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| inclusion | . |
| interdisciplinary units | . |
| integration | . |
| the writing process | lucy caulkins |
| Vermont Framework of Standards and Learning Opport. | . |
| multiple intelligences | howard gardner |
| multiple ability treatment | elizabeth cohen, rachel lotan |
| status treatments | elizabeth cohen, rachel lotan |
| assigning competence - encouragement vs. praise | elizabeth cohen, rachel lotan, rudolph dreikurs |
| scaffolding | jerome bruner, jean piaget |
| 1:1 correspondence, reversability, egocentrism, decenter | Piaget |
| pre operational, concrete operational, formal thinking | Piaget |
| intrinsic and extrinsic motivation | . |
| complex instruction | cohen and lotan |
| Bloom's Taxonomy | benjamin bloom |
| Maslow's hierarchy of needs | Abraham Maslow - physio, safety,belonging, love, esteem |
| culturally responsive teaching | kathy au, gloria ladson-billings |
| comprehension metacognition - thinking about your own thinking |
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| running records | marie clay |
| concepts of print | marie clay |
| equity | david and myra sadker, Mary Pipher, Carol Gilligan |
| character map | . |
| literature circles | . |
| guided reading | . |
| text-to-text, text-to-self, text-to-world | . |
| webquest | . |
| learning centers | . |
| scientific method | . |
| NSE | . |
| NCTM | . |
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| levels of demonstration of knowledge (CAR) - concrete, representational, abstract physical, iconic, symbolic |
bruner, piaget, |
| cooperative learning | cohen and lotan, johnson and johnson, Slavin, Kagan |
| categories of misbehavior:
attention getting, power seeking, revenge, assuming disability social interest: need to be connected to important "others" |
Rudolph Dreirkurs (from Alfred Adler) |
| * the crisis cycle o confrontations o loss of emotional control o post-breakdown defusion strategies * the five minute intervention |
Ruth Hamilton |
active body language attention focusing strategies button pusher escapes distracting behaviors controlling behaviors angry/violent behaviors |
Patricia Kyle Lawrence Rogien |
| behavior plans | BF Skinner carl bereiter siegfried englemann |
| zone of proximal development | lev vygotsky |
| cooperative discipline basic need to belong to a group - psychosocial dev't |
albert, adler, glasser, dreikurs, nelson |
| Erikson's seven stages of developmental tensions | . |
| ability groups, interest groups, heterogeneous groups homogeneous groups, randomly assigned groups, skill groups |
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