UKPPPG 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 matter knowledge with knowledge of how to teach it: representations, examples, analogies, and typical learner misconceptions for a specific topic.

TPACK

A framework adding Technological Knowledge to Pedagogical and Content Knowledge; meaningful integration occurs where all three overlap and technology serves both content and pedagogy.

Revised Bloom's taxonomy

Ordered cognitive processes: remember, understand, apply, analyse, evaluate, create. Objectives and assessment items must use verbs matching the intended level.

Zone of Proximal Development

Vygotsky's gap between what a learner can do alone and what they can do with assistance; scaffolding provides temporary support that is withdrawn as competence grows.

Scientific approach steps

Kurikulum 2013 sequence: observing, questioning, experimenting, associating, and communicating. Each step must be visible in the lesson steps, not only named in the plan.

Threshold concept

A discipline idea that, once grasped, transforms how the rest of the subject is understood. It must be taught explicitly because learners rarely discover it unaided.

Constructivist learning theory

Learners build new understanding from prior conceptions rather than receiving knowledge passively; instruction must elicit existing ideas and address conflicts with accepted models.

ABCD objective format

Audience, Behaviour, Condition, Degree. The behaviour must be an observable verb; vague verbs such as understand or know cannot be assessed reliably.

Backward design

Wiggins and McTighe's sequence: identify desired results, determine acceptable evidence, then plan learning experiences. Assessment is designed before activities.

Formative assessment

Assessment conducted during learning to inform instruction and give feedback; its purpose is adjustment, not certification of final achievement.

Summative assessment

Assessment at the end of a unit or period used to judge and certify achievement against learning outcomes; it summarises rather than adjusts learning.

Validity versus reliability

Validity asks whether an instrument measures the intended construct; reliability asks whether results are consistent across occasions, raters, or item sets.

Analytic rubric

A scoring tool that awards a separate score for each criterion, with observable descriptors for every performance level, increasing consistency between raters.

Holistic rubric

A scoring tool that assigns one overall score to the whole performance based on a single descriptive scale, trading diagnostic detail for speed.

Constructive alignment

Biggs's principle that objectives, learning activities, and assessment tasks must target the same verbs and cognitive level so evidence matches intent.

Differentiation

Adjusting content, process, or product according to learner readiness, interest, or learning profile while keeping the same learning objectives for all.

Diagnostic assessment

Assessment before instruction that identifies prerequisite gaps and prior conceptions, enabling remedial planning or adjusted starting points.

Remedial versus enrichment

Remedial teaching addresses identified prerequisite gaps; enrichment deepens or extends understanding for learners who already meet the criteria.

Effective feedback questions

Hattie and Timperley's three prompts: where am I going, how am I going, and where to next. Specific, timely, actionable feedback improves achievement.

Kode Etik Guru Indonesia

The Indonesian teacher code of ethics governing conduct toward learners, colleagues, the profession, and society, including respect for learner dignity.

Four teacher competencies

Indonesian law (UU 14/2005) names pedagogik, kepribadian, sosial, and profesional competencies as the required profile of a teacher.

Child protection in education

UU 35/2014 prohibits physical, psychological, sexual, and social violence in education units; discipline must be educative and never humiliating.

Reflection-in-action

Schön's term for thinking and adjusting while practice unfolds, contrasted with reflection-on-action, which reviews practice afterwards and is evidenced in portfolios.

Cultural responsiveness

Adapting communication, examples, and interaction to learners' local and cultural context while refusing bias based on gender, ethnicity, religion, or ability.

Parent conference structure

A growth-focused meeting sequence: present concrete evidence, share the concern, agree joint actions, and set a follow-up date without labelling the learner.

Reflective portfolio

A selective collection of artefacts, each annotated to show what it demonstrates, why it was chosen, and what changed in the teacher's practice.

Reflection depth ladder

Progression from description to causal analysis, to evaluation against theory or evidence, to a concrete action plan that is later implemented and reviewed.

Triangulation of evidence

Combining observation notes, learner work samples, and assessment data so that a judgement about teaching or learning rests on more than one source.

Teaching practice observation criteria

Typical assessed elements: planning, opening, core activity, questioning, differentiation, feedback, closure, time management, and post-lesson reflection.

Multiple representations

Presenting a concept verbally, symbolically, graphically, and concretely; a single representation often conceals the concept from some learners.

Conceptual understanding precedes fluency

Procedural skill built without conceptual grounding is fragile and does not transfer; understanding should be established before drill.

Cognitive demand matching

Assessment items must require the same cognitive level as the stated outcome; recall items cannot evidence analysis or creation outcomes.

Capaian pembelajaran

Kurikulum Merdeka's learning outcomes defined per phase rather than per grade, giving teachers room to adjust pace to learner readiness.