Azerbaijan Teacher Certification flashcards

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

Zone of proximal development

Vygotsky's gap between what a learner can do alone and what the learner can do with guidance from a more capable person; instruction is most effective inside this gap.

Formative assessment

Low-stakes, ongoing checks during instruction used to adjust teaching and give feedback; results inform next steps rather than certify final achievement.

Summative assessment

Assessment administered after a period of learning to certify achievement against standards; results are typically reported as grades or proficiency levels.

Validity and reliability

Reliability is consistency of scores across occasions or raters; validity is the degree to which scores support the intended interpretation. Validity cannot exceed reliability.

Bloom's revised taxonomy

Ordering of cognitive objectives: remember, understand, apply, analyze, evaluate, create. Objectives are written with observable verbs at the intended level.

Scaffolding

Temporary support that lets a learner complete a task beyond independent reach; it is gradually withdrawn as competence grows, transferring control to the learner.

Piaget's concrete operational stage

Roughly ages 7 to 11, when children master conservation, reversibility, and classification, but still reason best about tangible rather than abstract situations.

Working memory limits

Working memory holds only a few elements for a short time; chunking, segmenting content, and pairing words with visuals reduce load and improve retention.

Intrinsic versus extrinsic motivation

Intrinsic motivation comes from interest and satisfaction; extrinsic from external rewards or pressure. Controlling rewards can reduce intrinsic motivation.

Growth mindset

The belief that ability is malleable through effort and strategy. It supports persistence after failure, unlike a fixed view that treats ability as static.

Classical versus operant conditioning

Classical conditioning pairs a neutral stimulus with a reflex-triggering one; operant conditioning changes behavior through reinforcement and punishment consequences.

Erikson's industry versus inferiority

Psychosocial stage of middle childhood in which success in school and peer tasks builds competence; repeated failure or criticism fosters feelings of inferiority.

Differentiation

Adjusting content, process, product, or learning environment to readiness, interest, and learning profile, so all students work toward the same standards at appropriate challenge.

Accommodation versus modification

Accommodations change how a student accesses content, such as extended time; modifications change what is taught or the expected standard itself.

Inclusion versus mainstreaming

Inclusion places students with disabilities in general classes with supports by default; mainstreaming places them only when they can cope without added support.

Universal design for learning

Planning multiple means of representation, action and expression, and engagement from the start, removing barriers before individual accommodation becomes necessary.

Kounin's withitness

The teacher's awareness of and timely response to simultaneous events in the room; it prevents misbehavior by signaling that the teacher notices everything.

Functional behavior assessment

A structured process identifying antecedents, the behavior, and consequences to determine what function the behavior serves before designing an intervention.

Positive behavior support tiers

A three-tier model: universal supports for all students, targeted supports for some, and intensive individualized supports for a few with persistent needs.

Individual accountability in groups

Each group member is assessed on personal contribution while the group depends on one another, preventing social loafing in cooperative learning tasks.

Intended, implemented, attained curriculum

The intended curriculum is the written plan; the implemented is what teachers actually deliver; the attained is what students learn. Gaps among them drive reform.

Content versus performance standards

Content standards state what students should know and be able to do; performance standards state how well they must do it for proficiency.

Curriculum mapping

A record of when each standard is taught and assessed across a year or program, revealing gaps, redundancies, and standards never assessed.

Vertical articulation

Sequencing content and skills across grade levels so prerequisites precede dependent learning, avoiding repetition and unexplained gaps between years.

Scope and sequence

Scope is the breadth and depth of content included in a program; sequence is the order in which it is taught, respecting prerequisite dependencies.

Competency-based curriculum

A curriculum defining exit outcomes and allowing multiple pathways and timings to demonstrate mastery, rather than awarding credit for fixed seat time.

Syllabus versus curriculum

A curriculum specifies aims, standards, outcomes, and assessment requirements; a syllabus operationalizes it for one subject and grade with topics and time.

Constructive feedback

Feedback describing specific task behavior and next steps, focused on task and process rather than personal traits, delivered close in time to the performance.

Criterion versus norm referencing

Criterion-referenced assessment compares performance with a defined standard; norm-referenced assessment compares a student with other students in a group.

Teacher confidentiality duty

Student records, grades, and disability information are shared only with colleagues who need them to support the student, never publicly or on social media.

Duty of care and reporting

Teachers must act on suspected abuse or neglect by reporting through the designated channel promptly, without conducting their own investigation.

Digital competence for teachers

Proficiency in professional engagement, selecting digital resources, teaching and assessing with technology, and building learners' own digital competence and safety.