Educational Psychology Modules 18-26

Published by admin on

collective self-efficacy
Teachers’ belief that they can positively impact student learning by working together.
conventional consequences
Consequences applied in a generic fashion and they are intended to serve as a form of punishment that deters future misbehavior.
instructional consequences
Consequences that teach students how to correct their behavior and provide examples of how to behave properly.
logical consequences
Consequences that are specific to the misbehavior itself and serve a corrective, rather than a punitive function.
group focus
The ability to keep as many students as possible actively engaged in appropriate activities.
Any student behavior that disrupts the learning environment of the classroom.
The ability to deal with misbehaviors without interrupting the flow of an ongoing lesson or activity.
Principle of Least Intervention
States that a teacher should react in the least intrusive way possible when dealing with misbehavior in the classroom. If the least intrusive strategy does not work, the teacher then moves along a continuum to a more intrusive approach until he or she finds a strategy that is effective.
proactive classroom management
A preventive approach that integrates behavioral management methods with effective instruction to facilitate achievement. It focuses on the group dimensions of classroom management rather than the behavior of individual students.
A teacher’s ability to remain aware of and responsive to students’ behaviors at all times.
assessment plan
Report that specifies the learning goals and types of assessment that will be used during a specific time frame.
authentic assessment
Measures important abilities using procedures that simulate the application of those abilities to real-world intellectual problems, roles, or situations.
The process of making value judgments about the worth of a student’s product or performance.
`formal assessment
A preplanned systematic attempt to discover what students have learned.
formative assessment
Provides feedback that helps the teacher guide students’ learning while it is still in progress.
growth-based grading
Assigning grades by comparing a student’s performance with your perceptions of his or her capability.
informal assessment
May involve techniques such as listening, observing students’ interactions, asking questions, and reading journal entries in order to record information for the purpose of providing feedback.
The process of assigning numbers (scores) to describe the extent to which someone possesses a certain attribute or skill.
narrative progress reports
Reports prepared by teachers to provide detailed, written accounts of each student’s learning and performance in class.
norm-referenced letter grades
Grades that are based on how a student has performed in comparison with other students in the class.
percentage grading system
The teacher assigns grades based on what percentage of information a student has answered or completed correctly; all percentage grades are averaged to compute a final grade.
point grading system
The teacher assigns each test, quiz, assignment, project, etc. a certain number of points.
summative assessment
Helps the teacher evaluate students’ progress, as well as the effectiveness of instructional methods, at the end of a unit or grading period.