Professional Educational Development Exam Terms

Criterion Referenced Test

(CRT) Each student is measured against uniform objectives or criteria. -Teacher made tests should be this, because you are trying to measure the achievement of predetermined outcomes for the course. -Noncompetitive because students scores are not determined by comparison. No limit to the amount of students that can do well.

Norm-Referenced Tests

(NRT) provides a way to compare the performance of groups of students. May be called competitive because a limited number of students may do well. Will resemble a bell-shaped curve. It represents the chance or normal distribution of skills, knowledge, or events across the general population. -Usually reported in percentile (NOT percentage) -50th percentile is average (as well as or better than 50% of students) -Do not indicate how well the student mastered the material -A teacher should be careful when choosing this test because its objectives may not align with schools objectives, so students may not score as well.

3 categories of Person knowledge

-intraindividual knowledge: what the learner knows or understands about him- or herself (a person knowing about their own learning style and strengths, personality, values, and goals). -interindividual knowledge-how learners are alike and how they are different) -universal knowledge- the knowledge that there are degrees of understanding.

Characteristics of Emotional or Behavioral Disorders

Chronically exhibit behavior that is unacceptable in light of social or cultural expectations. IQ in general tends to be lower than the normal curve. May exhibit aggression or be socially withdrawn. May be depressed, lack of interest in activities, constant crying, talk of suicide. May have anxiety or obsessive thoughts, may have disruption of eating or sleeping patterns.

context clues

Clues in surrounding text that help the reader determine the meaning of an unknown word

Bloom's Taxonomy: Evaluation

Comparison and discrimination between and among; assessing value of theories, presentations; making choices based on reasoned argument; verifying value of evidence; recognizing subjectivity. Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize. (highest level) Important: evaluation level activities must build on previous levels.

Assessment Competency

Has knowledge of various types of assessment strategies that can be used to determine student levels and needs. Ex. measurement concepts characteristics and uses norm-referenced, criterion-referenced, and performance-referenced assessments, interprets assessment data, identifies appropriate methods, strategies, and evaluation instruments for assessing student levels, needs, performance, and learning, and identifies and sequences learning activities that support study skills and test-taking strategies.

zone of proximal development

In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they recieve proper guidance and instruction

Characteristics of Physical Disabilities

Include traumatic brain injury, cerebral palsy, seizure disorder, spina bifida, muscular dystrophy, juvenile rheumatoid arthritis, fetal alcohol syndrome, and individuals who experienced a physically altering injury. May or may not exhibit deficiencies in academic achievement. If they do, it may be due to inappropriate or insufficient accommodations on the part of the educational system. Again, may have trouble with social development due to social perceptions of others OR due to lack of ability to participate in social activities.

negative reinforcement

Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.)

Positive behavioral support (PBS) (Behavior intervention plan)

Systematic intervention that addresses chronic misbehaviors by (a) identifying the purposes those behaviors might serve for a student and (b) providing more appropriate ways for a student to achieve the same ends. incorporates the use of functional assessment and positive behavioral intervention planning for individuals with disabilities (mandated by federal law) Intervention strategies that result from functional assessments should be positive in that they increase adaptive skills, increase options available to individual, and decrease problem or inappropriate behavior.

Bloom's Taxonomy

Taxonomy of six cognitive processes, varying in complexity, that lessons might be designed to foster. 6 levels: knowledge, comprehension, application, analysis, synthesis, evaluation

Competency in Communication

The teacher has knowledge of effective communication with students, parents, faculty, other professionals, and the public, including those whose home language is not English. -Identifies appropriate techniques for leading class discussions -Identifies ways to correct student errors -Identifies nonverbal communication strategies that promote student action and performance. -Chooses effective communication techniques for conveying high expectations for learning.

Individuals with Disabilities Education Act (IDEA)

U.S. legislation granting educational rights to people with cognitive, emotional, or physical disabilities from birth until age 21; initially passed in 1975, it has been amended and reauthorized in 1997 and again in 2004. IDEA operates under six basic principles: zero reject, nondiscriminatory identification and evaluation, free and appropriate public education, least restrictive environment, due process, and parent and student participation in shared decision making with regard to educational planning.

Bloom's Taxonomy: Comprehension

Understanding information; grasping meaning; translating knowledge into new context; interpreting facts, comparing, contrasting; ordering, grouping, inferring causes; predicting consequences. Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend. (lower level)

Neo-Piagetian theories

Use information processing theory (attention, memory, and strategy use) in conjunction with Piaget's ideas about how children think and construct knowledge).

Bloom's Taxonomy: Application

Use of information; using methods, concepts, theories in new situations; solving problems using required skills or knowledge. Question Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover. (first higher level category)

Bloom's Taxonomy: Synthesis

Use of old ideas to create new ones; generalization from given facts; relating knowledge from several areas predicting, drawing conclusions. Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite (second highest)

Reliability of a Test

Whether the instrument will give *consistent* results when the measurement is repeated. -Many factors that affect this so must be careful in evaluating this factor EX. Give the same, or almost the same, test to different groups of students

Validity of a Test

Whether the test actually and *accurately* measures what it is supposed to measure. *A test must be reliable before it can be valid!*

token economies

a behavioral technique in which desirable behaviors are reinforced with a token, such as a small chip or fake coin, which can be exchanged for privileges

Schema

a conceptual framework a person uses to make sense of the world

intrinsic motivation

a desire to perform a behavior effectively for its own sake

extrinsic motivation

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

Total Quality Management (TQM)

a management philosophy that focuses on satisfying customers through empowering employees to be an active part of continuous quality improvement Basically including the students in the process of making decisions in the classroom.

Dunn and Dunn nidek

a model for understanding learning differences and instrument for assessing learning styles

operational definition

a statement of the procedures (operations) used to define research variables. For example, human intelligence may be operationally defined as what an intelligence test measures. For Learning Goals, Academic Goals, Behavioral Goals. *Description of Goal + How to Measure* Focus on the RIGHT way not the WRONG way!

punishment

any event or object that, when following a response, makes that response less likely to happen again

Syntactic cues

attention to syntax can increase comprehension, or understanding. These cues include grammatical hints; the order of words; word endings; and the way the words function, or work, in a phrase, sentence, or passage.

Two types of questions

closed and open

task knowledge

contains variables such as: whether information is interesting, new or familiar, easy or difficult. Enables learners to plan appropriately for undertaking tasks.

Ethnocentrism

describes the natural tendency of viewing one's own culture or familiar way of doing things as the right, correct, or best way.

Physical Development

development involving the body's physical makeup, including the brain, nervous system, muscles, and senses, and the need for food, drink, and sleep Basically understand that a student's physical changes and abilities effect their capability to do certain things in the classroom. Younger students have gross motor skills, but can only do some fine motor skills. Over time, the student can do more. Until they get to puberty, this can affect the way the student feels about themselves, since they are experiencing a lot of changes.

strategy knowledge

takes into account how learners can best accomplish particular tasks and how they can be reasonably certain that they have reached their cognitive goals. Also equips learners to monitor their cognitive activities and gain confidence in abilities.

Phonics

teaching reading by training beginners to associate symbols with their sound values there are other methods too like "the sight word method", "modified alphabet approach", and "the whole language approach" came into being after the 1920s.

Scaffolding

temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process

metacogntion

term used to describe what, how, and why people know what they know when they know it. (thinking about thinking and knowing about knowing) described as a characteristic of higher ordered mature and sophisticated thinking. Can be understood in terms of a. metacognitive control b. metacognitive knowledge

Humanistic Perspective

the "third force" in psychology that focuses on those aspects of personality that make people uniquely human, such as subjective feelings and freedom of choice

functional academics

the application of life skills as a means of teaching academic tasks; core of many instructional programs for students with mild or moderate intellectual disabilities Accommodation to academic curriculum that focuses on functional academic skills rather than abstract concepts (encourages independence, application, and life skills).

nurture

the environment

Nature

the internal variables

Structural Analysis

the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words. the -le and -ed rule, and the v/cv or the vc/cv rule

instructional outcomes

the tasks or assignments that students can perform as a result of achieving the instructional objectives

social learning theory

the theory that we learn social behavior by observing and imitating and by being rewarded or punished Criterial fro modeling to be effective: attention, retention, motor reproduction, ad motivation.

Professional Ethics

the values common to all of the practitioners of a specific profession. *Never do hard to anyone + privacy rights --> Hippocrates*

Study skills

time management, finding main ideas, studying, and taking tests

instructional objectives

what should students be able to do as a result of instruction

LEP

Limited English Proficiency

Erikson's Social Development

Stage 1: Trust v. Mistrust Stage 2: Autonomy v. Shame & Doubt Stage 3: Initiative v. Guilt Stage 4: Industry v. Inferiority Stage 5: Identity v. Role Confusion Stage 6: Intimacy v. Isolation Stage 7: Generativity v. Stagnation Stage 8: Ego Integrity v. Despair

Performance-Based Assessment

Students are assessed on how well they perform certain tasks (measures ability or performance). -Allows students to use higher-level thinking skills to apply, analyze, synthesize, and evaluate ideas and data. -Students may be creative in solutions -May be time consuming, and requires multiple resources -May be a more authentic form of assessment than traditional tests

Principles of Professional Conduct: Obligation to the Profession

1. Maintains honesty in all professional dealings. 2. Never denies advantages or benefits to colleagues based on sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background. 3. Never interferes with colleague's political or civil rights and responsibilities. 4. Makes efforts to afford every individual respect through environment by never engaging in harassment or discrimination, nor encouraging behavior that interferes with professional or work responsibilities or creates a hostile, intimidating, abusive, offensive or oppressive environment. 5. Never makes malicious or false statements about a colleague. 6. Neither uses coercive means nor promises special treatment to influence professional judgement of colleagues. 7. Does not misrepresent one's own qualifications. 8. Does not submit incorrect information in any document relating to the profession. 9. Does not submit incorrect information or fails to disclose facts on one's own or another's personal application. 10. Never misrepresents or withholds information from potential employees regarding the application process. 11. Provides to certified officials a written statement of the reasons surrounding recommendations that lead to the denial of increments, significant changes in employment, or termination of employment. 12. Does not assist in entry to or continuance of any person known to be in violation of any of these ethical conditions. 13. Self-reports within 48 hours any criminal charges or convictions besides minor traffic violations. 14. Reports to authorities alleged or violations of the Florida School Code or State Board of Education Rules. 15. Seeks no reprisal from anyone under violation of the above. 16. Complies with the condition of the Education Practices Commission concerning probation, fines, or restricting scope of practice.

11 Principles of Character Education

1. Promotes core ethical values as the basis of good character. 2. Defines "character" comprehensively to include thinking, feeling, and behavior. 3. Uses a comprehensive, intentional, proactive, and effective approach to character development. 4. Creates a caring school environment. 5. Provides students with opportunities for moral action. 6. Includes a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed. 7. Strives to foster students' self motivation. 8. Engages the school staff as a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students. 9. Fosters shared moral leadership and long range support of the character education initiative. 10. Engages families and community members as partners in the character-building effort. 11. Evaluates the character of the school, the school staff's functioning as character educators, and the extent to which students manifest good character. *importance of truth, devotion to excellence, and the nature of democratic principles*

Principles of Professional Conduct: Obligation to the Student

1. Protection from harmful conditions related to learning, and/or the student's mental and/or physical health and/or safety. 2. Allow the student freedoms so as not to unreasonably restrain him/her from the pursuit of learning. 3. Never deny access to diverse points of view. 4. Never intentionally suppress or distort subject matter relevant to a student's academic program. 5. Never intentionally embarrass or disparage a student. 6. Student's legal rights are always upheld. 7. Reasonable efforts are made to protect a student from discrimination, and the educator never discriminates based on race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background. 8. Protection from exploitation from personal gain or advantage. 9. All personally identifiable information is kept confidential unless serving a professional purpose or required by law.

Kohlberg's Theory of Moral Development

1. Punishment and obedience 2. Individualism and change 3. Mutual Interpersonal expectations and interpersonal conformity 4. Oriented and conscience 5. Post Conventional morality (individual rights and social contracts) 6. Universal principle of justice

Principles of Professional Conduct: Obligation to the Public

1. Seeks to reasonably distinguish personal views from any organization or educational institution that he/she is associated with. 2. Never intentionally misrepresent educational matters when communicating directly or indirectly with the public. 3. All privileges granted by the institution should not be used for personal gain or advantage. 4. Never accept gratuity, gifts, or favors that could influence professional judgement. 5. Never offer gratuity, gifts, or favors for special advantages.

Florida's Code of Ethics

1. The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all. 2. The educator's primary professional concern will always be for the student's potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgement and integrity. 3. Aware of the importance of maintaining the respect and confidence of one's colleagues, of students of parents and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct.

Martha Combs 3 stages of development

1. emergent reading - transition from speaking to writing & reading 2. developing reading - middle 1st grade to late 2nd grade; more independent in reading 3. transitional reading- instructional reading level of 2nd grade and beyond

Piaget's stages of cognitive development

1. sensorimotor 2. preoperational 3. concrete operational 4. formal operational

Piaget's stages of cognitive development

1. sensorimotor (birth to 2 years)-uses senses and motor skills, items known by use 2. preoperational (2-6)- symbolic thinking, language used, egocentric thinking 3. concrete operational(7-11)- logic applied, has rational objective interpretations 4. formal operational (12 and on)- thinks abstractly, hypothetical ideas, broader issues

Hawthorne effect

A change in a subject's behavior caused simply by the awareness of being studied the phenonmenon whereby what teachers expected became reality

prior knowledge

A combination of attitudes, experiences, and information that you already know about a particular topic that help you make connections as you read.

Characteristics of Learning Disabilities

A group of disabilities, due to central nervous system dysfunction, impede learning in individuals with average to high IQs, by impairing listening, speaking, reading, writing, reasoning, or mathematical abilities. May have difficulties in academic achievement, problems with perception, coordination, may demonstrate deficits in attention and/or hyperactivity. May also have secondary characteristics of: low self-confidence, socialization issues, and decreased motivation

test blueprint

A plan for the teacher to assess the relative importance of the objectives and goals to be tested and to identify the type of items or activities to be used to test for those objectives.

task analysis

A technique that addresses component parts of learning goals that need to be adapted as well as provides a means of measuring student progress toward a learning goal.

Autism Spectrum Disorder (ASD)

A term used to describe a range of disability fro mild symptoms associated with Asperger syndrome to severe and profound autism. May get (PDD-NOS) Pervasive developmental delay not otherwise specified. To be diagnosed, one must exhibit delays or abnormal functioning in social interaction, language or communication, or symbol or imaginative play before the age of three. May demonstrate behavioral deficits in language and communication skills such as eye contact, facial expression, body posture, and gestures, may fail to form peer relationships and lack initiative to share interest or social reciprocity. May exhibit deficits in imaginary play, and ability and/or drive to initiate or sustain conversation with others. May exhibit behavioral excesses in socially inappropriate and stereotyped or repetitive use of language or idiosyncratic language and excesses in stereotyped and restricted patterns of behavior or interest that is abnormal in intensity or focus. May exhibit stereotyped and repetitive motor mannerisms that may involve the entire body or just a hand or finger movement. May exhibit behavioral excesses in adherence to nonfunctional routines or rituals. May also attend to environmental cues that are abnormal.

Behaviorism

A theoretical orientation based on the premise that scientific psychology should study only observable behavior

Piagetian theory (including Neo-Piagetian theory) definition

A theory of *cognitive developement* Describes learning in discrete and predictable stages. Describes learners moving from simpler ways of thinking to more complex ways of problem solving and thinking.

Behavioral Theory

A theory that considers the outward behavior of students to be the main target for change.

Authentic Assessments

A title for performance assessments that stresses the importance of focusing on the application of understandings and skills to real problems in real-world; contextual settings. (EX. Projects, observation, checklists, anecdotal records, portfolios, self-assessment, and peer assessment.)

IEP (Individualized Education Plan)

A written statement that spells out a program specifically tailored to a child with a disability.

Reading Strategies

Activating prior knowledge; predicting or asking questions; visualizing; drawing inferences; determining important ideas; synthesizing information; repairing understanding; confirming; using parts of a book; reflecting

self-efficacy

An individual's belief that he or she is capable of performing a task.

Sternberg's Triarchic Theory of intelligence (1985)

An information processing theory basically saying that leaners' use of the mechanics of intelligence is influenced by learner's experiences but learners are also active in shaping their own environments. This theory takes into account 3 features of learning: 1. the mechanics or components of intelligence (including both higher-ordered thinking processes such as planning, decision making, and problem solving, and lower-ordered processes, such as making inferences, mapping, selectively encoding information, retaining information in memory, transferring new information in memory 2. the learner's experiences 3. learner's context (including adaption to and the shaping and selecting of environments). *Analytical, Creative, Practical*

semantic cues

Can include "hints" within the sentence and from the entire passage or text that help the reader determine the meaning. Semantic cues, then, are meaning clues.

Characteristics of Communication Disorders

Demonstrate an inability to use speech or language to communicate. May have trouble with speech, specifically articulation or fluency. May have trouble with language, comprehension, phonology, morphology, syntax, semantics, or pragmatics. At times, other disabilities have a communication component.

Graphic Organizers (text comprehension classroom activity)

Double-Entry Journal (puts quotes in one column, a page number, and then enters "thinking options". Venn Diagrams Webs

Visual Impairment

May exhibit slight sight loss to complete blindness. Some visual problems other than blindness include myopia, hyperopia, astigmatism, glaucoma, or cataracts. May rub eyes, shut one eye, tilt head, excessive blinking, reading at an excessively close distance, or squinting. May have deficits in language acquisition at early stages due to lack of visual exposure to items that children without a slight impairment experience. May exhibit difficulty in mobility. Academic achievement of these students will suffer if they do not receive the appropriate intervention, and may experience trouble socializing if educators do not facilitate the education of peers about students with visual impairments.

Characteristics of Hearing Impairment

May exhibit various levels of hearing loss from slight to extreme. May demonstrate deficiencies in reading and writing in particular, but likely to demonstrate deficits in all areas of academics if appropriate supports are not provided. Individuals who have hearing impairments that are raised in hearing-only environments may exhibit problems in socialization. Teachers should be aware of deaf culture- an extraordinarily strong culture in which individuals with hearing impairments have formed their own cultural identity complete with social and behavioral norms. It is important for students who are struggling to at least be aware of the deaf culture, because those immersed benefit from a strong social support network.

Bloom's Taxonomy: Knowledge

Observation and recall of information (memory) (low level)

Summative assessment

Occurs at the end of a specific time period or course, usually by a single grade used to represent a student's performance (ex. Chapter test, Exam, quiz)

Formative assessment

Occurs during the process of learning, when the teacher or the students monitor progress in obtaining outcomes, while it is still possible to modify instruction (ex. clothes pin bucket, bell work, exit ticket)

Home, School, and Community Collaboration for Students with Disabilities

Parents are experts on the topic of their child, a teacher can learn a lot from them, also, it is most beneficial for the child with the teacher and parent work on the same goal. Also, the community has a lot of resources for individuals with disabilities. Helps students contribute to their community, school, and home as members in those social groups.

Metacognitive knowledge 3 catagories

Person knowledge, task knowledge, and strategy knowledge

Phonemes and graphemes

Phonemes are speech sounds made by the mouth, like the /p/ sound in /spoon/. Understanding that phonemes are the building blocks of spoken words is called phonemic awareness. GRAPHEMES are individual letters and groups of letters that represent single phonemes, like the "s" and the "oo" in "spoon". Understanding how letters are used to encode speech sounds in written language is crucial in learning to decode unfamiliar words. ex. (s-p-oo-n)

Differentiated Instruction

Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs.

Intuitionist Philosophy

Purports that correct or "good" behavior is "undefinable". Note: Plato said that virtue is knowledge, therefore, vice or evil is ignorance. People will be virtuous if they know what virtue is. Socrates believed that education could make people moral. *Society expects the education profession to address it and rectify to a standard.

Bloom's Taxonomy: Analysis

Seeing patterns; organization of parts; recognition of hidden meanings; identification of component, and making a response s. Question Cues :analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer. (fourth one)

Functional Communication for Students with Disabilities

Sign language, AUGMENTATIVE COMMUNICATION DEVICE, picture systems, choice boards. Make sure they have an appropriate form of communication so that they do not have to use their behavior to communicate or get attention!

Characteristics of Mental Retardation

exhibit a deficit in intellectual functioning and have limitations in at least two adaptive skills (communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work). Classified according to IQ levels from mild to profound (and then intermittent to pervasive). May have difficulty attending to tasks, trouble with memory, difficulty self-regulating behavior, delayed or deviant language development, speech problems, lower academic achievement, reduced social development, and decreased motivation. ex. Down Syndrome, fragile X syndrome, phenylketonuria (PKU), Tay-Sachs, brain damage, infection, fetal alcohol syndrom

information processing theory

focus on the process, how the learner arrives at a response or answer (like a computer) it determines the processing demands of a particular cognitive challenge necessitating a detailed task analysis of how the human mind changes external objects or events into a useful form according to certain, precisely specified rules or strategies, similar to the way a computer programmer programs a computer to perform a function. (Based on a computer metaphor and borrowing computer imagery to describe how people learn). Important to teachers because it implies that intelligent thinking CAN BE TAUGHT!!

Sternberg urges teachers to do what?

identify the mental processes that academic tasks require and to teach learners those processes, teach learners what processes to use, when and how to use them, and how to combine them into strategies for solving problems and accomplishing assignments.

Reinforcement

in operant conditioning, any event that strengthens the behavior it follows

Informal v. Formal assessment

informal- observation, journals, written drafts, conversations. formal- teacher made tests, district exams, standardized tests

Multiculturalism

is to acknowledge and embrace the accomplishments of all cultural and ethnic groups, thereby strengthening our country and society instead of fragmenting it (versus just separating and distinguishing the accomplishments of select cultural and ethic groups and alienating and separating Americans.)

phonological awareness

knowledge of sounds and syllables and of the sound structure of words

5 Stages that mark scaffolding

modeled, shared, interactive, guided, and independent

open question

often have one right answer

self-esteem

one's feelings of high or low self-worth

closed question

only one right answer

ethics

principles or standards of human conduct, sometimes called morals. The word is said to concern "a set of moral principles or values." In addition, they are alive, constantly changing and developing according to the society in which they are present. -What is considered appropriate realization is not intrinsic, but rather a choice that is made upon realization of the best outcome!