Tag Archives: cognition/learning/understanding

“theme schools: Schools that emphasize a particular set of activities or ideas that they think will appeal to students. For example, some schools are dedicated to technology, whereas others focus on the performing arts or on specific vocations. As the movement for small schools accelerated in the 1990s and the early 21sst century, there was a large increase in the number of theme high schools, some with esoteric or highly specialized themes (e.g., the sports professions or world architecture).”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

“jigsaw strategy: A cooperative learning technique in which each student within a small work group specializes in one part of a learning unit. Each member of this ‘home group’ is assigned a different aspect of the topic and then meets with members from other groups who are assigned the same material. These ‘expert groups’ discuss and master the material together, after which the experts return to their home groups to teach their portion of the materials to the rest of the group and, in turn, learn from their group partners. Just as in a jigsaw puzzle, each piece is essential for the group’s completion of the final product.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

“Sustained Silent Reading: (SSR): A time set aside in the school day for uninterrupted, independent reading. Homework and conversation are not allowed during SSR periods. Variations on SSR include free voluntary reading (FVR); Uninterrupted Sustained Silent Reading (USSR); Positive Outcomes While Enjoying Reading (POWER); Daily Individual Reading Time (DIRT); Sustained Quiet Uninterrupted Reading Time (SQUIRT); and Drop Everything and Read (DEAR). See also silent reading. Contrast oral reading.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

“tactile defensiveness: Being overly sensitive to touch; withdrawing, crying, yelling, or strking out when touched.

Some experts believe that that tactile defensiveness is related to disorganization in the midbrain, which is responsible for filtering incoming stimuli and—when abnormal—may not screen out all excessive tactile stimulation. As a result, a person would register even the most subtle sensations as irritating or painful, so that the person may respond to touch by grimacing or pulling away.

The central nervous system relies on different sensory nerve receptors in the skin to monitor the environment: light touch (surface), pressure (deep), temperature (hot and cold), and pain. It is quite possible for a person with tactile defensiveness to have one type of receptor that is oversensitive and the rest be normal. This explains why a person could tolerate light touch but pull away from a firm hug or prefer to run outside with a coat but be content with haircuts.

The tactile defensive individual can experience great distress in the course of daily life, constantly being bombarded with raw sensations. A person might insist on wearing only very soft clothes with large head openings or refuse to wear jewelry (especially around the neck). The slightest bump from another person may feel like a threat, and his or her defensive response may appear to be impulsive or aggressive. People with this condition may dislike group games such as tag or dodgeball, and holding hands with a partner can be physically agonizing. A person with this condition may shrink from being touched, which prevents him or her from being able to interact with friends in a normal way. Daily personal grooming, including bathing, washing hair, trimming nails, or brushing teeth can also be interpreted as uncomfortable.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.