GTLE Pedagogy SHS flashcards

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

Idealism

Philosophical school holding that reality is fundamentally mental or spiritual; education aims at self-realization, character, and truth through dialectic and teacher modeling.

Pragmatism

Dewey's philosophy that knowledge arises from experience and problem-solving; education is life, learning by doing, and democratic inquiry rather than fixed subject matter.

Hidden curriculum

Unintended lessons transmitted through school routines, norms, and relationships, such as punctuality, obedience, and social class expectations, not stated in official documents.

Zone of Proximal Development

Vygotsky's gap between what a learner can do alone and what they can do with guidance; instruction should target this range using scaffolding.

Conservation (Piaget)

Understanding that quantity, mass, or volume stays the same despite changes in appearance; typically achieved in the concrete operational stage around ages seven to eleven.

Operant conditioning

Skinner's principle that behavior is shaped by consequences; reinforcement increases and punishment decreases the likelihood of a behavior recurring.

Self-efficacy

Bandura's belief in one's capability to perform a task; high self-efficacy predicts persistence, effort, and resilience in learning.

Scaffolding

Temporary support provided by a more knowledgeable other to help a learner complete a task within the ZPD; support is gradually withdrawn as competence grows.

Tyler rationale

Four-question objectives model of curriculum: purposes, learning experiences, organization, and evaluation; deductive and administrator-driven.

Taba model

Inductive, teacher-driven curriculum model with seven steps beginning from diagnosis of learner needs; a grass-roots approach.

Spiral curriculum

Bruner's design in which key concepts are revisited at increasing levels of complexity, building on prior understanding across grade levels.

Null curriculum

Content and perspectives deliberately or inadvertently excluded from the curriculum, signaling what a school does not value or teach.

Cooperative learning

Instructional arrangement with positive interdependence, individual accountability, promotive interaction, social skills, and group processing; group success depends on each member's learning.

Differentiation

Adapting content, process, product, or environment to learners' readiness, interests, and learning profiles so all can access the same essential outcomes.

Wait time

Pause of roughly three to five seconds after asking a question or after a student answers; increases response length, participation, and reasoning quality.

Microteaching

Scaled teaching practice of five to ten minutes with a small group, followed by feedback and re-teaching to improve specific teaching skills.

Formative assessment

Ongoing assessment for learning used to adjust instruction and provide feedback; typically low-stakes and not used for final certification.

Validity

The extent to which an assessment measures what it is intended to measure; a valid test must also be reliable.

Reliability

Consistency and stability of assessment results across occasions, forms, or items; necessary but not sufficient for validity.

Discrimination index

Difference in proportion correct between high-scoring and low-scoring groups on an item; positive values indicate the item separates strong from weak learners.

Withitness

Kounin's term for a teacher's awareness of everything happening in the classroom and communicating that awareness to prevent misbehavior.

Assertive discipline

Canter's approach using clear rules, stated consequences, and consistent follow-through to establish teacher authority and student responsibility.

Mistaken goals

Dreikurs' four goals of misbehavior: attention, power, revenge, and inadequacy; teachers identify the goal to select an effective response.

Token economy

Behavior modification system in which tokens earned for desired behavior are exchanged for reinforcers; based on operant conditioning principles.

TPACK

Framework asserting effective technology integration requires overlapping technological, pedagogical, and content knowledge rather than technology skill alone.

SAMR model

Four-level framework for technology integration: Substitution, Augmentation, Modification, Redefinition; higher levels transform rather than merely replace tasks.

Universal Design for Learning

Framework providing multiple means of representation, engagement, and expression so diverse learners can access curriculum and demonstrate learning.

Flipped classroom

Blended model where direct instruction is delivered online before class and class time is used for active practice, discussion, and application.

Unconditional positive regard

Rogers' core counselling condition of accepting the client without judgment, fostering trust and self-exploration.

Confidentiality limits

Counsellor's duty to keep information private except when disclosure is required to prevent harm, report abuse, or comply with law.

Holland RIASEC

Career typology matching personality types (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) to work environments for career guidance.

Action research cycle

Iterative practitioner inquiry of planning, acting, observing, and reflecting to improve classroom practice and student learning.