Section Term Description

How students view themselves as learners and in specific learning

2.2 Academic mindset contexts
Characterized by student actions and behaviors that are observed
2.2 Academic performance and elicited in classrooms
Characterized by the inclination for learners to focus and persist for
2.2 Academic perseverance extended periods in the face of distractions and temptations
Creating an active dialogue between working memory and long-term
memory; in other words, "thinking to learn" or--as Daniel
1.5 Active learning Willingham states, "Memory is the resideue of thought."
A sense of doubt, uncertainty or worry that makes one feel out-of-
place in a particular environment, especially if new to that
2.5 Belonging uncertainty environment.
The total amount of mental activity imposed on working memory in
1.3 Cognitive load any one instant
The interdisciplinary study of thought, learning and mental
organization, which draws on psychology, linguistics, philosophy,
1.1 Cognitive Science computer modeling, information theory, and other fields
Any specific visual or verbal cue provided to students intended to
1.6 Cued recall elicit a memory
Also known as elaborative encoding or rehearsal, this involves the
creation of an active dialogue between working memory and long-
term memory in order to extend, differentiate, modify, and/or
3.4 Deep processing consolidate new memories
A special form of practice entailing certain characteristics that will
2.3 Deliberate practice develop expertise in any domain over extended periods of time
Creating learning experiences and helping students develop the
mindset that deep and enduring learning is effortful and often
requires struggle and even confusion. On the other hand, if learning
is easy probably not much durable and transferable learning is
4.5 Desirable difficulty happening.
The process by which perceived items are converted into particular
1.5 Encoding constructs that can be stored in an individual's memory
Section Term
1.1 Explicit Learning
4.2 Feedback
2.3 Fixed mindset
1.1 Formal Learning
4.2 Formative assessment
1.6 Free recall
2.3 Growth mindset
A teaching tool that provides guidance on how to communicate
2.4 Growth Mindset Framing Tool learning goals
1.1 Implicit Learning
1.1 Informal Learning
2.2 Inside-out teaching
3.5, 4.3 Interleaving
1.1 Learning
Description
The process in which an organism consciously selects and utilizes
specific systems to organize information
Information intended and used to improve performance to reach a
goal
A concept developed by Carol Dweck that entails the belief
performance in various realms are mostly due to our level of ability
or intelligence, is largely unchanging and innate, and unevenly
distributed among people
Learning that occurs in a designated settings specifically designed for
education, for instance, in schools. This is often referred to as
"school learning".
Techniques and strategies employed in order to gain information
and feedback to move learning forward for both students and
teachers.
Any general or non-specific retrieval cue generated by the learner in
order to elicit a memory
A concept developed by Carol Dweck that discusses the belief that
our level of achievement or intelligence is mutable and can be
bettered with hard work and persistence.
The process in which an organism integrates new information into
its schema without awareness. However, this linkage between
learning and awareness is relatively unknown in the field.
Learning that occurs outside of structured educational settings; for
instance, on the playground, at home, and in museums
Teaching that starts with an understanding of who the learner is and
what they already posess in terms of concepts, skills, beliefs, and
values
Alternating learning and/or teaching topics in short bouts over time
"Learning is any relatively permanent change in behavior, thoughts,
or feelings of an organism that results from experience." Robert
Sternberg
Section Term Description
Study skills and metacognitive strategies aimed to help learners lead
2.2 Learning strategies their own learning in a self-regulated way
The part of the memory system where processed information is
1.2 Long-term memory stored, managed, and retrieved for later use
Learning in a focused, short-term, and intensive way not spreadout
3.5, 4.4 Massed practice over time; also known as "cramming" in academic situations.
How students view themselves as learners in specific learning
contexts and their beliefs and feelings about belonging, the role of
struggle and mistakes, the causes of academic success, and the
2.1 Mindset malleability of their ability.
Knowledge and beliefs students have developed over time that are
erroneous to one degree or another as they are represented in
1.4 Misconceptions different disciplines or fields of study.
A diverse array of personal qualities that aid in individual goal
attainment and include growth mindset, grit, social belonging, self-
control, emotional intelligence, curiosity, openmindedness (and
others). Research shows that these quaities can predict--under
certain conditions--academic performance and social, psychological,
2.1 Non-cognitive factors and physical well-being
Peers providing feedback to a fellow student about performance
4.2 Peer assessment often using a rubric as a guide.
Concepts, beliefs, ideas, values, theories, and attitudes that students
1.4 Prior knowledge hold before instruction
Recalling memories in order to enhance, reorganize, strengthen, and
3.5, 4.3 Retrieval practice making them easier to retrieve; takes many forms
The inherent aspects of the culture established both in the school
and in the classroom that might impact student conception of self as
learner. These include influences such as school or classroom
2.2 School and classroom context policies, resources, safety, norms and expectations, etc.
The part of the memory system that filters information from the
1.2 Selective attention surroundings and involves conscious control
Students critically examining the quality of their work, often using a
4.2 Self-assessment rubric as a guide.
Section Term Description
The part of the memory system that takes in information through
1.2 Sensory registers the senses and holds it for a very brief amount of time
Part of the memory system where limited bits or simple chunks of
information that have been attended to are held for a brief amount
1.2 Short-term memory of time (5-20 seconds) for processing then lost.
The interpersonal qualities that allow learners to navigate social
2.2 Social skills spaces
The inherent aspects of the broader culture outside of the school
that might impact student conception of self as learner. These
include influences such as economic conditions and employment
2.2 Societal context possibilities, etc.
3.5, 4.3 Spaced practice Learning something in short internals distributed over time"
1.2 Stimulus Detectable change in the internal or external environment
Time given during instruction to allow for students to retrieve and
1.6 Wait time process their answer to an impromptu teacher query
Part of the memory system where information stored in the short-
term memory is manipulated in some way; shorter in capacity than
short-term memory because of the cognitive processing involved;
1.3 Working memory the "gateway" to long-term memory