UAE TLS Pedagogy Test flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Zone of proximal development

The distance between what a learner can do independently and what they can achieve with adult guidance or peer collaboration; instruction is most effective inside this band.

Concrete operational stage

Piaget's stage from roughly seven to eleven years, when children gain conservation, seriation and reversibility and reason logically about concrete objects but not abstract propositions.

Scaffolding

Temporary, gradually withdrawn support such as prompts, models or partially completed worked steps that lets a learner finish a task just beyond current independent capability.

Bloom's revised taxonomy

Six cognitive levels ordered as remember, understand, apply, analyse, evaluate and create, used to sequence objectives and match task demand to learner readiness.

Backward design

Planning sequence that begins with desired results, then defines acceptable evidence of learning, then designs the learning experiences; associated with Wiggins and McTighe.

Constructive alignment

Biggs's principle that intended learning outcomes, teaching and learning activities, and assessment tasks must all target the same verbs and the same cognitive demand.

Universal Design for Learning

Framework proposing multiple means of engagement, representation, and action and expression so the curriculum is accessible to learners with varied needs from the outset.

SMART objective

Objective format requiring Specific, Measurable, Achievable, Relevant and Time-bound wording so that learner progress can be observed and assessed within the lesson or unit.

Wait time

A pause of roughly three to five seconds after asking a question and after a student answers, which increases response length, participation breadth and reasoning quality.

Think-pair-share

Cooperative routine in which learners think alone, discuss with a partner, then share with the whole class, raising participation before any public response is required.

Cognitive load theory

Instructional theory holding that working memory is limited, so novices need chunked content, worked examples and reduced extraneous detail before independent problem solving.

Hinge question

A single diagnostic question asked mid-lesson whose pattern of answers shows whether the class is ready to move on or needs reteaching first.

Formative assessment

Ongoing evidence gathering during learning, used to adjust teaching and provide feedback; it is low stakes and is not normally counted toward final grades.

Assessment validity

The degree to which an assessment measures what it claims to measure and supports the inferences and decisions that are made from its scores.

Criterion-referenced assessment

Scoring that compares a learner's performance against fixed standards or stated learning outcomes rather than against the performance of other learners in the group.

Difficulty index

The proportion of candidates answering an item correctly; values between roughly 0.30 and 0.70 usually give the most information about differences in achievement.

ABC behaviour analysis

Recording the Antecedent, Behaviour and Consequence of an incident in order to identify the function a behaviour serves and to design a positive replacement.

Positive behaviour support tiers

Three-tier framework offering universal support to all learners, targeted support to some, and intensive individual support to the few with persistent needs.

Restorative conversation

Structured dialogue after harm that asks what happened, who was affected and what repair is needed, keeping the learner connected to the classroom community.

De-escalation

Reducing arousal during conflict through a calm tone, physical space, minimal language and removing the audience, before any discussion of consequences.

Differentiation by task

Adjusting the same learning objective through varied task difficulty, scaffolding or resources so that all learners work at an appropriate level of challenge in one lesson.

Accommodation versus modification

An accommodation changes how a learner accesses the work, such as extra time or a reader; a modification changes the content or standard and therefore the expected outcome.

BICS and CALP

Cummins's distinction between conversational fluency, acquired in about two years, and academic language proficiency, which typically takes five to seven years to develop.

Individual education plan

Written document recording a learner's present levels, measurable goals, supports and review dates, used to coordinate provision for students of determination.

SAMR model

Four-level description of technology use: Substitution, Augmentation, Modification and Redefinition, moving from replacing existing tools to designing previously inconceivable tasks.

TPACK

Framework stating that effective technology integration requires overlapping knowledge of content, pedagogy and technology, plus the intersections among all three domains.

Multimedia learning principles

Mayer's evidence-based rules, including coherence, signalling and spatial contiguity, that reduce extraneous cognitive load in slides, video and diagrams.

Blended learning

A design that combines face-to-face teaching with online learning so each mode does what it does best, often through station rotation or a flipped approach.

Gibbs reflective cycle

Six-stage structure of description, feelings, evaluation, analysis, conclusion and action plan, used to turn a classroom incident into changed future practice.

Reflection-in-action

Schön's term for thinking critically while teaching and adjusting the lesson in the moment, as distinct from reviewing the event afterwards.

Mandatory reporting duty

The legal and ethical obligation to report suspected abuse or neglect promptly to the designated safeguarding lead, without investigating or promising confidentiality.

Confidentiality in schools

The duty to share student information only with those who need it for educational purposes, secured under data-protection law and school policy.