To be considered a competent educator, there are almost 2000 strategies, concepts, and terms that you must know. However, since teachers wear so many hats, who has the time to learn them all? Don’t worry; we have you covered. In this series, we will discuss all the teaching and learning strategies, concepts, and terms that you need to know to be considered an effective educator. There are over 70 articles in this series, so pace yourself. We recommend reading one piece per weekday, which will allow you to complete the series in three to four months. We hope you enjoy it.
Click here to read all the articles in this series.
Idea Checklists A generic list of possible solutions to creative or design problems. Examples include Idea Spurring Questions (Osborn, 1963) and SCAMPER.
Identity Achievement A state in the process of identity development in which an individual makes conscious decisions about their occupation and ideology for example, and consolidates these various factors.
Identity Crisis A stage where a person must define who they truly are. This period typically occurs during adolescence when a child is quickly changing emotionally and physically. They must form a permanent identity that includes who they are, what they are, and where they intend to go in the future.
Identity Diffusion A stage in which an individual is unable to develop a clear sense of self. It is typically a step in the process of defining, understanding or realizing one’s identity.
Identity vs. Role Confusion At this stage (age 12 to 18), the big question that individuals confront is “Who am I”.
Idiomatic Expressions Phrases that have a figurative meaning instead of a literal translation.
Illocutionary Acts A means of expression using both vocal cues (intonation and grunts) and nonverbal cues (giving, pointing, or showing).
Imagery A strategy for memorizing new information wherein a child superimposes images of one or more stimuli so that the relationship between the images helps with recall.
Imaginational Excitability One of Dabrowski’s five areas of overexcitabilities. It includes creative activities such as the free play of imagination, vivid fantasies or imagery, dreams, metaphorical thinking, and poetic observations. Students with imaginational excitability may also participate in animistic or magical thinking.
Imitation Learning by repeating the actions of others.
Immigration The act of entering a country where you were not born in order to become a permanent resident.
Implementation Charting An activity in which problem solvers are asked to identify the next steps to implement their creative ideas. This step follows the idea generation stage and the narrowing of ideas to one or more feasible solutions. The process helps participants to view implementation as a viable next step.
Implementation Putting the written goals and desired outcomes into action through a serious of planned activities and interventions.
Implicit Questions (higher order thinking questions) Inquiries that force the reader to figure out going in a story, when the answer is not obvious, but insinuated.
Impulse Control The ability to resist impulses and consider the possible consequences of alternative behaviors. The ability to stop one action and consider the highest priority activity.
