Azerbaijan Teacher Certification key terms

Ongoing, low-stakes checking of student understanding during teaching, used to adjust instruction and give feedback rather than to assign a final grade.

Evaluation carried out at the end of a unit, term, or course to judge how much learning has occurred and to report results to students, parents, or institutions.

A specific, observable statement of what students should know or be able to do by the end of a lesson or unit, usually written with an action verb.

A hierarchical classification of thinking skills, from remembering and understanding through applying, analysing, evaluating, and creating, used to design objectives and questions at appropriate difficulty.

The 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.

Temporary support such as models, prompts, or step-by-step guides that helps a learner complete a task, gradually removed as competence grows.

Deliberately adapting content, process, product, or learning environment to learners' readiness, interests, and profiles so that all students can access the same core goals.

An approach in which all learners, including those with disabilities or other special needs, learn together in mainstream settings with the support and accommodations they require.

A written, personalised document setting out a specific learner's needs, measurable goals, required supports, and review dates, developed collaboratively with family and specialists.

An adjustment to facilities, materials, timing, or procedures that removes a barrier for a learner with a disability without changing the essential requirements of the task.

A planning framework that builds multiple means of engagement, representation, and expression into lessons from the start, so fewer individual adaptations are needed later.

The principle that intended learning outcomes, teaching and learning activities, and assessment tasks must all point to the same knowledge and skills.

A scoring guide that lists the criteria for a task and describes levels of quality for each criterion, making grading more transparent and consistent.

Grading that compares a student's performance with fixed standards or criteria rather than with the performance of classmates.

A cycle in which evidence of student learning is gathered, interpreted, and returned as specific guidance, and the student's response informs the next round of teaching.

A structured outline of a single lesson covering objectives, prior knowledge, materials, sequenced activities, timing, checking for understanding, and closure.

A learner's awareness and regulation of their own thinking, including planning how to approach a task, monitoring comprehension, and evaluating results.

The ability to set goals, manage attention and emotion, delay gratification, and adjust effort in order to complete learning tasks without constant external direction.

The set of mental processes, including working memory, inhibitory control, and cognitive flexibility, that allow a learner to plan, focus, and switch between tasks.

The limited-capacity system that holds and manipulates information briefly during thinking; overload reduces comprehension and retention.

The amount of mental effort imposed by a task; instruction should reduce unnecessary load so capacity is available for genuine learning.

A study strategy in which learners actively recall information from memory, for example through quizzing or free recall, strengthening long-term retention more than rereading.

Distributing study or review across separated sessions rather than massing it in one block, which produces more durable memory over time.

The drive to engage in an activity because it is interesting, enjoyable, or personally meaningful, rather than because of external rewards or punishments.

The belief that ability can be developed through effort and good strategies, which tends to increase persistence after setbacks compared with a fixed view of ability.

Predictable, practised procedures for recurring activities such as entering the room, distributing materials, or transitioning, which reduce disruption and free time for learning.

The overall emotional and social tone of a classroom, shaped by relationships, expectations, safety, and respect, which influences participation and motivation.

A proactive approach that teaches and reinforces expected behaviour, uses clear consequences, and analyses the function of persistent misbehaviour instead of relying on punishment alone.

Responding to conflict or harm by bringing those affected together to understand impact, repair relationships, and agree on next steps, rather than only assigning sanctions.

An official document setting the required knowledge, skills, and competences students must attain at each level, which curricula, textbooks, and assessments must follow.

The planned total of what is taught, why, in what sequence, and how it is assessed, including intended, implemented, and experienced dimensions.

A document that translates state standards for one school subject into sequenced topics, expected outcomes, time allocations, and recommended methods for each grade.

The confident and critical use of digital tools to find, evaluate, create, and share information, including safe, ethical, and responsible online behaviour.

A planned combination of face-to-face teaching with online or digital components, where each mode is used for what it does best.

The ability to access, analyse, evaluate, and produce messages in varied media, including judging the reliability and intent of information sources.

A teacher's duty not to disclose personal information about students or families learned through the role, except where sharing is required to protect a child or mandated by law.

The principles guiding a teacher's conduct, including fairness, honesty, respect for dignity, avoidance of conflicts of interest, and accountability to learners and the profession.

Mental work that goes beyond recall, such as analysing, evaluating, and creating, and that typically requires transferring knowledge to unfamiliar problems.

Demonstrating a skill or thought process explicitly so learners can observe the steps, then imitate and gradually internalise them.