critical thinking - The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action, creative thinking - The ability to consider something in a new way., questioning - The questions that a student asks while they are processing new information through reading, lectures, or note taking., inductive reasoning - A type of logical thinking that involves forming generalizations based on specific incidents you've experienced, observations you've made, or facts you know to be true or false., deductive reasoning - A type of logical thinking that starts with a general idea and reaches a specific conclusion, problem solving - A mental process that involves discovering, analyzing, and solving problems., planning - The ability to "think about the future" or mentally anticipate the right way to carry-out a task or reach a specific goal., memory - The term given to the structures and processes involved in the storage and subsequent retrieval of information., Memory encoding - The information form our senses is converted into a form the brain can process., Short Term Memory - Lasts about 15 to 30 seconds, can only hold five to nine items , Long Term Memory - Long term storage and indefinite amount of space., Memory retrieval - Short term memory is stored and retrieved sequentially. Long term memory is stored and retrieved by association., recall - The act of retrieving information or events from the past while lacking a specific cue to help in retrieving the information, self-determination theory - Intrinsic motivation (doing something because it is inherently interesting or enjoyable), and thus higher quality learning, flourishes in contexts that satisfy human needs for competence, autonomy, and relatedness., Attribution Theory - how ordinary people explain the causes of behavior and events., cognitive dissonance - Refers to a situation involving conflicting attitudes, beliefs or behaviors. This produces a feeling of mental discomfort leading to an alteration in one of the attitudes, beliefs or behaviors to reduce the discomfort and restore balance., scope - Refers to the breadth and depth of content and skills to be covered., sequence - Refers to how these skills and content are ordered and presented to learners over time., Curriculum mapping - A process for collecting and recording curriculum-related data that identifies core skills and content taught, processes employed, and assessments used for each subject area and grade level., scaffolding - A process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students’ experiences and knowledge as they are learning new skills., Differentiating Instruction - You observe and understand the differences and similarities among students and use this information to plan instruction, cooperative learning - The instructional use of small groups so that students work together to maximize their own and each other’s learning, collaborative learning - A variety of educational approaches involving joint intellectual effort by students, or students and teachers together mutually searching for understanding, solutions or meanings, or creating a product. , rubric - An evaluation tool or set of guidelines used to promote the consistent application of learning expectations, learning objectives, or learning standards in the classroom, or to measure their attainment against a consistent set of criteria. In instructional settings, rubrics clearly define academic expectations for students and help to ensure consistency in the evaluation of academic work from student to student, assignment to assignment, or course to course, analytical checklists - A grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric each of the criteria is scored individually., scoring guides - Provide guidelines for how students are supposed to do certain assignments. Through all students being given specific scoring guidelines, students are able to know exactly what is expected of them and refer back to them as they make progress in their assignment or project., Anecdotal notes - Are concise, objective narratives about an incident or person. In classrooms, teachers can write anecdotal notes recording their observations of students – behaviors, skills, attitudes, performance, and classroom incidents., Achievement test - An assessment of developed knowledge or skill., Aptitude test - An assessment of an individual's abilities, Ability test - An assessment to measure innate learning., Norm-referenced test - Report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of a statistically selected group of test takers, typically of the same age or grade level, who have already taken the exam., Criterion-referenced text - Assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education, Grade-equivalent score - If the student who received a GLE of 3.2 is in first grade this GLE score by no means indicates that the student is ready for early third grade school work. The GLE of 3.2 indicates that this grade one student did as well on the Track My Progress assessment as the average student who is in the second month of third grade. Explained a different way, the GLE of 3.2 means this grade one student can solve first grade math problems or read first grade passages as well as the average third grade student in the second month of the school year., Age-equivalent score - A comparison of your child's performance compared to age groups whose average scores are in the same range. For example, if your 9-year-old child scores a 42 raw score on a test, and that score is average for 8-year-olds, their age equivalent score would be 8., Holistic scoring - Gives students a single, overall assessment score for the paper as a whole, Analytical scoring - A method of evaluating student work that requires assigning a separate score for each dimension of a task,

Education Vocabulary

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