EDUC 330 FINAL EXAM STUDY GUIDE

Academic Language

Subject-specific vocabulary students need.

Attention + Memory

Work together for learning.

Brain Plasticity

The brain changes through experiences.

Civic Competence

Knowing how to participate in society, discuss issues, volunteer, solve problems, vote.

Civic Responsibilities

Obey laws, vote, respect others, pay taxes, serve community, stay informed.

Civics

Study of government, citizenship, rights, and responsibilities.

Cognitive Load

Amount of mental effort in working memory; too much = overload.

Compelling Questions

Big/open-ended questions that encourage thinking and discussion.

Democratic Reasoning

Using thinking skills to solve social problems in a democracy.

Dispositions

The attitudes/behaviors people develop.

Draw Attention to Meaning

Focus on important concepts; emphasize understanding over memorization.

Economic Rights

Rights to own property, choose work, and start businesses.

Evaluating Sources

Students should ask if it is reliable, biased, or accurate.

Geography

Study of Earth, human activity, places, environments, and resources.

Historical Knowledge

Knowing facts and events from the past.

Historical Understanding

Understanding why events mattered.

Incorporate Spaced Practice

Revisit learning over time; improves memory and retention.

Inquiry

Students investigate questions.

Natural Resources

Things from nature, such as water, soil, and trees.

Opportunity Cost

The next best choice that was given up.

Personal Rights

Rights related to religion, travel, and association.

Pluralistic Society

A society with many cultures, religions, and ethnic groups.

Political Rights

Rights to vote, free speech, and join political groups.

Primary Sources

Original materials from the time period.

Production

Making goods/services.

Prompt Prior Knowledge

Connect new learning to what students know; correct misconceptions.

Provide Targeted Feedback

Timely, specific, actionable feedback.

Retrieval Practice

Pulling information from memory; example: brain dumps.

Scarcity

Not having enough resources for everything people want.

Schema

Prior knowledge that students already have; new learning connects to old learning.

Science of Learning

Combines neuroscience, psychology, and education; focuses on how people learn best.

SCIM-C Strategy

Used to analyze historical sources.

Secondary Sources

Explain or summarize history.

Spatial Understanding

Understanding space and relationships between places.

Support Effortful Thinking

Students deeply think, explain, and justify ideas.

Supporting Multilingual Learners (MLs)

Strategies include visuals, sentence stems, modeling, partner work, vocabulary support, hands-on learning.

Supporting Questions

Smaller questions that help answer the big one.

Use Examples & Nonexamples

Clarify concepts; address misconceptions.