MTLE Secondary Pedagogy
executive function - set of mental processes that help us plan, organize, strategize, pay
attention to details, and manage
... [Show More] time. Intermittent in adolescent brains
how can we help develop executive function in adolescent students? - break down
information, make goals transparent and specific, provide feedback often and visibly,
provide positive and growth emotional atmosphere
bloom's taxonomy - a classification system used to define and distinguish different
levels of human cognition (thinking, learning, and understanding)
brain-based learning - teaching methods, lesson designs, and school programs that are
based on scientific research on brain development and assesses how students learn
differently as they age, grow, and mature socially, emotionally, and cognitively
differentiated instruction - a form of instruction that seeks growth through the recognition
that students have different ways of learning, different interests, and different ways of
responding to instruction
ways teachers can differentiate instruction - Content through varying complexity of what
is to be learned, Process through delivering content in a variety of ways, and Product
through varying how students are asking to show what they know or can do
efficacy - a teacher's belief in their ability to produce an effect, or the personal conviction
of teachers and administrators that their actions are the primary influences on the
academic success of students
equity - students and families have access to materials and human resources in
proportion to needs
learning progression - subskills/bodies of enabling knowledge that students must master
en route to learning a more remote, target curricular aim
webb's depth of knowledge - understanding of rigor or cognitive demand through a four
step system; recall, skill/concept, strategic thinking, extended thinking
zone of proximal development - the distance between a learner's actual development
level, as determined by independent problem solving, and the level of potential
development as determined through problem solving under adult guidance, or in
collaboration with more capable peers
semantics - the meaning of a word or phrase, explained both structurally and cognitively
for the learner
discourse - how students write or speak
language functions are usually which type of word? - verb
language demand - method that students use to express their understanding of a
subject matter
syntax - system for organizing writing or speech
brick words - content specific terms/vocabulary, technical and play a key role in a lesson
(usually bolded in a textbook)
mortar words - general words used to understand more specific words and their
meanings, students must know mortar words to form understanding of brick words
phonics - matching letter with sound
phonemic awareness - matching sound with letter
at what age does a person learn for formal skills of life, initiate rules into free play, and
desire self-discipline? - entering school and junior high (middle school) this is industry v.
inferiority
at what age does a person begin to question who they are, may experiment with
different roles, but anticipate achievement? - adolescence to late teens (identity v.
identity diffusion)
cognitive learning - emphasizes ways to enhance students' intrinsic nature to make
sense of the world around them, by learning and organizing information, problemsolving, and developing concepts and language in order to convey what they see
what can a teacher do once they have an idea of the cognitive learning styles of their
students? - better gauge how to direct information at them
SED - serious emotional disturbance: an attitude portrayed by a student that enables
them to learn, build relationships with peers, and show inappropriate behaviors which
cannot be explained by an intellectual, sensory, or health factor
how can teachers modify lessons and exams to cater to gifted students? - use cluster
grouping and differentiated instruction in addition to modification of assessment
IEP - individualized education plan; written statement made in conjunction with the
student, parents/guardians, school officials and teachers that analyzes the students
present achievement level, outlines goals, and describes the steps to be taken to assist
the student in achieving goals
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