that focuses on special themes (science, mathematics, language arts, etc.). Example: The science magnet school required that all other content subjects have links back to science learning, since it was the theme of the school. Comp. 002 - Student Diversity

715. Base-Line Score

A score calculated as a point of comparison with later test scores; relatively stable indicator of typical performance in a content area. Example: It was important for the teachers to identify a reading base-line score at the beginning of the year to reference later in the year to mark achievement. Comp. 010 - Assessment

903. Procedure

A sequence of steps and activities that have been designed to lead to the acquisition of learning objectives. Example: That math teacher taught the students the procedure for solving word problems that involved identifying the variable and the operation to be used. Comp. 013 - Law and Ethical Issues

492. Procedure

A sequence of steps and activities that have been designed to lead to the acquisition of learning objectives. Example: The science teacher taught the students the procedure necessary to complete the experiment.

537. Procedure

A sequence of steps and activities that have been designed to lead to the acquisition of learning objectives. Example: The science teacher taught the students the procedure necessary to complete the experiment.

661. Procedure

A sequence of steps and activities that have been designed to lead to the acquisition of learning objectives. Example: The science teacher taught the students the procedure necessary to complete the experiment.

845. Procedure

A sequence of steps and activities that have been designed to lead to the acquisition of learning objectives. Example: The science teacher taught the students the procedure necessary to complete the experiment.

221. Algorithm

A set of rules or procedures for performing a task. Example: Multiplication problems involving two digit by two digit multiplication are traditionally solved using the standard algorithm. Comp. 003 - Designing Effective Instruction

710. Achievement Test

A standardized test designed to measure levels of knowledge, understanding, abilities, or skills acquired in a particular subject already learned. Example: The fifth-grade achievement test given at the end of the year measured all of the objectives that had been taught. Comp. 010 - Assessment

712. Aptitude Test

A standardized test designed to predict future performance in a subject area. Example: The aptitude test showed the student's strengths were in science and math, so the counselor recommended the student look at the degree plans for engineering and architecture. Comp. 010 - Assessment

754. Norm-Referenced Test

A standardized test that focuses on a comparison of a student's score to the average of a norm group. Example: A student does not "pass" or "fail" a norm-referenced test. The test provides a measure of how the student compares to other test-takers typically of the same age or grade-level. Comp. 010 -Assessment

266. STAAR (State of Texas Assessments of Academic Readiness)

A statewide assessment program for core subject areas - reading, writing, math, science, and social studies, created and implemented by the Texas Education Agency (TEA) that is primarily performance-based to ensure school accountability for student achievement (TEC chapter 39 and 19 Texas Administrative Code chapter 101). STAAR measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. The number of tests taken each year will vary from two to four, depending on the grade level.

861. STAAR (State of Texas Assessments of Academic Readiness)

A statewide assessment program for core subject areas - reading, writing, math, science, and social studies, created and implemented by the Texas Education Agency (TEA) that is primarily performance-based to ensure school accountability for student achievement (TEC chapter 39 and 19 Texas Administrative Code chapter 101). STAAR measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. The number of tests taken each year will vary from two to four, depending on the grade level.

402. Problem Solving

A strategy that involves the application of knowledge and skills to produce a result or solution.

595. Problem Solving

A strategy that involves the application of knowledge and skills to produce a result or solution.

660. Problem Solving

A strategy that involves the application of knowledge and skills to produce a result or solution.

844. Problem Solving

A strategy that involves the application of knowledge and skills to produce a result or solution.

536. Problem Solving

A strategy that involves the application of knowledge and skills to produce a result or solution. Example: The students used their problem solving skills to uncover the mystery in the novel before finishing the reading.

293. Problem-Solving

A strategy that involves the application of knowledge and skills to produce a result or solution. Problem-solving involves three basic functions: seeking information, generating new knowledge, and making decisions.

378. Problem-Solving

A strategy that involves the application of knowledge and skills to produce a result or solution. Problem-solving involves three basic functions: seeking information, generating new knowledge, and making decisions.

163. Multicultural Education

A structured process designed to foster understanding, acceptance, and constructive relations among people of various cultures. Example: A multicultural education program allows students to bring their culture into the classroom and/or embrace a culture that they have never experienced before. Comp. 002 - Student Diversity

320. Constructivism

A student-centered approach to teaching during which the student is an active participant; student should be interacting with others, writing, reading, speaking, etc. During active participation, the student usually will be interacting with peers in small, manageable, cooperative groups; engage in higher order thinking while working cooperatively with others. Example: In a classroom that supports constructivism, the student will be analyzing (breaking down information into parts); synthesizing (creating something new based on previous learning) and evaluating and judging information for merit and value. Comp. 004 - Learning Theories and Processes

764. Subjective Test

A subjective test is evaluated by giving an opinion. It can be compared with an objective test, which has right or wrong answers and so can be marked objectively. However subjective tests tend to offer deeper insight into test takers' knowledge. Example: The test was a subjective test. It had five constructed response questions, which required the test taker to form their own original answer, based on their own understanding of the topic. Comp. 010 -Assessment

387. Within-Class Ability Grouping

A system for accommodating differences between students by dividing a class into groups for instructional purposes (such as, reading groups, mathematics groups, science groups). Example: The teacher knew the students' Lexile reading levels and arranged for within-class ability grouping. Comp. 004 - Learning Theories and Processes

613. Token Reinforcement System

A system in which students perform actions or behaviors desired by the teacher in order to earn neutral tokens that can be exchanged periodically for rewards. Example: The teacher used a token reinforcement system. The students earned tickets that could be traded for homework or free time passes.

843. Probationary Teacher

A teacher who is under a probationary contract that may not be for a term exceeding one school year, but may be renewed for two additional one-year periods, for a maximum permissible probationary contract period of three school years (TEC 21.102). Example: When you are a probationary teacher you are working to show your talents and abilities as being valuable to the campus. Comp. 012 - Professional Development

854. Reflective Practioner

A teacher who systematically reflects on his or her performance in the classroom and development as an educator. Example: The teacher, as a reflective practioner, would consider daily how time, materials, and instructional practices had been used and to what effect. Comp. 012 - Professional Development

482. Withitness

A teacher's complete awareness of what is going on throughout the learning environment at all times and to communicate non-verbally this awareness to students; useful in behavior management. Example: The teacher had such withitness that students thought she had eyes in the back of her head. She saw everything. Comp. 006 - Classroom Management

498. Teacher Expectations

A teacher's opinion of the likelihood that students will be successful. Example: It was the teacher expectations that kept the classroom library neat and organized. She often spoke to the students about the importance of taking care of the books. Comp. 006 - Classroom Management

52. Teacher Expectations

A teacher's opinion of the likelihood that students will be successful. Example: The teacher expectations were high in the second-grade classroom. Before each lesson, the teacher would tell the students exactly what he expected to see as a product. Comp. 001 - Human Development

382. Teacher Expectations

A teacher's opinion of the likelihood that students will be successful. Example: The teacher expectations were high in the second-grade classroom. Before each lesson, the teacher would tell the students exactly what he expected to see as a product. Comp. 004 - Learning Theories and Processes

442. Teacher Expectations

A teacher's opinion of the likelihood that students will be successful. Example: The teacher expectations were high in the second-grade classroom. Before each lesson, the teacher would tell the students exactly what he expected to see as a product. Comp. 005 - Classroom Climate

125. Cooperative Groups

A teaching strategy in which small groups of students work together on a common task and are rewarded on the basis of the success of the group. Example: Pairing of students in cooperative groups is one effective strategy for exposing learners to a wide array of cultural and ability variances as they learn to appreciate others who may not be like them. Comp. 002 - Student Diversity

179. Cooperative Learning

A teaching strategy in which small groups of students work together on a common task and are rewarded on the basis of the success of the group. Pairing of students in cooperative groups is one effective strategy for exposing learners to a wide array of cultural and ability variances as they learn to appreciate others who may not be like them. Example: The students created their timeline of events during the American Revolution using cooperative learning. Comp. 002 - Student Diversity

230. Brainstorming

A teaching strategy in which students generate ideas, judgments of the ideas of others is forbidden, and ideas are used to create a flow of new ideas. Example: When beginning the unit in science on weather, the teacher had the students use brainstorming to list all the words that they could think of that might relate to the concept of weather.

240. Cooperative Learning

A teaching strategy in which students work together on assigned tasks and are rewarded on the basis of the success of the group. Example: The students created their timeline of events during the American Revolution using cooperative learning. Comp. 003 - Designing Effective Instruction

618. Discovery Learning

A teaching strategy in which the teacher creates situations in which students can learn on their own. Learning proceeds in this sequence: identification of a problem, development of hypotheses, testing of hypotheses, and arrival at conclusions. Example: The student is able to make connections to the learning because it is connected to their schema and self-directed. This is one of the reasons that discovery learning is shown to increase retention.

248. Discovery Learning

A teaching strategy in which the teacher creates situations in which students can learn on their own. Learning proceeds in this sequence: identification of a problem, development of hypotheses, testing of hypotheses, and arrival at conclusions. Example: The student is able to make connections to the learning because it is connected to their schema and self-directed. This is one of the reasons that discovery learning is shown to increase retention. Comp. 003 - Designing Effective Instruction

92. Teaching Strategies

A teaching strategy or instructional strategy is the method used to deliver information in the classroom. Effective teaching strategies help to activate students' curiosity about a class topic, engage students in learning, develop critical thinking skills, keep students on task, foster sustained and useful classroom interaction. When instructional strategies are tied to the needs and interests of students, learning is enhanced. Instructional strategies should be directly tied to the curriculum, desired student outcomes, and classroom assessments. Example: Group/individual instruction, problem solving, cooperative learning, critical thinking, use of graphic organizers, simulations, technology tools, student self-assessment, questioning strategies are all examples of teaching strategies. Different instructional strategies can make a teacher's lesson more effective in reaching a wide range of learners. Comp. 001 - Human Development

Example

A term contract may not exceed five school years; it is usually for one or two years. Comp. 012 - Professional Development

724. Culturally Fair Test

A test designed to reduce cultural bias. Example: Designing a culturally fair test is important so that minorities are given a chance to demonstrate their intelligence regardless of their cultural upbringing. Comp. 010 - Assessment

438. Regular Class

A typical classroom designed to serve students without disabilities. Example: A regular class will be very heterogeneous. You will have students of varying backgrounds and abilities. Comp. 005 - Classroom Climate

512. Community of Learners

A unified group of learners in which all are contributing toward the destination of learning; a learning community where students can learn alone and together in a safe and challenging environment. Example: The teacher had worked on collaborative practices for many months to develop a community of learners in her classroom. Comp. 007 - Effective Communication

53. Trust

A value relationship between and among individuals; includes such subordinate terms as confidence, reliance, stability, and absence of deception. Example: The teacher had established a relationship of trust with the students. She was consistent with her delivery of rewards and consequences. Comp. 001 - Human Development

443. Trust

A value relationship between and among individuals; includes such subordinate terms as confidence, reliance, stability, and absence of deception. Example: The teacher's students felt like they could trust him. He didn't hide information from them and was always upfront with his expectations and how they would be measured. Comp. 005 - Classroom Climate

708. Web Page

A web page is a hypertext document connected to the World Wide Web. A web browser (Chrome, Firefox) displays a web page on a monitor or mobile device, and it may contain text, graphics, and hyperlinks to other web pages and files. Example: A "404 Page Not Found" error is a message indicating that the web page the user was trying to reach on a website could not be found in the server, which means that either the page has been removed or moved to another location and the URL was not changed accordingly. Comp. 009 - Technology

656. Internet

A widely used, worldwide public computer network, initially developed by the U.S. military, that links smaller computer networks and allows users to communicate with one another on a global scale. Example: The student was able to use the Internet to research about African-American inventors. Comp. 009 -Technology

61. Preoperational Stage

According to Jean Piaget, at this stage of cognitive development (ages 2 to 7), children learn through pretend play; represent objects by images, words and drawings. They rely on the symbolic for understanding concepts. They are able to form stable concepts as well as mental reasoning - schemata, but they still struggle with logic, reversibility, and taking the point of view of other people. Example: If shown two short sticks, a child in the preoperational stage cannot imagine what they would look like if they were put end-to-end. Comp. 001 - Human Development

78. Sense of Belonging

According to Maslow's Hierarchy of Human Needs theory, a student who is made to feel welcome, and accepted by others, who has the opportunity to develop social relationships and reach out for affection and to establish friendship among peers is more likely to perform well in school than one who does not have a sense of belonging or have a lack of affection, and lack of attention. Example: Maslow believed people move through different stages of five needs that motivate their behavior - sense of belonging is one of those stages. Comp. 001 - Human Development

77. Safety Needs

According to Maslow's Hierarchy of Human Needs theory, a student who is worried about the health or safety of a family member or worried about a family problem such as parental divorce cannot perform effectively in school. Example: Maslow believed people move through different stages of five needs that motivate their behavior - safety needs is one of those stages. Comp. 001 - Human Development

76. Physiological Needs

According to Maslow's Hierarchy of Human Needs theory, students most basic needs, physiological needs (to have hunger and thirst satisfied, to have sleep needs met, to be adequately warm, and so forth) must be met before students can perform school tasks, otherwise they would be preoccupied with their survival and/or their physical suffering and would not be able to be attentive in class. Example: It is important for teachers to realize how various external factors, like physiological needs may affect students' lives and their performance in school and knows how to implement strategies to making students feel safe, accepted, competent, and productive in the classroom.

79. Sense of Self-Worth

According to Maslow's Hierarchy of Human Needs theory, students want to be heard, appreciated and wanted. They need to experience achievement and competence. They need to hear from their teachers "you've done a good job". When these needs are frustrated then feelings of insecurity and inferiority set in. Example: Maslow believed people move through different stages of five needs that motivate their behavior - sense of self-worth is one of those stages. Comp. 001 - Human Development

573. Physiological Needs

According to Maslow, students most basic needs, physiological needs (to have hunger and thirst satisfied, to have sleep needs met, to be adequately warm, and so forth) must be met before students can perform school tasks, otherwise they would be preoccupied with their survival and/or their physical suffering and would not be able to be attentive in class. Example: It is important for teachers to realize how various external factors, like physiological needs may affect students' lives and their performance in school and knows how to implement strategies to making students feel safe, accepted, competent, and productive in the classroom. Comp. 008 -Motivation and Engagement

280. Concrete Operational Stage

According to Piaget's theory of cognitive development, during the Concrete Operational stage (ages 7 to 11), kids are capable of performing a variety of mental operations and thoughts using concrete concepts; their thinking is more organized and rational and they begin to think more logically but tend to struggle with abstract and hypothetical concepts - they generalize only from concrete experiences. Example: For most young students Piaget's concrete operational stage is predominant. Teachers should not assume that all children are at the same stage developmentally. Comp. 003 - Designing Effective Instruction

45. Reversibility

According to Piaget's theory of cognitive development, during the Preoperational stage (ages 2 to 7) children are unable to mentally reverse actions and events. Example: It is only during the Concrete Operational phase (ages 7 to 11) that students develop reversibility of thought. They are able to count numbers not only forwards but backwards as well. Comp. 001 - Human Development

63. Conserve

According to Piaget's theory of cognitive development, during the Preoperational stage (ages 2 to 7) children don't have the cognitive ability to conserve: to understand that something stays the same in quantity even though its shape may have changed. They struggle with understanding the concept of constancy. Example: Take a lump of clay, divide it into two equal pieces. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake shape, then give a child the option of choosing one of the two pieces of clay to play with. Since the flat shape looks larger, the preoperational child will likely choose that piece even though the two pieces are exactly the same. The child is incapable of conserving. Comp. 001 - Human Development

22. Egocentric

According to Piaget's theory of cognitive development, during the Preoperational stage (ages 2 to 7) children struggle with taking the point of view of others. They think their thoughts are not unique to them; that everyone else shares their thoughts, feelings, and opinions. Example: The kindergarten child thought that since he was hungry, it must be lunchtime. His egocentric behavior made him believe that since it was his thought, the world must conform around it. Comp. 001 - Human Development

65. Disequilibra

According to Piaget, learning cannot occur without disequilibrium. Disequilibrium is the plural of disequilibria. When children and adolescents encounter something reasonably similar to what they already know, it is assimilated into their existing knowledge. However, if they encounter something that is different from what they know they will have to change their way of thinking to take into account this new knowledge. This step is referred to as disequilibria. Example: A child sees a four-legged animal and calls it a "dog". Mother responds "No, Johnny, that's a cow. The child experiences disequilibria because the child's original schema did not include cows as another type of four-legged animals. Comp. 001 - Human Development

319. Disequilibria

According to Piaget, learning cannot occur without disequilibrium. Disequilibrium is the plural of disequilibria. When children and adolescents encounter something reasonably similar to what they already know, it is assimilated into their existing knowledge. However, if they encounter something that is different from what they know they will have to change their way of thinking to take into account this new knowledge. This step is referred to as disequilibria. Example: A child sees a four-legged animal and calls it a "dog". Mother responds "No, Johnny, that's a cow. The child experiences disequilibria because the child's original schema did not include cows as another type of four-legged animals. Comp. 004 - Learning Theories and Processes

57. Disequilibrium

According to Piaget, learning occurs at the point of disequilibrium. Example: When Mrs. Lara's students encounter new information, they experience disequilibrium until they can either assimilate (add to their existing knowledge of the information) or accommodate (existing schema (knowledge) does not work, and needs to be changed to deal with the new knowledge) and thus achieve equilibrium. Comp. 001 - Human Development

148. Adapting Instruction

Adapting instruction is a strategy that teachers use to accommodate a wide variety of learning needs. Example: As a way of adapting instruction for her students with ADD, the teacher now delivers the lesson at a brisk pace - that's how she maintains student involvement in the lesson. Comp. 002 - Student Diversity

781. Cultural Adaptation

Adjusting to lifestyle, social norms, language use and other practical considerations in a different culture. Example: Observing how others acted in similar situations helped Marta in her cultural adaptation process and provided a more fulfilling experience in the new country. Comp. 011 - Home/School/Community Relationships

864. Supervisor

Administrator responsible for specific programs in public schools, such as supervisor of special education, vocational education supervisor, or supervisor of elementary or secondary curriculum. Example:

10. Risky Behaviors

Adolescence is a time marked by changes in physical, psychological, and social development, a time of vulnerability and adjustment. A time where adolescents engage in behaviors that increase their likelihood of death or illness, by carrying guns, driving recklessly, using illegal substances, and engaging in unprotected sex. Example:

101. Identity vs. Role Confusion

Adolescence is the period of life between childhood and adulthood. According to psychologist Erik Erikson, adolescents go through the psychosocial crisis of Identity versus Role Confusion, which involves exploring who they are as individuals. It is a crisis that will either lead to identity of who they are and what they believe, or to role confusion, or not being sure of who they are or what they believe. Example: Students who receive proper encouragement and reinforcement through their personal exploration will emerge from the Identity versus Role Confusion stage with a strong sense of self and a feeling of independence and control. Comp. 001 - Human Development

195. Identity

Adolescents form their own personal sense of who they are based on many things. Faced with physical growth, sexual maturation, and impending career choices, adolescents must accomplish the task of integrating their prior experiences and characteristics into a stable identity. Erik Erikson coined the phrase identity crisis to describe the temporary instability and confusion adolescents experience as they struggle with alternatives and choices. To cope with the uncertainties of this stage, adolescents may over identify with heroes and mentors, fall in love, and bond together in cliques, excluding others on the basis of real or imagined differences. Chief amongst all the input adolescents use to form their identity is the feedback they get from family and friends. Example: The development of an individual's distinct personality by which he or she is recognized or known is called identity formation. < BR> Comp. 002 - Student Diversity

108. Identity Formation

Adolescents form their own personal sense of who they are based on many things. Faced with physical growth, sexual maturation, and impending career choices, adolescents must accomplish the task of integrating their prior experiences and characteristics into a stable identity. Erik Erikson coined the phrase identity crisis to describe the temporary instability and confusion adolescents experience as they struggle with alternatives and choices. To cope with the uncertainties of this stage, adolescents may over identify with heroes and mentors, fall in love, and bond together in cliques, excluding others on the basis of real or imagined differences. Chief amongst all the input adolescents use to form their identity is the feedback they get from family and friends. Example: The development of an individual's distinct personality by which he or she is recognized or known is called identity formation. Comp. 001 - Human Development

456. Identity Formation

Adolescents form their own personal sense of who they are based on many things. Faced with physical growth, sexual maturation, and impending career choices, adolescents must accomplish the task of integrating their prior experiences and characteristics into a stable identity. Erik Erikson coined the phrase identity crisis to describe the temporary instability and confusion adolescents experience as they struggle with alternatives and choices. To cope with the uncertainties of this stage, adolescents may over identify with heroes and mentors, fall in love, and bond together in cliques, excluding others on the basis of real or imagined differences. Chief amongst all the input adolescents use to form their identity is the feedback they get from family and friends. Example: The development of an individual's distinct personality by which he or she is recognized or known is called identity formation. Comp. 005 - Classroom Climate

542. Responding

Affective learning that involves freely attending to a stimulus as well as voluntarily reacting to it in some way. Example: The students were responding with excitement as the science experiment began to produce results.

209. Graphic Organizers

Also called concept maps, is a diagram or illustration used to organize ideas and examine relationships. It reveals the organization of concepts and/or relationships between concepts. Types include webs, Venn diagrams, and charts. Example: The learner does not have to process heavy amounts of language in order to understand the concept being taught. This aspect of graphic organizers is critical for English-language learners to understand challenging ideas. Comp. 002 - Student Diversity

637. Graphic Organizers

Also called concept maps, is a diagram or illustration used to organize ideas and examine relationships. It reveals the organization of concepts and/or relationships between concepts. Types include webs, Venn diagrams, and charts. Example: The learner does not have to process heavy amounts of language in order to understand the concept being taught. This aspect of graphic organizers is critical for English-language learners to understand challenging ideas. Comp. 008 - Motivation and Engagement

342. Graphic Organizers

Also called concept maps, is a diagram or illustration used to organize ideas and examine relationships. It reveals the organization of concepts and/or relationships between those concepts. Types include webs, Venn diagrams, and charts. Example: The learner does not have to process heavy amounts of language in order to understand the concept being taught. This aspect of graphic organizers is critical for English-language learners to understand challenging ideas. Comp. 004 - Learning Theories and Processes

686. Android Tablets

An Android tablet is a tablet-sized PC that runs on Google's Android operating system (OS). Android tablets include almost all the key features found in a regular tablet PC, including office applications, games, Web browsers and many other programs. Example: Schools can't always afford iPads in classrooms and instead opt for lower priced Android tablets which some schools have reported present more technical problems than Ipads. Comp. 009 - Technology

237. Concept

An abstract idea common to a set of objects, conditions, events, or processes. Example: The music teacher expanded the students' concept of music by choosing pieces from varied genres. Comp. 003 - Designing Effective Instruction

347. Accommodation

An adaptation or adjustment made to address needs. In Piagetian terms, when learners do not have sufficient prior knowledge for ease of learning, schema accommodation must be made for the new concepts to be understood. Example: When a child learns the word for dog, they start to call all four-legged animals dogs. This is assimilation. People around them will say, no, that's not a dog, it's a cat. The schema for dog then gets modified to restrict it to only certain four-legged animals. That is accommodation. Comp. 004 - Learning Theories and Processes

922. Search Engine

An application software that searches for and identifies items in a database that correspond to keywords or characters specified by the user to locate information; used especially for finding particular sites on the World Wide Web. Example: Systems like Google, Bing and Yahoo Search are examples of search engines that enable users to search for documents on the World Wide Web. Comp. 009 - Technology

726. Diagnostic Test

An assessment that provides information that can be used to identify specific areas of strength and weakness. Example: The teacher gave a diagnostic test on sentences to assess to what extent students understood types of sentences, subject, predicate, and clause. Comp. 010 - Assessment

170. IEP (Individualized Education Program)

An educational program management tool required by the Individuals with Disabilities Education Act (IDEA); must indicate (1) current level of performance, (2) short- and long-term instructional objectives, (3) services to be provided, and (4) schedules and criteria for evaluation of progress. Example: The relevant accommodations and modification were written into the student's IEP. Comp. 002 - Student Diversity

675. Storage Devices

Any hardware component in a computer capable of storing and retrieving data. Example:

118. Behavior Disorder

An emotional disability characterized by the inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. Example: The student was oppositional and defiant in class due to his behavior disorder. Comp. 002 - Student Diversity

767. Simulation

An enactment of an artificial situation or event that represents real life as much as possible, but with most of the risk and complicating factors removed; works best when students are assigned roles and teacher acts as a facilitator, but does not become actively involved in the make-believe situation. Example: The students used a simulation software program to create an electric circuit to understand the characteristics of series and parallel circuits and how they work. Comp. 010 -Assessment

445. Productive Classroom Environment

An environment that encourages cooperation and sharing among younger students; provides middle graders with opportunities to collaborate with peers; older students are encouraged to respect the community and the people in it. Example: Volunteers in the classroom foster a strong sense of community, support more opportunities for students to learn, and provide for a productive classroom environment. Comp. 005 - Classroom Climate

161. Minority Group

An ethnic or racial group that is a minority within a larger society. Example: After moving from Vietnam to the United States, the student was in the minority group of Asian students attending the school. Comp. 002 - Student Diversity

831. Mentor (Teacher)

An experienced teacher who acts as an advisor and a guide to a less experienced teacher.

372. Peer Tutoring

An instruction practice in which students assist with the instruction of other students needing supplemental instruction; principal types are same-age tutoring, where the tutor is the same age as the tutee, and cross-age tutoring, where the tutor is older than the tutee. Example: The fifth-grade teacher paired students with high and low abilities together for peer tutoring during the math review lesson. Comp. 004 - Learning Theories and Processes

435. Peer Tutoring

An instruction practice in which students assist with the instruction of other students needing supplemental instruction; principal types are same-age tutoring, where the tutor is the same age as the tutee, and cross-age tutoring, where the tutor is older than the tutee. Example: The third-grade teacher paired students with high and low abilities together for peer tutoring during the math review lesson. Comp. 005 - Classroom Climate

585. Laboratory Learning Model

An instructional model focusing on "hands-on" manipulation and firsthand experience.

274. Instructional Strategies

An instructional strategy or teaching strategy is the method used to deliver information in the classroom. Effective teaching strategies help to activate students' curiosity about a class topic, engage students in learning, develop critical thinking skills, keep students on task, foster sustained and useful classroom interaction. When instructional strategies are tied to the needs and interests of students, learning is enhanced. Instructional strategies should be directly tied to the curriculum, desired student outcomes, and classroom assessments. Example: Group/individual instruction, problem solving, cooperative learning, critical thinking, use of graphic organizers, simulations, technology tools, student self-assessment, questioning strategies are all examples of instructional strategies. Different instructional strategies can make a teacher's lesson more effective in reaching a wide range of learners. Comp. 003 - Designing Effective Instruction

620. Instructional Strategies

An instructional strategy or teaching strategy is the method used to deliver information in the classroom. Effective teaching strategies help to activate students' curiosity about a class topic, engage students in learning, develop critical thinking skills, keep students on task, foster sustained and useful classroom interaction. When instructional strategies are tied to the needs and interests of students, learning is enhanced. Instructional strategies should be directly tied to the curriculum, desired student outcomes, and classroom assessments. Example: Group/individual instruction, problem solving, cooperative learning, critical thinking, use of graphic organizers, simulations, technology tools, student self-assessment, questioning strategies are all examples of instructional strategies. Different instructional strategies can make a teacher's lesson more effective in reaching a wide range of learners. Comp. 008 - Motivation and Engagement

323. Modeling

An instructional strategy where the teacher demonstrates a new concept or approach to learning and students learn by observing. Example: Demonstrating a task students will be expected to do on their own; demonstrating how to think while solving a math problem; and going over a task multiple times are all examples of (performance, metacognitive, and scaffolding) modeling. Comp. 004 - Learning Theories and Processes

918. Sentence Stems

An instructional technique where students are given sentence starters, usually on paper, followed by blank lines to help them communicate effectively in a complete sentence what they are thinking about on a topic. Sentence stems provide scaffolding to help students get started in speaking or writing without the added pressure of thinking about how to correctly formulate a response. Example: As students get more comfortable with explaining their thinking, many will naturally use the sentence stems. Comp. 008 - Motivation and Engagement

401. Open-Ended Question

An open-ended question is a question that requires a full answer using the person answering the question own knowledge or feelings. These questions are objective, don't lead the person being asked, and result in an answer with many words. Example: "What is different about these two math solutions?" or "Can you see a pattern?" or "What do you think about the new season of the Walking Dead?" are examples of open-ended questions.

489. Observable Behavior

An overt act by an individual. Example: The student's constant movement and wandering around the class was an observable behavior. The teacher could document the times and frequencies of the occurrences.

653. Output Device

Any device used to send data from a computer to another device or user. It converts the electronically generated information into human-readable form such as audio or video. These devices include monitors, projectors, speakers, headphones and printers. Example: The teacher could not print out the report because there was not an output device connected to his desktop computer. Comp. 009 -Technology

673. Processing Devices

Any hardware component in a computer that manages the storage and retrieval of information. They are used to process data using program instructions, manipulate functions, perform calculations and control other hardware devices. Example: Central processing units (CPUs), computer motherboards, network cards, graphics-processing units and sound cards are examples of processing devices in a computer. Comp. 009 - Technology

674. Memory Devices

Any hardware component in a computer used to store programs (sequences of instructions) or data (e.g. database information) on a temporary or permanent basis for use in a computer or other digital electronic device. Example: Random access memory (RAM), and read-only memory (ROM) are examples of memory devices in a computer. Comp. 009 - Technology

672. Input Devices

Any hardware device that sends data to a computer allowing the user to interact with and control the computer is an input device. Example: Keyboard, mouse, scanner, microphone, joystick, web camera, and the digital camera are examples of input devices in a computer. Comp. 009 - Technology

126. Disability

Any hindrance or difficulty imposed by a physical, mental, or emotional problem. Example: Dyslexia is a learning disability that can cause a student to struggle in reading. Comp. 002 - Student Diversity

142. Handicap

Any hindrance or difficulty imposed by a physical, mental, or emotional problem. Example: Muscular dystrophy was a handicap to the student's ability to move freely. Comp. 002 - Student Diversity

641. Assistive Technology Device

Any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (20 U.S.C. Chapter 33, 1401 [25]). Example: Braille writers, speech synthesizers. Example: The student was given a magnifying overlay to use as an assistive technology device in order to see the textbook more clearly. Comp. 009 -Technology

790. Foreign Language

Any language used in a country other than one's own. Example: Foreign-born parents who most often speak a foreign language are less likely to visit their children's school, participate or attend school activities and events. Comp. 011 - Home/School/Community Relationships

Example

Asking inventory questions about what type of books students like to read can help a teacher pair the student with texts meeting their interests. Comp. 007 - Effective Communication

Example

Asking inventory questions about what type of books students like to read can help a teacher pair the student with texts meeting their interests. Comp. 010 -Assessment

728. Effective Assessment

Assessment aligned with instruction; variety of assessment techniques (for instance, teacher observation, student exhibitions, student portfolios). Example: Writing portfolios provided an effective assessment of the students' growth and development throughout the year. Comp. 010 - Assessment

714. Authentic Assessment

Assessment of students' performances in real-world, knowledge application tasks; includes but is not limited to the use of projects, presentations, hands-on science demonstrations, oral interviews, portfolios, reflective journals, and so forth. Example: The authentic assessment included a task where the goal was for students to identify circumference, surface area, and volume of a cylinder. Comp. 010 - Assessment

770. Summative Assessment

Assessment that follows instruction and evaluates at the end of a unit, semester, and so on; used to guide programs, curricula, and the like. Example: At the end of the unit the students submitted to a summative assessment to determine whether and to what degree the students had learned what they were expected to learn, and to measure progress toward instructional goals. Comp. 010 -Assessment

711. Alternative Assessment

Assessment that is different from conventional test formats (for instance, see authentic assessment). Example: After studying the Civil War, the teacher decided to let the students create a play as an alternative assessment to a pencil and paper test. Comp. 010 - Assessment

751. Nondiscriminatory Testing

Assessment that properly takes into account a child's cultural and linguistic background. Example: The school needed to provide nondiscriminatory testing for the immigrant students such that would account for cultural and language differences. Comp. 010 -Assessment

553. Short Attention Span

Attention span is the amount of concentrated time one can spend on a task without becoming distracted. Most educators agree that the ability to focus attention on a task is crucial for the achievement of one's academic goals. Children can concentrate on one task for two to five minutes per year old. Example: Brief breaks for active play, practice paying attention with a timer, break content into smaller time intervals, removal of visual distractors are all techniques teachers used to address students' short attention span. Comp. 007 - Effective Communication

213. ADHD

Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsivity. ADHD begins in childhood and often lasts into adulthood.

638. Pre-Teaching Vocabulary

Before doing an activity, teaching content, or reading a story in class, pre-teaching vocabulary is always helpful, especially for ELLs. This will give them the chance to identify words and then be able to place them in context and remember them. Example: Role playing, using gestures, pointing to pictures, drawing on the board, using student's native language are all methods used for pre-teaching vocabulary. Comp. 008 - Motivation and Engagement

915. Student Behavior

Behavior is something that a person does that can be observed, measured, and repeated. Appropriate intervention is required when students do not engage in behaviors teachers expect them to engage in during instruction --- those are student behavior problems. Example: Teachers can select effective interventions for student behavior problems only if they first clearly define the problem behavior(s) and the reason(s) that a behavior is occurring.

476. Group-Focus Behaviors

Behavior teachers use to maintain a focus on the group, rather than on an individual student, during individual recitations. Example: The teacher utilized group-focus behaviors when the student struggled with the answer. Instead of correcting the student, he asked the group to reconvene to come up with a collective answer that could be agreed upon. Comp. 006 - Classroom Management

506. Socially Inept

Behavior that is based on the misinterpretation of nonverbal signals of others. The student misunderstands facial expressions and body language. Hasn't received adequate training in these areas. Attempts to make friends but is inept and unsuccessful. Is forced to be alone. Is often teased for unusual behavior, appearance, or lack of social skills. Example: Teaching the student to keep the appropriate physical distance from others; teaching the meaning of facial expressions, such as anger and hurt are effective ways teachers can help socially inept students deal with their relationship dilemmas. Comp. 006 - Classroom Management

234. Cognitive Objectives

Behavioral objectives that emphasize remembering or reproducing something that has presumably been learned, or that involves the solving of some intellectual task. Example: The fourth-grade teacher expected students to critique a poem, with a given set of criteria, as part of her cognitive objectives. Comp. 003 - Designing Effective Instruction

508. Active Listening

Being in tune with the words and thoughts of the speaker. Example: The teacher noticed the students nodding their heads and making eye contact as signs of their active listening during discussion of the lesson.

525. I-Messages

Clear teacher messages that tell students how the teacher feels about problem situations and implicitly ask for corrected behaviors. Example: When the student was kicking the leg of the table, the teacher decided to use an I-message. The teacher said, "I want all feet flat on the floor". Comp. 007 - Effective Communication

528. Clicker Technology

Clickers are an interactive technology that enables instructors to pose questions to students and immediately collect and view the responses of the entire class. Example: The clicker technology system instantly collects and tabulates the results; which the teacher can view, save, and display for the entire class to see. Comp. 007 - Effective Communication

704. Clickers

Clickers, or student response systems, are a technology used to promote active learning. Example:

11. Cognitive Development

Cognitive development refers to one of the 4 domains (physical, cognitive, social, and emotional) of human development. It refers to the increasing complexity of thought and reasoning. The most well-known and influential theory of cognitive development is that of French psychologist Jean Piaget (1896-1980). Example: The cognitive development of a first grader's concept of geometric shapes is radically different from that of a fifth grader's understanding of two and three dimensional shapes. Comp. 001 - Human Development

600. Cognitive Dissonance

Cognitive dissonance results when a student encounters content in class that is contradictory to his present beliefs, attitudes, or behaviors and the student must choose between the two. Example: While talking about the most read books of all times the social studies teacher referred to the Bible as a history book. That caused a cognitive dissonance with Sarah who believes the Bible is the word of God. Comp. 008 -Motivation and Engagement

361. Knowledge Learning

Cognitive learning that entails the simple recall of learned materials. Example: The students were asked to use knowledge learning to reproduce and label the parts of a plant. Comp. 004 - Learning Theories and Processes

745. Knowledge Learning

Cognitive learning that entails the simple recall of learned materials. Example: The students were asked to use knowledge learning to reproduce and label the parts of a plant. Comp. 010 -Assessment

133. Ethnicity

Common and distinct traits that people in a large group share with one another based on culture, religion, language, customs, background, allegiance. Example: The ethnicity of Hispanic-Americans was highlighted at the school during Hispanic Heritage Month. Comp. 002 - Student Diversity

784. Electronic Communication

Communication by computer. Example: Electronic communication in the form of email, texting, Skype produced by application software have made communication between parents and teachers, teachers and other educators more timely and effective for the parties involved. Comp. 011 - Home/School/Community Relationships

917. Electronic Communication

Communication by computer. Example: Electronic communication in the form of email, texting, Skype, chat, or print and produced by application software have made communication between parents and teachers, teachers and other educators more timely and effective for the parties involved for meeting specified goals in various contexts. Comp. 007 - Effective Communication

Example

Completing the project successfully increased the student's feelings of self-efficacy. Comp. 008 -Motivation and Engagement

261. Focus

Component in the lesson cycle in which the teacher secures the attention of the students and communicates the lesson objectives. Example: The teacher played three notes on the xylophone to set the focus before stating the class would be learning about sound and how it travels. Comp. 003 - Designing Effective Instruction

635. Comprehensible Input

Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. Making teacher talk comprehensible to students involves providing background knowledge and context, explanation and rewording of unclear content, and the use of effective techniques such as graphic organizers. Example: Language input that can be understood by listeners despite them not understanding all the words and structures in it is called comprehensible input. Comp. 008 - Motivation and Engagement

238. Concrete Concepts

Concepts that can be perceived directly through one of the five senses. Example: The teacher taught even numbers and number sorting to first graders as concrete concepts, by letting them physically use manipulatives during the lesson. Comp. 003 - Designing Effective Instruction

272. Manipulatives

Concrete items used to assist students as they develop or learn a concept. Example: Manipulatives are multi-sensory; they represent ideas, promote communication among students, increase confidence, and deepen understanding. Comp. 003 - Designing Effective Instruction

364. Manipulatives

Concrete items used to assist students as they develop or learn a concept. Example: Manipulatives are multi-sensory; they represent ideas, promote communication among students, increase confidence, and deepen understanding. Comp. 004 - Learning Theories and Processes

159. Mental Retardation (MR)

Condition, usually present at birth, that results in below-average intellectual skills (below 70 IQ) and poor adaptive behavior. Example: The student's parents had been told at birth of their child's mental retardation. The school helped in finding the appropriate classroom placement. Comp. 002 - Student Diversity

139. Gender Bias

Conscious or unconscious favorable treatment of females or males based on their sex. Example: After the appraisal, the principal told the teacher that there had been a slight gender bias noted because the teacher only called on the male students during the lesson. Comp. 002 - Student Diversity

365. Metacognition

Constructing understanding requires both cognitive and metacognitive elements. Learners "construct knowledge" using cognitive strategies, and they guide, regulate, and evaluate their learning using metacognitive strategies. It is through this "thinking about thinking," the use of metacognitive strategies, that real learning occurs. Example: Teachers can teach metacognition skills to students by modeling the process aloud for them and telling them what good learners think; how they monitor their thinking process. Comp. 004 - Learning Theories and Processes

621. Cooperative Learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Example: The following are benefits of using cooperative learning with students: positive interdependence, individual accountability, face-to-face interaction, use of collaborative skills, and team work.

399. Cooperative Learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Example: The following are benefits of using cooperative learning with students: positive interdependence, individual accountability, face-to-face interaction, use of collaborative skills, and team work. Comp. 004 - Learning Theories and Processes

452. Cooperative Learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Example: The following are benefits of using cooperative learning with students: positive interdependence, individual accountability, face-to-face interaction, use of collaborative skills, and team work. Comp. 005 - Classroom Climate

503. Cooperative Learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Example: The following are benefits of using cooperative learning with students: positive interdependence, individual accountability, face-to-face interaction, use of collaborative skills, and team work. Comp. 006 - Classroom Management

27. Locomotor Skills

Critical gross motor moves required to move the body in any direction from one point to another. Example: Walking, galloping, jumping, hopping, side-sliding, leaping and skipping are all examples of locomotor skills.

42. Puberty

Developmental stage at which a person becomes capable of reproduction. Example: Most girls begin puberty earlier than boys. Comp. 001 - Human Development

659. Digital Information

Digital information is stored using a series of ones and zeros. Computers are digital machines because they can only read information as "on" or "off" - "1" or "0". It is the most commonly used method of storing and reading data, as it can be copied, edited and moved without losing any quality. Example: The teacher provided students with learning opportunities by using the technology tools and applications available in class to learn, work with, and manage digital information. Comp. 009 -Technology

587. Direct Instruction

Direct instruction is the use of straightforward, explicit teaching, usually to teach a specific skill. It is sometimes needed, particularly if all the students in the classroom or group need the same information. Example: Because everybody in class needed the information the teacher switched roles to engage in direct instruction. She stood in front of the classroom and presented the information. Comp. 008 -Motivation and Engagement

86. Social Skills

Displaying good manners, communicating effectively with others, and being considerate of the feelings of others are all important components of solid social skills. Developing social skills in children prepares them for a lifetime of healthier interactions in all aspects of life. However, developmental delays of any kind (motor skills, language skills, cognitive skills) have a negative effect on the acquisition of social skills. Example: In school, teachers are best equipped to help children suffering from a developmental delay to develop social skills by making sure, for example, the child is not isolated from others in her age group. Comp. 001 - Human Development

451. Social Skills

Displaying good manners, communicating effectively with others, and being considerate of the feelings of others are all important components of solid social skills. Developing social skills in children prepares them for a lifetime of healthier interactions in all aspects of life. However, developmental delays of any kind (motor skills, language skills, cognitive skills) have a negative effect on the acquisition of social skills. Example: In school, teachers are best equipped to help children suffering from a developmental delay to develop social skills by making sure, for example, the child is not isolated from others in her age group. Comp. 005 - Classroom Climate

450. Divergent Thinking

Divergent thinking is creative, open-ended thinking aimed at generating fresh views and novel solutions. It involves the breaking up of old ideas, making new connections, enlarging the limits of knowledge. It is "thinking outside the box." Example: Because children are naturally curious, when teachers encourage divergent thinking they help maintain children's motivation and passion for in-depth learning. Encouraging children to keep on generating new ideas fosters their creative-thinking abilities. Comp. 005 - Classroom Climate

288. Diverse Learners

Diverse student learners include students from racially, ethnically, culturally, and linguistically diverse families and communities of lower socioeconomic status. Example: English language learners, students with disabilities, Native American students, homeless students, and children of migrant workers, rural students, neglect or delinquent students are referred to as diverse learners in the educational community. Comp. 003 - Designing Effective Instruction

580. Instructional Grouping

Dividing a class into small subunits for purposes of teaching. Example: Instructional grouping arrangement depends on the teacher's instructional goals, for example, implementing an instructional grouping for spelling. Comp. 008 -Motivation and Engagement

358. Instructional Grouping

Dividing a class into small subunits for purposes of teaching. Example: The teacher had chosen the instructional grouping of the students to be determined by their reading level. Comp. 004 - Learning Theories and Processes

480. Instructional Grouping

Dividing a class into small subunits for purposes of teaching. Example: The teacher had chosen the instructional grouping of the students to be determined by their reading level. Comp. 006 - Classroom Management

691. Dropbox

Dropbox is a free cloud storage service for sharing and storing files including photos, documents and videos. To use Dropbox you need to create an account on dropbox.com. Files can be shared with others by providing them with a link to your Dropbox folder. Example: The science teacher did not have time to finish the science activities she was working on, so she saved it to her Dropbox folder in her computer at school and when she got home the work was waiting for her in her home computer just the way she left at school. Comp. 009 - Technology

835. Non-instructional Responsibility

Duties assumed by or assigned to teachers that are outside of their regular teaching responsibilities. Example: Watching and waiting for car riders to be picked up at dismissal is a teacher's noninstructional responsibility. Comp. 012 - Professional Development

191. Beginning Proficiency Level

ELL students at this language proficiency level have little or no ability to understand/use English. They may know a little English but not enough to function meaningfully in social and academic interactions. Example: The student is at the beginning proficiency level; he has little or no English ability. He's highly dependent on visuals and prior knowledge to derive meaning of what is taught in class.< BR> Comp. 002 - Student Diversity

183. English-Language Learner (ELL)

ELLs are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. Example: Every teacher that has an English-language learner in class is responsible for fulfilling the requirements of the subject-area TEKS curriculum and the ELPS standards. Comp. 002 - Student Diversity

624. English Language Learner (ELL)

ELLs are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. Example: Every teacher that has an English-language learner in class is responsible for fulfilling the requirements of the subject-area TEKS curriculum and the ELPS standards. Comp. 008 - Motivation and Engagement

137. Exceptionality

Educators at all levels refer to special needs students as those with exceptionalities. In general, exceptionalities fall in six broad categories: intellectual, communicative, sensory, behavioral, physical, and a combination of conditions (multiple). Example: It has been estimated that between 10 and 13 percent of the school-age population shows some type of exceptionality. Thus, in an average-size classroom of 25 students, it is conceivable that 3 or 4 students will exhibit one or more exceptionalities. Comp. 002 - Student Diversity

507. Eye-Contact

Effective teachers use body language to communicate with students, build rapport with them, and make them feel safe and supported. The ability of a teacher to establish positive rapport with students is a critical aspect of the teacher-learner relationship. Example: Making eye contact with students helps establish rapport and trust, and it shows that the teacher is engaged and listening to the students. Comp. 007 - Effective Communication

646. E-mail

Electronic mail, usually delivered by interconnecting computers. Example: The teacher received an e-mail from the principal informing that there would be an afterschool meeting for all math teachers. Comp. 009 -Technology

74. Environmental Factors

Elements inside or outside of school that affect students' ability to learn. Example: The death of a pet is an environmental factor that can affect a student's short-term ability to learn. Comp. 001 - Human Development

331. Environmental Factors

Elements inside or outside of school that affect students' ability to learn. Example: The death of a pet is an environmental factor that can affect a student's short-term ability to learn. Comp. 004 - Learning Theories and Processes

335. External Factors

Elements outside of school that affect students' ability to learn. Example: Poverty and nutrition levels at home are external factors outside the teacher's control. Comp. 004 - Learning Theories and Processes

95. Emotional Development

Emotional development refers to one of the 4 domains (physical, cognitive, social, and emotional) of human development. The core features of emotional development include the ability to identify and understand one's own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one's own behavior, to develop empathy for others, and to establish and maintain relationships. Example: Children in grades 1 - 4 are sensitive to criticism and ridicule and have difficulty adjusting to failure. These are characteristics of emotional development expected for young learners in these elementary grades. Comp. 001 - Human Development

441. Supportive

Encouraging and helpful with low levels of threat. Example: A school counselor can be a supportive faculty member when dealing with a difficult student. Comp. 005 - Classroom Climate

207. Adapting Lessons for ELLs

English language learners benefit from content area instruction that is accommodated to their need for comprehensible input. Example: Using visuals, gestures, total physical response (TPR), graphical organizers, pre-teaching vocabulary, oral scaffolding, paraphrasing, and wait time are all techniques used for adapting lessons for ELLs. Comp. 002 - Student Diversity

253

Ensure: To make sure. Example: The fact that the teacher had students prepare and deliver speeches before voting for the classroom president, helped to ensure that students understood the election process.

389. Equitable Opportunity

Equitable opportunity ensures that everyone's needs are met and that conditions are taken into account. Equity is not the same as equality, two concepts which are often confused. Equality would mean that everyone is treated the same. Equity does not strive for sameness, rather it strives for fairness. Fairness is achieved by treating everyone in a way that recognizes who they are and what their needs are. Example: Giving everyone in the class the same mathematics test would seem fair at first glance, because everyone is being treated equally. However, giving a special needs child in the classroom a modified version of the test is providing the student an equitable opportunity. Comp. 004 - Learning Theories and Processes

883. Equity

Equity in the classroom creates a culture of fairness for all students regarding opportunity, access, and respect for diverse learning styles. Example: Just as heterogeneous grouping engages all levels of students, differentiated instruction engages all types of learners. Instructional strategies that successfully address heterogeneously grouped classrooms promote equity. Comp. 013 - Law and Ethical Issues

59. Industry vs. Inferiority

Erickson's fourth level of psychosocial development of children; generally during 6-11 years of age. At this stage, children need to experience activities that result in their feeling that they are industrious, productive, and capable of performing up to expectations. Example: Children should have all the support necessary to be successful in the industry vs. inferiority level, otherwise they may fail and develop attitudes and beliefs that they are inferior to others. Comp. 001 - Human Development

4. Erik Erikson

Erik Erikson developed the psychosocial theory of development that considers the impact of external factors on personality development. Personality development is intertwined with social relationships and this combination is what is meant by psychosocial development. According to him, people go through a series of major crises; satisfactory learning and resolution of each crisis is necessary for the individual to manage the next and subsequent ones successfully. Example: Initiative vs. Guilt (3-6 yrs), Industry vs. Inferiority(6-12 yrs), Identify vs. Role Confusion (12-18 yrs) are three stages of development developed by Erick Erickson. Comp. 001 - Human Development

271. Evaluation

Evaluation is comparing a student's achievement with other students or with a set of standards. While assessment is the process of gathering evidence of what students can do, evaluation is the process that follows this collection of data, including analysis and reflection, as well as decisions based on the data. Example: The decision making that follows assessment is called evaluation. Comp. 003 - Designing Effective Instruction

832. Mentors

Experienced teachers who support, guide, and advise the development of younger or less experienced teachers. Example: Grade-level chair persons usually act as mentors to their team. They guide the necessary processes and answer questions that arise during the work. Comp. 012 - Professional Development

738. Goals

Extremely broad statements of school or instructional purposes. Example: The school's goals included raising math scores across the grade levels by ten percent from the previous year. Comp. 010 - Assessment

532. Nonverbal Cues

Eye contact, facial expressions, gestures, movement toward someone, placing a hand on someone's shoulder, or other physical act that communicates a message without the use of speech or writing. Example:

370. Negative Factors

Factors (for example, conflict within students' families, peer relationships, gang- or drug-related community problems, malnutrition, stress) that interfere with student learning. Example: Despite the many negative factors in the student's family life and community, she completed the requirements for graduation successfully and received a scholarship to college. Comp. 004 - Learning Theories and Processes

374. Positive Factors

Factors (for instance, parental involvement, good nutrition) that facilitate student learning. Example: The student had parents who came to all conferences and interacted frequently with the teacher by email and phone. These positive factors helped the student know that school was important. Comp. 004 - Learning Theories and Processes

592. Positive Factors

Factors (for instance, parental involvement, good nutrition) that facilitate student learning. Example: The student had parents who came to all conferences and interacted frequently with the teacher by email. These positive factors helped the student know that school was important. Comp. 008 -Motivation and Engagement

794. Immigrant Families

Families who leave one country to settle permanently in another. Example:

144. IDEA (Individuals with Disabilities Education Act)

Far-reaching legislation that provides special education and services for children with disabilities. Example: A child with disabilities is entitled to special considerations regarding school disciplinary codes under the protection of IDEA. Comp. 002 - Student Diversity

904. Public Law 94-142

Federal law requiring that all schools receiving federal funds must provide an education for every disabled child in the least restrictive environment. Example: Public Law 94-142 requires that the students with disabilities receive an educational experience that closely mirrored those of their peers. Comp. 013 - Law and Ethical Issues

9. Centration

Focusing attention on only one aspect of an object or situation. Example: A student is shown two rows of coins that are equal in length and number of coins. When one row of coins is spread out to appear longer, due to centration, a student will say that there are now more coins (even though the number did not change - just the spacing).

376. Primary Motives

Forces and drives, such as hunger, thirst, and the need for security, that are basic and inborn.

601. Secondary Motives

Forces and drives, such as the desire for money or grades that are learned through association with primary motives. Example: The aspiration of becoming the smartest and most popular student in science was Enrique's secondary motives. Comp. 008 -Motivation and Engagement

882. Privacy

Freedom from unauthorized intrusion. Example: The Family Educational Rights and Privacy Act (FERPA) protects the privacy of students' personally identifiable information. Comp. 013 - Law and Ethical Issues

846. Professional Autonomy

Freedom of professionals or groups of professionals to function independently.

501. Procedures

From the time students enter the classroom, they must know their teacher's expectations. Procedures dictate what students are to do and how they will work. A procedure explains how the teacher wants something done, and it is the job of the teacher to clearly explain it. Procedures are necessary for several reasons. First, they are needed to make the classroom function effectively. Second, they reduce classroom interruptions and discipline problems because they tell students how things will work. Example: Classroom procedures help students know what to do when the bell rings, when their pencil breaks, when they finish their work early, or when the need to use the restroom. A smooth running classroom is the result of a teacher's ability to effectively teach procedures for just about everything in their classroom.

692. Google Drive

Google Drive is a file storage and synchronization service created by Google. It allows users to store files in the cloud, share files, and edit documents, spreadsheets, and presentations with collaborators. Example: Using Docs in Google Drive the beginning fifth-grade teachers worked with their mentor on the same lesson plan at the same time from different classrooms in the building and got it done in no time. Comp. 009 - Technology

857. School Board

Governing board of trustees of a school who, as a body corporate, oversees the management of the district (TEC 11.051); trustees of an independent school district serve a term of three or four years (TEC 11.059).

425. Development

Growth, adaptation, or change over the course of a lifetime. Example: The development of the student's vocabulary had progressed steadily from year to year. Comp. 005 - Classroom Climate

470. Development

Growth, adaptation, or change over the course of a lifetime. Example: The student had worked hard on the development of her leadership abilities, so by high school she felt comfortable being the president of the student council. Comp. 006 - Classroom Management

263. Fostering a View of Learning

Helping students to see that learning is something people do because it is personally meaningful to them. Example: During independent reading time for the students, the teacher would pull out a book of personal interest and read silently. Modeling this behavior helped in fostering a view of learning as a purposeful pursuit.

739. Holistic Scoring

Holistic scoring gives students a single, overall assessment score for a piece of work or an endeavor as a whole. The evaluation of the work is based on its overall quality. Although the scoring rubric for holistic scoring will lay out specific criteria, teachers do not assign a score for each criterion in holistic scoring. Rather, they balance strengths and weaknesses among the various criteria to arrive at an overall assessment of success or effectiveness of the piece of work. Example: What needed to be assessed did not have one single correct answer to the task, and the focus was on overall quality and understanding of a specific content. For this reason the teacher opted for holistic scoring. A rubric with four categories was used to judge the piece of work as a whole. Comp. 010 - Assessment

603. Self-Concept

How a person thinks of himself or herself. Example: Since the student had a self-concept that included being a helpful person, he was usually the first to volunteer. Comp. 008 -Motivation and Engagement

154. Self-Definition

How one learns about himself/herself and the clarity of their visions for the future. It relates to the developmental needs of young adolescents. Example: Personal journals, simulated journals, diaries, art portfolios, Internet searches, and academic portfolios offer opportunities to be creative and expressive. All these activities can help middle graders develop a strong sense of self-definition which is vital to their progress toward adulthood. Comp. 002 - Student Diversity

654. Instructional Materials & Resources

Human and technological resources (for instance, computers, CD-ROM, videodiscs, primary documents and artifacts, audiovisual equipment, manipulatives, local experts) that can be used in instruction. Example: The fifth-grade teachers knew which instructional materials and resources would best support teaching about the Boston Tea Party. Comp. 009 -Technology

71. Growth Hormone

Human growth hormone is produced in the pituitary gland. This hormone stimulates body growth. Several factors affect its production, including nutrition. Growth hormone is released throughout the day, but for kids, the most intense period of release is shortly after the beginning of deep sleep. Sleep, therefore, is very important for children. Example: A protein hormone secreted by the pituitary gland called growth hormone (or "human growth hormone") is a key player in the physical development of children. Comp. 001 - Human Development

479. Individual Accountability

In cooperative learning, making sure all individuals are responsible for their own learning. Example: The teacher knew that individual accountability was a key component for student participation in mastering the material. That is why students could practice and study together, but they would test alone. Comp. 006 - Classroom Management

153. Socioeconomic Status

In education it is defined in terms of parents' income, occupation, education, and prestige in society. Middle class, working class, and lower class are part of the American socio-economic class structure. Middle class refers to families whose wage earners are in occupations requiring significant education. Working class refers to those who have relatively stable occupations not requiring higher education. Lower class refers to those in the urban or rural underclass who are often unemployed and might be living on government assistance. Example: Studies have clearly demonstrated the link between low achievement and low socioeconomic status. However, studies have also shown that given the right conditions, every student - including those from less fortunate circumstances - have the opportunity to succeed. < BR> Comp. 002 - Student Diversity

197. Cultural Diversity

In education, it refers to the presence of multiple cultures and cultural differences within the classroom. Example: Culturally responsive teaching is a strategy that uses cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it addresses cultural diversity in the classroom by teaching to and through students' strengths. Comp. 002 - Student Diversity

897. Discipline

In teaching, the process of controlling student behavior in the classroom. Example: The teacher had high academic expectations for the students and a strict discipline policy for behavior. Comp. 013 - Law and Ethical Issues

Example

In the process of struggling with a problem, students can often obtain a fairly deep understanding of the issues surrounding the problem. Therefore one of the benefits of problem-solving is greater understanding. Comp. 003 - Designing Effective Instruction

Example

In the process of struggling with a problem, students can often obtain a fairly deep understanding of the issues surrounding the problem. Therefore one of the benefits of problem-solving is greater understanding. Comp. 004 - Learning Theories and Processes

26. Identity Diffusion

Inability of an adolescent to develop a clear sense of self. Example: The teenager was experiencing identify diffusion and had yet to find his true sense of self. Comp. 001 - Human Development

717. Bias

Inclination, prejudice, slanted in favor of one concept, idea, thing, person, or group compared with another.

292. Incorporation of Technology

Incorporation of technology into the curriculum means more than teaching basic computer skills and software programs in a separate computer class. It means integration of technology into classroom instruction to deepen and enhance the learning process. Example: Incorporation of technology into the curriculum is achieved when the use of technology is routine and transparent and supports curriculum goals. Comp. 003 - Designing Effective Instruction

685. Publisher

Individual or corporation responsible for the printing and distribution of digital or printed publications.

39. Peers

Individuals equal in age and/or status. Example: The student was normally well-behaved, but when her peers started talking back to the teacher and acting too cool to learn, she soon joined in. Comp. 001 - Human Development

436. Peers

Individuals equal in age and/or status. Example: The student was normally well-behaved, but when her peers started talking back to the teacher and acting too cool to learn, she soon joined in. Comp. 005 - Classroom Climate

373. Peers

Individuals equal in age and/or status. Example: The student was normally well-behaved, but when her peers started talking back to the teacher and acting too cool to learn, she soon joined in.Comp. 004 - Learning Theories and Processes

523. Feedback

Information from the teacher to the student, or vice versa, that provides disclosure about the reception of the intended message. Example: The students' incorrect answers gave feedback to the teacher that more modeling might be necessary for them to clearly understand the new concept. Comp. 007 - Effective Communication

734. Feedback

Information from the teacher to the student, or vice versa, that provides disclosure about the reception of the intended message. Example: The students' incorrect answers to the math problem provided feedback to the teacher that more modeling on the topic was necessary. Comp. 010 - Assessment

8. Initiative vs. Guilt

Initiative as opposed to guilt (frustration, inability to work independently), according to Erik Erikson's theory of psychosocial development, teaches the child to acquire direction and purpose. Those who fail to acquire these skills are left with a sense of guilt, self-doubt and lack of initiative. Example: A child (4 to 6 years) in the Initiative vs. Guilt stage is beginning to make decisions, and carry them out. Such initiative must be encouraged. Comp. 001 - Human Development

396. Inquiry-Based Learning

Inquiry-based learning is an approach to teaching and learning that places students' questions, ideas and observations at the center of the learning experience. Example: Moving students beyond initial curiosity to a path of regular inquiry is one of the great challenges of inquiry-based learning. In this process, educators play an important role. Comp. 004 - Learning Theories and Processes

760. Performance Based Instruction

Instruction designed around evaluating student achievement against specified and predetermined behavioral objectives. Example: The teacher used the performance-based instruction model where activities centered more on the acquisition of skills than on the acquisition of knowledge. Comp. 010 -Assessment

667. Online Help

Instruction or documentation that is immediately available on the web. Example: The students were tasked with finding online help to solve the last five homework problems on the sheet. Comp. 009 -Technology

18. Developmentally Appropriate Instruction

Instruction that is geared to the mental, social, emotional, and/or physical readiness of the student. Example: The teacher considered the content and developmentally appropriate instruction strategies when choosing which novel would best fit the students. Comp. 001 - Human Development

259

Instructional Planning: Refers to elements that are important to consider when planning instruction: desired outcome, input from students, learners' background, content, teaching strategies, available materials and resources, time and space constraints, and assessment issues. Example: Considering whether students possess the prerequisite skills needed to be successful can be one of the factors relevant to instructional planning. Comp. 003 - Designing Effective Instruction

247. Scope

Is the clearly defined set of learning objectives in the curriculum that should be taught and learned. It is the skills and content defined in the curriculum that teachers are expected to include in their instruction. Example: The students achieved the best learning outcomes expected of them as prescribed in the scope of the curriculum. Comp. 003 - Designing Effective Instruction

716. Benchmark Assessment

It enables teachers to more accurately gauge students' performance against district standards. Teachers can use these standardized assessments to evaluate the degree to which students have mastered selected standards in their classrooms and to compare with other grade-level classrooms in the district. Example: The results of the reading benchmark assessment indicated that the students understood basic story elements. However, the data showed that the students still needed to work on drawing conclusions and making inferences. Comp. 010 - Assessment

702. Power-point

It is a Microsoft application software used to create a visual presentation - a combination of text and graphs - that include charts, graphs, diagrams, screenshots, photos, movies and animations. The individual slides of the presentation contain information on a topic and are shown onscreen. Example: Sometimes it's helpful to provide visual aids to complement teaching, and stimulate discussion. The thoughtful use of PowerPoint can provide that type of learning experience. Comp. 009 - Technology

267. Learning Goal

It is a broad statement of purpose; general intentions; a target to be reached. Every educational activity should have a goal. The goal focus on what the learner will experience. On the other hand, a learning objective is specific, observable, measurable, and clearly defined. Example: In planning the unit the teacher had the following learning goal: The students will be able to apply proper grammar to composition papers. For learning objective she had: The students will summarize the main events of a story in grammatically correct English.

911. Think-Pair-Share

It is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Example: A grouping configuration that might support ELL's speaking skills is think-pair-share. Comp. 004 - Learning Theories and Processes

680. Server

It is a computer or device on a network that manages network resources. Example: A computer that manages one or more printers on a network, or a computer that manages network traffic is called a server. One is called a print server and the other is called a network server. Comp. 009 - Technology

649. Google Docs

It is a free Web-based application in which documents and spreadsheets can be created, edited and stored online. Files can be accessed from any computer with an Internet connection. It is designed for both individual and real-time collaborative projects. Example: Students in the group project used Google Docs to share data in a spreadsheet, and to write together the science experiment, review the work, improve word choice and other key elements in their document. Comp. 009 -Technology

687. Ipad

It is a handheld tablet computing device from Apple Inc. that first launched in January 2010. The iPad is designed for consumers who want a mobile device that is bigger than a smartphone but smaller than a laptop for entertainment multimedia. Example: In explaining why iPads are being replaced by Chromebooks in her school, the teacher said that students saw the iPad as a "fun" gaming environment, while the Chromebook is perceived as a place to "get to work." Comp. 009 - Technology

168. Think-Pair-Share

It is a learning strategy in which students work together to answer a question. It encourages individual participation; it gives voices to quieter students and to those learning to communicate in English. The steps are: students think independently about the question posed; they are grouped in pairs to discuss their thoughts; they share their ideas. Example: Think-Pair-Share enables English language learners (ELLs) to participate in conversations with peers in a low risk environment. Comp. 002 - Student Diversity

255. Think-Pair-Share

It is a learning strategy in which students work together to answer a question. It encourages individual participation; it gives voices to quieter students and to those learning to communicate in English. The steps are: students think independently about the question posed; they are grouped in pairs to discuss their thoughts; they share their ideas. Example: Think-Pair-Share enables English language learners (ELLs) to participate in conversations with peers in a low risk environment. Comp. 003 - Designing Effective Instruction

665. Fair Use

It is a legal concept that allows the reproduction of copyrighted material for certain purposes without obtaining permission and without paying a fee or royalty. Example: Quoting or excerpting a work in a review essay for an English project for purposes of illustration or comment is an example of Fair Use. Comp. 009 -Technology

881. Fair Use

It is a legal concept that allows the reproduction of copyrighted material for certain purposes without obtaining permission and without paying a fee or royalty. Example: Quoting or excerpting a work in a review essay for an English project for purposes of illustration or comment is an example of Fair Use. Comp. 013 - Law and Ethical Issues

563. Operant Conditioning

It is a method of learning that occurs through rewards and punishments for behavior. The types of operant conditioning include positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Example: Every time Suzy completes her homework the teacher gives her a bubble gum (i.e. a reward). She will be more likely to repeat this behavior in the future, thus strengthening the behavior of completing her homework. This is an example of positive reinforcement operant conditioning. Comp. 008 -Motivation and Engagement

69. Sleep

It is a natural periodic state of rest for the mind and body, in which the eyes usually close and consciousness is completely or partially lost. Sleep recharges the brain's battery and as a result increases attention span and allows a person to be physically relaxed and mentally alert at the same time. Lack of sleep can make a person feel tired or cranky; may not be able to think clearly; will have a hard time following directions; an easy school assignment may seem impossible to complete. Example: Too little sleep can affect growth and the immune system. Comp. 001 - Human Development

70. Pituitary Gland

It is a pea-sized structure located at the base of the brain. It is in the pituitary gland that growth hormone is produced. The growth hormone stimulates body growth. Example: A protein hormone secreted by the pituitary gland called growth hormone (or "human growth hormone") is a key player in the physical development of children. Comp. 001 - Human Development

285. Self-Assessment

It is a process by which students (1) monitor and evaluate the quality of their thinking and behavior when learning and (2) identify strategies that improve their understanding and skills. That is, self-assessment occurs when students judge their own work to improve performance as they identify discrepancies between current and desired performance. Example: Self-assessment plays a significant role in developing students' self-efficacy beliefs - perceptions of their ability to do well on tasks. Comp. 003 - Designing Effective Instruction

275. Inquiry

It is a process students engage in when they have identified a problem to be solved. It involves generating possible solutions, developing a hypothesis, gathering data, and testing the hypothesis. It is a student-centered instructional technique. Example: One instructional strategy that requires students to use higher-level thinking skills, reasoning ability, and decision-making skills is inquiry. Comp. 003 - Designing Effective Instruction

356. Inquiry

It is a process students engage in when they have identified a problem to be solved. It involves generating possible solutions, developing a hypothesis, gathering data, and testing the hypothesis. It is a student-centered instructional technique. Example: One instructional strategy that requires students to use higher-level thinking skills, reasoning ability, and decision-making skills is inquiry. Comp. 004 - Learning Theories and Processes

449. Inquiry

It is a process students engage in when they have identified a problem to be solved. It involves generating possible solutions, developing a hypothesis, gathering data, and testing the hypothesis. It is a student-centered instructional technique. Example: One instructional strategy that requires students to use higher-level thinking skills, reasoning ability, and decision-making skills is inquiry. Comp. 005 - Classroom Climate

860. Educational Diagnostician

It is a professional who provides diagnostic evaluations to students who are referred for special education services. The input is important to the school IEP (individualized education program) committee for placement decision and design of appropriate instruction for students with learning problems. Example: Another role of the educational diagnostician is to monitor student's educational progress in relation to his IEP goals and objectives, recommending to the IEP committee appropriate modifications and accommodations to curricular content and instruction, as needed. Comp. 012 - Professional Development

920. Grade-Level Text

It is a reflection of the grade level at which a student reading on grade could read a book independently. Example: Teachers should not expect all English language learners to read grade-level text without support. Comp. 008 - Motivation and Engagement

822. Action Research

It is a reflective process that leads to inquiry in search of solutions to everyday real problems such as looking for ways to improve instruction and increase student achievement. Rather than dealing with the theoretical, action research allows practitioners to address those concerns that are closest to them, ones over which they can exhibit some influence and make change. The steps of action research are simple and straightforward: identify the problem, collect data on the problem; organize, analyze, and interpret the data; develop a plan to address the problem; improve your practice; begin the cycle again. Example: As a result of reflection on her practice the teacher action researched why some students in her class were not learning. Comp. 012 - Professional Development

723. Criterion-Referenced Test

It is a standardized test that assesses the level of mastery of specific knowledge and skills that are anchored on curriculum objectives. In contrast, a norm-referenced test is made to compare test takers to each other. Example: The state of Texas uses a criterion-referenced test called STAAR to measure whether students have mastered the TEKS curriculum objectives. Comp. 010 - Assessment

465. Behavior Standards

It is a statement of expectations for students in the classroom that paves the way for positive interactions between the teacher and students and among students, creating a positive classroom that encourages learning. Example: It is critically important that middle graders walk into a classroom every day where behavior standards, routines and procedures are clearly established (with the help of the students), and know what to expect. Comp. 006 - Classroom Management

838. T-TESS (Texas Teacher Evaluation & Support System)

It is a teacher evaluation system for the state of Texas designed to support teachers in their professional development and help them grow and improve as educators. T-TESS includes three components: (1) Goal-setting and professional development plan, (2) Evaluation rubric (evaluation cycle includes pre-conference, observation, and post-conference), and (3) Student growth measure. Example: To determine a teacher's overall rating the following percentages are assigned with T-TESS - Observation 70%, Goal-Setting and Professional Development 10%, and Student Growth 20%. Those percentages are better understood as 80% rubric and 20% student growth. Comp. 012 - Professional Development

642. Application Software

It is also called end-user program because it enables the user to complete tasks such as creating documents, spreadsheets, databases, and publications, doing online research, sending email, designing graphics, playing games. It is specific to the task it is designed for and can be as simple as a calculator application or as complex as a word processing application. Example: All the illustrations of the 1836 Battle of the Alamo on the social studies project were created using Photoshop which is a graphics application software. Comp. 009 -Technology

198. Call and Response

It is an engagement strategy where the teacher asks a question and the whole class calls out the answer in unison (in one voice). In a classroom of cultural and socioneconomic differences among students, this strategy serves to build unity and community besides building connections between academic learning and students' diverse backgrounds. Example: As a result of using strategies responsive to cultural and socioeconomic differences in the classroom such as call and response, students feel empowered; a sense of community is developed, and students become motivated to achieve because they feel welcomed in the classroom. Comp. 002 - Student Diversity

328. Divergent Thinking

It is creative, open-ended thinking aimed at generating fresh views and novel solutions. It involves the breaking up of old ideas, making new connections, enlarging the limits of knowledge. It is "thinking outside the box." Example: Because children are naturally curious, when teachers encourage divergent thinking they help maintain children's motivation and passion for in-depth learning. Encouraging children to keep on generating new ideas fosters their creative-thinking abilities. Comp. 004 - Learning Theories and Processes

395. Rote Memorization

It is memorization of information based on repetition. Students use rote memorization to prepare for spelling tests or to memorize definitions of terms, names of presidents, the multiplication tables, among other things. Rote memorization is not a bad thing. Students have to memorize the alphabet, sight words, vocabulary, times tables, and many other things. Example: If the learner is to understand the relationships between the objects he/she has memorized, rote memorization is of no use for that. In other words, rote memorization fails as a building block to critical thinking. On the other hand, meaningful learning, associative learning, and active learning are techniques where material is applied to other ideas and connections are made between concepts. Comp. 004 - Learning Theories and Processes

107. Metacognitive Thinking

It is metacognition. Constructing understanding requires both cognitive and metacognitive elements. Learners "construct knowledge" using cognitive strategies, and they guide, regulate, and evaluate their learning using metacognitive strategies. It is through metacognitive thinking or "thinking about thinking," the use of metacognitive strategies, that real learning occurs. Example: Teachers can teach metacognitive thinking skills to students by modeling the process aloud when they themselves approach uncertain tasks during instruction ("I am thinking I could try this approach or that approach. Let's see what happens if I try this one"), as well as by encouraging reflective journal writing. Comp. 001 - Human Development

109. Homelessness

It is the condition of people without a regular dwelling. People who are homeless are most often unable to acquire and maintain regular, safe, secure and adequate housing, or lack fixed, regular, and adequate night-time residence. For homeless children, the loss of their home is more sudden, more unexpected, and more traumatic. Example: The hardships of homelessness affects homeless children's ability to succeed in school. Comp. 001 - Human Development

110. Peer Acceptance

It is the degree to which a child or adolescent is socially accepted by peers. In fulfilling their need to be loved, liked, supported, or in general, to belong, peer relations are attractive for adolescents because they are less controlling, and less judgmental than relations with adults. Example: One factor that plays an important role in the social and mental development of adolescents is peer acceptance. In contrast, being rejected by peers has detrimental effects on the mental and social development of adolescents, and puts them at risk for later emotional and behavioral maladjustment. Comp. 001 - Human Development

278. Zone of Proximal Development

It is the gap between what a learner has already mastered (the actual level of development) and what he or she can achieve when provided with educational support; learning in this zone requires assistance of peer or adult. Example: The student is able to perform simple addition when working with the teacher, but is frustrated when performing the task alone. This indicates the levels of where the student is in the zone of proximal development. Comp. 003 - Designing Effective Instruction

113. Peer Pressure

It is the influence of a social group on an individual. Peers play a large role in the social and emotional development of children and adolescents. Their influence begins at an early age and increases through the teenage years. It is natural, healthy and important for children to have and rely on friends as they grow and mature. Peers can be positive and supportive. They can help each other develop new skills, or stimulate interest in books, music or extracurricular activities. However, peers can also have a negative influence. They can encourage each other to skip classes, steal, cheat, use drugs or alcohol, or become involve in other risky behaviors. Example: The majority of teens with substance abuse problems began using drugs or alcohol as a result of peer pressure. Comp. 001 - Human Development

388. Zone of Proximal Development

It is the is the gap between what a learner has already mastered (the actual level of development) and what he or she can achieve when provided with educational support; learning in this zone requires assistance of peer or adult. Example: The student is able to perform simple addition when working with the teacher, but is frustrated when performing the task alone. This indicates the levels of where the student is in the zone of proximal development. Comp. 004 - Learning Theories and Processes

461. Transition

It is the period of time between activities, like when some students are waiting for others to finish their work before instructions are giving by the teacher for the next activity. It is very easy for transition times to get out of hand, especially for preschool age children. Example: Successful classroom management involves managing time, establishing rules and procedures (with student input), and using pacing and smooth transitions to maximize academic learning time.

268. Criteria

It is the plural form of criterion, the standard by which something is judged or assessed. Example: The STAAR tests are designed to measure student performance against a fixed set of predetermined criteria or learning standards. It is based on concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. Comp. 003 - Designing Effective Instruction

87. Play

It is the primary vehicle for and indicator of mental growth in young children. As children play they develop pride, joy and mastery of skills. Example: Self-control, turn taking, sharing, negotiation, and appropriate ways to express their emotions are some of the skills play helps children to master. Comp. 001 - Human Development

390. Play

It is the primary vehicle for and indicator of mental growth in young children. As children play they develop pride, joy and mastery of skills. Example: Self-control, turn taking, sharing, negotiation, and appropriate ways to express their emotions are some of the skills play helps children to master. Comp. 004 - Learning Theories and Processes

502. Play

It is the primary vehicle for and indicator of mental growth in young children. As children play they develop pride, joy and mastery of skills. Example: Self-control, turn taking, sharing, negotiation, and appropriate ways to express their emotions are some of the skills play helps children to master. Comp. 006 - Classroom Management

916. Conflict Resolution

It is the process of facilitating an amicable, peaceful conclusion to a conflict. A standard procedure for resolving conflict, that is taught when students are not in conflict, should be in place so when students end up in one, they know the procedures to follow. Example: Adult intervention is not required when students can resolve their own disputes by using conflict resolution skills. Comp. 006 - Classroom Management

713. Assessment

It is the process of gathering evidence of what students know and are able to do; a measure of the degree to which instructional objectives have been attained. Example: The teacher created an assessment on nouns. The students would be expected to demonstrate knowledge of common and proper nouns in context. Comp. 010 - Assessment

270. Assessment

It is the process of gathering evidence of what students know and are able to do; a measure of the degree to which instructional objectives have been attained. It focus on learning, teaching and outcomes. It provides information for improving learning and teaching. Example: The teacher created an assessment on nouns. The students would be expected to demonstrate knowledge of common and proper nouns in context. Comp. 003 - Designing Effective Instruction

876. Reflective Thinking

It is the process of recalling an event in the mind and giving it serious and thorough consideration. It is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Example: In the classroom, teachers model reflective thinking strategies on specific problems by discussing aloud their thinking process when they themselves approach uncertain tasks ("I am thinking I could try this approach or that approach. Let's see what happens if I try this one"), as well as what they do when they hit a snag or dead end. Comp. 012 - Professional Development

106. Reflective Thinking

It is the process of recalling an event in the mind and giving it serious and thorough consideration. It is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Reflective thinking is a type of metacognitive activity. Example: In the classroom, teachers model reflective thinking strategies on specific problems by discussing aloud their thinking process when they themselves approach uncertain tasks ("I am thinking I could try this approach or that approach. Let's see what happens if I try this one"), as well as what they do when they hit a snag or dead end. Comp. 001 - Human Development

397. Reflective Thinking

It is the process of recalling an event in the mind and giving it serious and thorough consideration. It is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Reflective thinking is a type of metacognitive activity. Example: In the classroom, teachers model reflective thinking strategies on specific problems by discussing aloud their thinking process when they themselves approach uncertain tasks ("I am thinking I could try this approach or that approach. Let's see what happens if I try this one"), as well as what they do when they hit a snag or dead end. Comp. 004 - Learning Theories and Processes

295. Higher Level Thinking Skills

It is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. It requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them. Example: Then students encounter unfamiliar problems, uncertainties, difficult questions, or dilemmas, higher-order thinking skills are activated. Comp. 003 - Designing Effective Instruction

403. Higher-Level Thinking Skills

It is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. It requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them. Example: When students encounter unfamiliar problems, uncertainties, difficult questions, or dilemmas, higher-level thinking skills are activated. Comp. 004 - Learning Theories and Processes

104. Higher-Order Thinking Skills

It is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. It requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them. Example: When students encounter unfamiliar problems, uncertainties, difficult questions, or dilemmas, higher-order thinking skills are activated. Comp. 001 - Human Development

534. Higher Level Thinking Skills

It is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. It requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them. Example: When students encounter unfamiliar problems, uncertainties, difficult questions, or dilemmas, higher-order thinking skills are activated. Comp. 007 - Effective Communication

586. Higher Order Thinking

It is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. Teachers who structure learning to promote higher order thinking of students use a system of thinking developed by Benjamin Bloom - Bloom's taxonomy - which consists of six levels of learning (from lower to higher): remember, understand, apply, analyze, evaluate, and create. Example: The learning objectives for higher order thinking were created using Bloom's taxonomy. The students were required to do something with the factual knowledge of the lessons — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them. Comp. 008 -Motivation and Engagement

758. Performance Assessment

It measures students' skills based on authentic tasks such as activities or problems that require students to show what they can do. See authentic assessment. Example: The teacher used a performance assessment to obtain information about how the student understands and applies knowledge of the subject taught in class. Comp. 010 -Assessment

203. Auditory Learners

It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. For auditory learners, information is most easily processed through hearing it. A strongly auditory learner might read aloud when they reach a particularly difficult part of a written text, and will usually enjoy studying with another person or in a group. Sometimes auditory learners are also most confident and capable when they express their thoughts orally, rather than in writing. The auditory learner must hear things for them to have the best chance of learning. Example: Students who learn best by listening are auditory learners. Comp. 002 - Student Diversity

411. Auditory Learners

It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. For auditory learners, information is most easily processed through hearing it. A strongly auditory learner might read aloud when they reach a particularly difficult part of a written text, and will usually enjoy studying with another person or in a group. Sometimes auditory learners are also most confident and capable when they express their thoughts orally, rather than in writing. The auditory learner must hear things for them to have the best chance of learning. Example: Students who learn best by listening are auditory learners. Comp. 004 - Learning Theories and Processes

412. Tactile/Kinesthetic Learners

It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. Kinesthetic learners learn through their whole body: sight, smell, movement, touch, and color all help kinesthetic learners. They will learn best by 'doing:' manipulation of material, hands-on training, application of information to real world situations, creating and manipulating models, color-coding, simulations - the key is moving, touching, doing!

554. Tactile/Kinesthetic Learners

It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. Kinesthetic learners learn through their whole body: sight, smell, movement, touch, and color all help kinesthetic learners. They will learn best by 'doing:' manipulation of material, hands-on training, application of information to real world situations, creating and manipulating models, color-coding, simulations - the key is moving, touching, doing!

204. Tactile/Kinesthetic Learners

It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. Kinesthetic learners learn through their whole body: sight, smell, movement, touch, and color all help kinesthetic learners. They will learn best by 'doing:' manipulation of material, hands-on training, application of information to real world situations, creating and manipulating models, color-coding, simulations - the key is moving, touching, doing! Example: Students who prefer to learn by touching objects, by feeling shapes and textures, and by moving things around are tactile/kinesthetic learners. Comp. 002 - Student Diversity

410. Visual Learners

It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. Visual learners learn best when using pictures, graphs, concept maps, grids, matrices and other visual representations of the information to be learned. Example: Students who prefer to learn by seeing or reading something are visual learners.

202. Visual Learners

It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. Visual learners learn best when using pictures, graphs, concept maps, grids, matrices and other visual representations of the information to be learned. Example: Students who prefer to learn by seeing or reading something are visual learners. Comp. 002 - Student Diversity

200. Multiple Intelligences

It refers to Howard Gardner's theory of how people learn. He informs teachers that there are multiple intelligences, and that we all use one or two for the most effective learning; that learners vary across multiple intelligences such as verbal, auditory, kinesthetic, and tactile; that teachers should try to include activities that rely on these intelligences in as many lessons as possible for optimal learning. Example: Teachers whose practices reflect the research on multiple intelligences learn to look at learners from different viewpoints. Viewpoints that are congruent with students' strengths and abilities. Comp. 002 - Student Diversity

171. Multiple Intelligences

It refers to Howard Gardner's theory of how people learn. He informs teachers that there are multiple intelligences, and that we all use one or two for the most effective learning; that learners vary across multiple intelligences such as verbal, auditory, kinesthetic, and tactile; that teachers should try to include activities that rely on these intelligences in as many lessons as possible for optimal learning. Example: When teachers recognize that students bring varied talents - multiple intelligences - into the classroom, they can help students find success by allowing them to use their natural intelligences. Comp. 002 - Student Diversity

565. Systematic Instruction

It refers to a carefully planned sequence for instruction that involves a variety of specific procedures for identifying, prompting, and reinforcing targeted behaviors. Teachers have to decide where to begin to scaffold instruction for the various types of learners in their classroom. Then teachers design instruction to help students achieve individual student goals. Students are provided appropriate practice opportunities which directly reflect instruction.

679. Acceptable Use Policy

It refers to a document stipulating constraints and practices that a user must agree before access to a computer network or the Internet can be granted. Example: Attempting to mail bomb a site with mass amounts of e-mail in order to flood their server is a violation of the acceptable use policy. Comp. 009 - Technology

923. Foster Parent

It refers to a person who acts as parent and guardian for a child in place of the child's natural parents but without legally adopting the child. The placement of the child with a foster parent is normally arranged through the government or a social service agency. Example: For a child in foster care to succeed in school, the foster parent must lead the charge and blaze a path as an advocate, fighting for the child's every chance. Comp. 011 - Home/School/Community Relationships

181. Language Proficiency

It refers to a person's ability to use a language for a variety of purposes, including speaking, listening, reading, and writing. In Texas, proficiency is measured using guidelines described in Texas English Language Proficiency Assessment System (TELPAS). Example: There are six English language learners (ELLs) in the class; however they are at various levels of language proficiency. Comp. 002 - Student Diversity

301. Language Proficiency

It refers to a person's ability to use a language for a variety of purposes, including speaking, listening, reading, and writing. In Texas, proficiency is measured using guidelines described in Texas English Language Proficiency Assessment System (TELPAS). Example: There are six English language learners (ELLs) in the class; however they are at various levels of language proficiency. Comp. 004 - Learning Theories and Processes

625. Language Proficiency

It refers to a person's ability to use a language for a variety of purposes, including speaking, listening, reading, and writing. In Texas, proficiency is measured using guidelines described in Texas English Language Proficiency Assessment System (TELPAS). Example: There are six English language learners (ELLs) in the class; however they are at various levels of language proficiency. Comp. 008 - Motivation and Engagement

634. English Language Proficiency

It refers to a person's ability to use the English language for a variety of purposes, including speaking, listening, reading, and writing. In Texas, proficiency is measured using guidelines described in Texas English Language Proficiency Assessment System (TELPAS). Example: There are six English language learners (ELLs) in the class; however they are at various levels of English language proficiency. Comp. 008 - Motivation and Engagement

81. Impairments

It refers to a range of medical diagnoses and subsequent health problems that can have a temporary or chronic impact on a student's academic performance. Unless the condition is neurological in nature, health impairments are not likely to directly affect learning. However, the secondary effects of illness and the side effects of medications can have a significant impact on memory, attention, strength, endurance, and energy. Example: Arthritis, cancer, multiple sclerosis, asthma, heart disease, chronic pain or back problems, loss of vision, restriction in hearing, and inability to relate to others are health impairments that result in a range of academic challenges for a student. Comp. 001 - Human Development

398. Scaffolding Strategies

It refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. The supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student. Example: When teachers use scaffolding strategies, they typically break up a learning experience, concept, or skill into discrete parts, and then give students the assistance they need to learn each part. Comp. 004 - Learning Theories and Processes

459. Metacognitive Capacity

It refers to the capacity to reflect on and manage one's own thinking. The ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one's approach as needed is called metacognition. Example: The abilities students demonstrate to transfer or adapt their learning to new contexts and tasks is called metacognitive capacity. Comp. 005 - Classroom Climate

99. Higher-order Cognitive Abilities

It refers to abilities involving analysis, evaluation and synthesis (described in Bloom's taxonomy). These are abilities that allow students to do something with the facts: infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them as they seek new solutions to new problems. These abilities are also called higher-order thinking skills. Example: When students encounter unfamiliar problems, uncertainties, difficult questions, or dilemmas, higher-order cognitive abilities are activated. Comp. 001 - Human Development

112. Risky Behaviors

It refers to behaviors that contribute to unintentional injuries and violence such as physical fighting; sexual behaviors that contribute to unintended pregnancy and sexually transmitted infections; alcohol, tobacco and other drug use; and unhealthy dietary behaviors. Example: Families, schools, community organizations, and youth themselves must work together to help address these risky behaviors. Comp. 001 - Human Development

289. Horizontal Alignment

It refers to curriculum. It is organizing curriculum at the grade level. Horizontal alignment occurs as teachers work in grade-level groups to map the curriculum content to be taught and identify the standards they are addressing in each instructional segment or unit. They share learning activities that illustrate how they teach and how they assess students' mastery of standards. This accentuates each teacher's creativity and innovation and promotes the sharing of excellent instructional strategies and effective resources. Example: One benefit of horizontal alignment is that it allows every student the same quality education regardless of the teacher. Comp. 003 - Designing Effective Instruction

241. Vertical Alignment

It refers to curriculum. It is organizing curriculum from one grade level or content area to the next. What students learn in one lesson, or grade level prepares them for the next lesson, or grade level. Teaching is purposefully structured and logically sequenced so that students are learning the knowledge and skills that will progressively prepare them for more challenging, higher-level work. Example: In kindergarten students learn to identify the front cover, back cover, and title page of a book; in first grade they use headings, and tables of contents to locate facts. This is called vertical alignment. Comp. 003 - Designing Effective Instruction

178. Cultural Differences

It refers to differences among students because of their racial or ethnic backgrounds, language, and traditions. Example: Having some knowledge of cultural differences among students - how cultures vary from each other - can at least give teachers a starting point in knowing how to approach a student or class until teachers get to know the individual preferences of the class. Comp. 002 - Student Diversity

662. Virtual Environments

It refers to environments that are virtual - meaning not real - but made up by the technology of computer networking, program simulations, and interactive software. It provides a set of teaching and learning tools with simulation, modeling, and data visualization designed to enhance students' learning experience. Example: Geology Explorer is a virtual world where learners assume the role of a geologist on an expedition to explore the geology of a mythical planet. The Virtual Cell (VCell) is an interactive, 3-dimensional visualization of a bio-environment. Both of these present virtual environments. Comp. 009 -Technology

650. Graphic Tools

It refers to graphics software or image editing software that enable the user to manipulate visual images on a computer. Example: The students in the technology class were tasked with using data files from a variety of sources and doing the layout of the graphs according to specification in the assignment, using any of the four graphic tools available: Photoshop, Microsoft Publisher, Picasa, and Dplot. Comp. 009 -Technology

678. Privacy Guidelines

It refers to information that warns against misrepresenting oneself as another user or sharing user names and passwords to access a school computer or computer network. The information may also allude to the fact that the school, where the computer or network resides, reserves the right to monitor all computer and Internet activity by all users; that users shall have no expectation of privacy in their use of school computers. Example: Users who violate the school privacy guidelines will have their privileges revoked and may be subject to further disciplinary action, including suspension or dismissal. Comp. 009 - Technology

186. Reading Domain

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to comprehend and interpret written text at the grade-appropriate level. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high). Example: In the reading domain, Thang's language proficiency is rated as advanced. However, in the speaking domain the rating is advanced high. < BR> Comp. 002 - Student Diversity

187. Writing Domain

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high).

631. Writing

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high). Example:

184. Listening Domain

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high). Example: In the listening domain, Juan's language proficiency is rated as intermediate. However, in the reading domain the rating is advanced. < BR> Comp. 002 - Student Diversity

628. Listening

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high). Example: In the listening domain, Juan's language proficiency is rated as intermediate. However, in the reading domain the rating is advanced. Comp. 008 - Motivation and Engagement

185. Speaking Domain

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to use spoken language appropriately and effectively in learning activity and social interactions. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high). Example: In the speaking domain, Angel's language proficiency is rated as advanced. However, in the reading domain the rating is intermediate. < BR> Comp. 002 - Student Diversity

629. Speaking

It refers to one of the 4 second-language acquisition domains: speaking, listening, reading, and writing. Specifically, this domain is defined as the ability to use spoken language appropriately and effectively in learning activity and social interactions. English language proficiency in each of the 4 language domains (speaking, listening, reading, and writing) is measured by 4 proficiency levels (beginning, intermediate, advanced, and advanced high). Example: In the speaking domain, Angel's language proficiency is rated as advanced. However, in the reading domain the rating is intermediate. Comp. 008 - Motivation and Engagement

210. Oral Scaffolding

It refers to oral language rehearsal where the teacher models sentence frames followed by the students practicing the language using the scaffold however with new variations of the statement until they can finally practice individually on their own. Example: One clear benefit of oral scaffolding is that it explicitly targets the language structures essential for successful oral language production. Comp. 002 - Student Diversity

50. Student Developmental Characteristics

It refers to physical, social, emotional, and cognitive developmental characteristics. What students are like at different stages of their development. Example: During adolescence, student developmental characteristics may include: being critical of parents and home (social-emotional); may appear awkward as result of rapid physical growth (physical); beginning to develop views about social issues (cognitive). Comp. 001 - Human Development

393. Self-Directed Learners

It refers to students that take the initiative and responsibility for learning, by independently planning, monitoring, and assessing their own learning. They are also called self-regulated learners. Example: Analyzing task requirements; goal setting; selecting, adapting, or inventing strategies to achieve objectives, self-monitoring, self-instruction, self-reinforcement and self-evaluation are characteristics of a self-directed learners. Comp. 004 - Learning Theories and Processes

220. TAPR (Texas Academic Performance Reports)

It refers to the State Board of Education accountability system for Texas public schools based on performance on a set of indicators of the quality of learning on a campus. Example: When the TAPR reports were released to the public for the previous school year, the local newspaper published the schools' rankings. Comp. 003 - Designing Effective Instruction

664. Technology Application TEKS

It refers to the TEKS (Texas Essential Knowledge and Skills) curriculum established by the Texas State Board of Education. The curriculum has six strands: (1) creativity and innovation; (2) communication and collaboration; (3) research and information fluency; (4) critical thinking, problem solving, and decision making; (5) digital citizenship; and (6) technology operations and concepts. Example: The goal of the Technology Applications TEKS is for students to gain technology-based knowledge and skills and to apply them to all curriculum areas at all grade levels. Comp. 009 -Technology

97. Formal Operations

It refers to the abilities of engaging in mental manipulations; being able to think systematically about hypothetical ideas and abstract concepts. Somewhere between the ages of 11 and 14 students enter Piaget's last stage of cognition called formal operations. As young adolescents enter this stage, they gain the ability to think abstractly, consider the hypothetical as well as the real, understand subjects on a complex level through analysis and evaluation, and apply knowledge in problem-solving. Example: When the child can manipulate ideas in its head, without any dependence on concrete manipulation, the child is said to have entered Piaget's formal operations stage. Comp. 001 - Human Development

281. Formal Operations

It refers to the abilities of engaging in mental manipulations; being able to think systematically about hypothetical ideas and abstract concepts. Somewhere between the ages of 11 and 14 students enter Piaget's last stage of cognition called formal operations. As young adolescents enter this stage, they gain the ability to think abstractly, consider the hypothetical as well as the real, understand subjects on a complex level through analysis and evaluation, and apply knowledge in problem-solving. Example: When the child can manipulate ideas in its head, without any dependence on concrete manipulation, the child is said to have entered Piaget's formal operations stage. Comp. 003 - Designing Effective Instruction

473. Time Management

It refers to the ability to manage classroom time using a range of skills, tools and techniques to maximize academic learning time - the time students are actively engaged and experiencing success. Example: A classroom with poor time management is easy to spot: Time is wasted in non-instructional matters, students must wait for a teacher's attention, instructional groups are off-task, materials are not at hand, and transitions are confused, all of these factors increase the potential for misbehavior. Comp. 006 - Classroom Management

921. Convergence of Evidence

It refers to the argument that teachers should use evidence-based practices in their classrooms that are based on converging evidence rather than anchored on philosophies and belief systems. When multiple sources of evidence are in agreement or converge, the conclusion can be very strong - the information is objective - it is non-philosophically driven. It shows what work and what doesn't. Example: What deems a classroom practice effective and appropriate is the convergence of evidence that supports it. Comp. 008 - Motivation and Engagement

196. Engagement

It refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Example: A positive classroom environment emphasizes collaboration and supportive interactions, respect for diversity and individual differences, encourages students to contribute constructively to the lesson and leads to active student engagement. Comp. 002 - Student Diversity

423. Student Engagement

It refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Example: A positive classroom environment emphasizes collaboration and supportive interactions, respect for diversity and individual differences, encourages students to contribute constructively to the lesson and leads to active student engagement. Comp. 005 - Classroom Climate

696. PowerPoint Lecture

It refers to the delivery of instruction using Microsoft PowerPoint software. In the teacher-led presentation individual slides that contain information on a topic are shown onscreen. The presentation is usually a combination of text ---often in the form of a bulleted list---and graphs that include charts, graphs, diagrams, screenshots, photos, movies and animations. Example: The key element of a Powerpoint lecture is its potential to increase and maintain student interest and attention to the lecture when combined with active teaching and student involvement.

176. Social Characteristics

It refers to the dimension of student diversity in schools which includes race, social economic status, and religion. Example: The effective teacher recognizes that students bring to the classroom diverse backgrounds, social characteristics, and abilities. The teacher knows how to create effective lessons to promote all students' learning. Comp. 002 - Student Diversity

177. Personal Characteristics

It refers to the dimension of student diversity in schools which shows every student is unique. A short list of these personal characteristics include: being able to work alone, articulate, aggressive, broad-minded, cautious, competent, committed, conscientious, creative, curious, exceptional, extroverted, fair, forceful, frank, friendly, generous, helpful, honest, imaginative, impulsive, industrious, independent, intellectual, has leadership ability, loyal, mature, outgoing, patient, persistent, pleasant, positive, productive, reliable, reserved, responsible, self-confident, self-controlled, self-motivated, sensitive, sincere, sociable, talkative, tolerant, understanding, and well-organized. Example: Every student comes to the classroom with a set of personal characteristics that makes him or her unique and that will affect his or her academic achievement. Comp. 002 - Student Diversity

440. Diverse Population

It refers to the dimensions of student diversity in schools today which include race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status. Example:

105. Critical Thinking

It refers to the disposition to think critically; evaluating the worth of ideas, opinions, or evidence before making a decision or judgment. This is sometimes called "having a mind of your own." It means that a student doesn't have to believe or accept everything on face value. This kind of thinking requires reflection. Example: A student is using her own knowledge or point of view to decide what is right or wrong as she evaluates someone else's paper that describes how plants use energy from the sun to make food. This student is said to be using critical thinking to reach her decision. Comp. 001 - Human Development

282. Critical Thinking

It refers to the disposition to think critically; evaluating the worth of ideas, opinions, or evidence before making a decision or judgment. This is sometimes called "having a mind of your own." It means that a student doesn't have to believe or accept everything on face value. This kind of thinking requires reflection. Example: A student is using her own knowledge or point of view to decide what is right or wrong as she evaluates someone else's paper that describes how plants use energy from the sun to make food. This student is said to be using critical thinking to reach her decision. Comp. 003 - Designing Effective Instruction

189. Proficiency Levels

It refers to the four stages of second language acquisition. The four proficiency levels are: beginning, intermediate, advanced, and advanced high. Example: English language learners may be at different proficiency levels in the same classroom. It is important that teachers understand the stages of learning English so they know how to get students from one proficiency level to the next. Comp. 002 - Student Diversity

698. Decision-Making Process

It refers to the process of making choices by identifying a decision, gathering information, and assessing alternative resolutions. Example: As classrooms are busy places in which teachers face complex situations and competing demands and must make decisions quickly, often with little time for deliberation, their decision-making process is governed by what they know about teaching, learning and curriculum, and based upon their view of what is in the best interest of the student. Comp. 009 - Technology

294. Synthesize Knowledge

It refers to the process of merging new information with prior knowledge to create new meaning or understanding. Example: The reading teacher taught the class how to summarize, paraphrase, and make accurate inferences --- skills needed to synthesize knowledge. Comp. 003 - Designing Effective Instruction

91. Instructional Planning

It refers to the process where the teacher uses district curriculum standards, instructional strategies, and resources for planning the content of instruction, taking into consideration school district curriculum goals and objectives and learning outcomes to plot the scope and sequence of subject topics in order to address the diverse needs of students. Example: Desired outcome, input from students, learners' background, content, teaching strategies, available materials and resources, time and space constraints, and assessment issues are all relevant factors to instructional planning. Comp. 001 - Human Development

392. Self-Regulation

It refers to the student's ability to independently plan, monitor, and assess his/her learning. However, few students naturally do this well; teachers must teach students these strategies. Example: Analyzing task requirements; goal setting; selecting, adapting, or inventing strategies to achieve objectives, self-monitoring, self-instruction, self-reinforcement and self-evaluation are characteristics of self-regulation. Self-regulation is essential to the learning process. Comp. 004 - Learning Theories and Processes

100. Self-Regulated Learning

It refers to the student's ability to understand and control their learning environment. Self-regulation abilities include goal setting, self-monitoring, self-instruction, and self-reinforcement. Example: Analyzing task requirements; setting productive goals; and selecting, adapting, or inventing strategies to achieve objectives are characteristics of self-regulated learning. Comp. 001 - Human Development

175. Diverse Backgrounds

It refers to the various dimensions of student diversity in schools today which include race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, social class, and immigration status. Example: The effective teacher recognizes that students bring to the classroom diverse backgrounds, social characteristics, and abilities and knows how to create effective lessons to promote all students' learning. Comp. 002 - Student Diversity

235. Extra-Time

It relates to extra time in lesson plans. Including extra time in lesson plans ensures time for re-teaching and needs-based modifications of student activities. Example: The teacher builds in extra time in her lesson plans for review and enrichment to ensure that all students have learned the material. Comp. 003 - Designing Effective Instruction

588. Second Language Acquisition Instruction

It relates to instructional teaching strategies used for supporting second language acquisition, taking into consideration students' different learning styles and language proficiency levels, enabling them to become proficient in reading, speaking, listening, and writing. Example: Enunciating clearly without raising her voice, making gestures, pointing directly to objects, and drawing pictures when appropriate, were all part of Mrs. Huang's second language acquisition instruction for her pre-production ELLs. Comp. 008 -Motivation and Engagement

321. Second Language Acquisition Support

It relates to language supports that decrease the language barrier ELLs experience when learning and demonstrating knowledge and skills in English. The Texas English Language Proficiency Standards (ELPS) require all teachers to linguistically accommodate the instruction of ELLs in their classes commensurate with the students' English language proficiency levels. Example: The use of pictures and realia to support questions, listening activities, simple books with predictable text, graphic organizers, charts and graphs, accepting one or two word responses, extra time, oral translation, a bilingual dictionary are all examples of second language acquisition support. Comp. 004 - Learning Theories and Processes

147. Inclusion

It relates to the commitment to educate each child, regardless of exceptionality (English language learners, students with disabilities) to the maximum extent appropriate in the regular classroom. It involves bringing the support services to the child and requires only that the child will benefit from being in class (rather than having to keep up with other students). Example: The purpose of inclusion with the special education student was not only to move him from his segregated classroom into the mainstream classroom, but also to provide him with support for success in the least restrictive environment. Comp. 002 - Student Diversity

571. English Language Mechanics

It relates to the conventions governing the technical aspects of writing, including spelling, punctuation, capitalization, and abbreviations. Example: Capitalization and punctuation are part of the English language mechanics. They are specific signals to the reader. These mechanics are used to determine meaning and to clarify intent. Comp. 008 -Motivation and Engagement

568. English Language Syntax

It relates to the grammatical rules that govern the ways in which words combine to form phrases, clauses, and sentences. It is the arrangement of words in a sentence. Example: Mario wrote on the board, "I is going to the concert tonight." We understand what he means but this is still an English language syntax error. Comp. 008 -Motivation and Engagement

41. Physical Growth

It relates to the process by which the body reaches its point of complete physical development. It involves great changes in body size and appearance. Children tend to have physiques similar to those of their parents, however environmental factors such as nutrition and hygiene may modify this tendency. Example: Abnormal physical growth or growth failure is a symptom of disease. Comp. 001 - Human Development

215. Thematic Unit

It's a series of lessons that integrate subjects across the curriculum, such as math, reading, social studies, science, language arts, etc. that all tie into the main theme of the unit. Example: Mrs. Lourdes uses thematic unit to help students understand connections across the curriculum around a central theme. Comp. 003 - Designing Effective Instruction

561. Digital Natives

Kids born or brought up during the age of digital technology and therefore familiar with computers and the Internet from an early age. Example: The digital tools that are reshaping our world make more sense to young digital natives than to members of older generations. Comp. 007 - Effective Communication

38. Law and Order Orientation

Kohlberg's stage of moral development (age 10 - 15 years). At this stage good behavior is doing one's duty, respecting authority, and obeying the laws of society. Example: The moral development stage where the child blindly accepts rules and convention because of their importance in maintaining a functioning society is called the Law and Order Orientation. Comp. 001 - Human Development

34. Good Boy- Good Girl Orientation

Kohlberg's stage of moral development (age 10 - 15 years). At this stage good behavior is doing what others expect and whatever is approved by them. Peer acceptance is needed. Example: The moral development stage where the emphasis is placed in good behavior and kids being "nice" to others is called the Good Boy/Good Girl Orientation. Comp. 001 - Human Development

13. Obedience-Punishment Orientation

Kohlberg's stage of moral development (age birth to 9 years) . At this stage children obey rules to avoid punishment. Example: Kohlberg's Obedience-Punishment Orientation stage explains why seven-year old second grader Julia will refrain from running in the hallway. She wants to avoid the consequences involved in breaking her school's rule. Comp. 001 - Human Development

33. Self-Interest Orientation

Kohlberg's stage of moral development (age birth to 9 years). At this stage an egotistical attitude develops that focuses on satisfying one's own needs first. Example: According to Kohlberg, the stage of moral development that expresses the "what's in it for me" position is the Self-interest Orientation stage. Comp. 001 - Human Development

60. Moral Development

Kohlberg's theory of moral development suggests that individuals must progress through a series of key stages of moral growth in order to develop to the highest level of reasoning. Four of these stages are: Obedience/Punishment Orientation, Self-interest Orientation, Good Boy/Good Girl Orientation, and Law and Order Orientation. Example: Honesty, fairness, responsibility for one's own actions are examples of moral development in children. Comp. 001 - Human Development

155. Least Restrictive Environment

LRE is not a place. It is a principle. The special education law (IDEA) says that a student who has a disability should be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, or any other program that non-disabled peers would be able to access; when LRE comes up, so do the words "mainstreaming" and "inclusion." Example: The life skill student was included in science, social studies, and ancillary times with the general education classes in compliance with the least restrictive environment principle required by law. Comp. 002 - Student Diversity

454. Least Restrictive Environment

LRE is not a place. It is a principle. The special education law (IDEA) says that a student who has a disability should be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, or any other program that non-disabled peers would be able to access; when LRE comes up, so do the words "mainstreaming" and "inclusion." Example: The life skill student was included in science, social studies, and ancillary times with the general education classes in compliance with the least restrictive environment principle required by law. Comp. 005 - Classroom Climate

793. Home Language

Language that a person learned as a child at home. Children growing up in bilingual homes can have more than one home language. Example: The Texas Education Code requires schools to determine the home language(s) spoken at home by each student. Comp. 011 - Home/School/Community Relationships

339. Field-Independent

Learning style in which separate parts of a pattern are apparent. Example: A field-independent student "sees the forest for the trees", and is able to analyze the components within a larger context. Comp. 004 - Learning Theories and Processes

834. NEA (National Education Association)

Largest professional educators organization in the United States; purpose includes working for improved education and enhancing the status of teachers. Example: The NEA represents teachers and is the largest labor union in America with almost three million members. Comp. 012 - Professional Development

Example

Laura's score report reads that her overall score of 19 is in the 67th percentile. This means that she has tested better than 66% of the test takers compared to an aggregated sample of test takers like herself. Comp. 010 -Assessment

317. Comprehension

Learning that involves making interpretations of previously learned materials. Example: The student was able to show comprehension of the reading text by retelling the events that had happened. Comp. 004 - Learning Theories and Processes

224. Analysis

Learning that involves the subdividing of knowledge to show how it fits together. Example: The students used analysis to predict what would happen to the food web if a predator was eliminated. Comp. 003 - Designing Effective Instruction

17. Lawrence Kohlberg

Lawrence Kohlberg contributed to the theory of moral development. He studied the way children (and adults) reason about rules that govern their moral behavior and found that moral development occurs in six specific sequence of stages or orientations. Example: The Obedience/Punishment orientation (where rules are obeyed to avoid punishment), the Good boy/Good girl orientation (where being nice and pleasing are important), the Law-and-Order orientation (where behaviors are based on respect for authority and following rules for the sake of doing what is right), and the Social Contract orientation (where what is right is defined in terms of standards that have been agreed upon by the whole society) are stages of moral growth developed by Lawrence Kohlberg. Comp. 001 - Human Development

102. Law-and-Order Orientation

Lawrence Kohlberg contributed to the theory of moral development. He studied the way children (and adults) reason about rules that govern their moral behavior and found that moral development occurs in six specific sequences of stages or orientations. According to him individuals at the Law-and-Order stage are oriented toward authority, fixed rules, and the maintenance of the social order. Example: Behavior such as doing one's duty; showing respect for authority, and maintaining the given social order for its own sake is consistent with the Law-and-Order orientation. Comp. 001 - Human Development

103. Metacognitive Capacity

Lawrence Kohlberg contributed to the theory of moral development. He studied the way children (and adults) reason about rules that govern their moral behavior and found that moral development occurs in six specific sequences of stages or orientations. According to him individuals at the Law-and-Order stage are oriented toward authority, fixed rules, and the maintenance of the social order. Example: Behavior such as doing one's duty; showing respect for authority, and maintaining the given social order for its own sake is consistent with the Law-and-Order orientation. Comp. 001 - Human Development

111. Social Contract Orientation

Lawrence Kohlberg contributed to the theory of moral development. He studied the way children (and adults) reason about rules that govern their moral behavior and found that moral development occurs in six specific sequences of stages or orientations. According to him individuals at the Social Contract stage are oriented to accept what is right in terms of standards (rules, laws) that have been agreed upon by the whole society. However, these individuals may also argue for certain rules or laws to be changed if they are no longer "working." Modern democracies are based on this reasoning. Example: Recognizing that rules are social agreements that can be changed when necessary defines the social contract orientation. Comp. 001 - Human Development

893. Legal & Ethical Issues

Laws and guidelines (federal, state, district, and campus) that educators must adhere to (for example, those related to civil rights, special needs, confidentiality, child abuse). Example: The teacher was aware of the legal and ethical issues relevant to education regarding special needs. He made sure that the student was given the appropriate accommodations during his class time. Comp. 013 - Law and Ethical Issues

420. Collaboration

Learning environments that encourage social interaction, active engagement in learning, and self-motivation. Example: The students worked in collaboration to create a multistep word problem for their group presentation in math. Comp. 005 - Classroom Climate

552. Learning Process

Learning is a journey --- a transition from not knowing to knowing. The process of learning takes into account learning theories (constructivism, behaviorism) that explain how people learn and that they learn in different ways. Activities are what students actually do in order to learn. The role of the educator is to choose from a vast range of teaching strategies to construct a learning experience so students will be able to learn the expected outcomes in their own learning style. Example: The view that students begin their learning from different levels of knowledge and understanding is a key principle in the learning process. Comp. 007 - Effective Communication

287. Learning Outcomes

Learning outcomes are statements of what students will learn in class. The statements are focused on student learning (What will students learn today?) rather than the teacher teaching (What am I going to teach today?). Student learning outcomes should align with the curriculum standards. Bloom's Taxonomy of Educational Objectives (published in 1956 and revised in 2001) gives teachers a way to express learning outcomes in a way that reflects cognitive skills. Example: The following is an example of student learning outcome: The students will demonstrate the use of correct grammar and various literary devices in creating an essay. Comp. 003 - Designing Effective Instruction

338. Field-Dependent

Learning style in which patterns are perceived as wholes. Example: A field-dependent student usually can see the "big picture" of a concept, but may not be able to analyze each component that composes it. Comp. 004 - Learning Theories and Processes

225. Application

Learning that requires applying knowledge to produce a result; problem solving. Example: The students were able to make an application of their skills for measuring liquids, when completing the science project on density. Comp. 003 - Designing Effective Instruction

329. Drill and Practice

Learning through repeated performance. Example: The students would drill and practice basic division facts by using flashcards for the first ten minutes of every class. Comp. 004 - Learning Theories and Processes

815. Compulsory Education

Legally mandated school attendance for every child (unless specifically exempted under state law) who is at least six years of age and who has not yet reached his or her 19th birthday (TEC 25.085).

709. Achievement

Level of attainment or proficiency. Example: Passing the teacher certification exam was the final achievement required of the aspiring teacher before he could be accepted into the position of an 8-12 science teacher in the high school. Comp. 010 - Assessment

357. Inquiry Learning Model

Like discovery learning, except that the learner designs the processes to be used in resolving a problem; requires higher levels of mental operation than does discovery learning. Example: Students explored the idea of erosion by designing a piece of land in the lab and by asking questions along the way. Through this inquiry-learning model students learned by exploration and discovery. Comp. 004 - Learning Theories and Processes

316. Linguistic Accommodated Instruction

Linguistically accommodating the instruction for ELLs involves communicating with them in ways they currently understand while sequencing and scaffolding instruction to foster the learning of grade-level English and academic content. Linguistically accommodated instruction is differentiated through use of instructional materials, techniques, and tools that meet the needs of ELLs. Example: Gestures, verbal cues, extra wait time, use of native language, graphical organizers, pre-teaching vocabulary, adapted text, rephrasing, outlines, are example of materials, techniques, and tools used in linguistic accommodated instruction to assist ELLs in reaching their full academic potential. Comp. 004 - Learning Theories and Processes

324. Deficiency Needs

Maslow's term for the lower-level needs in his hierarchy: survival, safety, belongingness, and self-esteem. Example: Since the student had never received praise for her work in math, she struggled with deficiency needs of self-esteem. Comp. 004 - Learning Theories and Processes

141. Growth Needs

Maslow's term for the three higher-level needs in his hierarchy: intellectual achievement, aesthetic appreciation, and self-actualization. Example: The student was ready to address her cognitive growth needs on her path to self-actualization. Comp. 002 - Student Diversity

222. Alignment

Matching learning activities with desired outcomes; or matching what is taught to what is tested. Example: The fourth-grade teachers examined the benchmark test to check for alignment between the questions being asked and the lessons they had taught. Comp. 003 - Designing Effective Instruction

878. Term Contract

May be dismissed without cause being indicated; a beginning teacher will be give a term contract.

578. In Accordance with ELPS

Meaning in accordance with the English Language Proficiency Standards (ELPS) which outlines the instruction that ELLs must receive to support their ability to develop academic English language proficiency and acquire challenging academic knowledge and skills. Example: Concept mapping, drawing, comparing, and contrasting are strategies used to help students acquire basic and grade-level vocabulary to facilitate the development of students' oral language proficiency in English in accordance with the ELPS. Comp. 008 -Motivation and Engagement

212. Student Disabilities

Means students who require special education because of: autism; communication disorders; deaf-blindness; emotional disturbances; hearing impairments, including deafness; intellectual disability; orthopedic impairments; other health impairments; specific learning disabilities; traumatic brain injuries; or visual impairments, including blindness. Example: Federal law requires that, to the maximum extent appropriate, students with disabilities be educated with students who are not disabled. Comp. 002 - Student Diversity

379. Rote Learning

Memorization of facts or associations. Example: It took months of rote learning for the student to memorize the multiplication tables. Comp. 004 - Learning Theories and Processes

12. Cognitive Dissonance

Mental confusion that occurs when new information received conflicts with existing understandings. Example: The student experienced cognitive dissonance when the teacher told her that apples could be green because she had only ever seen red apples. Comp. 001 - Human Development

773. Miscue Analysis

Miscue analysis is an analytical procedure for assessing students' reading comprehension based on samples of oral reading. It is based on the belief that students' mistakes when reading are not random errors, but actually their attempt to make sense of the text with their experiences and language skills. Miscue analysis is less concerned with the number of miscues (errors) than with the type of miscues. Example: What the student was reading, during the miscue analysis procedure, became a rich source of information for the teacher to assess what the student is capable of, where he may need to go next, and what the teacher might teach; so the teacher paid close attention. Comp. 010 - Assessment

367. Modality

Modality refers to how students use their senses in the learning process. Example: A student with a tactile modality likes to touch and build things. This student might benefits from projects and exhibitions to best demonstrate his knowledge. Comp. 004 - Learning Theories and Processes

795. Interagency

More than one agency work together in a planned and formal way to provide tailor-made support for children, young people, and families. Example: Interagency working provides families with easier or quicker access to services or expertise. Comp. 011 - Home/School/Community Relationships

606. Self-Motivated

Motivated from within oneself without need of outside influence. Example: The student was self-motivated to learn the content. After receiving her graded test back, she examined it thoroughly to learn from her mistakes. Comp. 008 -Motivation and Engagement

574. Extrinsic Motivation

Motivation created by events or rewards (for instance, stickers, stars, praise) outside the individual. Example: The extrinsic motivation of earning a popcorn party motivated the students to attend every school day during the month. Comp. 008 -Motivation and Engagement

581. Intrinsic Motivation

Motivation that drives the student to engage in learning to satisfy a desire, expectation, or goal without being influenced to do so by another person, or by an external incentive or reward is called intrinsic motivation and is also sometimes referred to as self-motivation. Example: By allowing the students to choose their research topic, the teacher increased the students' intrinsic motivation to do a great job. Comp. 008 -Motivation and Engagement

83. Fine Motor Skills

Motor skills are actions that involve the movement of muscles in the body. Fine motor skills refer to the skills we use to move the smaller muscles of the body. However these skills require more control and more precise movements of smaller muscles. While many young children don't have trouble with gross motor skills, fine motor skills can present challenges. Example: Writing, drawing, picking up small objects, cutting with scissors, and tying shoelaces are all examples of fine motor skills. Comp. 001 - Human Development

82. Gross Motor Skills

Motor skills are actions that involve the movement of muscles in the body. Gross motor skills refer to the skills we use to move the large muscles of the body that enable such functions as walking, kicking, sitting upright, lifting, and throwing a ball. A person's gross motor skills depend on both muscle tone and strength. Example: Walking, galloping, jumping, hopping, side-sliding, leaping and skipping are all examples of gross motor skills. Comp. 001 - Human Development

44. Non-Locomotor Movements

Movements that are performed in one point in space without transferring to another point; movements that don't allow the body to move from one point to another are called non-locomotor movements. Example: Twisting, spinning, turning, and balancing are examples of non-locomotor movements. Comp. 001 - Human Development

Example

Mr. Lima did not get involved in the school because he felt he lacked confidence, the communication, knowledge, and skills that are utilized by school staff. Comp. 011 - Home/School/Community Relationships

Example

Mrs. Kelly used systematic instruction to teach students how to use the calculator and how to graph with it.

348. Assimilation

New information is taken in or absorbed and blended with existing schema/existing knowledge in a way that makes sense of the new. Example: The student showed assimilation of the new set of grammar rules and applied it in his writing. Comp. 004 - Learning Theories and Processes

750. Monitor Instructional Effectiveness

Observer students to determine whether they understand. Example: The teacher made sure to monitor instructional effectiveness by questioning and creating dialogue with the students to check for understanding. Comp. 010 -Assessment

735. Formal Assessment

Official gathering of data about students (such as observation checklist, portfolio, teacher-made classroom test, student self-assessment, peer assessment, standardized test). Example: The fifth-grade teacher had the students submit to a formal assessment to measure how well the students had mastered the geometry concepts.

Example

On a STAR test each question is worth 1 point. Josh correctly answered 30 questions out of 50, so his raw score was 30. Comp. 010 -Assessment

444. Teacher Enthusiasm

One important component of classroom climate is the enthusiasm shown by the teacher. Teachers who enjoy teaching their subject, and teach with enthusiasm are more likely to motivate their students. Example: There is a positive relationship between teacher enthusiasm and student involvement during lessons. Comp. 005 - Classroom Climate

174. Culturally Diverse Classroom

One that reflects the ethnic heritage and background of all children in the classroom. One where the teacher offers learning activities congruent with the cultural and individual learning styles and strengths of students. Example: The principal asked Mrs. Molehill to modify classroom practices and procedure in order to optimize the learning situation for all students in her culturally diverse classroom. Comp. 002 - Student Diversity

820. Effective Teacher

One who is able to bring about intended learning outcomes. Example: The effective teacher is able to engage learners in a way that they can make larger academic gains than may be generally expected. Comp. 012 - Professional Development

699. Online Quizzes

Online quizzes are tests of knowledge published on the Internet. The test-taker logs in to the Internet site with his/her log-in credentials and submit to the test. Example: Instant grading and feedback is one of the many benefits of online quizzes. Comp. 009 - Technology

813. School-Community Partnerships

Partnerships between school and community organizations and agencies help create supports that enable children and youth to learn and succeed and help families and communities to thrive. These partnerships bring together diverse individuals and groups, including principals, teachers, school superintendents, school boards, community-based organizations, youth development organizations, health and human service agencies, parents and other community leaders, to expand opportunities for children, families, and communities. Example: Because school, community organizations, and families share goals related to education and socialization of the young, they must collaborate with each other and form school-community partnerships if they are to minimize problems and maximize results. Comp. 011 - Home/School/Community Relationships

839

Pedagogy: The art and science of teaching. Example: The teacher's pedagogy included many techniques for the delivery of instruction. Comp. 012 - Professional Development

439. Same-Age Tutoring

Peer tutoring in which one student teaches another student (usually a classmate) of the same age; runs the risk of being ineffective because resentment toward the same-age tutor (especially if he or she is a classmate) may develop. Example: The teacher used same-age tutoring in the classroom. Sometimes he would pair students in high-low partnerships. Comp. 005 - Classroom Climate

810. Proponents

People who advocate, support, champion, or promote a proposal, an idea, or a project. Example: Proponents of multicultural education may argue that students should be assessed using a variety of measures; critics may disagree. Comp. 011 - Home/School/Community Relationships

757. Percentile

Percentile is a measure of position used in statistics indicating the value below which a given percentage of observations in a group of observations fall. Example: The 75th percentile is the score at or below which 75 percent of the scores fall. Example: The student's score of 235 points on the test was at the 90th percentile, so he was considered to have done as well or better than 90% of his class. Comp. 010 -Assessment

94. Physical Development

Physical development refers to one of the 4 domains (physical, cognitive, social, and emotional) of human development. It refers to the development of physical skills like motor skills in children, and rapid physical growth and puberty in adolescents. Example: Puberty development is evident in most all girls starting at age 11 and in many boys. That is a characteristic of physical development expected for middle graders. Comp. 001 - Human Development

894. Child Abuse & Neglect

Physical maltreatment or sexual molestation of a child. Example: When the nurse observed bruises on the student, and the student seemed unable to explain where they came from, she wondered if there might be child abuse happening at the student's home. Comp. 013 - Law and Ethical Issues

48. Small Muscle Activity

Physical movement involving the fine muscles of the hand. Example: Threading beads onto a chenille stem is an example of a small muscle activity. Comp. 001 - Human Development

31. Large Muscle Activity

Physical movement involving the limbs and large muscles. Example: Basketball is a sport that involves large muscle activity, dexterity, and skill. Comp. 001 - Human Development

21. Equilibrium

Piaget believed that all children try to strike a balance between assimilation and accommodation. That balance is called equilibrium and is achieved through a process Piaget called equilibration. As children progress through the stages of cognitive development, it is important to maintain a balance between applying existing knowledge (assimilation) and changing behavior to account for new knowledge (accommodation). Equilibration helps explains what makes people smart. Example: A child who has only been around sports cars will believe that a car is small, has two doors, and is fast. When he sees a minivan, he must change his belief about what a car is. Once he accepts that a minivan is a type of car and a sports car is another type of car, equilibrium is achieved. Comp. 001 - Human Development

28. Concrete Thinker

Piaget's research shows that children 7 to 11 years of age (usually in the third through the sixth grade) are in what he calls the Concrete Operational Stage of development. Young learners think in terms of their experiences and the things they can see, hear, touch, taste, and smell; they ask questions about objects, events, and procedures. Once they learn how something is done, that's the only "right" way to do it. Example: Concrete thinkers work with manipulative materials and engage in hands-on activities to construct meaning and learn. Comp. 001 - Human Development

896. Constraints

Policies, operating procedures, laws and guidelines (federal, state, district, and campus) that direct what teachers can/should do (for instance, legal requirements, ethical responsibilities). Example: Even though the students needed transportation home from tutoring, the teacher knew of constraints of transporting students in his personal car. Comp. 013 - Law and Ethical Issues

32. Classroom Rules

Prescribe specific behaviors that are expected during academic learning in the classroom. They help eliminate distractions, disruptions, and poor behavior. The rules must be simple (students must understand what they mean), definable (have no gray area), must be enforceable, must be expansive (cover every possible misbehavior), must be prominent (place them high and bold on your classroom wall), and must be behavior rules only (must reflect behavior expectations, not academic expectations). Example: Students are more likely to buy into the classroom rules if they have a hand in creating them. Comp. 001 - Human Development

703. Prezzi

Prezi is a cloud-based (web-based) presentation software. A Prezi presentation does not run on slides but one big canvas where you can add videos, graphs, audio and much more. It is also easy to handle. The product employs a zooming user interface (ZUI), which allows users to zoom in and out of their presentation media, and allows users to display and navigate through the information. Example: Sometimes it's helpful to provide visual aids to complement teaching, and stimulate discussion. The thoughtful use of Prezzi can provide that type of learning experience.

898. Due Process

Procedural steps to protect a person's (students, parents, and teachers) constitutional right to receive fair and equitable treatment and protection under the law. Example: The teacher was aware of her right to due process for disputing the unfavorable observation and ratings she was given. Comp. 013 - Law and Ethical Issues

725. Diagnostic Procedure

Procedures to determine what students are capable of doing with respect to given learning tasks. Example: Taking a math fact quiz weekly was part of the teacher's diagnostic procedure in seeing how the students were progressing towards mastery. Comp. 010 - Assessment

Example

Professional development in workshops may be delivered in person or online, during the school day or outside of normal school hours, and through one-on-one interactions or in group situations. Comp. 012 - Professional Development

827. Inservice Training

Professional development workshops, lectures, and so forth provided by the school district to keep teachers current in their fields. Example: Because the state was providing a new social studies textbook, inservice training was required to train the teachers on how to use the new resources. Comp. 012 - Professional Development

145. IEP (Individualized Education Program)

Program or plan developed by the school IEP committee that describes the goals set for a student with delayed skills or other disabilities for the school year, as well as any special support the student may need to help him achieve those goals. Example: The relevant accommodations and modification were written into the student's IEP to be carried out by his teachers. Comp. 002 - Student Diversity

851. Pull-Out Programs

Programs in which students with special needs are taken out of regular classes for instructions.

201. Howard Gardner

Proposed the theory of Multiple Intelligences. He suggested that humans have 7 intelligences: Verbal/Linguistic - the ability to use and produce words; Logical-Mathematical - the ability to do math, recognize patterns, and problem-solve; Visual/Spatial - the ability to form images and pictures in the mind; Body/Kinesthetic - the ability to use the body in physical activities; Interpersonal - the ability to work cooperatively with other people; Musical/Rhythmic - the ability to recognize musical and rhythmic patterns and sounds; Intrapersonal - the ability to know oneself. Example: Students learn mostly by seeing (visual), by hearing (auditory) and by touching (kinesthetic). According to Howard Gardner, if all students are to be successful teachers must understand that students learn in different ways. Comp. 002 - Student Diversity

877. Tenure Contract

Protects from dismissal without probable cause; veteran teachers typically receive tenure contracts and are thus not dismissed unless with cause. Example: Prior to attaining a tenure contract, a probationary teacher may be dismissed at the discretion of the school district, subject to contractual restrictions. Comp. 012 - Professional Development

824. FAPE (Free Appropriate Public Education)

Provision of IDEA (formerly PL 94-142) that guarantees special education and related services to children with disabilities, at public cost. Example: Under FAPE all eligible students with disabilities will be educated at public expense. Comp. 012 - Professional Development

529. Inventory Questions

Questions asking individuals to describe their thought, feelings, and manifested actions.

743. Inventory Questions

Questions asking individuals to describe their thought, feelings, and manifested actions.

594. Primary Reinforcers

Questions following a response that requires the respondent to provide more support, be clearer or more accurate, or offer greater specificity or originality. Example: The teacher resorted to primary reinforcers often to help students expand and elaborate their responses. Comp. 008 -Motivation and Engagement

545. Synthesis Questions

Questions requiring the student to put together elements and parts to form a whole. Example:

746. Knowledge Questions

Questions requiring the student to recognize or recall information. Example: The second-grade teacher asked the students knowledge questions on the characteristics of the different seasons. Comp. 010 -Assessment

522. Factual Questions

Questions that require the recall of information through recognition or rote memory. Example:

244. Deductive Reasoning

Reasoning that proceeds from general principles to a logical conclusion. Example: The science teacher used deductive reasoning with the students to lead them from the idea that if all fruits have seeds, then an apple must have seeds. Comp. 003 - Designing Effective Instruction

700. Visualization Tools

Refers to a broad range of digital tools and resources to help the teacher make information clearer to students by providing students with clearer visuals or by having the students use these resources to make connections. Example: Concept maps, infographs, and videos are example of visualization tools used in the classroom to enhance learning. Comp. 009 - Technology

800. Language Difficulty

Refers to a range of problems that can interfere with communication and the cognition.

671. Hardware Components

Refers to all the parts in the computer that you can physically touch. Example: Input devices (keyboard, mouse, scanner, microphone, joystick, web camera, digital camera), processing devices (Central processing units - CPUs), memory devices (Random Access Memory - RAM), storage devices (Hard Disk, CD-ROM, USB flash drive), and output devices (monitor, printer, speakers, projectors) are examples of hardware components.

701. Presentation Software

Refers to application software used to create a visual presentation - a combination of text and graphs - that include charts, graphs, diagrams, screenshots, photos, movies and animations that tell a story or help support information on a topic. Example: Microsoft's Powerpoint, Lotus's Freelance Graphics, and Adobe Persuasion are some of the most popular presentation software used in the classroom. Comp. 009 - Technology

265. Strategic Planning

Refers to developing a lesson plan that focus on the school district's curriculum scope and sequence of instructional objectives. The teacher reviews the unit plans, selects the appropriate lesson objectives(s), and then prepares for the appropriate learning activities. Example: Making decisions about what to include in a lesson and what to leave out, the order in which the subject will be presented, activities, and assessments are all part of strategic planning. Comp. 003 - Designing Effective Instruction

516. Effective Communication

Refers to effective communicators. Teachers who use effective verbal and nonverbal communication to transmit knowledge, skills and values at the same time they communicate their caring for the students entrusted to their care; teachers who are reflective listeners—listening with feeling as well as with cognition; teachers who are thoughtful questioners—using appropriate questioning to challenge students; considering Bloom's taxonomy; teachers who encourage student to engage in dialogue, both with the teacher and with one another. Example: The teacher structured the lesson to promote effective communication within the student groups by providing specific roles and responsibilities within the group. Comp. 007 - Effective Communication

787. Family Background

Refers to family attributes such as family income, family size, parents' level of education, and parents' socioeconomic status to name a few. Example: Family involvement in student learning is more strongly related to academic outcomes than family background. Comp. 011 - Home/School/Community Relationships

504. Hyperactive

Refers to hyperactive students. They tend to have a very high energy level, act impulsively and can be behaviorally distracting. They may fidget, play with objects, tap pencils so loudly against their desk that kids from across the room look over at them, or blurt out answers to teacher questions before the instructor is even finished asking them.

505. Inattentive

Refers to inattentive students. Children who struggle paying attention in the classroom are called inattentive students. They are also known as children with short attention span. Example: Shifting from one uncompleted task to another task that is also left unfinished; losing and/or misplacing the books and materials necessary for completing the task; being forgetful; not paying attention, not listening, are behaviors exhibited by inattentive students. Comp. 006 - Classroom Management

695. Digital Learning Tools

Refers to learning technologies used in the classroom to enhance visualization, facilitate knowledge mapping, integrate games into learning, and conduct experiments via remote laboratories to name a few. Example: When effectively integrated into the curriculum, digital learning tools can extend learning in powerful ways.

311. Intermediate Proficiency Level

Refers to one of the 4 proficiency levels identified by ELPS (English Language Proficiency Standards). ELL students at this language proficiency level are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions. Example: The student is at the intermediate proficiency level; he's dependent on visual cues, prior knowledge, pre-taught topic-related vocabulary, and teacher/peer assistance to sustain comprehension during reading. Comp. 004 - Learning Theories and Processes

633. Intermediate

Refers to one of the 4 proficiency levels identified by ELPS (English Language Proficiency Standards). ELL students at this language proficiency level are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions. Example: The student is at the intermediate proficiency level; he's dependent on visual cues, prior knowledge, pre-taught topic-related vocabulary, and teacher/peer assistance to sustain comprehension during reading. Comp. 008 - Motivation and Engagement

312. Advanced Proficiency Level

Refers to one of the 4 proficiency levels identified by ELPS (English Language Proficiency Standards). ELL students at this language proficiency level are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pause to restate, repeat, or search for words or phrases to clarify meaning. Example: The student is at the advanced proficiency level; he has the ability to engage in grade-appropriate academic instruction but still needs second language acquisition support. Comp. 004 - Learning Theories and Processes

313. Advanced High Proficiency Level

Refers to one of the 4 proficiency levels identified by ELPS (English Language Proficiency Standards). ELL students at this language proficiency level are able to participate in extended discussions on a variety of social and grade-appropriate topics with only occasional disruptions, hesitations or pauses. Example: The student is at the advanced high proficiency level; he has the ability to engage in grade-appropriate academic instruction nearly comparable to native English-speaking peers. Comp. 004 - Learning Theories and Processes

632. Beginning

Refers to one of the 4 proficiency levels identified by ELPS (English Language Proficiency Standards). ELL students at this language proficiency level have little or no ability to understand/use English. They may know a little English but not enough to function meaningfully in social and academic interactions. Example: The student is at the beginning proficiency level; he has little or no English ability. He's highly dependent on visuals and prior knowledge to derive meaning of what is taught in class. Comp. 008 - Motivation and Engagement

307. Beginning Proficiency Level

Refers to one of the 4 proficiency levels identified by ELPS (English Language Proficiency Standards). ELL students at this proficiency level have little or no ability to understand/use English. They may know a little English but not enough to function meaningfully in social and academic interactions. Example: The student is at the beginning proficiency level; he has little or no English ability. He's highly dependent on visuals and prior knowledge to derive meaning of what is taught in class. Comp. 004 - Learning Theories and Processes

798. Lack of Confidence

Refers to one of the many reasons parents don't get involved with their children's school.

408. Active Learner

Refers to students engaged with the material, participating in the class, and collaborating with each other rather than simply listening and memorizing information. Instead, active learners can demonstrate a process, analyze an argument, or apply a concept to a real-world situation. Example: An engaged learner is an active learner. Engaged learners take ownership of their learning and become the center of their own success - they become self-directed learners. Comp. 004 - Learning Theories and Processes

56. Concrete Operations

Refers to the Concrete Operational stage. According to Piaget's theory of cognitive development, during the Concrete Operations stage (ages 7 to 11), kids are capable of performing a variety of mental operations and thoughts using concrete concepts; their thinking is more organized and rational and they begin to think more logically but tend to struggle with abstract and hypothetical concepts - they generalize only from concrete experiences. Example: For most young students Piaget's concrete operations stage is predominant. Teachers should not assume that all children are at the same stage developmentally. Comp. 001 - Human Development

706. Levels of Performance

Refers to the Rubric scoring scale. A rubric is comprised of two components: criteria and levels of performance. The criteria, characteristics of good performance on a task, are usually listed in the left-hand column and the levels of performance for each criterion is listed on the right. Example: Exemplary, proficient, partially proficient, and unsatisfactory may be used as levels of performance in a rubric scoring scale. Comp. 009 - Technology

93. Organizational Skills

Refers to the ability of students to use time, energy and resources effectively to meet deadlines, keep school materials in order, turn-in work timely. The lack of it interferes with students' academic growth, test scores, work completion and grades. Example: Upon entering the middle school setting the new focus is on academic content. Many educators assume that students at this grade level already possess organizational skills. Comp. 001 - Human Development

296. Technology Tools

Refers to the array of digital tools in the classroom that help teachers and students find ways to learn more, learn faster, and learn easier - while still learning the essential skills that are needed to be an educated citizen. Example: The process of learning in the classroom becomes significantly richer as students use technology tools to access new and different types of information, manipulate it on the computer through graphic displays or design controlled experiments in ways never before possible, and can communicate their results and conclusions in a variety of media to their teacher, students in the next classroom, or students around the world. Comp. 003 - Designing Effective Instruction

617. Climate Of Engagement

Refers to the classroom environment where strategies are used to secure the cooperation of students, engage and maintain their involvement in the learning process. Example: Structuring lessons effectively, promoting group interaction, encouraging collaboration, allowing for choice, including games and humor, supporting mastery, nurturing independent thinking, connecting content and learning tasks with life beyond the classroom walls, providing hands-on lessons that require students to use multiple learning skills are some of the strategies used by effective teachers to support a climate of engagement in the classroom. Comp. 008 - Motivation and Engagement

418. Class-room Climate

Refers to the intellectual, social, emotional, and physical environments in which students learn. A teacher's attentiveness to the intellectual, social, emotional, and physical environments provides a learning atmosphere that encourages and motivates students to be successful, thus creating good feelings of self-worth.

223. Modeling

Refers to the kinds of techniques the teacher uses to demonstrate both verbally and visually the concepts presented during the explanation. Example: The chemistry teacher showed students how to balance equations. The modeling was executed well such that the students learned the skill they were expected to master. Comp. 003 - Designing Effective Instruction

252. Enrichment

Refers to the learning experiences that a teacher provides for students to extend learning and thinking after students have successfully completed guided practice and independent practice; involves assignments or activities designed to broaden or deepen the knowledge of students who master classroom lessons quickly. Example: An enrichment project would delve deeper into the content being covered in regular class. Comp. 003 - Designing Effective Instruction

269. Assessment Tools

Refers to the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. Example: Observation, documentation of learning, rubrics, check lists, work samples, and portfolios are appropriate assessment tools used for students in EC-4 grades. Comp. 003 - Designing Effective Instruction

570. Delayed Reinforcement

Reinforcement of desired action that took place at an earlier time. Example: The teacher used delayed reinforcement by waiting until the end of the day to discuss the student's behavior and dispensed consequences at that time. Comp. 008 -Motivation and Engagement

597. Qualified Reinforcement

Reinforcement of only the acceptable parts of an individual's response or action or of the attempt itself. Example: Jorge wrote all the correct steps of the math problem solution on the board but the answer was wrong. The teacher gave him a qualified reinforcement for his effort. Comp. 008 -Motivation and Engagement

569. Conditioned Reinforcers

Reinforcers that are learned. Example: The teacher provided positive conditioned reinforcers for students who scored well on tests. Students could expect a smiley face, a sticker, or a positive phrase for work well done. Comp. 008 -Motivation and Engagement

68. Nutrition

Relates to eating a healthy and balanced diet. Children in particular need to receive all of the necessary nutrients (found in nutrition) for growth and health. There are six categories of nutrients that the body needs to acquire from food: protein, carbohydrates, fat, fibers, vitamins and minerals, and water. On the other hand, malnutrition (lack of proper nutrition) negatively effects brain development causing delays in motor and cognitive development, impaired school performance, memory deficiency, reduced problem-solving abilities, and learning disabilities to name a few. Example: The nutrients found in fruits and vegetables are an example of nutrition. Comp. 001 - Human Development

812. Respond Thoughtfully

Relates to how effective educators promote a positive experience for parents in a parent-teacher conference meeting. Example: During the conference the teacher first found out what was in the parent's mind so that she could respond thoughtfully and work together in the student's best interest. Comp. 011 - Home/School/Community Relationships

803. Listening Calmy

Relates to how effective educators promote a positive experience for parents in a parent-teacher conference meeting. Example: Listening calmly and respectfully, the teacher showed respect to the parent but not necessarily agreement with the parent's thoughts. Comp. 011 - Home/School/Community Relationships

785. Family Engagement

Relates to parents/guardians working together with school staff to support and improve the learning, development, and health of school children and adolescents. Example: Research shows that family engagement in schools is closely linked to better student behavior, higher academic achievement, and enhanced social skills. Comp. 011 - Home/School/Community Relationships

828. Interpersonal Relationships

Relationships between individuals. Example: The interpersonal relationships among the second-grade team were good. Planning and delivery of instruction was easily accomplished because everyone was able to collaborate. Comp. 012 - Professional Development

55. Basic Human Needs

Required for survival and development; physiological (food, shelter), safety (sociable, predictability, security), belonging (affection, attention, relationships), self-esteem (worthiness, freedom, acceptance). Example: A child without basic human needs will obviously not be attentive in the classroom. Comp. 001 - Human Development

231. Choral Response

Response to a question made by the whole class in unison; useful when there is only one correct answer. Example: As part of the behavior management system of the class, the teacher had taught the students that when she said "One, two" the students should use a choral response of "Eyes on you".

495. Routines

Routines are the backbone of daily classroom life. They facilitate teaching and learning. When routines are carefully taught, modeled, and established in the classroom, students know what's expected of them and how to do certain things on their own. Having these predictable patterns in place allows teachers to spend more time in meaningful instruction. Example: It was part of the routines that upon entering the classroom the students would greet the teacher, get out their homework out, sharpen their pencils, and put their backpacks away. Comp. 006 - Classroom Management

705. Rubric

Rubric is a scoring scale used to assess student performance along a task-specific set of criteria Matching a student's performance against a set of criteria to determine the degree to which the student's performance meets the criteria for the task is what rubrics do. A rubric is comprised of two components: criteria and levels of performance. The criteria, characteristics of good performance on a task, are usually listed in the left-hand column and appropriate levels of performance for each criterion is listed on the right. Example: Descriptors, such as "Few inaccuracies" spell out what is expected of students at each level of performance for each criterion in the rubric scoring scale. Comp. 009 - Technology

488. Norms

Rules that apply to all members of a group. Example: One of the common norms for meetings in an educational setting include "Tame your technology", meaning make sure your ringer is off and you're only utilizing your technology when absolutely necessary. Comp. 006 - Classroom Management

432. Norms

Rules that apply to all members of a group. Example: The group decided that one of their norms for meetings would be to start and end on time. Comp. 005 - Classroom Climate

774. Running Records

Running records determine text level by the number of errors made during reading. Running records are a useful tool for determining text level, observing cueing systems in use, and identifying individual teaching points for students. Example: The teacher took running records of his students to document observations of his students' reading behaviors. He wanted to plan lessons to meet the needs of the students and collect data to show growth over time. Comp. 010 -Assessment

406. Scaffolding

Scaffolding is a process in which students who are learning new or difficult tasks are given more assistance. As they begin to demonstrate task mastery, the assistance or support is decreased gradually in order to shift the responsibility for learning from the teacher to the students. Scaffolding increases the likelihood for students to meet instructional objectives because teachers, when developing scaffolded lessons, focus on curriculum goals. Example:

639. Scaffolding

Scaffolding is a process in which students who are learning new or difficult tasks are given more assistance. As they begin to demonstrate task mastery, the assistance or support is decreased gradually in order to shift the responsibility for learning from the teacher to the students. Scaffolding increases the likelihood for students to meet instructional objectives because teachers, when developing scaffolded lessons, focus on curriculum goals. Example:

431. Middle School

School that has been planned for students ranging in age from 9 through 14 and generally has grades five through eight, with grades six through eight being the most popular organization. Example: The student was ready to be finished with middle school and moving on to high school. Comp. 005 - Classroom Climate

254

Scope and Sequence: A scope and sequence is an important step in the design of effective teaching and lesson plans for a class. It summarizes a list of topics and the sequence in which they will be taught. Example: The scope and sequence is a list of all the concepts and topics that will be covered in the lesson plans assigned within a curriculum. Comp. 003 - Designing Effective Instructions

740. Improvement Scores

Scores calculated by comparing the entering achievement levels with the performance after instruction. Example: The teacher noted the students' growth as she analyzed the improvement scores. Comp. 010 - Assessment

627. Second Language Acquisition

Second-language acquisition, second-language learning, or L2 (language 2) acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems. Example: Pre-production (the silent period), early production, speech emergent, beginning fluency, intermediate fluency, and advanced fluency are the six stages of second-language acquisition. Comp. 008 - Motivation and Engagement

666. Secondary Storage

Secondary storage refers to storage devices and media that are not constantly accessible by a computer system. These devices must be either plugged in or inserted into a computer in order to be accessed by the system. Example: The teacher had to resort to a secondary storage off the shelf --- a DVD player --- and plug it into the computer to show students pictures of the different physical regions of Texas. Comp. 009 -Technology

614. Role Playing

Secondary students can assume different roles including those of communicator, researcher, team member and so on. The teacher can also vary his or her role (e.g., instructor, facilitator, coach, audience) to enable and support independent learning. Example: One instructional strategy that is student-centered and engages students' interest and motivation is role-playing. Comp. 008 -Motivation and Engagement

337. Facilitative Teaching

See indirect teaching. Example: In the inquiry lesson, the teacher was working in a more side-by-side learning and facilitative teaching mode, so the lesson could be student-centered. Comp. 004 - Learning Theories and Processes

58. Egocentric

Self-centered; indifferent to or unaware of others; believing that everyone sees the world as you do. Example: The egocentric young child was unable to shift into or see the other student's point of view and insisted there was only one correct way to address the issue successfully - hers. Comp. 001 - Human Development

Example

Sexually explicit jokes can also constitute a form of sexual harassment. Comp. 013 - Law and Ethical Issues

Example

Should parents ask questions, during a parent-teacher conference that you feel you shouldn't answer, direct their questions to the school counselor or principal. Comp. 011 - Home/School/Community Relationships

780. Condescending

Showing that you believe you are more intelligent or better than other people. Example: Making condescending remarks to students does not foster a positive learning environment. Comp. 011 - Home/School/Community Relationships

871. Title I

Shortened name for Title I of the Elementary and Secondary Act of 1965, a federal program that provides funding for remedial education programs to poor and disadvantaged children; formerly known as Chapter I. Example: Since the school was Title I, they often received money to purchase school supplies such as paper and pencils for students. Comp. 012 - Professional Development

872. Title IX

Shortened name for Title IX of the Education Amendments of 1972; bars gender discrimination in federally assisted programs and activities. Example: One of the requirements to be met for Title IX funding is that male and female athletes should receive equitable opportunities, benefits, and training with their facilities. Comp. 012 - Professional Development

873. Title VI

Shortened name for Title VI of the Civil Rights Act of 1964; bars discrimination in federally assisted programs and activities on the basis of race, color, or national origin. Example: Title VI helps in protecting students who do not speak English. It ensures that they will receive an equitable education with a range of accommodations. Comp. 012 - Professional Development

543. Responsive

Shows consideration for learners' unique needs and characteristics. Example: The teacher was responsive to the student's need for movement and would often let him stand while working. Comp. 007 - Effective Communication

514. Cues

Signals that indicate which behaviors will be reinforced or punished. Example: Instead of stopping the instructional flow to verbally address the student, the teacher used cues (pictures on cards) such as eyes to redirect the student to look at the book. Comp. 007 - Effective Communication

690. Siri

Siri is Apple's voice-recognition service for iOS devices (iPhone, iPad and iPod Touch). Siri responds to users' spoken questions by speaking back to them and presenting relevant information. Example: Here are some of the things students can do with Siri: find word definitions, see an image with pertinent information, learn historical information.

457. Social Needs

Social needs include love, belonging, acceptance and safety. A student who is made to feel welcome, and accepted by others, who has the opportunity to develop social relationships and reach out for affection and to establish friendship among peers is more likely to perform well than one who does not have a sense of belonging or have a lack of affection, and lack of attention. For that to take place a supportive classroom climate must be created. Example:

62. Psychosocial Development

Social or psychosocial development refers to one of the 4 domains (physical, cognitive, social, and emotional) of human development. Personality development is intertwined with social relationships and this combination is what is meant by psychosocial development. The primary theory of psychosocial development was created by Erik Erikson, a German developmental psychologist. Erikson divided the process of psychological and social development into eight stages in which humans develop. According to him at each stage there is a critical social crisis. How the individual reacts to each future crisis is determined by earlier development and by adjustment to social experiences. Example: Trust vs. Mistrust (birth to 18 months), Autonomy vs. Doubt (18 months to 3 years), Initiative vs. Guilt (3 to 6 years), Industry vs. Inferiority (6 to 12 years), Identity vs. Role Confusion (12 to 18 years), Intimacy vs. Isolation (young adulthood), Generativity vs. Self-absorption, Integrity vs. Despair (late adulthood) are the stages of psychosocial development according to Erick Erickson. Comp. 001 - Human Development

676. Software Components

Software components of a computer have no physical presence, they are stored in digital form within the computer memory. These components are classified in three categories: operating system software (Microsoft Windows, Apple MAC OS X, Linux, Google Chrome OS), applications software (mobile applications - apps, word processors like Microsoft Word, Quickbooks for accounting, Adobe Captivate for multimedia presentation), and utilities software that perform very specific tasks (antivirus, backup, disk checker, disk defragmenter). Example:

658. Multimedia

Software that combines text, sound, video, animation, and graphics into a single presentation. Example:

Example

Some schools have implemented programs, such a providing breakfast and lunch, to help meet students' primary motives. Comp. 004 - Learning Theories and Processes

583. Invented Spelling

Spelling based on how a word sounds; used when the writer does not know the conventional spelling of the word. Example: The second grader spelled the word phone with the invented spelling of "f-o-n-e" since she hadn't learned the diagraph "ph" for the "f" sound. Comp. 008 -Motivation and Engagement

895. Texas Educators' Code of Ethics

Standards of ethical conduct of teachers, violation of which may subject educators to disciplinary action (TEC 21.041). Example: Drinking alcohol on the job would be a violation of the Texas Educators' Code of Ethics. Comp. 013 - Law and Ethical Issues

865. TAC (Texas Administrative Code)

State Board of Education rulings associated with the interpretation of the laws that affect Texas public schools. Example: The TAC are the published rules governing Texas schools as determined by State Board of Education and the commissioner of education. Comp. 012 - Professional Development

866. TEA (Texas Education Agency)

State agency composed of the Commissioner of Education and the TEA staff that oversees public education in Texas in accordance with the Texas Education Code (TEC 7.002). Example: The TEA produces reports and data that reflect information about Texas's schools and school districts. Comp. 012 - Professional Development

859. Site-Based Decision Making

State-mandated requirement that the campus-level committee be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization (TEC 11.253). Example: The Site-Based Decision Making committee met once a month. The principal presented the school budget for technology purchases available and asked for input. Comp. 012 - Professional Development

823. TExES (Texas Examination of Educator Standards)

State-mandated test for educator certification to ensure all public school teachers have the knowledge required to teach their specific subject to students. Example: In order to become a certified teacher in Texas, the aspiring educator must submit to and pass the TExES assessment test. Comp. 012 - Professional Development

869. TEC (Teacher Education Code)

Statutes resulting from Senate Bill 1 of 1995 that govern public education in Texas. Example: The TEC tells schools in Texas the objectives that are expected to be met in response to funding they receive from the state. Comp. 012 - Professional Development

593. Positive Reinforcement

Strengthening a behavior by giving a desirable reward. Example: The teacher offered a positive reinforcement for the students. If they did their homework all month, they would get one coupon for one night of free homework. Comp. 008 -Motivation and Engagement

590. Negative Reinforcement

Strengthening a behavior by release from a situation. Example: The student had to sit by the teacher until the assignment was completed. This negative reinforcement encouraged the student to stay on task and get the work done quickly. Comp. 008 -Motivation and Engagement

533. On-Task Behavior

Student behavior that is appropriate to the task. Example: During literature circles' time, the students were reading, discussing, and summarizing the texts as part of their on-task behavior. Comp. 007 - Effective Communication

433. On-Task Behavior

Student behavior that is appropriate to the task. Example: While the students conducted the science experiment, the teacher monitored the classroom for on-task behavior by the students. Comp. 005 - Classroom Climate

913. Student Input

Student input in creating classroom routines and procedures meets children's social development need because students in grades 1-4 are overly concerned with rules and team spirit according to Lawrence Kohlberg's Obedience/Punishment Orientation stage of moral development, therefore their input is relevant to them. Example:

381. Student's Self-Esteem

Student's perceptions of their own worth and potential: can be affected by factors in and out of school (for instance, grouping practices, parent and teacher expectations, prior experiences in school). Example: The teacher's high expectations paired with effective instruction raised the students' self-esteem with regards to their abilities.

67. Prior Knowledge

Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes called prior knowledge. It affects how students attend, interpret, and organize new information - how easily students make connections for new information. It is helpful to know what prior knowledge students bring to the learning setting. Example: As the teacher began her lesson on Marine Life, she briefly discussed Shamu, the orca at Sea World, since she knew all the students had visited Sea World before. By activating prior knowledge in the students, the teacher got them thinking about underwater life before she introduced new types of marine life. Comp. 001 - Human Development

377. Prior Knowledge

Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes called prior knowledge. It affects how students attend, interpret, and organize new information - how easily students make connections for new information. It is helpful to know what prior knowledge students bring to the learning setting. Example: As the teacher began her lesson on Marine Life, she briefly discussed Shamu, the orca at Sea World, since she knew all the students had visited Sea World before. By activating prior knowledge in the students, the teacher got them thinking about underwater life before she introduced new types of marine life. Comp. 004 - Learning Theories and Processes

612. Prior Knowledge

Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes called prior knowledge. It affects how students attend, interpret, and organize new information - how easily students make connections for new information. It is helpful to know what prior knowledge students bring to the learning setting. Example: In trying to explain how a gland works, the science teacher used prior knowledge to her advantage and compared a gland to a thermostat since most students already know that a thermostat controls the temperature by monitoring the presence of heat. Comp. 008 -Motivation and Engagement

286. Reflection

Students must be given time to reflect on their learning. Reflection helps students think about what they know or have learned while they identify areas of confusion, so they can create new goals. Evaluating what they learned, what they still need to work on, and how they can get there can all support deeper understanding rather than superficial knowledge. Example: Reflective essays, class discussion, portfolios, class presentations are all strategies used to promote student reflection in the classroom. Comp. 003 - Designing Effective Instruction

391. Reflection

Students must be given time to reflect on their learning. Reflection helps students think about what they know or have learned while they identify areas of confusion, so they can create new goals. Evaluating what they learned, what they still need to work on, and how they can get there can all support deeper understanding rather than superficial knowledge. Example: Reflective essays, class discussion, portfolios, class presentations are all strategies used to promote student reflection in the classroom. Comp. 004 - Learning Theories and Processes

409. Self-Directed Learners

Students that take the initiative and the responsibility, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, implementing learning strategies, and evaluating learning outcomes. Example: Self-directed learners take ownership of their learning and become the center of their own success. Comp. 004 - Learning Theories and Processes

Example

Students who prefer to learn by touching objects, by feeling shapes and textures, and by moving things around are tactile/kinesthetic learners. Comp. 004 - Learning Theories and Processes

Example

Students who prefer to learn by touching objects, by feeling shapes and textures, and by moving things around are tactile/kinesthetic learners. Comp. 007 - Effective Communication

236. Collaborative Settings

Students working with others (for instance, cooperative learning groups). Example: The teacher had the students work in a collaborative setting during the science investigation. Each student had a role, but they shared the work. Comp. 003 - Designing Effective Instruction

405. Study Skills

Study skills are learning strategies that help students organize, process, and use information effectively. Study skills work best when students are conscious of their own learning processes - this awareness of one's own thinking and learning is known as metacognition. Example: Signs that students need help developing study skills include spending too much time studying, taking class notes that are difficult to understand or contain the wrong information, procrastinating about large projects or tasks, being unable to identify what is important in a text, or being unable to remember what they have read. Comp. 004 - Learning Theories and Processes

885. Reasonable Suspicion

Sufficient indicators to prevent a questioning or concern from being laid to rest. Example:

303. ELPS-TELPAS Connection

TELPAS (Texas English Language Proficiency Assessment System) assesses the abilities outlined in the ELPS (English Language Proficiency Standards) student expectations, and reports performance in alignment with the ELPS proficiency level descriptors. The ELPS and TELPAS are designed to work together to enable ELLs to make steady progress in learning the English that is necessary for meaningful engagement in grade-appropriate content area instruction. Example: TELPAS measures the ELPS. The two are integrally aligned. Comp. 004 - Learning Theories and Processes

291. Intradisciplinary Approach

Takes place under one subject area. When teachers integrate subdisciplines within a subject area, they are using an intradisciplinary approach. Example: When teachers integrate the perspectives of subdisciplines such as history, geography, economics, and government into social studies they are using an intradisciplinary approach. Comp. 003 - Designing Effective Instruction

849. Professionalism

Teacher self-reflection; Teacher collaboration with colleagues and other professionals; An appreciation of lifelong learning (for instance, teacher actively seeks out professional development opportunities); Teachers who work with parents and the community; Teachers who follow ethical, legal, and professional standards; Teachers who are knowledgeable of recent developments and issues. Example: Mrs. Lucas shows professionalism in the way she delivers instruction and in building strong relationships with colleagues. Comp. 012 - Professional Development

199. Differentiated Instruction

Teachers modify their instruction to meet individual student's preferences and interests. In a classroom of students with diverse backgrounds and different learning needs, differentiated instruction offers students individual opportunities to perform at their best and supports the classroom as a community, accommodating learning differences and interests among students. Example: Teachers who plan instruction that is responsive to the cultural and socio-economic differences among students use strategies such as differentiated instruction among others. Comp. 002 - Student Diversity

173. Capitalizing on Strengths

Teachers must have knowledge and skills related to capitalizing on the strengths of students from diverse backgrounds. Example: Some lessons were designed capitalizing on the strengths of the English language learners in class. Those students provided cultural, social, geographical, and historical opportunities for the learning activities. Comp. 002 - Student Diversity

Example

Teachers should work to build connections for students between theoretical knowledge and practical knowledge. This helps students to remain engaged and not ask, "Why do I need to know this?" Comp. 004 - Learning Theories and Processes

912. Teacher-Student Interactions

Teachers who foster positive relationships with their students create classroom environments more conducive to learning. Effective teacher-student interactions impact student learning because they create emotional support, classroom organization, and instructional support. Example: Consistent evidence suggests that to improve students' academic achievement and social skill development, teachers need to focus on the nature and quality of teacher-student interactions. Comp. 005 - Classroom Climate

729. Effective Monitoring

Teachers who give specific, constructive, and timely feedback. Example: The teacher wanted to provide effective monitoring for her students' writing progress, so she read, commented on, and returned essays the day after they were turned in. Comp. 010 - Assessment

472. Effective Classroom Management

Teachers who maximize academic learning time; teachers who use the least intrusive intervention to stop or redirect inappropriate behavior; teachers whose intervention techniques ensure that the dignity of the student, even the seriously disruptive student, is preserved; teachers who create a safe and orderly environment. Example: The teacher was able to maintain effective classroom management through a positive relationship with the class. Comp. 006 - Classroom Management

407. Facilitator of Learning

Teachers who operate on the premise that students learn better when they are guided and allowed to discover knowledge on their own rather than constantly being spoon fed facts and information, are called facilitators of learning. Example: A social studies teacher can place students into cooperative learning groups and give them a culture or country to research and explore and present to the rest of the class. Students use a rubric that outlines the requirements of their learning. By giving students the freedom to discover what interests them about the project, the facilitator of learning gives students the tools they need to research and discover in other areas and subjects. Comp. 004 - Learning Theories and Processes

349. Bilingual Education

Teaching strategies and approaches used to educate students who speak a primary language other than English. Example: Targeted programs for English language learners who have limited English proficiency are under the umbrella of bilingual education. Comp. 004 - Learning Theories and Processes

720. Competency Test

Test of performance of certain functions, especially basic skills, usually at a level required by the state or school district. Example: The third grader was required to take a math competency test before being promoted to fourth grade. Comp. 010 - Assessment

188. TEKS

Texas Essential Knowledge and Skills (TEKS). It is the state foundation curriculum, developed by the State Board of Education, that requires all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas (TEC 39.021, TEC 28.001, TEC 28.002). Example: The math teacher identified the TEKS (standards) that had been taught during the unit on decimals and wrote the assessment using those same TEKS. Comp. 002 - Student Diversity

749. Modify

To change (something). Example: The teacher employs a variety of formal and informal assessment techniques to modify instructional delivery. Comp. 010 -Assessment

499. Terminal Behavior

That which has been learned as a direct result of instruction. Example: The teacher had spent two weeks teaching and reminding students of the expectations for walking in the hallway. The terminal behavior was that her class could demonstrate this knowledge when moving around the campus. Comp. 006 - Classroom Management

98. Hypothetical

That which is based on a suggested idea or theory. A concept that is not yet verified but that if true would explain certain facts or phenomena. Example: As young adolescents enter Piaget's last stage of cognition called Formal Operations, they gain the ability to think abstractly, consider the hypothetical as well as the real. Comp. 001 - Human Development

Example

The 5th-grade teacher provides content in an engaging manner, students feel safe taking risks, and believe they can succeed if they put forth effort. The teacher also fosters approachable and supportive social interactions with students and among students so that learning is a collaborative and not a competitive endeavor. The classroom climate she created influences student growth and behavior. Comp. 005 - Classroom Climate

900. Religious Expression

The Constitution of the United States guarantees that students should not face discrimination or harassment because of their faith background, their beliefs, their distinctive religious dress, or their religious expression. Teaching about religion in public schools in the social studies and other courses is constitutional; teaching religion as science is not. Students may use religious themes in their homework, artwork, or other assignments, and such work should be judged (graded) by ordinary academic standards. School districts are required to excuse a student's absences to observe religious holy days. Example: Students have the right to distribute religious literature (tracts, etc.) to their schoolmates on the same terms as they are permitted to distribute other literature. It is part of their religious expression guaranteed by the Constitution. Comp. 013 - Law and Ethical Issues

305. ELPS Proficiency Level Descriptors

The ELPS (English Language Proficiency Standards) proficiency level descriptors describe the English that ELLs are able to understand and use at each proficiency level (Beginning, Intermediate, Advanced, Advanced High), and guide teachers in providing appropriate linguistic supports and accommodations. Example: Teachers should use ELPS proficiency level descriptors for formative assessment all year long to stay attuned to the English language proficiency levels of their students so they can help ELLs accelerate the rate at which they learn English and subject matter. Comp. 004 - Learning Theories and Processes

182. Proficiency Level Descriptors

The ELPS (English Language Proficiency Standards) proficiency level descriptors describe the English that ELLs are able to understand and use at each proficiency level (Beginning, Intermediate, Advanced, Advanced High), and guide teachers in providing appropriate linguistic supports and accommodations. Example: Teachers should use proficiency level descriptors for formative assessment all year long to stay attuned to the English language proficiency levels of their students so they can help ELLs accelerate the rate at which they learn English and subject matter. Comp. 002 - Student Diversity

180. ELPS

The English Language Proficiency Standards (ELPS) outlines the instruction that ELLs must receive to support their ability to develop academic English language proficiency and acquire challenging academic knowledge and skills. Example: ELPS require content area teachers to teach content area TEKS and help ELLs become English proficient. Comp. 002 - Student Diversity

300. ELPS Standards

The English Language Proficiency Standards (ELPS) outlines the instruction that ELLs must receive to support their ability to develop academic English language proficiency and acquire challenging academic knowledge and skills. Example: ELPS require content area teachers to teach content area TEKS and help ELLs become English proficient. Comp. 004 - Learning Theories and Processes

909. FERPA

The Family Educational Rights and Privacy Act (FERPA) is a federal privacy law that gives parents certain protections with regards to their children's education records. Example: Under FERPA, a school must provide a parent with an opportunity to inspect and review his or her child's education records within 45 days following its receipt of a request. Comp. 013 - Law and Ethical Issues

884. Confidentiality

The Family Educational Rights and Privacy Act (FERPA) requires that information may not be shared with 3rd parties without a parent's or eligible students consent. Example: A violation of the confidentiality law may result in criminal and civil penalties as well as penalties imposed by the local Department of Education, school district, and/or state. Comp. 013 - Law and Ethical Issues

874. IEP Team

The IEP (individualized education program) describes the goals set for a student with delayed skills or other disabilities for the school year, as well as any special support the student may need to help him achieve those goals. The IEP team is made up by the student, parents, general education teacher, special education teacher, a diagnostician, a district representative, and other individuals with special expertise about the child. These people must work together as a team to write the child's IEP. No one person alone can make changes to the IEP --- it requires the whole team sitting together to make changes. Example: The diagnostician is one important member of the IEP team who can interpret what the child's evaluation results mean in terms of designing appropriate instruction. Comp. 012 - Professional Development

766. Informal Reading Inventory

The Informal Reading Inventory (IRI) is an informal diagnostic reading test to determine at what level instruction should begin for the student. It measures grade-level reading, fluency, comprehension, vocabulary, and oral reading accuracy. Example: The teacher opted for screening the class to identify struggling readers. For this reason she decided to use an informal reading inventory with the students. Comp. 010 -Assessment

Example

The State Commissioner of Education is appointed by the governor of the state. Comp. 012 - Professional Development

887. State Education System Structure

The Texas Education Agency (TEA), the State Board of Education (SBOE), the Commissioner of Education (who heads the TEA), and the State Board for Education Certification (SBEC) make up the state education system structure. Example: At the top of the state education system structure is the Texas Education Agency (TEA), the branch of state government that administers Texas' public elementary and secondary education system. Comp. 013 - Law and Ethical Issues

304. TELPAS

The Texas English Language Proficiency Assessment System (TELPAS) is a federally required assessment program designed to measure the annual progress that ELLs make in learning academic English. TELPAS assesses K-12 ELLs in four language domains: listening, speaking, reading, and writing. Example: TELPAS results inform instructional planning and bilingual/ESL program exit decisions. Comp. 004 - Learning Theories and Processes

190. TELPAS

The Texas English Language Proficiency Assessment System (TELPAS) is the English proficiency test given in the state of Texas - a federally required assessment - to measure the annual progress that ELLs make in learning academic English. TELPAS assesses K-12 ELLs in four language domains: listening, speaking, reading, and writing. Example: In each TELPAS language domain, a student receives one of four proficiency ratings - Beginning, Intermediate, Advanced, or Advanced High.< BR> Comp. 002 - Student Diversity

564. Affect

To change (something). Example: The teacher knows how motivation affects group and individual behavior and learning. Comp. 008 -Motivation and Engagement

Example

The ability to generate from facts, to predict and draw conclusions, and to use old ideas to create new ones are skills demonstrated in synthesis. Comp. 007 - Effective Communication

23. Empathy

The ability to understand the feelings of another person. Example: The student who had just moved to the new school the previous year had empathy for the new girl. Comp. 001 - Human Development

777. Test Bias

The ability/inability of a test to measure what is being measured in all populations. Example:

96. Abstract Thinker

The abstract thinker has the ability to understand subjects on a complex level through analysis and evaluation and the ability to apply knowledge in problem-solving by using theory, metaphor or complex analogy. Such thinkers might see patterns beyond the obvious and be able to consider multiple dimensions of a problem at the same time. In contrast the concrete thinker is limited to what's in front of the face, and the here and now. Example: Jean Piaget argued that children entering the last stage of cognition called Formal Operations gain the ability to think abstractly and become abstract thinkers. Comp. 001 - Human Development

888. Advocates

The act of a teacher pleading or arguing in favor of a student and/or for the teaching profession in various situations. Example: The special education teacher advocates for her students with other teachers by convincing them to modify test procedures that will best benefit the students. Comp. 013 - Law and Ethical Issues

796. Intimidation

The act of making one feel frightened or nervous. It refers to one of the many reasons parents are reluctant to attend school meetings. Example: Some parents don't come to parent-teacher conferences because their memories of teachers and schools bring back feelings of intimidation. Comp. 011 - Home/School/Community Relationships

384. Thinking

The act of withholding judgment in order to use past knowledge and experience to find new information, concepts, or conclusions. Example: The student was thinking about the possibilities of how to proceed in the next step of the project. Comp. 004 - Learning Theories and Processes

548. Verbal Component

The actual words and meaning of a spoken message. Example: When the student asked that the directions be repeated, the teacher changed the verbal component from the original message. He wanted to add details for clarity the second time. Comp. 007 - Effective Communication

817. Correlation

The amount of relationship between two variables; usually expressed numerically as a number between -1 and +1; positive correlation occurs when, generally, high values on one variable correspond to high values on another; and negative correlation occurs when, generally, high values on one variable correspond to low values on another.

355. Influence

To change (something). Example: The teacher understands factors inside and outside the classroom that influence students' perceptions of their own worth and potential. Comp. 004 - Learning Theories and Processes

430. Manage

To control. Example: The teacher was expected to manage her students' behavior when passing through the hallways. Comp. 005 - Classroom Climate

385. Transfer

The application of knowledge and skills in a new context. Example: The student was able to transfer the measurement skills she had learned in math to her science project that involved measuring. Comp. 004 - Learning Theories and Processes

515. Cultural Dimensions of Communication

The aspects of culture that influence communication. Example:

748. Measurement

The assignment of numerical values to objects, events, performances, or products to indicate how much of a characteristic being measure they possess. Example: The number of words read per minute is one measurement of reading fluency. Comp. 010 -Assessment

124. Classroom Environment

The atmosphere surrounding classroom interactions (for example, nurturing a sense of community, being respectful of differences, fostering learning). Example: The classroom environment nurtured a sense of community because each student belonged to a group within the classroom. Comp. 002 - Student Diversity

471. Diminish

To decrease. Example: The teacher worked to diminish students yelling out answers by reminding them to raise their hands when they had an answer. Comp. 006 - Classroom Management

808. Principles

The basic underlying assumptions; fundamental rules or standards. Example: The teacher understands principles, procedures, advantages, and limitations, associated with various instructional strategies. Comp. 011 - Home/School/Community Relationships

135. Eurocentrism

The belief that European (Western) culture is superior to others. Example: Eurocentrism dismisses any beliefs, values, and knowledge that is considered to be of non-Western societal values. Comp. 002 - Student Diversity

134. Ethnocentrism

The belief that one's culture is better than another. Example: The Holocaust is an example of Hitler's ethnocentrism. Comp. 002 - Student Diversity

158. Melting Pot Theory

The belief that other cultures should assimilate and blend into the dominant culture. Example: Currently, education is moving away from the melting pot theory. Students are encouraged to be and accept multiculturalism and diversity. Comp. 002 - Student Diversity

802. Legal Caregiver

The caregiver may be a relative, friend, school employee, or an individual other than the parent or legal guardian that the student stays with. Example: The kid is homeless. He's staying with a legal caregiver; however, given he's away from his parents, he still faces a variety of risks and challenges. Comp. 011 - Home/School/Community Relationships

341. Generalization

The carryover of learning from one setting to a different setting. Example: The student was able to apply a generalization of his math learning when calculating amounts while at the grocery store.

731. Evaluation

The cognitive process of establishing and applying standards in judging materials and methods.

419. Cohesiveness

The collective feeling that the class members have about the classroom group; the sum of the individual members' feelings about the group. Example: When Mr. Smith's class won field day, the students showed their cohesiveness by chanting their team chant, high-fiving, and hugging one another. Together they had won. Comp. 005 - Classroom Climate

868. Teacher Empowerment

The concept of putting decision making in the hands of teachers, the school personnel closest to the student. Example: Teacher empowerment on the campus allowed teachers to decide which students needed the most help and how to deliver it to them. Comp. 012 - Professional Development

424. Cultural Pluralism

The condition in which all cultural groups are valued components of the society, and the language and traditions of each group are maintained. Example: Public school classrooms are encouraged to embrace cultural pluralism to create an atmosphere that is welcoming to all students. Comp. 005 - Classroom Climate

127. Disabled

The condition of an individual who has lost physical, social, or psychological functioning that significantly interferes with normal growth and development. Example: The student had been in a car accident which left him physically disabled and unable to use his legs. Comp. 002 - Student Diversity

146. Illiterate

The condition of being unable to read or write or perform everyday tasks (for example, understanding a bus schedule). Example: Because she had dropped out of school to earn money to help feed her family, the woman was illiterate. Comp. 002 - Student Diversity

446. Diversity

The condition of having a variety of groups in the same setting. Example: The diversity of the students' backgrounds, interests, and abilities in the classroom was something the teacher incorporated when planning activities.

128. Diversity

The condition of having a variety of groups in the same setting. Example: The diversity of the students' backgrounds, interests, and abilities in the classroom was something the teacher incorporated when planning activities. Comp. 001 - Human Development

604. Self-Efficacy

The confidence a person has that he or she has the power within himself or herself to be successful.

765. Reliability

The consistency of test scores obtained in repeated administrations to the same individuals or same grade-level students on different occasions or with different sets of equivalent items. Example: Both tests covered the same unit and the students obtained essentially the same scores on the second test as they did on the first proving the reliability of the test. Comp. 010 -Assessment

786. Establish

To make or set up (something). Example: The teacher is able to establish a relationship of trust with parents or guardians from diverse backgrounds. Comp. 011 - Home/School/Community Relationships

816. Core Curriculum

The curriculum required for all students. Example: The state education agency has created guidelines that fully explain the requirements underlying each core curriculum subject. Comp. 012 - Professional Development

1. Ability

The degree of competence present in a student to perform a given physical or mental act. Example: Most first graders have the ability to answer questions about key story ideas, retell the story, and describe the characters. Comp. 001 - Human Development

776. Validity

The degree to which a test measure what it is supposed to measure. Example: The first grade team of teachers examined that the test had validity in measuring the objectives that had been taught. Nothing that the test measured was outside the objectives. Comp. 010 -Assessment

737. Goal Structure

The degree to which students have to cooperate or compete for classroom rewards. Example:

264. Goal Structure

The degree to which students have to cooperate or compete for classroom rewards. Example: The goal structure for the classroom was cooperative. Students were recognized for academics and working collaboratively.

652. Information Superhighway

The developing network of digital communications, including satellite systems, the Internet, cable television, and telephone networks. Example: The information superhighway has made it possible for people across the world to communicate and share knowledge. Comp. 009 -Technology

43. Ranges of Individual Variation

The differences (developmentally) within a group of students, especially at a particular chronological age. Example: Even though it was a third-grade classroom, the ranges of individual variation of height were evident when they stood in line. Comp. 001 - Human Development

129. Diversity of Groups

The differences by groups of students (for instance, by gender, by ethnicity, by socioeconomic status). Example: The socioeconomic diversity of groups was evident. Some students in the classroom lived in gated communities and others lived in smaller, older houses. Comp. 002 - Student Diversity

143. Human Diversity

The differences in terms of various personal (for instance, race, ethnicity, gender, exceptionality) and social characteristics (such as socioeconomic status, religion) among people. Example: When choosing literature for the classroom, the teacher chose books that would provide examples of human diversity for the students. Comp. 002 - Student Diversity

24. Expected Developmental Progressions

The different stages of individual variation within each domain (physical, social, emotional, and cognitive) students are expected to go through as they mature. Example: By five years of age, most students can march while keeping time to music as part of their expected developmental progression. Comp. 001 - Human Development

363. Learning Styles

The different ways of processing information. It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn. Example: Visual learners, auditory learners, tactile/kinesthetic learners are all learning styles that teachers should consider in order to facilitate successful academic achievement of their students. Comp. 004 - Learning Theories and Processes

206. Learning Preferences

The different ways of processing information. It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn: logical, verbal, visual, auditory, kinesthetic and tactile, musical, and interpersonal learning preferences. Example: Teachers recognize that students have less anxiety and can learn better when the learning task matches their learning preferences. In social studies, verbal learners would prefer to debate about a historical event, while kinesthetic learners would prefer to act it out. Comp. 002 - Student Diversity

205. Learning Styles

The different ways of processing information. It refers to Howard Gardner's theory of Multiple Intelligences that proposes how people learn: logical, verbal, visual, auditory, kinesthetic and tactile, musical, and interpersonal learning styles. Example: Visual learners, auditory learners, tactile/kinesthetic learners are all learning styles that teachers should consider in order to facilitate successful academic achievement of their students. Comp. 002 - Student Diversity

805. Parenting Styles

The different ways parents interact with their children, including (a) authoritarian - parents are restrictive, place limits and controls on the child, and offer very little give-and-take; (b) authoritative-parents are warm and nurturing and encourage the child to be independent, but still place limits, demands, and controls on the child's actions; (c) permissive indulgent-parents allow great freedom to the child and are undemanding, but are responsive and involved in the child's life; and (d) permissive indifferent-parents are neglectful, unresponsive, and highly uninvolved in the child's life. Example: The student was grounded and stripped of all privileges for receiving a bad grade. Under this parenting style, privileges will not be restored until the grade is improved. Comp. 011 - Home/School/Community Relationships

863. Superintendent

The educational leader and the chief executive officer of the school district (TEC 11.201).

862. State Commissioner of Education

The educational leader of the state appointed by the governor; serves as executive officer of the Texas Education Agency and as executive secretary of the State Board of Education (TEC 7.055).

722. Content Validity

The extent to which an assessment accurately measures what it is intended to measure. The degree to which the content covered in an assessment matches the instruction that preceded it. Example: The content validity of the test showed alignment with instruction. Comp. 010 - Assessment

797. Involvement

The fact or condition of being involved with or participating in something. Example: Research has shown that parent involvement makes a difference in children's academic achievement. Comp. 011 - Home/School/Community Relationships

228. Basic Skills

The foundational knowledge and skills students are expected to acquire in elementary and middle school, in such areas as reading and mathematics. Example: In order to perform at grade level on tasks, students must have mastery of basic skills. Comp. 003 - Designing Effective Instruction

336. Extinction

The gradual disappearance of a behavior through the removal or the withholding of reinforcement. Example: The student on the behavior plan had gone for a week without reinforcement, and the extinction of the undesired behavior made reinforcement unnecessary. Comp. 004 - Learning Theories and Processes

298. Ability Grouping

The grouping of students for instruction by ability or achievement for the purpose of reducing heterogeneity. Example: The reading teacher used ability grouping to place the students into groups with texts matched according to their reading levels. Comp. 004 - Learning Theories and Processes

562. Ability Grouping

The grouping of students for instruction by ability or achievement for the purpose of reducing heterogeneity. Example: The reading teacher used ability grouping to place the students into groups with texts matched according to their reading levels. Comp. 008 -Motivation and Engagement

416. Evaluation

The highest cognitive level category in Bloom's Taxonomy. Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria, either determined by the student or the student may be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all of the other categories, plus value judgements based on clearly defined criteria. Example: The level where students are expected to bring in all they have learned to make informed and sound evaluations of material is the evaluation level in Bloom's taxonomy. Comp. 004 - Learning Theories and Processes

560. Evaluation

The highest cognitive level category in Bloom's Taxonomy. Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria, either determined by the student or the student may be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all of the other categories, plus value judgements based on clearly defined criteria. Example: The level where students are expected to bring in all they have learned to make informed and sound evaluations of material is the evaluation level in Bloom's taxonomy. Comp. 007 - Effective Communication

789. Family Support Resources

The identification and integration of resources and services from the community to families as a way of increasing and enhancing school-family partnerships. Example: One approach schools use for involving families in the education of children is by providing family support resources. Comp. 011 - Home/School/Community Relationships

Example

The information was presented again in a different way. The concept was broken down into progressive learning targets. That made the re-teaching a successful strategy with the students. Comp. 003 - Designing Effective Instruction

841. Principal

The instructional leader of the school (TEC 11.202). Example: The principal approved the handbook, logo, and mission statements for the school. Comp. 012 - Professional Development

807. Parent-Teacher Partnerships

The joining of parents and teachers to work together to support student achievement of desired learning outcomes. Example: Many schools have parent-teacher partnerships where parents help in preparing materials, such as cutting out high frequency word cards that students will use during class time. Comp. 011 - Home/School/Community Relationships

858. School Culture

The learned, shared, and transmitted norms of the school. Example: The professional development training helped implement a school culture that was supportive of second-language learners. Comp. 012 - Professional Development

162. Moderate Intellectual Disability

The level of intellectual disability (formerly known as mental retardation) that usually includes individuals with IQs between 35 and 55. Example: The student with moderate intellectual disability had basic communication skills which had been acquired during childhood. Comp. 002 - Student Diversity

164. Profound Mental Retardation

The level of mental retardation that usually includes individuals with IQs below approximately 20 to 25. Example: The school had a highly structured and well supervised program to help in supporting and teaching the student with profound mental retardation. Comp. 002 - Student Diversity

160. Mild Mental Retardation

The level of mental retardation that usually includes individuals with IQs between 50 and 75. Example: The support of responsive teachers had helped the student with mild mental retardation achieve a learning level equivalent to that of a sixth grader by graduation. Comp. 001 - Human Development

16. Decenter

The logical thinking ability to recognize an invariant property under different conditions. Example:

15. Conservation

The logical thinking ability to recognize an invariant property under different conditions. Example: Conservation develops in students during the Concrete Operational stage. Students at this stage are able to discern that given the same amounts (liquid, solids, total numbers, or weight), you may manipulate their appearance but the amount remains the same. However, in the preoperational stage they are unable to conserve. Comp. 001 - Human Development

243. Bloom's Taxonomy

The major idea of the Bloom's taxonomy is that what educators want students to know can be arranged in a hierarchy from less to more complex. Teachers then use this tool for creating clear, specific and measurable learning objectives. This tool describes six levels of learning (categories) from lower to higher: remember (knowledge), understand (comprehension), apply (application) , analyze (analysis), evaluate (evaluation), and create (synthesis).

557. Bloom's Taxonomy

The major idea of the Bloom's taxonomy is that what educators want students to know can be arranged in a hierarchy from less to more complex. Teachers then use this tool for creating clear, specific and measurable learning objectives. This tool describes six levels of learning (categories) from lower to higher: remember (knowledge), understand (comprehension), apply (application), analyze (analysis), evaluate (evaluation), and create (synthesis).

310. Bloom's Taxonomy

The major idea of the Bloom's taxonomy is that what educators want students to know can be arranged in a hierarchy from less to more complex. Teachers then use this tool for creating clear, specific and measurable learning objectives. This tool describes six levels of learning (categories) from lower to higher: remember (knowledge), understand (comprehension), apply (application), analyze (analysis), evaluate (evaluation), and create (synthesis). Example: Bloom's taxonomy is powerful for creating learning objectives because it explains the process of learning in hierarchy levels: Before you can understand a concept, you must remember it. To apply a concept you must first understand it. In order to evaluate a process, you must have analyzed it. To create an accurate conclusion, you must have completed a thorough evaluation. Comp. 004 - Learning Theories and Processes

818. Decision Making

The making of choices from among several alternatives. Example: The school's decision making committee decided what textbook series the mathematics department should adopt. Comp. 012 - Professional Development

788. Family Characteristics

The many types of family such as single parent, divorce family, blended family, gay/lesbian family, two-career family, ethnic/cultural family, foster, adopted, traditional. Example: Family characteristics today look much different than what they did just a generation or two ago. Comp. 011 - Home/School/Community Relationships

Example

The math teacher identified the TEKS (standards) that had been taught during the unit on decimals and wrote the assessment using those same TEKS. Comp. 012 - Professional Development

549. Vocal Component

The meaning attached to a spoken message, resulting from such variables as voice firmness, modulation, tone, tempo, pitch, and loudness. Example: When calling the students to return to the line from recess, the teacher's vocal component was much louder than in the classroom. Comp. 007 - Effective Communication

Example

The mentor observed the new teacher's classroom practice. She performed an evaluation of the methods and processes used. Comp. 010 - Assessment

Example

The mentor sat down with the new teacher at least once a week to discuss instructional strategies, management strategies, and meeting deadlines for those things that were due. Comp. 012 - Professional Development

114. Accommodation

The modification of an existing way of doing something to fit a new experience. Example: The teacher was able to provide an accommodation to the student with listening comprehension difficulties by allowing him to listen to an audio recording of the story as many times as needed. Comp. 002 - Student Diversity

167. Ritalin

The most widely used drug to treat attention deficit disorder. Example: After being placed on Ritalin by a doctor, the student was better able to sit still and concentrate during the lesson. Comp. 002 - Student Diversity

814. School-Home Relationship

The mutual dealings between the school and parents or guardians. Example: The principal tried to create a positive school-home relationship by sending a monthly calendar of events, so that parents would be aware of upcoming events and participate. Comp. 011 - Home/School/Community Relationships

149. Instructional Implications of Student Diversity

The need for instructional materials and strategies/activities to reflect a knowledge of and support for the varied characteristics of students (for example, learning styles, handicapping conditions, gender expectations, cultural backgrounds, potential for at-risk indicators, age level). Example: Being aware of at-risk indicators and believing in bridging the achievement gap are instructional implications of student diversity. Comp. 002 - Student Diversity

458. Emotional Needs

The need to feel accepted, believed in, cared about, forgiven, loved, safe, supported, trusted, understood and valued are called emotional needs. Example: Satisfying the social and emotional needs of students does more than prepare them to learn. It actually increases their capacity to learn. However, for that to take place a supportive classroom climate must be created. Comp. 005 - Classroom Climate

422. Create

To make or set up (something). Example: The teacher knows how to create a learning environment that takes advantage of positive factors and minimizes negative factors. Comp. 005 - Classroom Climate

351. Hierarchy of Human Needs

The ordering of basic human needs, according to Maslow, from lower to highest: Physiological (food, shelter), Safety (security, order), Belongingness and love (affection, affiliation), Esteem (self-respect, worthiness, recognition), Self-Actualization (self-fulfillment, personal achievement). Example: In the hierarchy of human needs, higher needs will be met only after lower ones are satisfied, according to Maslow. Comp. 004 - Learning Theories and Processes

75. Hierarchy of Human Needs

The ordering of basic human needs, according to Maslow, from lower to highest: Physiological needs (food, shelter), Safety needs (security, order), Sense of belonging and love (affection, affiliation), Sense of Self-Worth (self-respect, worthiness, recognition), Self-Actualization (self-fulfilment, personal achievement). This hierarchy must be satisfied one level at a time, in sequence, in order for students to ascend to higher levels of achievement cognitively, socially, emotionally, and physically. Example: In the hierarchy of human needs, higher needs will be met only after lower ones are satisfied, according to Maslow. Comp. 001 - Human Development

892. Non-Custodial Parent

The parent who does not have physical custody of his or her children. Example: Mr. Salazar is Juan's non-custodial parent. But he has legal custody, visitation rights and pays child support for his son. Comp. 013 - Law and Ethical Issues

890. Custodial Parent

The parent who has either sole physical custody of the child or the parent with whom the child resides for a majority of the time. Example: Mrs. Muller is Ann's custodil parent. She also has legal custody which gives her the right to make vital decisions regarding Ann's education. Comp. 013 - Law and Ethical Issues

779. Community

The people living in one particular area; or people with common interests living in a particular area.

20. Early Childhood (Preschool Years)

The period from the end of infancy to about 5 or 6 years of age. Example: Students normally learn how to hold a pencil correctly during early childhood. Comp. 001 - Human Development

211. Wait Time

The period of time a teacher waits for a student to respond to a question before moving on to another student or giving the answer; also, a term used to describe the time a teacher waits before calling on the student to answer after posing a question to the whole class. Example: After calling on a student to respond to a question, the teacher would give at least five seconds of wait time for an answer before moving on to another student. Comp. 002 - Student Diversity

550. Wait Time

The period of time a teacher waits for a student to respond to a question before moving on to another student or giving the answer; also, a term used to describe the time a teacher waits before calling on the student to answer after posing a question to the whole class. Example: After calling on a student to respond to a question, the teacher would give at least five seconds of wait time for an answer before moving on to another student. Comp. 007 - Effective Communication

640. Wait-Time

The period of time a teacher waits for a student to respond to a question before moving on to another student or giving the answer; also, a term used to describe the time a teacher waits before calling on the student to answer after posing a question to the whole class. Example: After calling on a student to respond to a question, the teacher would give at least five seconds of wait time for an answer before moving on to another student. Comp. 008 - Motivation and Engagement

375. Preferred Morality

The predominant way a student takes in information through the five primary senses (see, hear, smell, taste, touch). Example: The student had a preferred modality for visuals and wanted to watch the math teacher work several examples before trying it for himself. Comp. 004 - Learning Theories and Processes

919. Predictable Storylines

The plot of the story has been used before in another story, it is recognizable, so the reader can predict where the new story leads and that helps with text comprehension. Example: One way of providing maximum comprehension support to the emergent reader or the English language learner is to have them read stories with predictable storylines. Comp. 008 - Motivation and Engagement

826. Home Schooling

The practice of parents teaching their children at home rather than sending them to public school.

Example

The publisher of the magazine was criticized by some teachers. Comp. 009 - Technology

37. Peer Pressure

The pressure a student feels to do the same things as other kids of same age and social group in order to be liked or respected by them. Example: Enrique stole something on a dare because of peer pressure from the kids he hangs out with. Stealing can lead to imprisonment or a fine or both. Comp. 001 - Human Development

Example

The principal did not require the reading teachers to solely rely on the basal text. He allowed professional autonomy for selecting the texts most beneficial to the students' learning. Comp. 012 - Professional Development

847. Professional Development

The process of acquiring specialized knowledge and skills, as well as an awareness of the alternative actions that might be appropriate in particular situations. Example: After attending the professional development on reading strategies, the teacher decided to change the way students would write their responses to questions in reading. Comp. 012 - Professional Development

875. Professional Development

The process of acquiring specialized knowledge and skills, as well as an awareness of the alternative actions that might be appropriate in particular situations; also called staff development or in-service development. Example: After attending the professional development on reading strategies, the teacher decided to change the way students would write their responses to questions in reading. Comp. 012 - Professional Development

353. Inductive Reasoning

The process of drawing a general conclusion based on several examples. Example: Every time you eat peanuts your throat swells up and you can't breathe. By inductive reasoning one can conclude that you are allergic to peanuts. Comp. 004 - Learning Theories and Processes

302. Assimilation

The process of fitting a new experience into existing ways of doing things. Example: The student showed assimilation of the new set of grammar rules and applied it in his writing. Comp. 004 - Learning Theories and Processes

64. Assimilation

The process of fitting a new experience or taking in new information into already existing ways of doing things or already existing schemas (knowledge). Example: The student showed assimilation of the new set of grammar rules and applied it in his writing. Comp. 001 - Human Development

848. Professional Growth

The process of improving one's professional skills and knowledge. Example: The second-year teacher decided on differentiating instruction as one area of focus for professional growth. Comp. 012 - Professional Development

466. Classroom Control

The process of influencing student behavior in the classroom. Example: The teacher was always careful to never turn her back to the students. Visually monitoring the students was a key component to classroom control. Comp. 006 - Classroom Management

36. Observation

The process of looking and listening, noticing the important elements of a performance or a product. Example: The principal conducted an observation of the teacher's classroom in order to check for discipline management procedures. Comp. 001 - Human Development

371. Observation

The process of looking and listening, noticing the important elements of a performance or a product. Example: The principal conducted an observation of the teacher's classroom practices in order to check for discipline management procedures. Comp. 004 - Learning Theories and Processes

447. Inclusive Classroom Environment

The regular classroom where all children are educated to the maximum extent appropriate rather than in separate classes. Example: Heterogeneous grouping is one effective teaching strategy when dealing with diversity in an inclusive classroom environment. Comp. 005 - Classroom Climate

721. Construct

To make or set up (something). Example: The teacher knows how to select or construct and use assessment instruments for various purposes. Comp. 010 - Assessment

Example

The science teacher created a lesson plan on Friction following the laboratory learning model. Comp. 008 -Motivation and Engagement

Example

The science teacher had the students demonstrate from beginning to end the process of the multi-step science experiment they learned through teacher modeling to ensure understanding. Comp. 004 - Learning Theories and Processes

250. Sequence

The sequence is the order in which the scope of clearly defined learning objectives of the curriculum is taught, building on prior learning and incorporating increasingly complex skill development and use. Example: The teacher believes that the sequence of how the lesson units are to be taught best develops and connects the math content for the class. Comp. 003 - Designing Effective Instruction

483. Mandated Time

The set amount of time, established by the state, during which school is in session. Example:

330. Educational Placement

The setting in which a student receives educational services. Example: A special education student may have a dual educational placement of a general education classroom for part of the day and the special education classroom for the other parts of the day. Comp. 004 - Learning Theories and Processes

Example

The social studies CD-ROM contained audio files that allowed students to listen to the text being read aloud.

Example

The special education teacher had pull-out programs for reading. He would take the children to his classroom one hour a day for reading. Comp. 012 - Professional Development

494. Ripple Effect

The spreading of behaviors from one individual to others through imitation. Example: The teacher applied strong consequences to misbehavior to avoid a ripple effect taking place during instruction. Comp. 006 - Classroom Management

870. TEKS (Texas Essential Knowledge and Skills)

The state curriculum standards, developed by the State Board of Education, that are to be used in all state's public schools. It outlines what students are to learn in each course or grade. It requires all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas (TEC 39.021, TEC 28.001, TEC 28.002).

Example

The state of Texas uses a criterion-referenced test called STAAR to measure whether students have mastered the TEKS curriculum objectives. Comp. 003 - Designing Effective Instruction

Example

The state of Texas uses a criterion-referenced test called STAAR to measure whether students have mastered the TEKS curriculum objectives. Comp. 012 - Professional Development

Example

The student is at the intermediate proficiency level; he's dependent on visual cues, prior knowledge, pre-taught topic-related vocabulary, and teacher/peer assistance to sustain comprehension during reading.< BR> Comp. 002 - Student Diversity

756. Monitor Own Progress

The student-centered classroom involves changes in the roles and responsibilities of learners and instructors, in the delivery of instructional strategies, and in learning itself. One example of the changed roles and responsibilities in the student-centered classroom is that students monitor their own learning to develop strategies for learning. Example: Teacher feedback can strengthen the students' capacity to monitor his/her own progress and performance. Comp. 010 -Assessment

589. Motivation

The willingness or drive to accomplish something. Example: The students wanted to win the science fair. They demonstrated their motivation by meeting daily to record observations and data and update their reports.

460. Student-Centered Classroom

The student-centered classroom operates on collaboration, project-based learning, technology integration, and plenty of conversation between students and teachers about learning. Students are directly involved and invested in the discovery of their own knowledge. Through collaboration and cooperation with others, students engage in experiential learning that is authentic, holistic, and challenging. Students are empowered to use prior knowledge to construct new learning. Through the development of the metacognitive process, students reflect on their thinking. Example: Construction of learning, metacognition, teacher/student partnership in learning, collaborative learning, and meaningful assessment in real-world contexts are critical attributes of a student-centered classroom. Comp. 005 - Classroom Climate

Example

The students used their problem solving skills to solve the mystery of the novel before even finishing the reading. Comp. 008 -Motivation and Engagement

Example

The students used their problem solving skills to solve the mystery of the novel before even finishing the reading. Comp. 009 -Technology

Example

The students used their problem solving skills to uncover the mystery in the novel before finishing the reading.

332. Epistemology

The study of how knowledge is acquired. Example: Teachers usually engage in a lifelong study of epistemology in learning and refining the craft of teaching. Comp. 004 - Learning Theories and Processes

Example

The superintendent met with the school board in order to set the academic calendar for the year. Comp. 012 - Professional Development

429. Learning Environment

The surrounding conditions in which instruction takes place. Example: The teacher had structured everything in the learning environment to be warm, inviting, and conducive to the students' learning. Comp. 005 - Classroom Climate

619. Learning Environment

The surrounding conditions in which instruction takes place. Example: The teacher had structured everything in the learning environment to be warm, inviting, and conducive to the students' learning. Comp. 008 - Motivation and Engagement

609. Teacher Roles

The teacher can vary his or her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the levels of need and independence of the students.

Example

The teacher elicited the class in a discussion for problem solving some of the undesired behaviors that had been occurring during group work. Comp. 012 - Professional Development

256. Teaching/Learning Process

The teacher implements what he/she has planned using the following components: focus, explanation, and check for understanding, re-teaching, guided practice, and check for mastery, independent practice, enrichment, and closure. Example: Checking for understanding is part of the teaching/learning process which enables the teacher to determine the degree to which students understand the concepts presented during the explaining and modeling. Comp. 003 - Designing Effective Instruction

Example

The teacher led an exercise in values clarification to guide students towards realizing how they felt about academic cheating. Comp. 007 - Effective Communication

607. Monitoring

The teacher should monitor his or her students closely, provide frequent, constructive, and accurate feedback and assess student work effectively to assure that the expected progress is being made. Example: Checklists, performance observation, work samples, interviews and portfolios are some of the numerous tools used for monitoring instructional effectiveness and shape instruction to actively engage students in the learning process. Comp. 008 -Motivation and Engagement

404. Teacher Modeling

The teacher shows students how to do a skill, routine, or procedure, tells them what to notice in the process, and demonstrates what they are expected to produce or achieve before they are asked to do it themselves.

467. Classroom Management

The teacher's system of establishing a climate for learning, including techniques for preventing and redirecting or stopping student misbehavior. Example: The classroom management system included procedures for when pencils could be sharpened so as not to interrupt instruction. Comp. 006 - Classroom Management

Example

The teachers previewed the test to make sure the questions did not contain any ethnic or cultural bias.

165. Pygmalion Effect

The tendency of individuals who are treated as capable or incapable to act accordingly. Example: The teacher maintained high standards for his students and acted as though the students could achieve them. He was working towards a Pygmalion effect. Comp. 002 - Student Diversity

527. Impulsivity

The tendency to respond quickly, but often without regard to accuracy. Example: The student with tendencies towards impulsivity would often blurt out answers without thinking, just to be first. Comp. 007 - Effective Communication

273. Curriculum

The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the teacher's instructional goals. It refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes. Example: The term used to refer to the lessons and academic content taught in school is curriculum. Comp. 003 - Designing Effective Instruction

622. Curriculum

The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the teacher's instructional goals. It refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes. Example: The term used to refer to the lessons and academic content taught in school is curriculum. Comp. 008 - Motivation and Engagement

778. Clothing

The things that people wear to cover their bodies: garment, apparel. Example: There are many reasons parents are reluctant to attend school meetings -- clothing is one of them. Comp. 011 - Home/School/Community Relationships

462. Academic Learning Time

The time a student is actually on-task and engaged successfully in learning. Example:

530. Media Communication

The transmission of information via overhead transparencies, newspapers, magazines, radio, television, videodiscs, CD-ROM, and so on. Example: To bring current events into the classroom, the teacher subscribed to a weekly news magazine for students as a form of media communication to use during lessons.

819. Distance Education

The use of telecommunications to deliver live instruction by content experts to remote geographic settings. Example: The fourth-grade class participated in a distance education program. Once a week a scientist from NASA would perform scientific demonstrations and answer students' questions. Comp. 012 - Professional Development

605. Self-Esteem

The value a person places on what he or she is; self-worth. Example: The student had a high self-esteem. She believed that she would be the best candidate for class president. Comp. 008 -Motivation and Engagement

54. Self-Esteem

The value a person places on what he or she is; self-worth. Example: The student had high self-esteem. She believed that she would be the best candidate for class president. Comp. 001 - Human Development

901. Multiplicity of Roles

The varied professional roles of a teacher (such as instructor, resource person, problem solver, curriculum developer, school spokesperson). Example: When confronted with the parent who disagreed with school policies, the teacher recognized her multiplicity of roles as instructor and school spokesperson. Comp. 013 - Law and Ethical Issues

686. Apps

The word "app" is an abbreviation for application. An app is a piece of software. An app is an application, typically a small, specialized program downloaded onto mobile devices to run in them. Example: Edmodo and eClicker are two of the most popular apps for the classroom. Comp. 009 - Technology

853. Reflective Practice

There is not one single definition. Reflective practice is evaluating the effectiveness of one's teaching practice; it is examining teaching from the perspective of the learner; it is self-awareness with respect to one's own processes of learning and development; it is deepening one's understanding of one's role as a professional teacher in the light of experience; it is basing professional decisions upon feedback (e.g. from learners and/or colleagues). It could be argued that the reflective practitioner makes use of most or all of these kinds of reflection at one time or another.

Example

There was a positive correlation between time spent studying science vocabulary and increased scores on the weekly test. Comp. 012 - Professional Development

669. Productivity Tools

These are applications that you can use to create documents, multimedia presentations, tables, charts, and graphs, newsletters, brochures. Example: The student did not know how to integrate any of the productivity tools (tables, charts, graphs, graphics, mail merge, etc.) in the main document of her project. Comp. 009 -Technology

85. Cognitive Skills

These are core skills the brain uses to help a person think, read, learn, remember, reason, and pay attention. Even if one of these skills is weak, no matter what kind of information, grasping, retaining, or using that information is impacted. In fact, most learning struggles are caused by one or more weak cognitive skills. Example: Neglect, malnutrition, prenatal exposure to drugs, down syndrome, and autism spectrum disorder are possible causes of delay in cognitive skills development. Comp. 001 - Human Development

246. Learning Objectives

They are brief statements that describe what students will be expected to learn by the end of the unit, lesson, or class period. A learning objective makes clear the intended learning outcome. It is specific, observable, measurable, and clearly defined. It uses action verbs that are specific, such as list, describe, report, compare, summarize, demonstrate, and analyze, to state the behaviors students will be expected to perform. Example: In planning the unit the teacher had the following learning goal: The students will be able to apply proper grammar to composition papers. The learning objective was: The students will summarize the main events of a story in grammatically correct English. Comp. 003 - Designing Effective Instruction

509. Appreciate

To care about (and respond positively to). Example: The teacher appreciates the cultural dimensions of communication. Comp. 007 - Effective Communication

611. Synthesis

Thinking that involves putting together ideas or elements to form a whole. Example: The teacher said that when she asks a student to "invent" something she is asking them to perform at the synthesis level of thinking. Comp. 008 -Motivation and Engagement

14. Convergent Thinking

Thinking that occurs when the task, or question, is so structured that the number of possible appropriate conclusions is limited (usually one conclusion). Example: The activity had been designed to include convergent thinking that would lead the students to the one conclusion the teacher had planned for. Comp. 001 - Human

636. Total Physical Response (TPR)

This approach teaches language through the use of commands (imperative sentences) and has students demonstrate their understanding through action responses. With this method, the teacher says a single action word or phrase such as "jump" or "point to your eye" and then demonstrates the action. At first, students will only be able to follow the command. They may also be able to repeat the teacher's words as they copy the action. The next step is to proceed to more difficult language while still keeping the instruction direct and visual. Example:

208. Total Physical Response (TPR)

This approach teaches language through the use of commands (imperative sentences) and has students demonstrate their understanding through action responses. With this method, the teacher says a single action word or phrase such as "jump" or "point to your eye" and then demonstrates the action. At first, students will only be able to follow the command. They may also be able to repeat the teacher's words as they copy the action. The next step is to proceed to more difficult language while still keeping the instruction direct and visual. Example: Although Total Physical Response (TPR) can be used with students at all levels, it is most useful with beginning students who understand little or no English. Comp. 002 - Student Diversity

166. Respect

To care about (and respond positively to). Example: The teacher respects differences. Comp. 002 - Student Diversity

683. Accuracy

This means that if you can find similar information in at least two valid and reliable sources, then your information could be considered accurate. Example: To determine the accuracy of information one must consider whether the information can be substantiated in more than one reliable source. (i.e. is the information consistent with information from other reputable sources?). Comp. 009 - Technology

682. Reliability

This means that if your information is current, written by an expert in the area you are investigating, without bias and is in a reputable publication, then your information could be considered reliable. Example: To determine the reliability of information one must consider among other things whether the information is current, whether the site or publication is reputable, and the credentials of the author. Comp. 009 - Technology

84. Language Skills

This refers to the ability to use and understand language. For school-age children it includes understanding what's said and using words correctly and in ways that others can understand. Example: A learning disability, hearing loss, and autism spectrum disorder are possible causes of delay in language skills development. Comp. 001 - Human Development

651. Implement

To carry out. Example: The principal instructed the teachers to implement the new discipline management procedures in their classrooms. Comp. 009 -Technology

90. Cooperative Play

This stage becomes quite apparent in the later preschool years, (during the 4th and 5th years), when children have acquired the skills to interact together for the purpose of play. Speaking and listening skills are more developed so children can communicate with each other. Children can share ideas and tell each other what to do. Communication about play is the critical skill of cooperative play. Example: Jonnie and Tyler are playing with blocks building a barn, talking with each other while working together. That is called cooperative play. Comp. 001 - Human Development

88. Parallel Play

This stage of play begins around the age of two. Children play next to each other simply because they are in the same area but they are engaged in their own activities. Example: Mark, a toddler, is playing with blocks, stacking and knocking them down. Beside him is another child doing the same thing, however they are not interacting or sharing blocks. They are engaged in their own, similar, activity but not actually playing together. That is called parallel play. Comp. 001 - Human Development

229. Inquiry Instructional Strategy

This strategy places students at the center of a learning situation so they may be exposed to content through exploration. Example: Inquiry instructional strategy requires students to use higher-level thinking skills, reasoning ability, and decision-making skills. Comp. 003 - Designing Effective Instruction

491. Overlapping Behaviors

Those behaviors by which the teacher indicates that he or she is attending to more than one thing when several things are going on at a particular time. Example: The teacher was circulating the classroom using the overlapping behaviors of monitoring collaborative work behavior and checking for understanding at the same time.

829. Leadership

Those behaviors that help the group move toward the accomplishment of its objectives. Example:

486. Movement Management Behaviors

Those behaviors that the teacher uses to initiate, sustain, or terminate a classroom activity. Example: The teacher held one hand up in the air, as one of his movement management behaviors, to indicate the students should cease talking and give him their attention. Comp. 006 - Classroom Management

299. Abstract Concepts

Those concepts that can be acquired only indirectly through the senses or that cannot be perceived directly through the senses. Example: Beauty and feminism are abstract concepts that can be applied to some female characters. Comp. 004 - Learning Theories and Processes

2. Abstract Concepts

Those concepts that can be acquired only indirectly through the senses or that cannot be perceived directly through the senses. Example: The poems covered various abstract concepts such as love, freedom, and democracy. Comp. 001 - Human Development

886. Student Records

Those records that contain information directly related to a student. Example: Student records are protected by the Family Educational Rights and Privacy Act (FERPA), which governs the maintenance and release of information from those records. Comp. 013 - Law and Ethical Issues

242. Creative Thinking

Thought processes showing unique problem identification, hypothesis formation, solution evaluation patterns; brings new perspectives and approaches to a situation. Example: Students used their knowledge of human wants and needs along with creative thinking to design a product that would appeal to both aspects. Comp. 003 - Designing Effective Instruction

541. Respond

To answer or react to. Example: When the teacher asked a question, the students would respond by raising their hands to give the answer. Comp. 007 - Effective Communication

608. Stimulate

To awaken. Example: The sound of snare drums and flutes playing patriotic music worked to stimulate the students' curiosity about the social studies lesson for the day. Comp. 008 -Motivation and Engagement

334. Explore

To find out about. Example: During the outdoor science lesson, the students were sent to explore the environment for examples of living and nonliving specimens. Comp. 004 - Learning Theories and Processes

217. Achieve

To get or reach (something). Example: The student was able to achieve mastery of correctly calculating temperature changes when using a thermometer. Comp. 003 - Designing Effective Instruction

216. Accomplish

To get or reach (something). Example: The teacher chooses lessons and activities that help students acquire the will to set and accomplish their own long- and short-term goals. Comp. 003 - Designing Effective Instruction

218. Acquire

To get or reach (something). Example: The teacher helps students acquire strategies and skills that will be useful to them in the real world. Comp. 003 - Designing Effective Instruction

325. Develop

To get or reach (something). Example: The teacher understands how students develop knowledge skills. Comp. 004 - Learning Theories and Processes

519. Encourage

To help or cause (something to happen or increase). Example: The teacher encourages students to communicate effectively in a variety of contexts. Comp. 007 - Effective Communication

426. Facilitate

To help or cause (something to happen or increase). Example: The teacher facilitates a positive social and emotional atmosphere in the classroom. Comp. 005 - Classroom Climate

850. Promote

To help or cause (something to happen or increase). Example: The teacher is a reflective practitioner who knows how to promote his or her own professional growth. Comp. 012 - Professional Development

647. Enhance

To help or cause (something to happen or increase). Example: The teacher knows how to enhance learning for all students through the appropriate use of instructional materials and resources learning. Comp. 009 -Technology

791. Foster

To help or cause (something to happen or increase). Example: The teacher knows how to take advantage of community strengths and resources to foster student growth. Comp. 011 - Home/School/Community Relationships

663. Support

To help or cause (something to happen or increase). Example: The teacher uses a variety of instructional materials and resources to support individual and group learning. Comp. 009 -Technology

35. Nurture

To help or cause (something to happen or increase). Example: The teacher uses an understanding of human developmental processes to nurture student growth. Comp. 001 - Human Development

284. Engage

To keep busy. Example: The teacher made sure to select activities that were of interest to and would engage the students during reading. Comp. 003 - Designing Effective Instruction

572. Engage

To keep busy. Example: The teacher made sure to select activities that were of interest to and would engage the students during reading. Comp. 008 -Motivation and Engagement

481. Maintain

To keep up. Example: The teacher encouraged the straight "A" student to maintain the work needed to keep Honor Roll grades. Comp. 006 - Classroom Management

879. Be aware (of)

To know or grasp (a concept). Example: Teachers must be aware of the multiplicity of roles that they may be called upon to assume. Comp. 013 - Law and Ethical Issues

386. Understand

To know or grasp (a concept). Example: The teacher does understand the relationship between careful planning and student success in the classroom. Comp. 004 - Learning Theories and Processes

811. Recognize

To know or grasp (a concept). Example: The teacher must recognize the importance of maintaining ongoing parent-teacher communication with students' families. Comp. 011 - Home/School/Community Relationships

352. Hypothesize

To make an educated guess to explain a phenomenon. Example: The science teacher demonstrated three examples of evaporation before asking the students to hypothesize about their observations of the phenomenon. Comp. 004 - Learning Theories and Processes

484. Maximize

To make as large as possible. Example: The teacher used an online timer to show everyone in the classroom the time left remaining to work. The teacher wanted to maximize the instruction time. Comp. 006 - Classroom Management

121. Celebrate

To make known with honor or praise. Example: An Honor Roll party was given by the principal to celebrate the students' achievements during the second nine weeks. Comp. 002 - Student Diversity

245. Design

To make or set up (something). Example: The teacher can design instruction to facilitate learning in different situations. Comp. 003 - Designing Effective Instruction

782. Devise

To make or set up (something). Example: The teacher knows how to work cooperatively with parents to devise strategies for use at home and in the classroom. Comp. 011 - Home/School/Community Relationships

497. Structure

To make or set up (something). Example: The teacher structures and manages the learning environment.

485. Monitor

To oversee. Example: The teacher listened to monitor the conversations of the groups to make sure that the students were staying on topic. Comp. 006 - Classroom Management

368. Monitor

To oversee. Example: The teacher walked around the classroom during the test to monitor that the students were working on their own. Comp. 004 - Learning Theories and Processes

596. Pursue

To seek. Example: The student looked back at the reading text to pursue evidence that would support his conclusion. Comp. 008 -Motivation and Engagement

891. Adhere

To stick to, to hold on to, or to follow a principle or policy. Example: The Code of Conduct is a set of recognized ethical norms (or values) and professional standards which all teachers must adhere. Comp. 013 - Law and Ethical Issues

526. Impart

To tell or make known. Example: The teacher made sure to impart the knowledge to the students that all material covered during the week would be included on the Friday assessment. Comp. 007 - Effective Communication

428. Positive Classroom Environment

To the extent that students feel safe, cared for, appropriately supported, where everyone is valued and respected and lovingly "pushed" to learn, they will tend to participate more fully in the process of learning. Such environment is called a positive classroom environment because it enhances and motivates student learning. Example: In a positive classroom environment, teachers make sure that students can express their ideas and feelings freely as they invent, play and explore. Comp. 005 - Classroom Climate

421. Consider

To think about (something and respond to it). Example: The teacher considers environmental factors that may affect learning in designing a supportive and responsive classroom community. Comp. 005 - Classroom Climate

6. Apply

To use. Example: The teacher can apply knowledge of human development to design instruction.

730. Employ

To use. Example: The teacher did employ a variety of formal and informal assessment techniques. She wanted to monitor both teaching effectiveness and student learning. Comp. 010 - Assessment

117. ARD (Admission, Review, and Dismissal) Committee

Under IDEA, a committee formed by the school to identify a child as requiring special education or related services and to develop, review, or revise a child's individualized education program (IEP); must meet at least once a year (TEC 5.001). Example: During the ARD, the instructional goals and modifications to be made in the classroom were discussed. The ARD Committee also agreed to testing accommodations and modifications appropriate to address the student's learning disability. Comp. 002 - Student Diversity

531. Nonverbal Communication

Unspoken messages communicated through facial expressions (for example, smiling, scowling), eye contact, body language (for example, nodding, leaning toward a student), touching, patting on the back, electronic communication (clicker technology), displaying students' work. Example: The teacher gave the student a thumbs up sign and a smile as nonverbal communication of a job well done. Comp. 007 - Effective Communication

907. Sexual Harassment

Unwelcome written or verbal comments or physical gestures or actions of a sexual nature.

510. Attending Behavior

Use of verbal and nonverbal cues by listeners that demonstrate they are listening with attention to what is being said. Example: During note-taking in social studies lecture, the attending behavior of the students were that they had a pencil in their hand and were copying key points of the presentation into their journals.

599. Reinforcement

Using consequences to strengthen the likelihood of a behavior or event. Example: Since the teacher would have the students write a note home to their parents explaining any misbehavior as a reinforcement, most of the students chose to behave in class instead. Comp. 008 -Motivation and Engagement

615. Verbal Reinforcement

Using positive comments as consequences to strengthen a behavior or event. Example:

591. Nonverbal Reinforcement

Using some form of physical action as a positive consequence to strengthen a behavior or event. Example: The teacher gave the student a high-five as a nonverbal reinforcement for getting the answer correct.

437. Punishment

Using unpleasant consequences to weaken or extinguish an undesirable behavior. Example:

747. Likert Scale

Usually, a five-point attitude scale with linked options: strongly agree, agree, undecided, disagree, and strongly disagree. Example: The teacher surveyed the students using a Likert scale so they could respond how much (or little) they enjoyed the way she presented the math unit in class. Comp. 010 -Assessment

343. Group Discussion

Verbal interaction with other learners. Example: The math teacher encouraged group discussion of which strategies might work best to solve the problem. Comp. 004 - Learning Theories and Processes

474. Group Discussion

Verbal interaction with other learners. Example: The math teacher encouraged group discussion of which strategies might work best to solve the problem. Comp. 006 - Classroom Management

925. Supportive Interactions

Ways of acting toward one another that encourage and help each other. Example:

694. Vimeo

Vimeo is a video-sharing website that allows members to view, upload and share videos. Vimeo's free services allow members to employ a number of creative tools in order to enhance videos, add music tracks, etc... Vimeo has less overall traffic and is not as widespread as YouTube. The comment section is fully monitored - no hateful, racist, sexist comments as found on YouTube. Example: Students can synthesize their new knowledge from class and create a personal video to demonstrate understanding and show it on Vimeo. Comp. 009 - Technology

453. Classroom Physical Arrangement

Warm, well-run classrooms begin with the room's physical layout — the arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the storage of materials and supplies. A well-designed classroom space can motivate children, enhance learning, and reduce behavior problems.

544. Supportive Instructions

Ways of acting toward one another that encourage and help each other. Example: The students engaged in supportive interaction in trying to figure out how to read the spring scale's measurement and present the result in the metric system. Comp. 007 - Effective Communication

517. Effective Communication Strategies

Ways of communicating that work well (for instance, monitoring the effects of messages, being a reflective listener, simplifying and restating, being sensitive to nonverbal cues given and received). Example: The students had been trained in effective communication strategies and would maintain eye contact while listening and give nonverbal cues that they were attentive. Comp. 007 - Effective Communication

905. Requirements

What teachers must do. Example: Submitting lesson plans weekly is one of the requirements of being a teacher. Comp. 013 - Law and Ethical Issues

521. Facts

Well-grounded, clearly established pieces of information. Example: The science teacher gave facts about the planets to the students. Comp. 007 - Effective Communication

655. Student Interests

What engages one's time and thoughts. Example: Effective teachers know how to give students choice and voice, finding ways to design learning experiences that tap into what students value - student interests.

899. Expectations

What stakeholders expect of teachers (for example, school boards, principal, colleagues, parents, students). Example: The principal's expectations include that lessons should be student-centered and engaging.

226. Available Materials and Resources

What you have to work with (for example, computers, CD-ROM, videodiscs, primary documents and artifacts, audiovisual equipment, manipulatives, local experts). Example: When planning the unit performance assessment for the history project, the teacher considered the available materials and resources that the students would be able to use. Comp. 003 - Designing Effective Instruction

239. Content of Instruction

What you teach. Example: In middle school, reading and language arts are usually grouped together as one area of content of instruction. Comp. 003 - Designing Effective Instruction

80. Developmental Delays

When a child does not meet her developmental milestones at expected times, she has a developmental delay. Developmental milestones are a set of functional skills or age-specific tasks that most children can do at a certain age range. The delay may affect language skills, cognitive skills, social skills, or gross or fine motor skills. Example: Children with developmental delays may qualify for special education services, depending on their needs. Comp. 001 - Human Development

Example

When members of the school community feel that their ideas are being heard, they feel more invested in the school improvement process. Comp. 011 - Home/School/Community Relationships

258. Re-Teaching

When teachers identify students who have not understood the concepts presented, either by formal or informal assessments, they should then select re-teaching activities that present the content in a new or different way.

Example

When working with students who are hyperactive or impulsive, teachers should keep in mind that these students are very often completely unaware that others view their behavior as distracting or annoying. Comp. 006 - Classroom Management

51. Students' Level of Development

Where students are in their readiness to learn. Example: Piaget described four intellectual stages in students' level of development: sensorimotor, preoperational, concrete, and formal operational. Comp. 001 - Human Development

Example

Whether in a public, charter, or home setting, compulsory education is the law in the United States.

Example

With the increase of violence and bullying at public schools, some parents prefer home schooling their children.

Example

Without critical reflection, teaching will remain at best uninformed, and at worst ineffective, prejudiced and constraining. That's why reflective practice is important. Comp. 012 - Professional Development

924. Workshops

Workshops are educational seminars, conferences of series of meetings where professional development takes place. It may involve specialized training, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness.

693. Youtube

YouTube is a free video-hosting website that allows members to store and serve video content. YouTube lets anyone with a free account upload videos. Example: The teacher got the student parents' permission first before sharing the student's work on YouTube. Comp. 009 - Technology