Course objective- statement that specifies what students should know or be able to do with respect to a topic Cognitive domain-

area of learning that focuses on memory and higher processes such as applying and analyzing. Task analysis- the process of breaking content down into component parts and making decisions about sequencing the parts Instructional alignment- the match between learning objectives, learning activities and assessments Standards- statement that describes what students should know or be able to do at the end of a prescribed period of study Backward design- a planning approach that begins with learning objectives then specifies assessments and learning activities to ensure that all are aligned Essential teaching skills- abilities that teachers including those in their first year should have to promote order and as much student learning as possible Precise language- teacher talk that omits vague terms from explanations and responses to students questions Connected discourse- instruction that is thematic and leads to a point Transition signals- verbal statements indicating that one idea is ending and another is beginning Emphasis- verbal and vocal cues that alert students to important information in a lesson Sensory focus- stimuli that teachers use to maintain during learning activities Feedback- information learners receive about the accuracy or appropriateness of their verbal responses and written work Questioning frequency- the number of questions a teacher asks during a learning activity Equitable distribution- a questioning strategy in which all students in a class are called on as equally as possible Prompting-an additional question or statement teachers use to elicit an appropriate student response after a student fails to answer correctly Wait time- the period of silence that occurs both before and after calling on a student

Review- a summary that helps students link what they have learned to what will follow in the next leaning activity Closure- a form of review occurring at the end of a lesson Models of instruction- Perspective approaches to teaching designed to help students acquire a deep understanding of specific forms of knowledge Direct instruction- and instructional model designed to teach wel defined knowledge and skills that are needed for later learning Lecture discussion- an instructional model designed to help students acquire organized bodies of knowledge and develop complex schemas Organized bodies of knowledge- topics that connect facts concepts generalizations and principles and make the relationships among them explicit Ch.6 Behaviorism- a theory that explains learning in terms of observable behaviors based on the influence of environmental stimuli Learning (behaviorist)- according to behaviorism a relatively enduring change in observable behavior that occurs as a result of experience Classical conditioning- a type of learning that occurs when an individual learns to produce an involuntary emotional or physiological response similar to an instinctive or reflexive response Unconditional stimulus- an objective or event that causes an instinctive or reflexive physiological or emotional response Unconditioned response- The instinctive or reflexive physiological or emotional response caused by the unconditioned stimulus. Conditioned stimulus- an object or event that becomes associated with the unconditioned stimulus Conditioned response- a learned physiological or emotional response that is similar to the unconditioned response Generalization- The process that occurs when stimuli similar but not identical to a conditioned stimulus elicit the conditioned response by themselves Discrimination- The process that occurs when a person gives different responses to similar but not identical stimuli

Extinction (classical conditioning) The disappearance of a conditioned response as the result of the conditioned stimulus occurring repeatedly in the absence of the unconditioned stimulus Consequences- Outcomes that occur after behaviors and influence the probability of the behavior recurring Operant conditioning- a form of learning in which an observable response changes in frequency or durations a result of a consequence Reinforce- a consequence that increases the likelihood of a behavior recurring Reinforcement- The process of applying reinforces to increase behavior Positive reinforcement- the process of increasing the frequency or duration of a behaviors the result of presenting a reinforce Premark Principle- The principle stating that a more desired activity serves as a positive for a less desired activity Negative reinforcement- the process of increasing behavior by avoiding or removing an aversive stimulus Shaping- the process of reinforcing successive approximations of a desired behavior Reinforcement schedules- Descriptions of the patterns in the frequency and predictability of reinforcers Continuous reinforcement schedule- a reinforcement schedule in which every behavior is reinforced Intermittent reinforcement schedule- a reinforcement schedule in which some but not all behaviors are reinforced Ratio schedules- an intermittent reinforcement schedule in which specific behaviors are reinforced either predictably or unpredictably Interval schedules- an intermittent reinforcement schedule in which behaviors are reinforced after a certain predictable interval or unpredictable interval of time has elapsed Extinction- the disappearance of a behavior that results from lack of reinforcement Satiation- the process of using a reinforce so frequently that it loses its potency its ability to strengthen behaviors Punishers- Consequences that weaken behaviors or decrease the likelihood of them recurring

Punishment- the process of using punishers to decrease behavior Presentation punishment- a decrease in behavior that occurs when a stimulus is presented Removal Punishment-A decrease in behavior that occurs when a stimulus is removed or when a person cannot receive positive reinforcers Desist- Verbal or nonverbal communications teachers use to stop a behavior Timeout- The process of isolating a student from his or her classmates Response cost- the process of taking away reinforcers already given Antecedents- stimuli that precede and signal behaviors Applied behavior analysis- the process of systematically applying the principles of behaviorism to change student behavior Functional analysis- the strategy used to identify the antecedents and consequences that control a behavior Social cognitive theory- a theory of learning that focuses on changes in behavior that result from observing others Learning (cognitive)- A change in mental processes that creates the capacity to demonstrate different behaviors which may not result in immediate change. Reciprocal causation- the description of the interdependence of the environment, behavior, and personal factors in learning Modeling- Behavioral, cognitive, and affective deriving from observing one or more models Cognitive modeling- The process of incorporating modeled demonstrations together with verbalization of the models thoughts and reasons for performing the given actions Vicarious learning- the process of peoples observing the consequences of others adjusting their own behavior accordingly Inhibition- a self imposed restriction on ones behavior Self regulation- the process of accepting responsibility for and taking control of one own learning Cognitive behavior modification-a procedure that combines behavioral and cognitive learning principles to help learners change their behavior through self talk and self isntruction