Center for Engaged Teaching and Learning

Active learning refers to a broad range of teaching strategies which engage students as active participants in their learning during class time with their instructor. Typically, these strategies involve some amount of students working together during class, but may also involve individual work and/or reflection. These teaching approaches range from short, simple activities like journal writing, problem solving and paired discussions, to longer, involved activities or pedagogical frameworks like case studies, role plays, and structured team-based learning.

Definition from:  https://cei.umn.edu/active-learning

In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time.

The term at-risk is often used to describe students or groups of students who are considered to have a higher probability of failing academically or dropping out of school. The term may be applied to students who face circumstances that could jeopardize their ability to complete school, such as homelessness, incarceration, teenage pregnancy, serious health issues, domestic violence, transiency (as in the case of migrant-worker families), or other conditions, or it may refer to learning disabilities, low test scores, disciplinary problems, grade retentions, or other learning-related factors that could adversely affect the educational performance and attainment of some students.

Source: https://www.edglossary.org/at-risk/

In education, the term authentic learning refers to a wide variety of educational and instructional techniques focused on connecting what students are taught in our classes to real-world issues, problems, and applications. It could also refer to leaning in the real-world setting that the skills will be applied. 

Backward design, also called backward planning or backward mapping, is a process that educators use to design leaning activities and experiences and instructional techniques to achieve specific learning goals. Backward design begins with the objectives of a unit or course—what students are expected to learn and be able to do—and then proceeds “backward” to create opportunities for students to achieve those desired goals.

The term blended learning is generally applied to the practice of using both online and face-to-face learning experiences when teaching students. In a blended-learning course, for example, students might attend a class taught by a professor in a traditional classroom setting, while also independently completing online components of the course outside of the classroom

Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding. Educators have typically used Bloom’s taxonomy to inform or guide the development of assessments, instruction, and trajectories of learning.   

Brain-based learning refers to teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development—how students learn differently as they age, grow, and mature socially, emotionally, and cognitively.

source: https://www.edglossary.org/brain-based-learning/

Classroom management refers to the wide variety of skills and techniques that teachers use to keep students on-task, organized, focused, attentive, engaged, and academically productive during a class.