Terms

Extrinsic Motivation: ** incentive created by external factors, such as rewards and punishments; drive to perform comes from sources outside of one’s self.
 * Differentiated Instruction: ** an adaptable methodology of instruction that matches content, process, and product based on student differences in readiness, interests, and learning needs.


 * Graphic Organizer:** is a visual method of organizing information to aid in comprehension, illustrate relationships among concepts, and enhance understanding.


 * Inclusion:** the full integration of all students, even those with severe disabilities, into the general education classroom; this is the preferred method according to IDEA. **

Intrinsic Motivation: ** incentive associated with activities that are their own reward; drive to perform comes from within. **

Learning Styles: ** distinctive methods/approaches to learning and studying; basic student types are based on whether they are a visual learner (prefer visual references/resources to comprehend a topic), auditory learner (prefer to process material received through listening), or a kinesthetic learner (prefer a hands-on approach to gain understanding). **

Mainstreaming: ** partial to full integration of students with disabilities into the general education classroom for social aspects, such as lunch and recess, or for most lessons. This is the older method of integrating SPED students into the classroom, but it is that is becoming less common because of the guidelines of IDEA.


 * Scaffolding:** a teaching method where a teacher provides support to the students in order that they might succeed in completing tasks they might not be able to do otherwise. As the students become more confident and skillful, the teacher will give them more responsibilities, and eventually take away the scaffold when it is no longer needed.


 * Schema:** a mental construct by which the learner organizes his or her perceptions of situations and knowledge.


 * Sheltered Instruction:** also referred to as Specially Designed Academic Instruction in English (SDAIE); various strategies including the use of gestures, visual aids, repetition, classroom organization, cooperative learning and use of native languages to facilitate English Language Learners (ELL) develop English comprehension, reading and speech along with content in the inclusive classroom; note that all of these strategies work well any body of students.


 * Student Oral Language Observation Matrix (SOLOM):** an assessment matrix useful both to general educators and specialists to determine the level (phase) of spoken English by ELL and LEP (Limited English Proficiency) students in the classroom. SOLOM is an observational technique that scores proficiency in comprehension, fluency, vocabulary, pronunciation, and grammar, attaching these scores to four phases of proficiency.