TExES PPR 160 flashcards

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

Piaget concrete operational stage

Piaget's stage from about ages 7 to 11, when children think logically about concrete objects and events, conserve, classify, and seriate, but abstract hypothetical reasoning is not yet reliable.

Vygotsky zone of proximal development

The gap between what a learner can do independently and what the learner can do with guidance from a more knowledgeable other; instruction within this zone with scaffolding promotes learning.

Bloom's taxonomy

A hierarchical classification of learning objectives from remember, understand, and apply to analyze, evaluate, and create; teachers use it to align objectives, activities, and assessment items.

Backward design

A planning sequence that begins with desired results, then determines acceptable evidence of learning, and finally designs learning experiences and instruction aligned to that evidence.

Formative assessment

Ongoing, low-stakes checks during learning, such as exit tickets, questioning, and observations, used to adjust teaching and provide feedback rather than to assign final grades.

Summative assessment

Evaluation at the end of a unit, course, or period that measures achievement against standards and typically results in a grade or formal score.

Validity

The extent to which an assessment measures the intended knowledge or skill and supports accurate inferences about student learning; it is not the same as consistency.

Reliability

The consistency or stability of assessment scores across occasions, raters, or items; reliability is necessary but not sufficient for validity.

Withitness

A Kounin management concept describing teacher awareness of multiple classroom events and quick intervention before minor off-task behavior spreads to other students.

Positive reinforcement

A consequence that follows a behavior and increases the future frequency of that behavior; examples include specific praise, tokens, privileges, or preferred activities.

Intermittent reinforcement

Reinforcing some but not all occurrences of a behavior; this schedule produces behavior that is more resistant to extinction than continuous reinforcement.

Proximity control

A low-disruption management technique in which the teacher moves physically near an off-task student, often reducing the behavior without verbal correction.

Restorative conversation

A structured dialogue that focuses on harm caused, repair, and relationship restoration rather than only punishment after a conflict or rule violation.

Classroom procedures

Routines for recurring tasks such as entering the room, transitions, materials, and dismissal; clear procedures reduce disruptions and increase instructional time.

PBIS

Positive Behavioral Interventions and Supports: a tiered framework with universal supports for all students, targeted supports for some, and intensive individualized supports for a few.

Culturally responsive management

Classroom management that builds relationships, maintains high expectations, uses students' cultural backgrounds, and applies inclusive norms consistently across student groups.

Gradual release model

An instructional sequence of teacher modeling, guided practice, collaborative practice, and independent practice, with scaffolds faded as students gain competence.

Wait time

A pause of about three to five seconds after asking a question and after a student response; it tends to increase the length and quality of student answers.

Checking for understanding

Frequent collection of evidence during a lesson through questioning, whiteboards, choral responses, or exit tickets, used to make immediate instructional adjustments.

Specific feedback

Feedback that names what is correct or incorrect and states a next step; it is more effective than general praise for improving student performance.

Scaffolding

Temporary supports such as models, cues, prompts, chunking, and graphic organizers that help students perform a task and are faded as competence increases.

Cooperative learning

Structured group work requiring positive interdependence, individual accountability, promotive interaction, and group processing so each member contributes to a shared goal.

Exit ticket

A brief end-of-lesson task that checks mastery of the objective and provides data for planning the next day's instruction or reteaching.

Data-driven instruction

Using assessment results, item analysis, and error patterns to identify gaps, reteach standards, regroup students, and adjust pacing or interventions.

FERPA

A federal law protecting the privacy of student education records and giving parents or eligible students rights to inspect records and consent to most disclosures.

Mandatory reporting

The legal duty of educators to report suspected child abuse or neglect promptly, generally within 48 hours in Texas, to DFPS or law enforcement; educators do not investigate.

IDEA

A federal law ensuring a free appropriate public education in the least restrictive environment for eligible students with disabilities and requiring an individualized education program.

ARD committee

The Texas Admission, Review, and Dismissal committee determines special education eligibility, develops the IEP, and makes placement and service decisions for eligible students.

Section 504

A federal anti-discrimination law requiring schools to provide accommodations for students with disabilities that substantially limit a major life activity.

LPAC

The Language Proficiency Assessment Committee identifies English learners, reviews progress, and recommends bilingual or ESL services, program changes, and exit decisions.

Texas Educators' Code of Ethics

Standards for professional conduct and ethical conduct toward students, colleagues, and parents or community members that apply to Texas educators.

T-TESS

The Texas Teacher Evaluation and Support System, which appraises teachers across planning, instruction, learning environment, and professional practices and responsibilities.