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A |
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abstract |
having to do with general ideas or principles rather than with specific facts and figures |
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accelerated learning |
an approach to homeschooling that enables families to design and pace their homeschooling to fit the
specific needs and interests of the student; it recognizes that one-on-one learning and self-motivated
learning can take less time than the typical public/private school system; it can include special
classes (AP classes) and tests (CLEP and Advanced Placement Tests) that allow the high school student
to by-pass courses in college or earn college credits; there is a growing trend in homeschooling
circles to continue parent-directed learning into college due to costs and negative influences. This
approach is often associated with accelerated learning. |
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accreditation |
the evaluation and review process designed by an organization or governing body according to certain
criteria or standards, for the purpose of rating programs that are acceptable and unacceptable |
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affective |
having to do with attitude, tendencies, emotions, behavior, or relationships; affective objectives,
for instance, are specific behaviors that involve the display of emotions or feelings and the student’s
attitude |
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analytical |
refers to a way of thinking and organizing information, which is one component of a child’s learning
style; it involves examining information in detail and analyzing each step or component of a topic;
analytical students are very detailed-oriented and precise; they often are so focused on the details
that they don’t see the overall picture |
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assessment |
measuring and evaluating progress; the most common form is structured tests such as multiple-choice;
other forms include projects, oral exams, or displaying physical skills (such as throwing a ball a
certain distance); curriculum assessments measure the student’s ability to state what the curriculum
says rather than measuring a certain skill or knowledge of certain facts; generally speaking,
curriculum assessments are more subjective than standardized tests |
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attribute |
a quality or physical feature that is characteristic of the item or person; often used in an IEP
to describe the strengths and weaknesses of the child, attribute blocks are a type of manipulative
used in math and science to help students see differences, similarities, patterns, and shapes |
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auditory |
has to do with the sense of hearing; auditory students learn best when they can hear the material
read aloud (either by the teacher or themselves); audio books and audio CDs are examples |
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B |
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basal readers |
these are beginning reading books that are based on a limited set of words that use the sounds a
child has learned in a phonics program; the story is based on the words or sounds used, so there is
less concern about creating a lively, interesting plot; the child should be able to read just about
every word in the story (which is rarely the case when reading “real books”) |
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baseline skills |
these are the basic skills or underlying abilities that must be mastered in order for the child to
understand the subject; examples are the ability to hear the different consonant and vowel sounds
and distinguish the letters of the alphabet in order to read, and learning to count and place value
for arithmetic; baseline skills must be mastered before the child can attempt more conceptual topics;
for instance, a child must master phonics and the mechanics of reading before making progress in
reading comprehension, and a child must have mastered arithmetic operations on whole numbers,
fractions, and decimals in order to handle algebra |
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basic |
this is used to describe curriculum programs and packages; it refers to the type of information
provided, including the amount of teaching material, the nature of the teacher’s guides, and the
number of teacher helps or visuals included; basic programs cover less material than comprehensive
programs; they focus on the minimum information the child needs to know, but do provide all the key
materials and important skills that form the basis of most state standards; teacher guides usually
contain answers only; there are few supplemental materials, usually only tests and test answers |
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benchmark |
refers to a certain level of development that should be reached within a specified time; these can
be academic benchmarks (such as knowing the times tables by heart), physiological (such as being
potty trained), mental (such as the ability to process information quickly), and spiritual (such as
the ability to operate in one’s giftings); benchmarks are usually given in ranges of what is
considered “normal” development |
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C |
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cognitive |
comes from the word cognition, and has to do with mental or thinking abilities |
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cognitive development |
deals with changes that take place in the brain that influence a child’s ability to think and process
information; while these changes do follow general age levels, they are not automatically triggered
by a calendar year (e.g. child’s chronological age) or school year (e.g. child’s grade level); examples
are the ability to process information from both hemispheres of the brain and multi-tasking |
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comprehensive |
this is used to describe curriculum programs and packages; it refers to the type of information
provided, including the amount of teaching material, the nature of the teacher’s guides, and the
number of teacher helps or visuals included; comprehensive programs are more extensive than basic
programs; the texts contain much more detail and have more depth and breadth to them; teacher guides
are also more extensive, including reduced student pages with answers, teaching tips, learning
objectives, and extension activities; these programs tend to have additional teaching resources,
including visuals, extension activities, and tests and test answers |
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concrete |
if you picture a concrete block, you can get an idea of what this term means – it refers to any
object or piece of information that can be observed through the five physical senses (touch, sight,
hearing, taste, smell); something that can be observed or measured; in learning, this deals with the
facts and figures children learn, as opposed to concepts or ideas; examples are historical dates,
locations on a map, physical properties in science, and arithmetic fact families |
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core courses |
these are the courses that are required in every state in Science, Math, History/Social Studies,
and Language Arts/English |
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course of study |
this term is similar to Scope & Sequence and the terms are often used interchangeably; in most cases,
however, your course of study is a listing of the classes or subjects to be covered and the teaching
materials to be used for each academic year |
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credits |
a system of evaluating the amount of work involved in a course, usually at the high school and college
level; there are different systems for assigning credit; the most common at the high school level is
the Carnegie system where a year course is assigned one credit (150-180 hours of work) and a semester
is one-half credit (75-90 hours of work); credits are recorded on the student’s transcript; a student
must pass the course in order to earn the credit; each state requires a certain number of credits across
specific subject categories in order to graduate |
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critical thinking |
this term covers a variety of thinking skills that deal with the ability to evaluate, analyze, and
critique (or judge) material; examples are the ability to see patterns or sequences, the ability to
identify the underlying assumptions in the material, the ability to see what is similar and what is
different in a group of items, the ability to draw conclusions, and the ability to evaluate the
validity of an argument; these skills are used in ALL subjects and are essential for learning;
different skills are developed at different age levels and are connected to cognitive development;
the term critical is used not as something negative (as in always being critical), but because the
skills are considered vital or essential to understanding |
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D |
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dictation |
this is a teaching method whereby the parent reads a sentence, paragraph, or passage aloud and the
student records what is said; the length of the material depends on the child’s age and skill level;
it is used primarily to train the child to hear and write correct English, including grammar, word
usage, punctuation, capitalization, spelling, and penmanship |
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digraph |
a phonics term used when two letters are written to represent one sound; examples are ph for the
f sound in phone and ey for the long a sound in they; the prefix
di means two and the root graph means write |
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diploma |
a piece of paper or certificate of achievement that shows that a student has successfully completed
a certain level of work; in homeschooling the parents award a high school diploma when a student has
successfully completed the graduation requirements of the state or the family’s homeschool program;
while most colleges and work places require a high school diploma, they usually don’t need to see the
award – they only need to know that the work was completed; most colleges require a transcript instead |
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diphthong |
a phonics term to describe the sound made by combining two vowels in one syllable, in which both
vowels are heard (the sound begins as one vowel and moves toward the other); examples are the oi in
coin and the ou in house |
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dual enrollment |
many community colleges allow high school students to attend classes at the college (or on-line)
and receive both high school credit and college credit |
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E |
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electives |
additional courses beyond the core courses that are taken by a student; many states require these
additional courses, although the specific courses vary; electives can include art, music, drama, debate,
and computers; at the high school level, usually one or two electives are required each year, and
should be based on the student’s interests and talents |
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expository |
intended to explain or describe something; a common assignment in elementary writing courses is an
expository paragraph that explains or describes something |
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F |
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fine motor skills |
these skills have to do with the use of the small muscles in the fingers, usually in coordination
with the eyes; often identified as dexterity; the development of these skills allows a child to button
clothes, use a pencil or pen, and use scissors; these skills usually develop through play during the
later toddler years; they usually develop later for boys because they are typically more involved in
active games that require the larger muscles; fine motor skills are essential for penmanship, which
is why boys generally lag behind or have sloppy handwriting |
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G |
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global |
refers to a way of thinking and organizing information, which is one component of a child’s learning
style; global learners pull information from “all over the globe” so to speak – that is, they take
bits of information from a variety of topics and subjects, and combine these bits in new ways; this
is what makes them so creative and such good problem-solvers; they tend to think “outside the box” |
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goals |
general statements describing what you want to accomplish and the results you want to see; they can
be short-term (to be completed in a matter of weeks or months) or long-term (to be completed in a
matter of a year or years); in homeschooling, goals refer to the general areas of development you
want to see in the student, including academics, social skills, life skills, mental and thinking
skills, behavioral skills, and spiritual maturity; goals often have measurable objectives that tell
you exactly what actions must be observed and completed successfully in order for the goal to be
achieved |
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graphic organizer |
a visual way to summarize or organize information; similar to an outline, it helps a student identify
the most important information and present it in a way that enables the student to remember the material;
examples are timelines, Venn diagrams, cause-effect charts, and story webs; whereas sequential outlines
work well with sequential (or left-brain) students, graphic organizers work best for visual and global
(right-brain) students |
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gross motor skills |
these skills have to do with the use of the large muscles in the arms, legs, and torso; as such,
they usually involve moving the whole body as with walking, running, skipping, and jumping; sometimes
referred to as “body-in-space-orientation;” these skills also impact learning, although less obviously;
examples are the ability to hold the upper body erect and correctly for writing purposes and sitting
still and sitting efficiently (so as not to tire easily) in order to listen in a classroom; these
skills are developed in infancy and early toddlerhood; since these skills are controlled by the brain,
poor development often hinders the development of fine motor skills and often signifies processing
problems |
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H |
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hands-on activities |
projects or activities that help the student understand the material and/or use what has been learned;
the activities require the student to use his/her hands, five senses, or whole body to do something
with the content or skill; examples are building a clay model, testing soil for pH content, a science
fair project, craft project, 3-D display, or taking care of an animal
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I |
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IEP |
an Individual Education Plan; usually designed for students with learning
disabilities, although the
idea has spread to all levels of the education process; several states require an IEP for
homeschoolers – meaning they want to see how you plan on educating the child each year; usually
includes short-term and long-term goals, measurements of the student’s abilities and/or learning style
now; the methods and materials to be used, and any particular programs that deal with specific problems;
an IEP can also be designed for gifted students in order to ensure that the child is challenged and
maximum use is made of the child’s strengths
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incremental |
refers to curriculum programs that build lessons around bits of skills taken one-at-a-time (Saxon
Math is one example); the lessons often skip around from topic to topic and have longer exercises
that include lesson practice plus review problems; the idea behind this approach is that some
students are overwhelmed by the topic when skills are presented all at once in one unit; by breaking
down the skills into smaller increments and providing lots of review, the student tends to get it
eventually through sheer repetition; this level of review can be tedious for some students, while
others have a hard time with this approach because they never see the overall picture; this approach
is often used with remedial students
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inferences |
many intermediate and upper level language arts programs and critical thinking curriculum include
lessons on making inferences; this refers to the ability to draw a conclusion or deduce an idea
from a passage even though it is not stated directly; it involves the ability to not only recognize
what is obvious from the words on the page, but also what the author is implying, the underlying
assumptions being made, or any biases that may be present; the student must be able to pull
information from what has already been learned to add to the evidence presented on the page or
in the lesson
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integrative |
has to do with combining two or more things into one whole; in learning it usually refers to the
coordination of the different subjects or topics into one meaningful approach; instead of studying
each subject in a isolated manner, attempts are made to tie the subjects together; unit studies are
one way to integrate the subjects around a topic; integrative curriculum combines skills across the
subjects in a planned manner such as assignments that include writing skills, spelling, thinking
skills, research skills, reading passages, drawing from history and science concepts, and organizing
a presentation; integrative skills are the current “trend” in educational circles since it is generally
recognized that students learn better when skills or concepts are linked together
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J |
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K |
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kinesthetic |
based on the word kinesiology, which is the study of movement; has to do with learning through
movement; often referred to as hands-on learning or learning by doing; curriculum or teaching
methods that allow the child to move to learn or require physical involvement on the part of the
student; examples are math programs with manipulatives, doing hands-on experiments in science,
reenactments in history, building models, using games, and designing crafts to show what has been
learned
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L |
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learning disability |
a general term that has come to include any situation that inhibits learning; usually refers
to a specific physical or cognitive condition; the “condition” exists because it has been identified
as being different from a norm, standard, or average; whether or not this comparison is valid is open
to debate because it can be difficult to define what is “average” or “normal;” in practice, any time
a student learns in a way that does not match the standard or accepted way of teaching, he or she is
labeled “disabled;” the condition can be diagnosed through physical and cognitive tests or through
observations made by a medical professional, teacher, or parent; there can be various levels of
disabilities ranging from nominal problems that slow down learning but don’t inhibit it completely
to extreme disabilities that make it impossible for the child to do certain tasks; less intensive
problems are usually the result of differences in learning style rather than actual physical or
mental deficiencies
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learning style |
refers to the way a child learns naturally or easily; includes several factors that influence learning,
such as personality type, the way a child stores and processes information (thinking style), a child’s
preferred sense for learning, talents, physical conditions, and environmental conditions; matching the
presentation of the material to the child’s style enhances learning; certain subjects favor certain
learning styles; whenever a child has to learn something that is the opposite of his/her learning style,
it takes longer to master the material and vice versa
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living books |
these are “real books” rather than textbooks; they are written by someone passionate about the subject
rather than by a committee of experts; it is hoped that the author’s passion comes through the book,
making it more “alive” or interesting to the reader; a living-books-approach to home-schooling uses
real books to gather information and then hands-on activities or real-life experiences to ensure
learning
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M |
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manipulatives |
refers to any concrete objects that students can pick up and use to help them understand abstract
concepts or ideas; examples include coins, blocks, geometric shapes, Cheerios for counting, place
value columns, timelines, number lines, and flashcards; these tools are especially helpful for
“hands-on learners” and are most useful when covering abstract subjects such as math
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mission statement |
a general statement (usually a sentence or paragraph) that describes the purpose of an endeavor or
its reason for being; a family mission statement is often used by homeschoolers to describe how a
family views education and why they decided to homeschool; also referred to as a purpose statement
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mnemonic |
a tool such as a pattern of letters (acronym), technique, ideas, visual associations, or story that
helps the child remember the information; an example is the phrase, “every good boy deserves fun” to
learn the musical staff; the best mnemonic is one the child designs since it must make sense to the
student; mnemonics are often used to teach global (right-brain) students sequential (left-brain)
material such as times tables, science lists/definitions/classifications, spelling rules, and history
facts/dates
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modality |
based on the word mode, which is a way of doing or expressing something; in education, it is
the way a child prefers learning or which physical sense is used most often; examples are auditory
(learning by hearing someone say it), visual (learning by seeing it or having a model), and
tactile-kinesthetic (learning by doing or hands-on learning)
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modeling |
a way of teaching that involves someone showing the student how it is done or using a model to show
what needs to be learned; particularly useful or necessary with visual learners, it can also help
hands-on students learn material when they cannot be involved themselves; examples are step-by-step
instruction charts, flow charts, chore charts, role-playing, diagrams, giving examples, physical or
scale models, and “showing the work” when doing math problems; used in the To-With-By method of
teaching in which the parent shows the skill to the child and then does the skill with
the student until he/she can do it by himself/herself
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multi-sensory |
a term used to describe a program or teaching method that encourages the child to use more than
one sense to learn the material; a multi-sensory phonics programs uses audio CDs, visual charts,
hands-on games, and workbook activities to teach the skills; generally, the more senses used in
learning, the greater the effectiveness and the more likely it is that the child will remember the
material; some curriculum programs are called multi-sensory even though all they do is use a
variety of worksheet activities such as crosswords, word scrambles, fill-in-the-blank, word searches,
and use of maps, charts or tables to answer questions
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N |
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narration |
a teaching technique that can be used to assess or evaluate what a child is learning; whenever a
child can tell you in his or her own words what was read in a book or heard in a presentation, then
you know the material has been grasped and moved into long-term memory; having the child narrate
back to you is a key teaching tool with auditory students; it may not be as helpful with visual and
hands-on students, although if you are giving short instructions such as giving children a task to
do, having them tell you or narrate back to you what the task is increases the likelihood that they
will remember it long enough to do it!
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O |
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objectives |
statements that describe the specific actions, tasks or skills that must be completed;
objectives can be measured and observed; it should be obvious when they have been fulfilled; they
are usually time-specific, meaning they must be done within a certain time frame; objectives are
the specific, concrete steps needed to meet a general goal; objectives are harder to measure when
dealing with behaviors or attitudes – you have to think of some action you can observe that shows
you that the necessary behavior or attitude adjustments have taken place; unit objectives
or learning objectives are often listed in teacher’s guides to show what should be learned
in the lesson – think of these as the “bare minimum” that the child must learn
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P |
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paradigm |
a technical term used to describe a model, example, or system that serves as a pattern; it is often used in education to describe how something is to be done; the To-With-By Method is a paradigm or systematic way to teach; a paradigm is also a way of thinking, so it is often used when describing worldviews or ways of looking at the world; a paradigm shift is a change in thinking; an example is the paradigm shift that occurred in education when we switched to learning skills for the workplace (as in Goals 2000 or Outcomes-Based Learning) instead of learning a core of information that was considered essential for all people to know |
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phonics |
a way of teaching reading that focuses on the sounds of the language and how those sounds are represented by the letters of the alphabet; a phoneme is the sound itself while a phonogram is the how the sound is “written” or the letters used to represent the sound; for example, the long o sound (a phoneme) can be represented by the letter o as in ocean and folk, the letters o and silent e as in rode, and the letters o and a as in boat – all of these different letter combinations are phonograms; most phonics programs recognize around 44 sounds in our English language |
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portfolio |
based on the word portion, it is a collection of pages that is representative of what the child has accomplished or has learned; it is a portion of the assignments completed by the student; some states require a portfolio, which should include sample exercises from each subject, a sample writing assignment, test samples, and any standardized test scores; a portfolio is often kept for less traditional subjects or electives such as art, music, dance, drama, journalism, 4H projects, and internships to document the work done or the progress made; the portfolio can consist of written documents, 3-dimensional displays, audio presentations, video presentations, or notebook/memory book
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psychomotor skills |
the development of muscles to work in an organized or coordinated way as directed by the brain in response to some stimulus or command; an example would be the skills needed to play the piano; the ability of the body and brain to work well together is essential for learning; these skills are grouped into broad age categories that signal when a child is ready to attempt a certain task; for example, a child’s vision must be developed enough to allow the child to follow the words on a page from one line to the next in order to read, and a child’s eye-hand coordination and vision must be developed enough for a child to be able to complete a worksheet from top to bottom and from left to right
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purpose statement |
see mission statement
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Q |
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R |
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random |
refers to a way of thinking and organizing information, which is one component of a child’s learning style; random thinkers “file” information in a disconnected way, without necessarily hooking it to related information; this filing system appears to be haphazard and illogical, but it somehow makes sense to the child; it is the opposite of sequential and ordered filing systems; these students do not think in terms of step-by-step instructions (such as outlines) or rules of operation
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remedial |
based on the word remedy, these are resources designed for students who are having learning problems; in some cases they just provide extra practice; in other cases, they present grade-level material that is written at an easier reading level; the term remediation is often used in IEPs – this refers to a program or intervention that is designed to deal with a specific deficiency |
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rote learning |
mechanical or habitual repetition in order to commit something to memory; the focus is on memorizing information rather than understanding the reasoning behind it
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rubric |
a term used in education to describe a set way of evaluating an assignment; rubrics were developed to standardize grading and evaluation since so much of the process is subjective (based on opinion and feelings as opposed to concrete measurements); these grading guidelines are often in the form of charts or scales, and are especially useful when grading projects or writing assignments
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S |
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scope & sequence |
refers to which subjects, topics, or skills are taught, and in what order or at what grade level they are presented; for example state history may be taught in the 4th, 7th, or 12th grades; world geography may be incorporated into the history courses at each grade level or as a course itself in the 9th grade; in a traditional scope & sequence, the basic skills are covered in the first through third grades, then repeated in greater detail for practice in the fourth and fifth grades, with mastery expected by the sixth grade; the same process is repeated for middle school where the emphasis is on synthesizing skills and information, with mastery expected by the end of high school; each publisher has a scope & sequence for every program; most publishers repeat skills across three years to allow for enough exposure and practice for a classroom of students; this amount of built-in review may or may not be necessary for homeschoolers; the ideal is to provide enough practice to master the skill without over-whelming the student with unnecessary drill or “busywork” |
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sequential |
refers to a way of thinking and organizing information, which is one component of a child’s learning style; it has to do with recognizing sequences, patterns and rules, and information that follows a set sequence of skills; sequential subjects are learned line-upon-line, step-by-step, with each level building on the preceding skills; sequential students think in terms of points, rules, and “logical” steps as in an outlines
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spiraling |
a technique used by curriculum designers, it allows key skills to be covered across several grade levels (usually 3 years); it is assumed that one third of the students will get it the first time, another one third will get it the second time it is presented, and the final third will get it the last time it is covered; in some cases, the same skill may be taught, but with slightly more detail added each year; the idea is that the skill builds with each successive year until it is mastered; the majority of structured curriculum programs use the spiraling approach; the spiraling approach means you have some leeway – if your student has the general idea yet has not mastered the material, then you can usually assume that the extra practice provided in the following years should help; but if the child is not “getting it,” then you will want to get supplemental materials that will present the material in a slightly different way and offer additional practice before moving on
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standards |
these are statements that define what skills are to be learned and to what extent; standards are used to ensure that all students are learning the same basic material; each state has standards for every subject; most standards are general statements that resemble goals, although there is now a push for more specific statements that are based on skills needed for passing tests at certain grade levels; for homeschoolers in more regulated states, the curriculum used must cover the topics listed in the standards
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standardized tests |
these are structured tests (usually multiple-choice) that compare the number of correct answers to a national standard or “norm;” statistics are used to evaluate the student’s scores, including placement on the bell curve (stanines), percentile ranking, and grade equivalency; most measure knowledge of facts and skills; the questions are based on a sampling of typical material presented in popular curriculum programs; examples are the SAT and ACT used as college-entrance exams, and the Standford and Iowa Basic Achievement Tests; not all tests administered in a school system or state are standardized tests in the traditional sense of the word; some are assessment tests that evaluate concepts rather than skills – they measure how well a student can repeat the ideas presented in the curriculum rather than showing a specific skills (e.g. spelling) or knowledge of facts (e.g. naming the part of speech, recognizing a complete sentence, or identifying the name of a country)
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synthesizing |
a critical thinking skill; it is the ability to make connections across material and subjects; it pulls information together into a meaningful whole; as such, it tends to focus less on details and more on key principles or ideas; for instance, a high school student should be able to recognize the connections between developments in science and the arts with events in society and history; a middle school student should be able to use spelling skills, language arts skills, and writing skills to create a short story or write an expository essay
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T |
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tactile |
refers to the use of touch; tactile learners must interact or “touch” the subject in some way to learn it; examples are science experiments, field trips, and hands-on activities
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transcript |
a document that summarizes what courses the student has taken, how much work was involved in the course, and how well the student completed the course; it lists the name of the course, the credit assigned to it, and the grade the student earned; it is usually listed by semester or year for high school or college; it tells how many credits were earned by category or subject area (e.g. math, science, history, English, and electives), if classes were advanced courses or honors courses, if courses taken were weighted (because of extra assignments or advanced studies), any grading systems other than standard scales, any extra-curricular activities, and any standardized test scores; for homeschoolers, the parents are responsible for designing and recording the transcript
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twaddle |
a term often found in the writings of Charlotte Mason, a 19th century educationalist who proposed a radically different approach to education that saw children as thinking, feeling human beings rather than vessels to be filled with knowledge; twaddle referred to the empty, senseless, silly "busywork” that occupied a student’s day and did little to foster a love of learning
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typology |
literally the study of types, it usually refers to the symbolism used; often used in literature and history courses, it is analyzing the meaning of an object that stands for a type of something
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U |
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V |
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visual |
has to do with the sense of seeing; visual students learn best when they can see the concept being taught or see the skill being modeled; at the very least, they need to see a poster or some sort of visual, either on a video or computer screen; these students often need to visualize in their mind what they are trying to learn, and actually form a picture of it
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W |
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whole language |
a system for teaching reading based on analyzing a word in context and looking at the whole word rather than “sounding out” the individual letters and corresponding sounds; there is more emphasis on reading “real books” and recognizing a word in “connected print” rather than learning phonics rules and reading basal readers
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worldview |
simply put – a way of looking at the world; every person has a worldview, whether or not they realize it; every textbook or curriculum is based on a worldview, whether or not it is stated or obvious at first glance; a worldview is based on what a person values as important and what a person believes about the “big questions” of life; it is the underlying assumptions held by the author(s); a worldview has several parts or components such as theology, philosophy, biology, psychology, sociology, ethics, politics, economics, history, law, and education
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X |
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Y |
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Z |
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