| Academic learning time (ALT) | The amount of time a student is engaged in a particular subject or learning task at which he or she is successful.
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| Accommodation | Label used by Piaget to describe the process used by learners to understand something when new schema must be created.
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| Accountability | Holding teachers responsible for their teaching practices and for what their students learn.
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| Achievement motivation | The desire to take action and to excel for the purpose of experiencing success and feeling competent.
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| Action research | Research conducted by teachers for the purpose of improving their own teaching or schools. Also called teacher research.
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| Advance organizer | A statement made by teachers before a presentation or before having students read textual materials that provides a structure for new information to be linked to students' prior knowledge.
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| Affective domain | The domain that classifies objectives in the emotional response processes.
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| Affiliation motivation | The desire to take action for the purpose of experience friendship and close relationships with others.
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| Americanization | The idea that one goal for education is to get minority groups to forsake their own cultures and assimilate into the dominant culture.
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| Analyze | One of the six types of cognitive processes in Bloom's revised taxonomy and defined as being able to break materials into constituent parts and show how parts relate to one another.
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| Apply | One of six types of cognitive processes in Bloom's revised taxonomy and defined as being able to apply particular knowledge and carry out and implement particular procedures in a given situation.
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| Art of teaching | A degree of accomplishment that allows basing complex decisions more on the teacher's experience than on research and scientific evidence.
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| Artifacts | The products produced by students in problem-based instruction, such as reports, videos, and computer programs.
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| Assertive discipline | An approach to classroom management that emphasizes teachers asserting their right to teach by insisting on appropriate student behavior and by responding assertively to student infractions.
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| Assessment | Process of collecting a full range of information about students and classrooms for the purpose of making instructional decisions.
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| Assigning competence | Drawing attention to special abilities and skills held by low-status students and bringing these to the attention of all students.
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| Assimilation | Label used by Piaget to describe the process used by learners to understand something new by adapting it to existing schema.
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| Assistive technologies | Special tools, mainly computer related, to assist individuals who have special needs.
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| Attribution theory | View of motivation that emphasizes the way individuals come to perceive and interpret the causes of their successes and failures.
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| Authentic assessment | Assessment procedures that have students demonstrate their abilities to perform particular tasks in real-life situations.
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| Authentic relationships | Relationships teachers build with their students where both teacher and students treat each other as real and significant people.
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| Autonomy norm | The expectation in many schools that teachers can do pretty much what they want within the confines of their classroom.
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| Behaviorism | Psychological school emphasizing the importance of behavior and the external environment as a determinant of human behavior and learning.
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| Behavioral objective | A form for writing an instructional objective that emphasizes precision and careful delineation of expected student behaviors, the testing situation, and a performance criterion.
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| Best practice | Teaching methods, processes, and procedures that have been shown to be effective for helping students learn.
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| Buzz groups | A small group technique to help broaden student participation in discussion.
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| Challenged | Term used to refer to individuals who have special needs or disabilities.
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| Checking for understanding | Technique used by teachers to see if students have grasped newly presented information or skills.
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| Circle seating pattern | A seating arrangement used in discussion that places teacher and students in a circle; maximizes free interchange among participants.
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| Classroom activities | Things students are expected to do in the classroom, such as listening, discussing, completing worksheets, taking tests.
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| Classroom ecology | A way of looking at classrooms that is concerned mainly with how student cooperation and involvement are achieved.
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| Classroom management | The ways teachers organize and structure their classrooms for the purposes of maximizing student cooperation and engagement and minimizing disruptive behavior.
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| Classroom meeting | An approach to classroom management in which the teacher holds regular meetings for the purpose of helping students identify and resolve problem situations.
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| Cluster seating | Way to put desks in clusters to facilitate cooperative learning and small group lessons.
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| Cognitive-constructivist perspective | A view of learning which posits that learning occurs when learners are actively involved in the process of acquiring and constructing their own knowledge.
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| Cognitive domain | The domain in Bloom's taxonomy that classifies objectives in the thinking and reasoning processes.
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| Cognitive processes | The thinking engaged in by teachers and students.
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| Cognitive psychology | Psychology of learning that focuses mainly on mental processes.
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| Cognitive structure | The way knowledge is organized and stored in the mind.
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| Communication skills | Interpersonal skills that help facilitate the transmission and reception of verbal and non-verbal messages.
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| Community problem solving | An instructional practice that requires students to become involved in their community and help solve community problems.
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| Communication | Verbal and nonverbal exchange within the classroom.
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| Communication skills | Interpersonal skills that help facilitate the transmission and reception of verbal and non-verbal messages.
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| Competitive goal structure | Occurs when students perceive that they can obtain their goal if, and only if, the other student with whom they work fail to obtain their goals.
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| Concept attainment | An inductive approach to teaching concepts by which students derive the meaning and attributes of a concept from examples and nonexamples of the concept given by the teacher.
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| Concept teaching | Approach to teaching in which the emphasis is on helping students learn how to make and label categories of ideas, objects, and experiences.
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| Conceptual approach | An approach to multicultural education in which teachers incorporate a series of concepts associated with cultural pluralism into ongoing lessons.
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| Conceptual knowledge | One of four types of knowledge in Bloom's revised taxonomy and defined as knowing about the interrelationship among basic elements and knowing about principles, categories, theories, and models.
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| Conceptual mapping | A technique of visually organizing and diagramming a set of ideas or concepts in a logical pattern so relationships can be readily observed. Also called webbing.
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| Concept | Way of organizing knowledge and experiences in categories within which items have common attributes.
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| Concept teaching | Approaches to teaching in which the emphasis is on helping students learn how to make and label categories of ideas, objects, and experiences.
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| Conjunctive concept | A concept that has a constant rule structure.
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| Constructivism | A perspective of teaching and learning in which a learner constructs meaning from experience and interaction with others and the teacher's role is to provide meaningful experiences for students.
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| Constructivist perspective | A view that knowledge is often times personal and that humans construct knowledge and meaning through experience.
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| Convergent questions | Type of question that focuses on relationships and analysis of cause and effect; calls for finding single best answer.
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| Cooperative goal structure | Occurs when students perceive they can obtain their goal if, and only if, the other students with whom they work also obtain their goals.
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| Corrective feedback | Information given to students about how well they are doing.
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| Create | One of six types of cognitive processes in Bloom's revised taxonomy and defined as being able to bring elements together to form a coherent whole and/or reorganize elements into a new pattern.
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| Creative intelligence | Defined by Robert Sternberg as the type of intelligence that involves having insight to cope with new situations or experiences.
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| Criterion-referenced tests | A test that evaluates a particular student's performance against a pre-established standard of criterion.
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| Critical attribute | Feature of a concept that distinguishes it from all other concepts.
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| Cueing | A signal from teachers to alert or to set up situations for students in order to help them get ready to make an appropriate response.
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| Cultural deficit theory | The now-discredited theory that accounts for the low achievement of minorities by postulating some defect in their culture or race.
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| Cultural difference theory | The currently accepted theory that accounts for the low achievement of minorities by postulating that the discontinuity between home culture and school culture interferes with learning.
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| Cultural pluralism | An ideology encouraging minority cultures to maintain their distinctive identities within the larger culture and to value cultural diversity within societies.
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| Culturally relevant pedagogy | Teaching practices where teachers connect the world of their students and their cultures to the world of the school and the classroom.
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| Culture | A group's total way of life; the way group members think about social action and ways to resolve issues in social collective life.
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| Culture shock | The anxious emotional response to the ambiguity and disconfirmed expectations that come from dealing with unfamiliar cultures.
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| Curriculum mapping | A technique for charting what is taught (curriculum) across grade levels and among various subjects.
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| Dangle | When a teacher starts an activity and then leaves it in midair.
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| Debriefing | Way to access the effectiveness of a classroom discussion by asking students what they thought of the discussion.
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| Declarative knowledge | Knowledge about something or that something is the case; knowledge of facts, concepts, or principles.
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| Demographic assumptions | Assumptions made by societies about the demographic makeup of that society.
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| Demography | Study of population patterns; in education this study is most concerned with size and distribution of school-aged children and youth.
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| Desist | A teaching behavior aimed at stopping disruptive student behavior.
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| Desist incidence | A classroom incident serious enough that if not dealt with will lead to widening management problems.
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| Differential treatment | The difference in the educational experiences of the majority race, class, culture, or gender and those of minorities; i.e. differences in quantity of curriculum, instruction, classroom interaction, funding, enrollment, etc.
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| Direct instruction model | An approach to teaching basic skills and sequential material, in which lessons are highly goal directed and learning environments are tightly structured by the teacher.
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| Direct presentation | One of several approaches to concept teaching.
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| Disability | A term used to refer to individuals who have special needs or challenges; inability to be able to do something such as hear, walk, learn.
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| Discontinuity | Term used to describe a situation where the beliefs, values, and ways of communicating are different between one setting and another, e.g. the home and the school.
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| Discourse | The larger patterns of verbal exchange and communication that occur in classrooms.
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| Discovery learning | An approach to teaching that emphasizes encouraging students to learn concepts and principles through their own explorations and to solve problems on their own.
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| Discrepant event | A puzzling situation that sparks curiosity and motivates inquiry into cause-and-effect relationships; used by teachers to engage students.
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| Discussion | A teaching method that relies on verbal exchange of ideas among students and the teacher.
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| Disjunctive concept | A concept that contains alternative sets of attributes.
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| Distributed practice | Practice assigned to students to be done for brief periods spread over several sessions or periods of time.
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| Divergent questions | "What if" type of questions that allow multiple answers and solutions and promote creativity.
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| Diversity | Refers to the variety among people that exists in school and society.
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| Downtime | Times in classrooms when lessons are completed early or when students are waiting for upcoming events, such as moving to another class or going home.
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| Ebonics | Term used to refer to a dialect used by some African Americans.
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| Ecological system | A view of classrooms in which inhabitants (teachers, students, and others) interact within a highly interdependent system.
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| Economy | Term used by Bruner to describe ways to limit the amount of materials to teach at any one time.
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| Emotional intelligence | Defined by Goleman as an individual's ability to recognize and monitor one's emotions and be aware of the emotions of others.
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| Endogenous | Qualities that are internal to a situation or have personal relevance.
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| Engaged time | The amount of time students actually spend on a particular subject or learning activity, also called time on task.
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| Equity | Refers to making conditions for everyone impartial, fair, just, and equal.
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| Essay test | An approach to testing in which students are required to express their thoughts in writing.
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| ESL | Acronym for "English as a Second Language".
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| Establishing set | Technique used by teachers at the beginning of a lesson to prepare students to learn and to establish a communicative link between the learner's prior knowledge and the new information to be presented.
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| Ethnicity | Refers to groups that have common identities such as language or nationality.
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| Ethos | Common set of values, beliefs, and ways of doing things found in particular classrooms or schools.
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| Evaluation | Process of making judgment, assigning value, or deciding on the worth of a particular program or approach or of a student's work.
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| Exhibits | Displays of artifacts students present that show their work from a problem-based lesson.
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| Exogenous | Word used to define qualities that are external to a situation or that have external causes.
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| Expert teachers | Experienced teachers who have mastered the art and science of teaching.
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| Explaining links | Prepositions or conjunctions used in a presentation that indicate the cause, result, means, or purpose of an event or idea.
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| Extrinsic motivation | Behavior caused by external factors such as rewards, punishments, or social pressures.
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| Extrinsic reward | A reward that is external to the activity itself, such as points, grades, or stars.
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| Factual knowledge | One of four types of knowledge in Bloom's revised taxonomy and defined as the basic elements, facts, and vocabulary of a topic or subject.
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| Fairness | The degree to which a test is free from bias and does not discriminate against a particular group of students because of their race, ethnicity, or gender.
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| Feedback | Information given to students about their performance. Same as knowledge of results.
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| Feeling tone | The degree to which a learning environment or a particular learning task is perceived as pleasant or unpleasant.
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| Field dependent | Refers to individuals who tend to perceive situations "as a whole."
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| Field independent | Refers to individuals who tend to perceive the separate parts of a situation rather than the whole.
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| Flexible grouping | Teaching practice where students are put in ability groups for instruction, but the grouping remains fluid and the possibility to move from one group to another exists.
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| Flip-flop | Occurs when a teacher starts an activity, then stops and starts another one, and finally returns to the original activity.
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| Flow experiences | State when individuals feel total involvement and concentration and strong feelings of enjoyment as a result of a particular experience.
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| Formative Evaluation | Evaluation that occurs before or during an instruction and is used to assist with planning or making adaptations.
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| Fragmentation | Occurs when a teacher breaks a learning activity into overly small units.
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| Full bilingual program | A program in which instruction is carried out equally in two languages and the goals are full oral proficiency and literacy in both.
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| Gantt chart | A planning technique to show pieces of work in relationship to one another and when each piece is expect to start and finish.
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| Gender bias | Views of or actions toward males and females that often favor one gender over the other.
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| Gifted and talented | Students who are identified as being very bright, creative, and/or with special talents.
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| Goal structures | The way that goals specify the degree of interdependence sought among students. There are three different types of goal structures*individualistic, competitive, and cooperative.
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| Grading on a curve | The practice of assigning grades so they will follow a normal curve.
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| Grading to criterion | Practice of assigning grades according to how well students do on a pre-defined set of objectives or standards.
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| Graphic organizers | A visual image presented to students to provide structure for new information about to be presented. Similar to advance organizer.
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| Group development | Stages classroom groups go through in the process of developing into a cohesive and effective group.
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| Group Investigation (GI) | An approach to cooperative learning in which students help define topics for study and then work together to complete their investigations.
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| Group skills | Skills students have to participate effectively in groups.
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| Guided practice | Practice assigned to students to be completed under the guidance or watchful eye of the teacher.
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| Handicapped | A term used to refer to individuals who have special needs or challenges. Some believe it carries a negative connotation and projects a negative image toward those with special needs or challenges.
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| Hands-off norm | Expectation in many schools that teachers will not interfere in other teachers' work.
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| Higher-order thinking | Abstract intellectual processes that involve analyzing, criticizing, and reaching conclusions based on sound evidence.
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| Holistic scoring | Technique for grading essay questions or other written work that emphasizes looking at the work as a whole rather than at its individual parts.
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| In-context learning style | Refers to learning style where individuals acquire understanding and skills as they are needed in real-life situations.
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| Inclusion | Practice of including students, regardless of their disabilities, in regular classrooms.
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| Independent practice | Practice given to students to accomplish on their own without the teacher's guidance.
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| Independent task | A situation where a learning task can accomplished by individuals working alone.
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| Individualistic goal structure | Occurs when achievement of the goal by one student is unrelated to the achievement of the goal by other students.
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| Individualized educational plan (IEP) | A learning plan specifying long- and short-term educational goals for handicapped students and agreed on by teachers, parents, and special educators.
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| Influence motivation | The desire to take action for the purposes of having control and having a say in what's going on.
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| Inquiry training | An approach to teaching in which the emphasis is on helping students inquire on their own and to develop such skills as asking questions and drawing conclusions from data.
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| Instructional objective | Statement that describes a teacher's instructional aims.
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| Intelligence | Ability(ies) individuals have for solving problems and adapting to one's environment.
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| Intelligence quotient | Score that compares chronological and mental ages.
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| Interaction patterns | Term used to refer to the patterns of the verbal and nonverbal communication in classrooms.
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| Interdependent task | A learning task that requires students to work together in interdependent ways.
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| Interpersonal communication skills | Skills that promote honest communication and positive regard among students.
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| Intrinsic motivation | Occurs when people behave because the act brings personal satisfaction or enjoyment.
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| Jigsaw | An approach to cooperative learning in which students work in mixed ability groups and each student is responsible for a portion of the material.
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| Knowledge base | Information, accumulated over time from research and from the wisdom of experienced teachers, that informs teaching practices.
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| Knowledge dimension | The dimension in Bloom's revised taxonomy that defines what learners know or are expected to know.
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| Knowledge of results | Feedback given to students about their performance.
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| Leadership functions of teaching | Aspects of teachers' work, such as providing motivation and coordinating and controlling learning environments and activities.
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| Learning abilities | Abilities individuals have for acquiring new knowledge and skills and for adapting to one's environment.
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| Learning preferences | Preferred environments or modalities learners have toward learning and studying.
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| Learning strategies | Plans or strategies learners have for approaching particular learning tasks or studying.
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| Learning styles | Particular approaches learners have toward learning or studying.
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| Least restrictive environment | The placement situation for handicapped students that is the most normal and least confining based on the student's particular needs and problems.
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| LEP | Acronym for "limited English proficiency".
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| Lesson plan | Organization for instruction for a particular lesson or period.
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| Level of difficulty | Refers to how difficult a question asked of students is to answer.
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| Logical consequences | Punishments administered for misbehavior that are directly related to the infraction.
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| Long-term memory | Place in the mind where information is stored, ready for retrieval when needed.
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| Loosely coupled | An organizational arrangement in which what goes on in one part of an organization is not very connected to what goes on in other parts of the organization.
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| Mainstreaming | Placing handicapped children in regular classes for full time or part time.
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| Massed practice | Practice assigned to students to be done during a single extended period of time.
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| Meaningful verbal learning | Phrase used by Ausubel to emphasize importance of teaching students meaningful relationships among verbal ideas and information.
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| Melting pot | Ideology of education that believes the strengths of minority cultures should be blended into a new, single, superior culture.
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| Mental abilities | Phrase used to define abilities individuals have as measured by performance on particular cognitive tasks.
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| Mental age | Score in intelligence testing that designates average mental ability for a particular age group.
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| Meta-analysis | A research method that combines results across several studies.
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| Metacognitive knowledge | One of four types of knowledge in Bloom's revised taxonomy and defined as knowledge and awareness of one's own cognition.
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| Minority group | Term used to refer to a group of people who are or have been disadvantaged. Does not necessarily mean numerical minority.
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| Momentum | Term used by Kounin to describe how teachers pace instruction.
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| Motivation | The process by which behavior is directed toward important human goals or toward satisfying needs and motives.
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| Multicultural education | An approach to teaching aimed at helping students recognize and value cultural diversity.
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| Multiple intelligence | Gardner's theory that intelligence is more than a single ability and instead consists of eight different types of abilities.
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| Needs disposition theory | Theory of motivation positing that people are motivated to take action to satisfy basic and higher-level needs.
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| Negative reinforcer | A stimulus such as punishment intended to eliminate or reduce undesirable behavior.
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| Nonlinear model | An approach to planning in which planners start with actions or activities deemed important and later attach goals to the action to help explain what happened.
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| Noncritical attributes | Features found in some members of a category but not in all members.
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| Norm-referenced tests | A standardized test that evaluates a particular student's performance by comparing it to the performance of some other well-defined group of students.
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| Norms | The shared expectations students and teachers have for classroom behavior.
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| Novice teacher | A teacher who is just beginning and is still learning the art and science of teaching.
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| Numbered-heads-together | Small group strategy that encourages cooperation and participation.
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| Objective tests | Tests with items that produce answers that can be scored relatively free from bias.
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| Objectivist perspective | A view that knowledge consists of "truths" and an objective reality that humans have access to and can learn through discovery and inquiry.
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| Opportunity to learn | The amount of time a teacher actually spends on academic tasks or activities.
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| Organizational functions of teaching | Those aspects of teachers' work involving interactions with other adults in the school setting for the purpose of schoolwide planning and coordination.
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| Out-of-context learning | Learning that is not necessarily connected to real or immediate needs - the typical kind of learning required of students in schools.
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| Overdwelling | Occurs when a teacher goes on and on after a subject or a set of instructions is clear to students.
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| Overlappingness | The ability of teachers to spot disruptive behavior and to deal with it without interrupting the flow of the lesson.
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| Overlearning | Working or practicing a task or skill until it is learned completely and can be performed automatically.
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| Participation structure | The established rules and processes that determine who can say what, when, and to whom during classroom discourse.
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| Pedagogy | The study of the art and science of teaching; also refers to the methods and approaches to instruction.
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| Performance assessment | Assessment procedures that have students demonstrate their abilities to perform particular tasks in testing situations.
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| Performance standard | A standard or goal students are expected to meet.
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| Portfolio | A collection of a student's work that demonstrates the student's ability to perform particular tasks.
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| Positive reinforcers | Stimuli such as a reward intended to get individuals to repeat desirable behavior.
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| Power | Term used by Bruner to describe the process of selecting only the most important (powerful) ideas and concepts to teach to students.
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| Practical arguments | Reasoning, based on knowledge and beliefs, which is used by teachers as they make pedagogical decisions.
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| Practical intelligence | Defined by Robert Sternberg as the kind of abilities individuals have to adapt and reshape their environments.
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| Presentation teaching model | An approach to teaching wherein the primary emphasis is on explaining new information and ideas to students.
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| Preventative management | Perspective that effective classroom management can be achieved through good planning, interesting lessons, and effective teaching.
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| Prior knowledge | Information and knowledge held by students before they receive instruction.
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| Procedural knowledge | Knowledge about how to do something. Can pertain to specific behavioral skills or to complex cognitive strategies.
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| Procedures | Systems established by teachers for dealing with routine tasks and coordinating student talk and movement.
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| Process-product research | Research method characterized by studying the relationships between what teachers do (process) and the effects on student achievement (product).
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| Psychomotor domain | The domain in Bloom's taxonomy that classifies objectives in the physical movement and coordination processes.
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| Punishments | Penalties imposed by teachers to discourage undesirable behaviors.
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| Race | Term used to refer to a group of people who share common biological traits.
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| Rational-linear model | An approach to planning that focuses on setting goals and objectives first and then selecting particular strategies or activities to accomplish these predetermined goals.
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| Reciprocal teaching | An approach to teaching reading in which peer teaching is used to help students master comprehension skills.
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| Recitation | An approach to teaching in which a teacher provides bits of information, asks questions, gets students to respond, and then provides feedback by praising or correcting.
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| Reflection | Careful and analytical thought by teachers about what they are doing and the effects of their behavior on their instruction and on student learning.
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| Reinforcement | Consequences administered by teachers to encourage and strengthen certain desirable behaviors.
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| Reinforcement principles | (see reinforcement theory).
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| Reinforcement theory | Theory that stresses use of consequences to reinforce particular behaviors.
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| Relational concept | A concept whose rule structure depends on its relationship to other concepts.
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| Reliability | The degree to which a test produces consistent results over several administrations.
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| Remember | One of the six types of cognitive processes in Bloom's taxonomy and defined as being able to recognize and recall relevant knowledge from long-term memory.
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| Repertoire | The number of teaching approaches and strategies that teachers are able to use to help students learn.
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| Reward structures | The ways in which rewards can be distributed within a classroom. There are three types*individualistic, competitive, and cooperative.
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| Rule-example-rule technique | A technique used when explaining something whereby the general principle or rule is given first, then elaborated on with specific examples, and finally summarized by a restatement of the rule.
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| Rules for behavior | Statements that specify expected classroom behaviors and define behaviors that are forbidden.
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| Scaffolding | The process in which a learner is helped by a teacher or more accomplished person to master a particular problem beyond his or her current developmental level.
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| Schema | An individual's (teacher or student) knowledge structure or the way information has been organized and stored in memory.
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| School culture | The ways members of a school think about social action; the embodied beliefs, values, and attitudes of members of a school. Ethos, tone, and community are often used to describe the same phenomenon.
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| School effectiveness research | Research that tries to uncover features that make some schools more effective than others.
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| Scientific basis of teaching | Teaching in which decisions are based on research and scientific evidence.
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| Scoring rubric | A detailed description of some type of performance and the criteria that will be used to judge it.
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| Self-fulfilling prophecy | A situation in which teachers' expectations and predictions about student behavior or learning cause it to happen.
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| Self-regulated learner | A learner who can diagnose a learning situation, select an appropriate learning strategy, monitor the effectiveness of the strategy, and remain engaged in the learning task until it is accomplished.
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| Short-term memory | The place in the mind where conscious mental work is done; also called working memory.
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| Single-group curriculum approach | An approach to multicultural education in which special units or courses are devoted to a particular group or culture.
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| Smoothness | The smooth flow and pacing of instructional techniques.
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| Social learning theory | Perspective about learning that posits that much of what humans learn is through observation of others.
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| Social skills | Skills or abilities individuals have to work or interact effectively in social and group settings.
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| Socially just classroom | Classroom where students are engaged in the struggle for social justice in the larger society as well in the classroom itself.
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| Socioeconomic status | Variations among peoples based on income, family background, and relative prestige within the society.
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| Standardized tests | Tests that are normally designed by professional testmakers for nationwide use and are commercially distributed.
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| Student Teams Achievement Divisions (STAD) | An approach to cooperative learning in which students work in mixed ability groups and rewards are administered and recognized for both individual and group effort.
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| Structural approach | Approach to cooperative learning attributed to Spencer Kagen.
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| Structures of knowledge | The way particular subject matters or disciplines are organized; the major concepts, ideas, and relationships that define a particular field.
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| Submersion approach | The now-illegal practice of simply placing LEP (limited English proficiency) students in the classroom and expecting them to pick up English on their own without any formal teaching or other support from the school.
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| Summative Evaluation | Evaluation done after instruction to determine program effectiveness or the worth of student's work.
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| Sustaining expectation effect | Occurs when teachers do not change their previous expectations about a student, even after the student's performance has improved or regressed.
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| Swing seating | Seating plan that allows easy movement of seats and chairs during cooperative learning lessons.
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| Synergy | Positive results achieved from working together or through combined action.
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| Table of Specifications | A tool for construction tests that have a balance of questions, representing an array of instructional objectives and levels of student understanding.
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| Task analysis | A process for breaking down complex learning tasks into fundamental parts or subdividing complex skills into specific subskills so they can be mastered one at a time.
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| Task structure | The way lessons are arranged and the learning demands that lessons place on students.
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| Taxonomy | A classification system or device that helps arrange and show relationships among objects and ideas.
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| Teacher clarity | Phrase used to describe the process of teachers giving presentations that are clear and free from ambiguity.
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| Teacher effectiveness research | Refers to research that aims at finding relationships between teaching behavior and student achievement.
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| Teacher enthusiasm | A set of behaviors used by teachers, such as using uplifting language and dramatic body movements, to make students interested in learning materials.
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| Teacher expectations | Beliefs, attitudes, and perceptions teachers hold about the capabilities of particular students - may or may not be accurate.
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| Teaching model | A term used by Bruce Joyce to describe an overall approach or plan toward instruction. The attributes of teaching models are a coherent theoretical framework, an orientation toward what students should learn, and specific teaching procedures and structures.
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| Thinking matrix | A visual device to help students think about the types of questions and answers they provide during a discussion. Used to teach thinking skills.
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| Think-pair-share | A technique used by teachers to slow down the pace of discourse and to increase student participation.
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| Tiered activities | Strategy for getting all students, regardless of abilities, to focus on the same understanding or skill but at different levels of abstraction or complexity.
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| Time-tabling | Planning tools that chronologically map time relationships among various instructional activities.
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| Topical approach | An approach to multicultural education in which special lessons are devoted to studying heroes, holidays, art, literature, or the cuisine of a particular culture.
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| Transitional bilingual program | Programs in which LEP (limited English proficiency) students are initially provided instruction in their native language, with gradual increases in English until proficiency is achieved.
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| Transitions | The times during a lesson when a teacher is moving from one type of learning activity to another.
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| U-shape seating pattern | A seating arrangement used for discussions in which students' chairs form a U and the teacher is seated in the front at the open end of the U.
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| Understand | One of six types of cognitive processes in Bloom's revised taxonomy and defined as being able to interpret, exemplify, classify, summarize, infer, compare, and explain knowledge.
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| Visual cueing | Use of visual devices, such as hand signals, to inform students about what they should be doing.
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| Validity | The degree to which a test measures what it claims to measure.
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| Verbal signposts | Statements made by teachers when explaining something that tell the student what is important or alerts them to important points coming up.
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| Wait-time | The time a teacher waits for a student to respond to a question and the time a teacher waits before responding back.
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| With-itness | The ability of teachers to spot disruptive student behavior quickly and accurately.
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| Zone of proximal development | A concept attributed to Lev Vygotsky that represents the area between a learner's level of actual development and his or her level of potential development.
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