TExES PPR EC-12 (160) flashcards

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

Zone of Proximal Development

Vygotsky's term for the range between what a learner can do alone and what the learner can do with guidance from a more capable person; instruction should target this range.

Scaffolding

Temporary support such as models, prompts, cues, or partial examples that lets a student complete a task beyond independent ability; the support is gradually withdrawn as competence grows.

Formative Assessment

Ongoing, low-stakes checks during instruction used to adjust teaching in the moment; contrasted with summative assessment, which judges mastery after instruction is complete.

Criterion-Referenced Test

Assessment that reports performance against a fixed standard or set of objectives, such as the TEKS, rather than against the scores of other students.

Norm-Referenced Test

Assessment that reports a student's score relative to a norming group using percentile ranks or stanines rather than against a fixed mastery standard.

Validity

The extent to which an assessment measures what it is intended to measure and supports the inferences a teacher draws from the resulting scores.

Bloom's Revised Taxonomy

Six cognitive levels ordered from lower to higher: remember, understand, apply, analyze, evaluate, create; used to align objectives, activities, and questions at matching cognitive demand.

Piaget Concrete Operational

Ages roughly 7 to 11; children reason logically about concrete objects and events and can conserve, but cannot yet handle abstract or hypothetical reasoning.

Withitness

Kounin's term for a teacher's demonstrated awareness of everything occurring in the classroom and prompt response to off-task behavior before it spreads.

Wait Time

The three-to-five-second pause after posing a question; longer wait time increases answer length, voluntary participation, and responses from English learners.

Positive Reinforcement

Adding a consequence following a behavior that increases the likelihood the behavior recurs; most effective when specific, immediate, and contingent on the target behavior.

Extinction

Withdrawing the reinforcement that maintains a behavior so the behavior gradually decreases; often followed by a temporary increase known as an extinction burst.

Intrinsic Motivation

Engaging in a task because it is interesting or satisfying in itself; supported by feelings of autonomy, competence, and relatedness rather than by external rewards.

Overlapping

Kounin's term for a teacher's ability to supervise and respond to two or more events at once without interrupting the flow of instruction.

Rules Versus Procedures

Rules are broad expectations for conduct; procedures are step-by-step routines for specific activities. Both must be taught and rehearsed, but they serve different purposes.

Maslow's Hierarchy

Needs ordered from physiological and safety through belonging and esteem to self-actualization; unmet lower-level needs interfere with attention, motivation, and academic learning.

Explicit Instruction

A teaching sequence of modeling (I do), guided practice (we do) with checks for understanding, and independent practice (you do) leading to mastery.

Differentiated Instruction

Adjusting content, process, or product in response to student readiness, interest, and learning profile while keeping the learning objective or standard unchanged.

Accommodation vs. Modification

Accommodations change how a student accesses content, such as extended time or read-aloud; modifications change what is taught or the performance expectation itself.

Sheltered Instruction

Teaching grade-level content in English using comprehensible input, visuals, gestures, and paired content and language objectives so English learners can access the curriculum.

Cooperative Learning

Small-group instruction requiring positive interdependence, individual accountability, face-to-face interaction, and group processing; unstructured group work does not meet these criteria.

TPACK

A framework describing effective technology integration as the overlap of technological, pedagogical, and content knowledge rather than as a standalone technical skill.

Response to Intervention

A multi-tiered framework: Tier 1 core instruction for all students, Tier 2 targeted small-group support, Tier 3 intensive individualized intervention, with progress monitoring guiding movement.

Checking for Understanding

Frequent, brief techniques such as cold calling, whiteboards, or exit tickets that reveal whether students have learned before instruction moves forward.

Texas Educator Code of Ethics

SBEC's four standards: professional ethical conduct, professional practice and performance, professional communication, and compliance with policies, laws, and regulations.

Child Abuse Reporting

Texas law requires an educator who suspects child abuse or neglect to report to the Department of Family and Protective Services or law enforcement within forty-eight hours.

FERPA

Federal law giving parents and eligible students the right to inspect and request correction of education records and restricting disclosure without consent.

IDEA

Federal law guaranteeing eligible students a free appropriate public education, an IEP, procedural safeguards, and placement in the least restrictive environment.

Section 504

A civil rights law requiring accommodations and equal access for students with disabilities who do not need special education services under IDEA.

LPAC

The Language Proficiency Assessment Committee identifies, places, monitors, and exits English learners; a parent member who is not a district employee is required.

Epstein's Six Types

A framework of school-family-community involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.

Least Restrictive Environment

The IDEA requirement to educate students with disabilities alongside nondisabled peers to the maximum extent appropriate, removing them only when supplementary supports are insufficient.