Tag Archives: professional development

Term of Art: Monograph

“Monograph (noun): A scholarly paper or book on a particular subject; special essay or treatise on a single thing or topic. Adjective: monographic, monographical; adverb: monographically.

‘I have, as you know, devoted some attention to this, and written a little monograph on the ashes of 140 different varieties of pipe, cigar and cigarette tobacco.’ Arthur Conan Doyle, ‘The Boscombe Valley Mystery‘”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Term of Art: Rhyme, also, Rime

“Rhyme, also, rime: A general and literary term for the effect produced by using similar sounds: in the last stressed vowel (fire/lyre/desire/aspire) and in following vowels and consonants (inspiring/retiring; admiringly/conspiringly). Rhyme has been a major feature of English verse since the early medieval period, and is widely regarded as essential to it, although a great deal of verse is unrhymed.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Term of Art: Cognitive Sociology

“Cognitive Sociology: A version of ethnomethodology which examines the problematic nature of ‘meaning’ in everyday life, and seeks to integrate ethnomethodology with linguistics (deep structures), on the one hand, and traditional sociology (normative or surface rules) on the other. The major proponent is the American sociologist Aaron V. Cicourel, who has studied many apparently diverse phenomena—including crime, deafness, education, and research methods—in an attempt to identify the underlying social organization and ‘negotiated order’ of everyday life.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Term of Art: Digression

Digression (noun): A turning aside or straying from the main discourse or topic; departure from the theme; excursive passage. Adjective: digressive, digressional; adverb: digressively; verb: digress.

‘He got a D plus because they kept yelling “Digression!” at him all the time. For instance, he made this speech about this farm his father bought in Vermont. They kept yelling “Digression!” at him the whole time he was making it, and his teacher, Mr. Vinson, gave him an F on it because he hadn’t told what kind of animals and vegetables and stuff grew on the farm and all.’” J.D. Salinger, The Catcher in the Rye

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Ted Sizer on Understanding

“Understanding…[is] the development of powers of discrimination and judgment…. Understanding is more stimulated than learned. It grows from questioning oneself and being questioned by others.”

Theodore Sizer

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Term of Art: Heuristic

heu*ris*tic adj

  1. serving to indicate or point out; stimulating interest as a means of furthering investigation.
  2. encouraging a person to learn, discover, understand, or solve problems on his or her own, as by experimenting, evaluating possible answers or solutions, or by trial and error: a heuristic teaching method.
  3. of, pertaining to, or based on experimentation, evaluation, or trial and error methods.
  4. Computers, Math. Pertaining to a trial-and-error method of problem solving method used when an algorithmic method is impractical. –
  5. a heuristic method of argument.
  6. the study of heuristic procedure….

Flexner, Stuart Berg, and Lenore Crary Hauck, eds. Random House Unabridged Dictionary. New York: Random House, 1993.

Term of Art: Nationally Normed Assessment

nationally normed assessment: A standardized test that has been administered to a national control group reflecting the demographic profile of the target population (e.g. 4th graders) throughout the country. The scores of all subsequent test takers are then compared with the scores of this control (or norming) group.”

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

Term of Art: Encoding Specificity

“Encoding specificity: The effect on recall from memory of the relation between encoding operations at the time of learning and the cues…available at the time of recall, the effectiveness of the encoding operation being dependent on the nature of the cues at recall, and the effectiveness of particular cues at recall being dependent on the nature of the earlier encoding operations. For example, research has shown that if a person reads the sentence The man tuned the piano, together with many other sentences, and later tries to recall the objects mentioned in all the other sentences, then the cue nice sound facilitates the recall of piano, whereas the cue something heavy does not; but if the original sentence is The man lifted the piano, then something heavy is an effective cue but nice sound is not. References to this phenomenon can be traced to a book by the US psychologist Harry L. Hollingworth (1880-1956) published in 1928, where it was called the principle of reinstatement of stimulating conditions. Also called the encoding-retrieval interaction or transfer-appropriate processing.”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

Grant Wiggins, Jay McTighe, and John Dewey on Learning Ideas

Dewey’s genius grasped the educational principles underlying such sequences. Coming to understand an established idea in school must be made more like discovering a new idea than like hearing adult knowledge explained point by point. We learn complex and abstract ideas through a zigzag sequence of trial, error, reflection, and adjustment. As the facets tell us, the student needs to interpret, apply, see from different points of view, and so forth, all of which imply different sequences than those found in a catalog of existing knowledge. We cannot fully understand an idea until we retrace, relive, or recapitulate some of its history—how it came to be understood in the first place. The young learner should be treated as a discoverer, even if the path seemed inefficient. That’s why Piaget argued  ‘to understand is to invent.’”

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Term of Art: Antithesis

“Antithesis: (Greek: “Opposition”) Fundamentally, contrasting ideas sharpened by the use of opposite or noticeably different meanings. For example, Bacon’s apothegm (q.v.): ‘Crafty men contemn studies; simple men admire them; and wise men use them.’

It is common in rhetoric (q.v.) and was particularly favored by the Augustan poets and users of the heroic couplet (q.v.). These lines from Dryden’s Absalom and Achitophel are strongly antithetical:

‘Rais’d in extremes, and in extremes decry’d;

With Oaths affirm’d, with dying Vows deny’d.

Not weighed, or winnow’s by the Multitude;

But swallow’d in the Mass, unchew’d and Crude.

Some Truth there was, but dash’d and brew’d with Lyes;

To please the Fools, and puzzle all the Wise.

Succeeding times, did equal folly call,

Believing nothing, or believing all.’

Pope was an expert at the antithetical, as this compact example in his Moral Essays shows:

‘Less with than mimic, more a wit than wise.’

It is used frequently in prose to telling effect, as in this example from Dr. Johnson (in the London Chronicle, May 2nd, 1769) on the character of the Reverend Zachariah Mudge: ‘Though studious, he was popular; though argumentative, he was modest; though inflexible, he was candid; and though metaphysical, yet orthodox.’”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.