GTLE Junior High School Pedagogy flashcards

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

Educational psychology

The scientific study of learners, learning, and teaching in educational settings, drawing on developmental, cognitive, behavioral, and social psychology and relying on empirical evidence rather than opinion.

Classical conditioning

Pavlov's learning process in which a neutral stimulus repeatedly paired with an unconditioned stimulus comes to elicit a conditioned response on its own.

Operant conditioning

Skinner's principle that behavior is shaped by its consequences: reinforcement increases the likelihood of a behavior, while punishment decreases it, according to schedules of delivery.

Zone of proximal development

Vygotsky's gap between what a learner can do alone and what they can do with guidance from a more capable person, the target zone for scaffolding.

Self-efficacy

Bandura's belief in one's own capability to organize and execute actions needed to reach a goal; it influences effort, persistence, and choice of challenges.

Piaget's concrete operational stage

Approximately ages seven to eleven, when children master conservation, classification, and reversibility, and reason logically about concrete but not abstract situations.

Erikson industry versus inferiority

The psychosocial task of roughly ages six to twelve, where success at valued tasks builds competence and repeated failure or criticism produces feelings of inferiority.

Kohlberg conventional morality

Moral reasoning based on meeting social expectations and upholding rules or laws, characteristic of many adolescents and adults, preceding postconventional principled reasoning.

Overjustification effect

The finding that offering extrinsic rewards for an already enjoyable activity can reduce intrinsic motivation, because the person attributes their behavior to the reward.

Spaced practice

Distributing study or practice across separated sessions rather than massing it together, which produces stronger long-term retention and better transfer of learning.

Tyler rationale

The four-step curriculum model: state objectives, select learning experiences, organize them, and evaluate whether objectives were achieved; a foundational linear curriculum design.

Spiral curriculum

Bruner's design principle that key concepts are revisited across grade levels with increasing depth and complexity, building on prior understanding each time.

Hidden curriculum

The values, norms, and expectations students learn implicitly from school routines, rules, and teacher behavior, distinct from the formally written curriculum.

Curriculum alignment

The consistency among intended learning outcomes, instructional activities, and assessment tasks, so that what is taught and tested matches what is claimed.

SMART objective

A learning objective that is specific, measurable, achievable, relevant, and time-bound, stated with observable verbs so attainment can be verified.

Gradual release of responsibility

A lesson structure moving from teacher modeling to guided practice, collaborative work, and finally independent application, transferring cognitive work to the learner.

Wait time

The pause of roughly three to five seconds after asking a question before calling on a student, which increases response length and participation.

Cooperative learning elements

Johnson and Johnson's five conditions: positive interdependence, individual accountability, promotive interaction, social skills, and group processing of effectiveness.

Differentiation

Adapting content, process, product, or learning environment to learner readiness, interests, and profiles while keeping common essential outcomes.

Formative assessment

Assessment conducted during learning to inform teaching and give feedback, as opposed to summative assessment of achievement at the end.

Reliability versus validity

Reliability is consistency of scores across occasions or raters; validity is whether evidence supports the intended interpretation and use. Reliable tests can still be invalid.

Criterion-referenced assessment

Assessment that interprets a student's performance against explicit standards or learning outcomes rather than against the scores of a norm group.

Effective feedback

Hattie and Timperley's feedback addressing where the learner is going, how they are progressing, and what to do next, focused on task and process.

Analytic rubric

A scoring guide that lists separate criteria with descriptors at each performance level, improving consistency and clarifying expectations for students.

Withitness

Kounin's term for a teacher's awareness of everything happening in the classroom and timely correction before minor problems escalate.

Token economy

A behavior management system in which tokens earned for specified behaviors are exchanged for backup reinforcers, following operant reinforcement principles.

Restorative practice

A discipline approach that responds to harm by identifying affected parties, repairing relationships, and reintegrating the student, rather than only punishing.

Universal Design for Learning

A framework providing multiple means of engagement, representation, and action and expression so instruction accommodates learner variability from the start.

Accommodation versus modification

An accommodation changes how a student accesses content or assessment, such as extended time; a modification changes what is taught or the standard expected.

Response to Intervention

A multitiered prevention framework: universal instruction for all, targeted small-group support, and intensive individualized intervention, with progress monitoring guiding movement between tiers.

Mandatory reporting

The legal duty of teachers and other professionals to report suspected child abuse or neglect to designated authorities, generally protected when made in good faith.

In loco parentis

The school's legal position of exercising a parent-like duty of care over students during school hours and school-supervised activities.

Epstein's involvement types

Six ways schools involve families: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community.