Level 4 Level 6
Level 5

Competency 5: Diversity


14 words 0 ignored

Ready to learn       Ready to review

Ignore words

Check the boxes below to ignore/unignore words, then click save at the bottom. Ignored words will never appear in any learning session.

All None

Ignore?
impulsive
This type of person thinks and makes decisions quickly, often with the first thought that occurs to them.
reflective
This type of person ponders all of the alternatives before making a decision. They work cautiously and deliberately.
left
The hemisphere of the brain associated with deductive learning, words and language, and logic.
right
The hemisphere of the brain associated with inductive learning, creativity, and multi-tasking.
sensory modality strength
Auditory, visual, and tactile/kinesthetic are ways we can describe learners who have different what?
auditory learner
This learner-type is talkative, easily distracted, and memorizes things easily.
visual learner
This learner-type is detail oriented, enjoys drawing pictures, and has good spatial memory.
kinesthetic/tactile learner
This learner-type likes to move around, they enjoy touching and feeling things, and taking things apart.
multiple intelligence
Howard Gardner's theory proposes that people are capable of many different kinds of intelligence. Some of these include Body/kinesthetic, Music, Intrapersonal, and Interpersonal.
internal
People with a(n) _______ locus of control believe that the events they experience are mostly under their control. They will attribute their success and failure to themselves.
external
People with a(n) ______ locus of control believe that they are under the control of outside forces and people. They believe their success and failure is largely dependent on outside factors.
gender equity
A teacher who brings in both male and female speakers to the class, to talk about their "non-traditional" careers is most likely conscious of what important diversity concept?
multiculturalism
The acceptance and celebration of different cultural groups.
Problem-Solving/Response to Intervention
A three-tiered decision making model, initiated by the FDOE. Its purpose is to match instruction and intervention to meet the diverse needs of students.