Egypt CAOA Teacher Competition flashcards

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

Pedagogical content knowledge

Shulman's construct combining subject mastery with knowledge of how that content is represented, learned, and commonly misconceived, enabling effective teaching of the specific topic.

Declarative versus procedural knowledge

Declarative knowledge is knowing that facts or concepts exist; procedural knowledge is knowing how to perform a skill or sequence of steps.

Vertical alignment

Mapping a topic or skill across successive grade levels so that each year builds on the previous one without gaps or unnecessary repetition.

Misconception correction

Stable, plausible prior ideas are changed by surfacing the conflict, comparing predictions with evidence, and re-explaining, not by repeating the correct statement.

Worked-example effect

Novices learn more from studying worked examples than from solving equivalent problems; the benefit fades and reverses as expertise develops.

Wait time

The pause of roughly three to five seconds after asking a question, which increases response length, participation, and use of reasoning.

Cooperative learning conditions

Effective group learning requires positive interdependence plus individual accountability; unstructured group work supplies neither and often lets some students disengage.

Bloom revised taxonomy

The ordered cognitive levels remember, understand, apply, analyze, evaluate, and create, used to classify objectives and test items by cognitive demand.

Scaffolding

Temporary support that lets a learner complete a task beyond independent reach; it must be gradually withdrawn as competence grows.

Zone of proximal development

Vygotsky's gap between what a learner can do alone and what the learner can do with adult or peer support; instruction should target this gap.

Piaget's concrete operational stage

Roughly ages seven to eleven, when children acquire conservation, classification, and reversibility but still reason best about concrete rather than abstract content.

Industry versus inferiority

Erikson's school-age psychosocial stage in which competence and productive work build a sense of industry, while repeated failure breeds inferiority.

Operant conditioning

Learning in which behavior changes because of its consequences: reinforcement increases the behavior and punishment decreases it.

Growth mindset

Dweck's view that ability is developable; attributing outcomes to effort and strategy sustains persistence compared with a fixed-ability view.

Working memory limits

Working memory holds only a few chunks of information for a short time, so instruction must limit simultaneous elements and support chunking.

Reliability versus validity

Reliability is consistency of scores across occasions or items; validity is whether scores support the intended interpretation and use. A test can be reliable yet invalid.

Criterion versus norm referenced

Criterion-referenced tests judge performance against a fixed standard; norm-referenced tests rank a student against a comparison group.

Table of specifications

A test blueprint that maps items to content areas and cognitive levels, providing evidence for content validity and balanced coverage.

Item difficulty index

The proportion of examinees answering an item correctly; values near zero or one indicate very hard or very easy items.

Formative versus summative assessment

Formative assessment occurs during instruction to guide teaching and learning; summative assessment occurs at the end to judge achievement.

Backward design

Wiggins and McTighe's planning sequence: identify desired results, determine acceptable evidence, then design learning experiences.

Behavioral learning objective

A statement naming an observable student action, the conditions of performance, and the criterion for success, avoiding vague verbs like understand.

Spiral curriculum

Bruner's design in which core ideas recur across grades at increasing depth and complexity, reinforcing and extending prior understanding.

Differentiation

Adapting content, process, product, or environment to learners' readiness, interests, and profiles while keeping the same core objective.

Kounin's withitness

The teacher's awareness of and timely response to multiple simultaneous classroom events, which reduces off-task behavior before it spreads.

ABC behavior analysis

A functional view of behavior as shaped by its antecedent and consequence; changing either can change the behavior more effectively than sanction alone.

Positive versus negative reinforcement

Both increase behavior: positive reinforcement adds a desirable stimulus, while negative reinforcement removes an aversive one. Punishment instead decreases behavior.

Behavior contract

A written agreement naming the target behavior, the criterion for success, and the consequence, signed by student and teacher.

Teacher confidentiality limits

Student information is protected, but suspected abuse, risk of serious harm, or legal requirement obliges the teacher to inform the appropriate authority.

Conflict of interest in tutoring

Paid private tutoring of one's own students, or selling materials to them, exploits the professional relationship and is generally prohibited.

Duty when a student discloses harm

The teacher listens, reassures, records facts, and refers to the designated safeguarding authority rather than investigating the disclosure personally.

TPACK framework

Mishra and Koehler's model in which effective technology integration arises from the intersections of technological, pedagogical, and content knowledge.

SAMR model

A four-level technology integration scale: substitution, augmentation, modification, redefinition, where the first two enhance and the last two transform tasks.