GLOSSARY OF PEDAGOGICAL TERMS

A
Abilities: Represents an individual property, a physical and mental skill to perform a
task.
Apprenticeship: The acquisition of knowledge through different methods, that will
serve you in the future to exercise a trade or a job.
Alert list: List of students requiring additional attention.
Active learning: A way of teaching, in which students develop their knowledge and
understanding.

B
Basic skills: The knowledge necessary to be able to learn a new subject, or practice a
profession.

C
Curriculum: It is defined as the official document in which the subjects to be developed
in a certain course, seminar or school level are specified. It is regarded as a systematic
organization of school activities. It is made up of values, objectives, goals, knowledge
to teach, learning strategies, attitudes, support materials and evaluation techniques.
Competencies: The set of behaviors and motor skills that enable a task or activity to
be properly carried out.
Capacities: Grouping of resources and skills that an individual has to perform a given
task.
Cooperative learning: Students put their knowledge into practice in a group, allowing
them to coordinate efforts to perform tasks and obtain better products than those
made individually.
Co-valuation: Procedure and form of evaluation carried out jointly by two or more
institutional actors.
Context: The environment in which any event occurs and which often has an influence
on its development.

D
Didactic: Linked to the discipline that focuses on analyzing teaching methods and
techniques.
Dual loop learning: Type of complex, two-way learning that adds one more loop to the
simple learning process, as the consequences of decisions not only correct future
actions, but also modify the ways of thinking that are maintained in identifying the
problems and how to decide which actions are the most important.
Discovery learning: Learning process that requires a lot of participation by students.
The teacher makes an incomplete and unfinished presentation of the contents to be
taught, shows the students the purpose to achieve and acts as mediator and/or guide
while they make the necessary journey to achieve the proposed objectives.
Diagnostic evaluation: Evaluation model generally used at the beginning of teaching,
whose purpose is to provide information to the educator about the knowledge that the
student has on a certain topic or content.

E
Education: Allows and promotes the acquisition of skills and knowledge in different
fields.
Evaluation: The process of recording knowledge, skills and attitudes, to improve
student learning.

F
Feedback: Control method, where the results obtained from a task are reintroduced in
order to improve learning.
Formative evaluation: This is a term which refers to successive readjustments in the
development and experimentation of a new program.

G
Grading: Representation of achievement in learning through an evaluation process.
Goals: They are everything we want students to learn and achieve at the end of the
course.

I
Induction: Course by which particular behaviors are observed, from there a general
conclusion is generated.
Instructional Strategies: The procedures or resources used by teachers to achieve
important learnings in pupils.
Intelligence: Set of skills linked to learning and also with an ability to adapt to the
environment.

K
Knowledge: Set of information, obtained through experience or learning, or through
introspection (a priori).

L
Learning process: Procedure by which special or general knowledge of a subject is
transmitted.
Learning by reception: The most common way to achieve meaningful learning of
concepts. In the first place, the teacher makes an introduction that activates the
students' previous knowledge of the subject.
Learning approach: It refers to the objectives that the student proposes in relation to
the resolution of the tasks presented to him by the teacher.

M
Methodology: The set of strategies and procedures planned so that students through
the learning they are acquiring, achieve the objectives set.
Metacognition: A series of operations and functions carried out by a person, which
allows information to be collected, produced and evaluated.
Meaningful learning: Concept developed by theorists from the family of cognitive
learning theories. It implies a cognitive reorganization of the subject and its internal
activity.
Meta-evaluation: Evaluation by someone, an external expert or specialist who has not
participated in the original evaluation.
Multiple Intelligences Theory (MI): A theory that introduces the idea of broad and
differentiated mental categories, as opposed to the idea of single monolithic
intelligence.

N
Non-specific skills: A type of knowledge that educational leaders do not learn in their
systematic training as professionals, but are the person’s own skills and attitudes that
influence their overall professional development, but which are considered as the
basic conditions for the performance of any professional in driving places.

P
Pedagogical act: A encounter of two subjects -one who learns and another who
teaches-, who establish an intersubjective relationship between themselves.
Primary context of production: The place where knowledge and technology are
produced, and then transmitted in the context of reproduction.
Planning: Tool of great utility for the educator as dynamic resource that serves to
organize and foresee the pedagogical action and practices.
 R
Rote learning: Learning process in which new knowledge is incorporated in an isolated
and unrelated manner.
Reproduction context: The place where knowledge and technology produced in the
primary context of production are transmitted in order to be used socially.
Reasoning: Mental action through which judgments are made. Argumentation or
logical sequence.

S
Simple loop learning: Simple and unidirectional learning process, by which the
consequences of past actions serve to correct future actions.
Social learning: Theory that new behaviors are acquired by imitating role models and
that knowledge is achieved by observing and imitating other people in a social context.
Self-evaluation: The ability of the subject to objectify and assume a certain degree of
responsibility and commitment in their productions, learning, tasks, etc.
Strategies: The set of procedures used by teachers and managers to promote
significant changes, innovations or learning both in the classroom and at school.
Summative evaluation: Evaluation model that, through different instruments, collects
information only on the results obtained by the students.
Strategic planning: Mode of intervention in the pedagogical management that, faced
with the impossibility of solving everything at once, sets partial priorities seeking the
achievement of the objectives towards which it tends.
Soft external monitoring: The invention relates to a procedure for controlling the output
of the pupil, in which the teacher corrects the task performed by the pupil with a
positive attitude, constantly stimulating the pupil in spite of any errors he may have
made in the task.

T
Teaching approach: How to define the role and task of the teacher.
Teaching model: A set of ordered ideas on how the institutionalized transfer of
knowledge should take place.
Traditional planning: Separates the planning process from the decision-making
process within educational management. This is understood if it is established that
planning is a given process in successive stages that must be respected.