Glossary of terms used on this site
There are 170 entries in this glossary.All
| Term | Definition |
|---|---|
| Certification |
Program and process where a learner completes prescribed training and passes an assessment with a minimum acceptable score. To increase validity and assure authentication, the certification process should be proctored by an independent agent. |
| Chaining |
An instructional technique that transforms a learned response into a stimulus for the next desired response. |
| Chunking |
The process of dividing instructional materials into sections in order to promote understanding. What is known as "sequencing and organizing epitomes" in Reigeluth's Elaboration theory, is commonly referred to as "chunking." |
| Civic Responsibility |
The commitment of a citizen to his or her community to take responsibility for the well-being of the community. Service-learning and community engagement are often cited as developing students' civic responsibility. |
| Clustering |
A process of organizing many tasks into groups for the purpose of deciding upon the optimal instructional setting mix for that group of tasks. Also pertains to sequencing groups of objectives within a course of instruction. |
| Co-curricular |
Signifies community service that is not explicitly connected to an academic course. |
| Coach |
A person who instructs, demonstrates, directs, and prompts learners. Generally concerned with methods rather than concepts. There are four coaching roles/styles: a) hands-on - acting as an instructor for inexperienced learners. b) hands-off - developing high performance in experienced learners. c) supporter - helping learners use a flexible learning package. d) qualifier - helping a learner develop a specific requirement for a competence-based or professional qualification. |
| Cognitive |
From the Latin cogito; "I think". The mental processes of perception, memory, judgment, and reasoning. Cognitive also refers to attempts to identify a perspective or theory in contrast to emphasizing observable behavior. |
| Cognitive Domain |
Involves mental processes. The Taxonomy of categories arranged in ascending order of difficulty are: * Knowledge: Recognition and recall of information. * Comprehension: Interprets, translates or summarizes given information. * Application: Uses information in a situation different from original learning context. * Analysis: Separates wholes into parts until relationships are clear. * Synthesis: Combines elements to form new entity from the original one. * Evaluation: Involves acts of decision making based on criteria or rationale. |
| Cognitive Engagement |
The intentional and purposeful processing of lesson content. Engagement, in effect, requires strategies that promote manipulation rather than memorization, as the means through which learners acquire both lesson knowledge and deeper conceptual insight. Engagement can be elevated through a variety of activities such as inducing cognitive dissonance, posing argumentative questions requiring the development of a supportable position, and causing learners to generate a prediction and rationale during a lesson. |
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