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NHC1
Test
| Question | Answer |
|---|---|
| To provide a form of summative assessment | Post-Test |
| To systematically organize evidence that reflects growth and development | Portfolio |
| To plan and assess learning during instructional activities | Formative Assessment |
| To summarize criteria according to different levels of performance | Rubric |
| Provide information that will enable the teacher to better plan effective instruction | Pre-test |
| Determine teacher effectiveness as related to evidence of student | Work Sample |
| Determine individual student's standing within a group | Competitive Evaluation |
| Require students to apply skills and knowledge in real-life situation | Authentic Assessment |
| Require students to periodically write about social climate and activities | Journals and blogs |
| Students who have difficulty processing complex concepts | Concept maps |
| Students who struggle in mathematics | Manipulatives |
| Students who struggle with reading | Recorded books |
| Students who have difficulty with motor skills | Scribes |
| Hierarchical listing of cognitive domain levels related to critical thinking | Bloom's Taxonomy |
| Clear and measurable statements of instructional intent | Objective |
| State or national mandates of what students should know, understand, and be able to do | Standard |
| Framework of skills in the affective domain covering attitudes, emotions, and values | Krathwohl's Taxonomy |
| Blooms Taxonomy of educational objectives measures cognitive ability at what level? | synthesis |
| What is the purpose of the affective domain? | To address feelings, emotions, values, and judgement |
| students share personal interests as a group activity "ice breaker" this is an example of which taxonomy | affective domain |
| describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. | affective domain |
| Constructivism emphasizes | the importance of the learner being actively involved in the learning process |
| examples of Constructivism | Students learn about a subject through the experience of problem solving Jigsaw Classroom where students become "experts" on one part of a group project and teach it to the others in their group |
| examples of Constructivism | Learning is viewed as active Learners with different skills and backgrounds are encouraged to collaborate in tasks and discussions to arrive at a shared understanding of the truth |
| Some interactive learning approaches for constructivism include: | reciprocal teaching, peer collaboration, cognitive apprenticeship, problem-based instruction, web quests, and anchored instruction |
| suggest that we learn by expanding our knowledge by experiences which are generated through play from infancy to adulthood which are necessary for learning. | Piaget's role in the constructivist teaching |
| all knowledge is constructed from a base of prior knowledge. Children are not a blank slate and knowledge cannot be imparted without the child making sense of it according to his or her current conceptions. | Constructivist learning theory ( Dewey and Piaget ) |
| Therefore children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences. | Constructivist learning theory ( Dewey and Piaget ) |
| David Jonassen identified three major roles to support students in constructivist learning environments | Modeling Coaching Scaffolding |
| Constructivist assessment | KWL(H) Chart, Mind Mapping, Hands on activities, and pretesting. |
| (What we know, What we want to know, What we have learned, How we know it | KWL(H) Chart |
| list the concepts and ideas relating to a topic | Mind Mapping |
| teachers can use a checklist and observation to assess student success with the particular material. | Hands-on activities for constructivist assessments |
| This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study | Pretesting for constructivist assessments |
| What are the 3 stages of backward design in instructional planning? | Identify desired outcomes, assess, plan learning experience and instruction |
| is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. | Backward design |
| People with mathematical logical learning styles learn best when taught using visual materials, computers, statistical and analytical programs, and hands on projects. | Mathematical Logical learning style ((Gardner's eight)) |
| They prefer structured, goal-oriented activities that are based on math reasoning rather than less structured creative activities.Mathematical logical learners would find a statistical study more appealing than analyzing literature or keeping a journal. | Mathematical Logical learning style ((Gardner's eight)) |
| Learning outcomes describe what students are able to demonstrate in terms of knowledge, skills, and values upon completion of a course | learning outcome statement |
| serves as the foundation to evaluating the effectiveness of the teaching and learning process | Clear articulation of learning outcomes |
| What is a component of effective direct instruction? | Teach basic skills that are fundamental 2 more complex activities |
| secure learning environment: seating arrangements, smooth transitions Example moving from rug area to desks is done quietly fast and with minimal talking... students know what to expect and feel safe | physical components of an effective learning environment |
| passive listening, watching tv or listening to the radio | one-way listening |
| involves listener in an exchange of information, listeners provide feedback or ask questions. non verbal feedbackincludes a smile of understanding or a frown of confusion,two way listening may include paraphrasing,restating in your own words | two-way listening |
| listening with feeling with an attempt to experience what the speaker is feeling. | empathetic listening |
| first stage in developing writing skills in languag | knowledge telling |
| egbdf every good boy does fine to remember notes in music or other strategies to remember | mnemonics |
| Use Compute Solve Demonstrate Apply Construct | APPLICATION |
| Create Design Hypothesize Invent Develop | SYNTHESIS |
| Analyze Categorize Compare Contrast Separate | ANALYSIS |
| what are the levels of the effective domain in blooms taxonomy | receiving, responding, valuing, organizing and Characterizing |
| The lowest level; the student passively pays attention. Without this level no learning can occur. Receiving is about the student's memory and recognition as well | Receiving |
| The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way | Responding |
| The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge he acquired. | Valuing |
| The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned | Organizing |
| The student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic | characterizing |
| an explanation of language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist Lev Vygotsky | social interaction theory |
| think of driving a car, the middle lane is learning, the lane next to it is boredom and the other side is confusion, keep learning between learning and confusion, learning is best when in the zone between what the child knows and doesn't know yet | zone of proximal development (ZPD) |
| what do pauses and silences indicate? | These results were interpreted to mean that speakers were engaged in more processing during periods of higher pause time than during periods of lower pause time.The periods of speech associated with higher silent pause times contained more instances of fi |
| Student-Centered Curriculum | Active curriculum that focuses on the needs and interest of the students |
| Direct Teaching | Teacher centered, skill-building instruction. The teacher is the main provider for information of material. The Teachers role becomes to pass facts, rules, or action sequences to students in the most direct way possible. |
| The three steps in backward learning design are... | -Identify desired outcomes -determine what is geared towards the level of competency -plan all learning activities to achieve these competencies. - |
| differentiated content | -vary presentation -vary materials -adjust complexity -target readiness level. |
| differentiated process | -flexible grouping -graphic organizers -learning stations |
| differentiated product | -exit cards -KWL -Think-Share-Pair -Roleplay |
| desist approach | a method of classroom management that allows the teacher full responsibility for regulating the classroom. |
| Criterion referenced assessment | Students are compared to a set of standards like the proficiency in the objective |
| drill | concerned with fixation of specific associations for automatic recall. |
| evaluation questions | require that students put a value on something or make some kind of judgement |
| exposition teaching | considered to be the best way to communicate large amounts of information in a short period of time |
| heuristic method | teaching can be organized so that it is active, self-directed, inquiring, and reflective |
| methodology | planned patterned behaviors that are definite steps through which the teacher influences learning |
| ripple effect | speed of behaviors from one individual to the next through limitation. |
| psychomotor domain | learning domain concerned with muscular abilities and skills on a continuum from the simple to the complex |
| simulation | presentation of an artificial situation or event that represents reality but removes risk to individual involved in the activity |
| socratic method | using questioning and interaction sequence designed to draw information out of students rather than pouring it into them. This method ia purley verbal and interactive, |
| subject based curriculum | when the subjects are separated into distinct courses of study |
| Jigsaw | Students research their portion of the task and then teach their fellow group members about that portion |
| Curriculum Planning ` | 1. Yearly Mapping 2. Unit Planning 3. Weekly Planning 4. Daily Lesson |
| Backward Design | Focuses first on outcome and results |
| Integrated Curriculum | Constructed from real world problems |
| Time Allocation | -Pauses indicate important information is coming up or they should reflect on the last information -Silence can communicate fear, defiance or lack of interest |
| Wait Time | To pause after a question that allows students to think before responding |
| Best Strategies to develop on the first day of school | 1. Classroom rules 2. Rountines (like line up, homework and attendance 3. Seating Charts |
| Important Factors for a physically safe environment | -the seating chart should be flexible depending on the activity -Teacher and student territories -Loaction of items such as pencil sharpener waste basket -Wall decor -Placement of white board or chalk |
| Components to make students actively participate and feel comfortable | -Open dialogue and student participation - Cooperative learning is social -Invite students to partake in planning |
| Topics to discuss on the first day | -Seating assignments -book distribution -Assignments -Homework and grading -Class procedures |
| One Way Listening | The teacher talks and the students listen |
| Two Way Listening | `Both the teacher and the students talk and listen |
| Empathetic Listening | Asking and hearing students on topics of a personal nature and/or relevant questions. |
| Methodologies that help develop academic language | -Flash Cards -Word walls -Visuals -Drill and Practice -Cooperative/collaborative learning a.k.a grouping |
| Clickers and text to speech | helps students who have problems expressing themselves and/or writing legibly |
| PowerPoint, Press, Whiteboards/SmartBoards | Best for visual learners and have difficulty expressing themselves verbally and/or verbally. |
| Podcasting | Creates audio and video files or both and post online |
| Blogging | Online journal that allows authors to quickly post on a website with a link |
| Text to Speech | Assist students with critical thinking strategies |
| Eye Glaze Tech | Used as assistive Technology for teachers |
| PowerPoints | chapter specific slide presentations offer assistance with lecture and review highlighting essential content |
| WebQuest | Four essential parts 1. Intro 2. Task process 3. Resources 4. Evaluation/Conclusion |
| Clickers | Each student has a clicker connected to a Home Screen and can actively share responses as a whole class together by selecting the option with the clicker |
| How can teachers monitor the internet | -position seating so students screens can be easily seen -Blocking Certain sites |
Created by:
tiffplayswow
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