Interactive glosary
learning in the 21st century
START
BIANCA IRIS DE JESUS MARTINEZ
Affective dimensions
Fellings and emotional aspects of learning, include self-direction, lack of purpose, anxiety, lack of confidence, low self-esteem, and negative thinking
Go to start
Click on the image
Next
Back
Conceptual Expansion
A person can lead to enhanced creativity and the formulation of new ideas
Creativity and innovation
Creativity relates to imaginative activity envisioning a new system. Innovation relates to realizing a new system.
Cognitive flexibility
Higher order cognition processes enabling a person to think about something from different perspectives, mentally adapt to context, and restructure knowledge.
Crystallized Intelligence
To make deductions, abstractions-what a person has already learnt as prior knowledge
Next
Back
Cognitive Load
Constructivism
The amount of working memory resources used at a given time.
Knowledge constructed through interaction with other people.
Cognitive Reserve
Cross-language Interactivity
A person’s capacity to help the brain cope with the negative impact of brain dysfunction or damage.
Potential for bilingual advantage when two languages are co-activated during language processing and there is interaction between two linguistic systems.
Go to start
Next
Back
Deep learning
Digital Literacy
Ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.
:Combination of crystallized and fluid intelligences which builds complex understanding and meaning.
Divergent and Convergent thinking
Generating new ideas by exploring different potential solutions represents divergent thinking. Convergent thinking involves exploring potential solutions by following a sequence of logical steps and rational thinking.
Go to start
Next
Executive Function
Cognitive processes that consciously control our thoughts, emotions, and behaviours to achieve goals. These include inhibitory control, attention control, cognitive flexibility amongst others. The monolingual mind which has only one fundamental linguistic frame of reference. One focus in research is to explore how bilingual ‘executive function’ provides a cognitive asset, which could enhance the potential for developing fluid intelligence. A range of reports argue that bilinguals have executive function capacity which is superior in various ways to that of monolinguals.
Go to start
Back
Next
Back
Is an elusive term which can be understood in different ways. A person may be able to use language to a high level in one domain such as in air transport or a religious setting, but to a low level in another domain such as in a hospital, or an interview on contemporary affairs.
Fluency
The capacity to think logically, identify patterns and relationships, to be reactive and proactive in understanding features and processes in new and emergent situations with and without dependency on prior knowledge.
Fluid intelligence
Go to start
Next
Back
Global Competences
Knowledge and understanding of global issues, skills for analytical and critical thinking, attitudes such as openness and respect towards other people, and values appraising human dignity and cultural diversity
Go to start
Next
Back
Intercultural Communication Competences
Understanding and responding to differences in assumptions, values, perspectives, and strategies in human communication.
+ INFO
Go to start
Next
Go to start
Back
Next
Whereas the brain is a physical organ, the mind includes what happens within the brain such as mental processes, thought and consciousness.
Mind and Brain
The different languages people know form a connected system, a unique resource for thinking and action, rather than each language being a separate system.
Multicompetence
Recognition and understanding of how words are made up of useful units which enables deeper lexical skills within and across languages and is a significant contributor to helping people read and spell.
Morphological Awareness
Go to start
Back
Next
Pragmatics
Psychological distance
as defined in Construal Level Theory where there is distance between a person and something which may be in terms of time, physical space, interpersonal relations, and the gap between something being actual or hypothetical.
The study of meaning in context leading to understanding of the contexts in which people communicate to help interpret the intended meaning of how they use language in certain ways.
+ INFO
+ INFO
Back
Seeing patterns and inter-dependency of how one thing is related to and influences another.
Systems Thinking
Questions, time allocated for answering, scoring procedures, and interpretations of right and wrong are generally managed in a single consistent way.
Standarized Tests
+ INFO
semantic = remembering general facts, factual and conceptual knowledge of the world Episodic: memories of events that the person has experienced in life
Semantic and Episodic Memory
+ INFO
Go to start
Next
Back
Translanguaging
The bilingual mind has two languages which form a unitary linguistic system. Translanguaging involves using this greater capacity for thinking and action. In education it involves the systematic use of two languages for learning content.,m
Go to start
Next
Back
Working memory
A cognitive system a person has enabling them to keep information temporarily accessible while dealing with thinking processes, distractions, or attention shifts
Go to start
Next
Back
Zone of Proximal Development
Level of potential learning a person can achieve with sufficient scaffolding and support
Go to start
Working memory is one of the brain’s executive functions. It’s a skill that allows us to work with information without losing track of what we’re doing. Working memory isn’t just for short-term use. It also helps the brain organize new information for long-term storage. When people have trouble with working memory, the brain may store information in a jumbled way. Or it may not store it for the long term at all.
Crystallized Intelligence
It states that processing too much information at once can lead to a cognitive overload in working memory. This overload can slow down and hinder the learning process as it has a negative impact on the transfer of information from working memory to long-term memory.
Multi-competence, as defined by Cook in this volume and elsewhere, is the overall system of a mind that knows and uses more than one language. Rather than a theory or model of second language acquisition, it is a perspective, or a way of looking at acquisition and use of multiple languages.
“Multi-competence is a way of looking at things from another angle rathe than of exploring the implications and contradictions within the same perspective” (Cook, Chapter 1, this volume, p. 000)Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.
INTERACTIVE GLOSSARY
Bianca de Jesús
Created on January 9, 2024
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Corporate Christmas Presentation
View
Snow Presentation
View
Winter Presentation
View
Hanukkah Presentation
View
Vintage Photo Album
View
Nature Presentation
View
Halloween Presentation
Explore all templates
Transcript
Interactive glosary
learning in the 21st century
START
BIANCA IRIS DE JESUS MARTINEZ
Affective dimensions
Fellings and emotional aspects of learning, include self-direction, lack of purpose, anxiety, lack of confidence, low self-esteem, and negative thinking
Go to start
Click on the image
Next
Back
Conceptual Expansion
A person can lead to enhanced creativity and the formulation of new ideas
Creativity and innovation
Creativity relates to imaginative activity envisioning a new system. Innovation relates to realizing a new system.
Cognitive flexibility
Higher order cognition processes enabling a person to think about something from different perspectives, mentally adapt to context, and restructure knowledge.
Crystallized Intelligence
To make deductions, abstractions-what a person has already learnt as prior knowledge
Next
Back
Cognitive Load
Constructivism
The amount of working memory resources used at a given time.
Knowledge constructed through interaction with other people.
Cognitive Reserve
Cross-language Interactivity
A person’s capacity to help the brain cope with the negative impact of brain dysfunction or damage.
Potential for bilingual advantage when two languages are co-activated during language processing and there is interaction between two linguistic systems.
Go to start
Next
Back
Deep learning
Digital Literacy
Ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.
:Combination of crystallized and fluid intelligences which builds complex understanding and meaning.
Divergent and Convergent thinking
Generating new ideas by exploring different potential solutions represents divergent thinking. Convergent thinking involves exploring potential solutions by following a sequence of logical steps and rational thinking.
Go to start
Next
Executive Function
Cognitive processes that consciously control our thoughts, emotions, and behaviours to achieve goals. These include inhibitory control, attention control, cognitive flexibility amongst others. The monolingual mind which has only one fundamental linguistic frame of reference. One focus in research is to explore how bilingual ‘executive function’ provides a cognitive asset, which could enhance the potential for developing fluid intelligence. A range of reports argue that bilinguals have executive function capacity which is superior in various ways to that of monolinguals.
Go to start
Back
Next
Back
Is an elusive term which can be understood in different ways. A person may be able to use language to a high level in one domain such as in air transport or a religious setting, but to a low level in another domain such as in a hospital, or an interview on contemporary affairs.
Fluency
The capacity to think logically, identify patterns and relationships, to be reactive and proactive in understanding features and processes in new and emergent situations with and without dependency on prior knowledge.
Fluid intelligence
Go to start
Next
Back
Global Competences
Knowledge and understanding of global issues, skills for analytical and critical thinking, attitudes such as openness and respect towards other people, and values appraising human dignity and cultural diversity
Go to start
Next
Back
Intercultural Communication Competences
Understanding and responding to differences in assumptions, values, perspectives, and strategies in human communication.
+ INFO
Go to start
Next
Go to start
Back
Next
Whereas the brain is a physical organ, the mind includes what happens within the brain such as mental processes, thought and consciousness.
Mind and Brain
The different languages people know form a connected system, a unique resource for thinking and action, rather than each language being a separate system.
Multicompetence
Recognition and understanding of how words are made up of useful units which enables deeper lexical skills within and across languages and is a significant contributor to helping people read and spell.
Morphological Awareness
Go to start
Back
Next
Pragmatics
Psychological distance
as defined in Construal Level Theory where there is distance between a person and something which may be in terms of time, physical space, interpersonal relations, and the gap between something being actual or hypothetical.
The study of meaning in context leading to understanding of the contexts in which people communicate to help interpret the intended meaning of how they use language in certain ways.
+ INFO
+ INFO
Back
Seeing patterns and inter-dependency of how one thing is related to and influences another.
Systems Thinking
Questions, time allocated for answering, scoring procedures, and interpretations of right and wrong are generally managed in a single consistent way.
Standarized Tests
+ INFO
semantic = remembering general facts, factual and conceptual knowledge of the world Episodic: memories of events that the person has experienced in life
Semantic and Episodic Memory
+ INFO
Go to start
Next
Back
Translanguaging
The bilingual mind has two languages which form a unitary linguistic system. Translanguaging involves using this greater capacity for thinking and action. In education it involves the systematic use of two languages for learning content.,m
Go to start
Next
Back
Working memory
A cognitive system a person has enabling them to keep information temporarily accessible while dealing with thinking processes, distractions, or attention shifts
Go to start
Next
Back
Zone of Proximal Development
Level of potential learning a person can achieve with sufficient scaffolding and support
Go to start
Working memory is one of the brain’s executive functions. It’s a skill that allows us to work with information without losing track of what we’re doing. Working memory isn’t just for short-term use. It also helps the brain organize new information for long-term storage. When people have trouble with working memory, the brain may store information in a jumbled way. Or it may not store it for the long term at all.
Crystallized Intelligence
It states that processing too much information at once can lead to a cognitive overload in working memory. This overload can slow down and hinder the learning process as it has a negative impact on the transfer of information from working memory to long-term memory.
Multi-competence, as defined by Cook in this volume and elsewhere, is the overall system of a mind that knows and uses more than one language. Rather than a theory or model of second language acquisition, it is a perspective, or a way of looking at acquisition and use of multiple languages. “Multi-competence is a way of looking at things from another angle rathe than of exploring the implications and contradictions within the same perspective” (Cook, Chapter 1, this volume, p. 000)Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.