Teacher-Instructional Planning
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| Single-Subject Integration | A teacher presents a single subject and requires students to solve real problems.
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| The Coordination Model | Two or more teachers cooperate in teaching integrated single subjects.
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| The Integrated Core Model | A single teacher remains with students for two or three periods. A teacher might teach science in the context of math or social studies as the “core” around which the rest of the school day is planned.
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| The Integrated Double Core Model | Two teachers teach integrated “cores” to the students. One might teach math in the context of science, while the other teaches language arts within the context of social studies.
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| The Self-Contained Core Model | A single teacher with multiple credentials teaches one group of students all day within a single meaningful context.
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| Objective Models | 1-Single-Subject Integration, 2-The Coordination, 3-The integrated Core, 4-The Integrated Double Core, 5-The Self-Contained Core,
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| Educational Goal Example | The students will develop a command of Standard English.
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| Educational Goal Example | The students will expand their leisure activities.
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| Educational Goal Example | The students will develop good ethical character.
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| Educational Goal Example | The students will formulate an appreciation for all people.
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| Educational Goal Example | The students will develop good health habits.
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| Educational goal | The student will develop computer literacy.
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| Informational objective | The student will be able to use a word-processing software program.
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| Instructional objective | Given a set of specific requirements, the student will be able to use a word-processing program to write a one-page paper with no errors.
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| Instructional objectives | precisely communicate learning intent. Elements: Performance, product (outcome), conditions, criterion (levels of mastery)
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| Informational objectives | are abbreviated instructional objectives.
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| Instructional Objective Example | Given the voltage and resistance, the student will be able to calculate the current in a series and parallel circuit with 100% accuracy.
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| Informational Objective Example | The student will be able to compute the current in a series or parallel circuit.
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| Objectives can be classified into three primary categories, or domains of learning, based upon their instructional focus: | cognitive (thinking), affective (attitudes or feelings), and psychomotor (physical skills).
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| Objectives in the cognitive domain are... | concerned with students’ thinking and reasoning abilities.
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| Bloom's Taxonomy... revised: Remembering | Retrieve, recognize, and recall relevant knowledge
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| Bloom's Taxonomy... revised: Understanding | Construct meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining
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| Bloom's Taxonomy... revised: Applying | Carry out or use a procedure through executing or implementing
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| Bloom's Taxonomy... revised: Analyzing | Break material into constituent parts; determine how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing
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| Bloom's Taxonomy... revised: Evaluating | Make judgments based on criteria and standards through checking and critiquing
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| Bloom's Taxonomy... revised: Creating | Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure through generating, planning, or producing
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| Objectives in the affective domain are... | Objectives in the affective domain are concerned with the development of students’ attitudes, feelings, and emotions.
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| Affective Domain (Taxonomy) | Receiving, Responding, Valuing, Organization, Characterization by value
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| Objectives in the psychomotor domain relate to... | the development of muscular abilities that range from simple reflex movements to precision and creativity in performing a skill.
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| Psychomotor Domain (Taxonomy) | Fundamental movement, Generic movement, Ordinative movement, Creative movement
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| Goal | TARGET-broad, generalized statements about what is to be learned
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| Objective | Arrow-foundation upon which you can build lessons and assessments
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| Affective Objectives | change attitude
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| Psychomotor Objectives | build skills
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| Cognitive Objectives | Increase knowledge
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| Affective Objectives | Characterization by value, organization, valuing, responding, receiving
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| Psychomotor Objectives | Observing, initiating, practicing, adapting
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| Bloom's Taxonomy | Evaluation, Synthesis, Analysis, Application, Comprehension, Knowledge
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| 1-Bloom's Taxonomy:Evaluation | Check , judge, and critique materials
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| 2-Bloom's Taxonomy:Synthesis | Put materials together to create something new
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| 3-Bloom's Taxonomy:Analysis | Break information into parts
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| 4-Bloom's Taxonomy:Application | Use information
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| 5-Bloom's Taxonomy:Comprehension | Obtain meaning
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| 6-Bloom's Taxonomy:Knowledge | Remember or recall
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| ABCD's of Writing Objectives | Audience, Behavior, Condition, Degree
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| Audience | Who?
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| Behavior | What you expect?
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| Condition | How they are going to do it?
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| Degree | How much? How you'll measure it?
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| Behavior | verb that describes an observable activity (ex solve compare list explain identify
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| Condition | defines the materials; what the student will be given or not given (ex without the use of a calculator...)
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| Degree | is the objective achieved (ex percentage, time limit)
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| Step one to planning | Diagnosing the learning situation: curriculum, standards, levels of knowledge
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| Step two to planning | Planning course: what will be taught and sequence
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| Step three to planning | Planning the instruction; objectives and strategies to use
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| Step four to planning | Teach lesson; what activities
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| Step five to planning | Evaluate Learning; assessments
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| Step six to planning | Reflection; What worked, why it worked, what needs to change for next the next lesson
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| Step seven to planning | Follow up; changes, new approaches
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| Background design | 1-identify the desired outcome and results, 2-determine what constitutes acceptable evidence of competency, 3-Plan learning activities to achieve these competency levels
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| Subject-Centered Curriculum | Most used; content base, content areas taught in isolation
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| Student-Centered Curriculum | Activity base, student at the center of learning process, involve multiple content areas
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| Curriculum integration | Teaching and learning that draws upon knowledge and skills of a variety of discipline areas... real world situations
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| Bloom's 3 Taxonomy's | Affective, Psychomotor, Cognitive
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| Standards | Year End Target
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| Standards Targets | 1-Knowledge, 2-Reasoning,3-Performance, 4-Products
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| Knowledge Standard Example | Identify sight words
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| Knowledge Standard Example | Identify similes and metaphors
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| Knowledge Standard Example | List defining characteristics of various literary genres
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| Knowledge Standard Example | List defining characteristics of various literary genres
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| Knowledge Standard Example | Count and group concrete manipulative by ones, tens, and hundreds to 1,000
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| Performance Target Examples | Read aloud with fluency and expression
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| Performance Target Examples | Demonstrate the use of self-correction strategies
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| Performance Target Examples | Find and justify the laws of exponents with numeric bases using inductive reasoning
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| Performance Target Examples | Model, identify and describe square, prime and composite numbers
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| Reasoning Target Examples | Make a prediction based on evidence
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| Reasoning Target Examples | distinguish between fact and opinion
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| Reasoning Target Examples | Evaluate information from a variety of resources
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| Reasoning Target Examples | Classify and compare triangles by sides and angles
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| Product Target Examples | Produce a grammatically correct sentence
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| Product Target Examples | Develop a proper paragraph in a written composition
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| Product Target Example | Compose a written composition using the five-step writing process
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| Product Target Example | Create a design with more than one line of symmetry
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| Metacognition | can be simply defined as “thinking about thinking.” Thinking skills and study skills are examples of metacognitive skills. They include invisible thinking skills such as self-interrogation, self-checking, self-monitoring, and analyzing.
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| Thinking | The act of withholding judgment to use knowledge and experience in finding new information, concepts, or conclusions
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| Critical thinking | The ability to analyze complex situations critically, using standards of objectivity and consistency
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| Creativity | The capacity for producing imaginative, original products or ways of solving problems
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| Metacognition | The skill of thinking about thinking
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| Separate approach | Program that focuses instruction on thinking skill development without regard to content
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| Infusion approach | Development of thinking skills in conjunction with regular curriculum; thinking skill instruction is followed by applying the skill to the content being studied
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| self-discipline approach | built on the premise that students can be trusted to evaluate and change their actions so that their behaviors are beneficial and appropriate to themselves and to the class as a whole
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| reality therapy | is a strategy that helps students take responsibility for examining and solving their own problems.
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| Self-discipline approach | View that students can evaluate and change to appropriate behavior
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| Instructional approach | View that well-planned and well-implemented instruction will prevent classroom problems
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| Desist approach | View that the teacher should have full regulatory power in the classroom
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| Routines | Classroom activities that are repetitive and follow a common procedure
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| Limits |
The accepted and nonaccepted actions in the classroom
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| Monitoring | Being aware of what is taking place in the classroom
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| Punishment | The application of a negative stimulus or removal of a positive stimulus for inappropriate behavior
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| Pretest: Purpose | to identify difficulties and place students
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| Pretest: Nature | Many questions relate general knowledge
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| Pretest: Frequency of Administration | Varied-usually before instruction
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| Formative: Purpose | To promote learning through feedback
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| Formative: Nature | Few questions related to specifics of instruction
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| Formative: Frequency of Administration | Frequently-usually during instruction
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| Posttest (Summative): Purpose | To assess overall achievement
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| Posttest (Summative): Nature | Many questions related to specific and general knowledge
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| Posttest (Summative): Frequency of Administration | Once-usually final phase of instruction
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| Diagnostic evaluation | Evaluation administered prior to instruction for placement purposes
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| Formative evaluation | The use of evaluation in supplying feedback during the course of a program
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| Summative | A judgement made at the end of a project that determines whether it has been successful or not and commonly used to give grades
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| Competitive Evaluation | Evaluation that forces students to compete with each other
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| Noncompetitive evaluation | Evaluation that does not force students to compete with each other
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| Performance assessment | Assessment in which students demonstrate the behaviors to be measured
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| Student work sample | Collection of students work over a sufficiently long period of time
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| Portfolio | Asystematic, organized collection of evidence that documents growth and development and that represents progress made toward reaching specified goals and objectives
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| Standard scores | a score based on the number of standard deviations an individual is from the mean
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| Percent | The point on a distribution of scores below which a given percentage of individuals fall
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| Reliability | The extent to which individual differences are measured consistently, or the coefficient of stability of scores
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| Validity | The extent to which measurement corresponds with criteria-that is, the ability of a device to measure what it is supposed to measure
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| Usability | The suitability of a measurement device for collecting desired data
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| Cumulative records | holds the information collected on students over the school years
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| Norm-Referenced Test | Interpretation is made when you compare a student's score with that of a norm group in obtaining meaning. it compares individuals with one another.
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| Criterion-referenced test | interpretation is made when you compare an individual's score against a predetermined standard. ex. teacher-made test because students are compared with criteria
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| pedagogy | the art, science, or profession of teaching
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| automating | bolting technology on top of what's already being done, leads to incremental development, doesn't improve writing
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| informating | are you giving people access to information they've never had before
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| Authoritarian Style | leadership is characterized by power, domination, pressure, and criticism
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| Democratic Style | Teacher is kind, caring, and warm but also firm
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| Reality Therapy | is a strategy that helps students take responsibility for examining and solving their own problems. Glasser believes that students are rational beings who can control their behavior if they wish
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| Instructional approach | classroom management in that well-planned and well-implemented instruction will prevent most classroom problems
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| self-discipline approach | view that students can evaluate and change to appropriate behavior
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| Instructional approach | View that well-planned and well-implemented instruction will prevent classroom problems
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| Desist approach | View that teacher should have full regulatory power in the classroom
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| Set Induction | is what you do at the outset of a lesson to get students undivided attention, arouse their interest and establish a conceptual framework fro the information that follows
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| Affective Domain Hierarchy: Receiving | Being aware of or attending to something in the environment
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| Affective Domain Hierarchy: Receiving Example | Individual reads a book passage about civil rights
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| Affective Domain Hierarchy: Responding | Showing some new behaviors as a result of experience
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| Affective Domain Hierarchy: Responding Example | Individual answers questions about the book, reads another book by the same author, another book about civil rights, etc.
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| Affective Domain Hierarchy: Valuing | Showing some definite involvement or commitment
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| Affective Domain Hierarchy: Valuing Example | The individual demonstrates this by voluntarily attending a lecture on civil rights
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| Affective Domain Hierarchy: Organization | Integrating a new value into one's general set of values, giving it some ranking among one's general priorities
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| Affective Domain Hierarchy: Organization Example | The individual arranges a civil rights rally
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| Affective Domain Hierarchy: Characterization by Value | Acting consistently with the new value
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| Affective Domain Hierarchy: Characterization by Value Example | The individual is firmly committed to the value, perhaps becoming a civil rights leader
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| Psychomotor Domain Hierarchy: Observing | Active mental attending of a physical event
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| Psychomotor Domain Hierarchy: Observing Example | The learner watches a more experienced person. Other mental activity, such as reading may be a pert of the observation process.
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| Psychomotor Domain Hierarchy: Imitating | Attempted copying of a physical behavior
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| Psychomotor Domain Hierarchy: Imitating Example | The first steps in learning a skill. The learner is observed and given direction and feedback on performance. Movement is not automatic or smooth.
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| Psychomotor Domain Hierarchy: Practicing | Trying a specific physical activity over and over.
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| Psychomotor Domain Hierarchy: Practicing Example | The skill is preated over and over. The entire sequence is performed repeatedly. Movement is moving towards becoming automatic and smooth.
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| Psychomotor Domain Hierarchy: Adapting | Fine tuning. Making minor adjustments in the physical activity in order to perfect it.
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| Psychomotor Domain Hierarchy: Adapting Example | The skill is perfected. A mentor or a coach is often needed to provide an outside perspective on how to improve or adjust as needed for the situation.
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| ABCD's of Objectives | Audience, Behavior, Condition, Degree
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| Knowledge | Ex. Spell words correctly; assessments-quizzes, essays, questioning
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| Reasoning | Ex. Solve math problems; assessments-essays, observations
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| Performance | Ex. Speak foreign language; assessments-observations, rubrics
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| Product Development | Ex. create a web page; assessments-rubrics
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| Attitudes | Ex. Positive attitudes; assessments-observations
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| 7 steps in a model of effective teaching | Diagnosing the learning situation, planning the course, planning the instruction, guiding learning activities, evaluating learning, reflecting, following up
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| Educational Goals | are broad and may take an extended period of time to be accomplished
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| Instructional Objectives | precisely communicate learning intent
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| Informational Objectives | are abbreviated instructional objectives. Whereas instructional objectives contain the four elements noted earlier, informational objectives specify only the student performance and the product.
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| Bloom's Taxonomy!! | Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation,
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| Affective Domain Taxonomy | Receiving, Responding, Valuing, Organization, Characterization by value or value complex
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| Psychomotor | manual or physical skills
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| Psychomotor Domain taxonomy | Fundamental movement, generic movement, ordinative movement, creative movement
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| Assessment Concepts: Diagnostic | Evaluation administered prior to instruction for placement purposes
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| Assessment Concepts: Formative evaluation | The use of evaluation in supplying feedback during the course of a program
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| Assessment Concepts: Summative evaluation | A judgment made at the end of a project that determines whether it has been successful or not and commonly used to give grades
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| Assessment Concepts: Competitive evaluation | Evaluation that forces students to compete with each other
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| Assessment Concepts: Noncompetitive evaluation | Evaluation that does not force students to compete with each other
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| Assessment Concepts: Performance | Assessment in which students demonstrate the behaviors to be measured
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| Assessment Concepts: Student work sample | Collection of students' work over a sufficiently long period of time
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| Assessment Concepts: Portfolio | A systematic, organized collection of evidence that documents growth and development and that represents progress made toward reaching specified goals and objectives
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| Assessment Concepts: Standard scores | A score based on the number of standard deviations an individual is from the mean
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| Assessment Concepts: Percent | The point on a distribution of scores below which a given percentage of individuals fall
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| Assessment Concepts: Reliability | The extent to which individual differences are measured consistently, or the coefficient of stability of scores
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| Assessment Concepts: Validity | The extent to which measurement corresponds with criteria-that is, the ability of a device to measure what it is supposed to measure
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| Assessment Concepts: Usability | The suitability of a measurement device for collecting desired data
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| 6 Facets of Understanding | Explain, Interpret, Apply, Perspective, Empathize
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| Constructivism!! | a theory of knowledge explaining it as being developed in the human being when information comes into contact with existing knowledge that had been generated from previous experiences
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| Constructivism!! | a type of learning theory that explains human learning as an active attempt to construct meaning in the world around us.
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| Constructivism!! | divides learning into two types: accommodation and assimilation. The focus is on the individual's desire and ability to learn, and the teacher or therapist is merely there to help guide self-directed learning.
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| Direct Teaching!! | Teacher controls instruction by presenting information and giving directions to the class; associated with teacher-centered, teacher-controlled classrooms; an instructional procedure for teaching content in the most efficient, straightforward way
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| Lecture!! | Teacher presents information, with no overt interaction with students
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| Presentation!! | Teacher presents information, with limited overt interaction with students
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| Illustrated Talk!! | Presentation that relies heavily on visual aids to convey ideas to students
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| Teaching lecture!! | An oral presentation that allows some participation by the students
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| Textbook Teaching!! | Talking about and teaching from the textbook
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| Convergent questions | allow for only a few right responses
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| divergent questions | allow for many correct responses
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| factual questions | test the student's recall or recognition of information learned by rote
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| empirical questions | require that students integrate or analyze remembered or given information and supply a single, correct, predicatable anser
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| productive questions | do not have a single, correct answer, and it may be impossible to predict what the answer will be
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| evaluative questions | require that students put a value on something or make some kind of judgment. these are special cases of productive questions in that they, too, are often open-ended
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| factual | cognitive/memory; knowledge/comprehension
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| empirical | convergent thinking; application/analysis
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| productive | divergent thinking; synthesis
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| evaluative | evaluative thinking; evaluation
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| brainstorming | is a small group activity used to generate ideas
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| round robin brainstorming | is a small group activity used to generate answers to a question
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| buzz group | is a work group of relatively short duration. Such a group is established quickly to share opinions, viewpoints, or reactions
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| task group | sets out to solve a problem or complete a project. unlike other types of discussion however, task groups involve students in some kind of work or activity, and each group member has a role or an assignment that is clearly defined for all group members.
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| team pair solo | is a combination of team and individual problem-solving activity. students do problems first as a team, then with a partner, and finally on their own
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| think pair share | is a question or problem-solving activity. the teacher gives students a question or gives them a problem to work on. students initially work independently but then move to pairs to discuss their answers or solutions.
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| three minute review | is a group clarification activity
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| panels | which are referred to as roundtables
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| panels | re a special form of the small-group approach. a group of students-usually 5 to 8 prepare in advance an informal discussion about an assigned issue to be presented in front of the class.
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| discovery learning | is a means by which students engage in problem solving in developing knowledge or skills
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| inquiry | basically is a problem-solving technique. unlike discovery, however, the emphasis is placed on the process of investigating the problem, rather than on reaching a correct solution
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| Heuristic Methods | Discovery, Inquiry, such man inquiry, project based learning
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| Heuristic Methods: Discovery | Intentional learning through supervised problem solving following the scientific method
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| Heuristic Methods: Inquiry | Flexible yet systematic process of problem solving
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| Heuristic Methods: Such man inquiry | Inquiry approach whereby students are presented with and asked to explain discrepant events
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| Heuristic Methods: Project based learning | Teaching technique in which projects are given for students to independently or cooperatively complete
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| Integrated Methods | Ordinary demonstration, Inquiry demonstration, Socratic method, Concept attainment, Cooperative learning
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| Integrated Methods: Ordinary demonstration | Individual shows and explains something to class
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| Integrated Methods: Inquiry demonstration | Individual shows class something without explanation; students observe, make inferences, and reach conclusions
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| Integrated Methods: Socratic method | Questioning and interaction to draw information out of students
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| Integrated Methods: Concept attainment | Teaching strategy designed to help students learn concepts and practice analytical thinking skills
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| Integrated Methods: Cooperative learning | Students work together as a team on assigned tasks
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| Menuing | Tic tac toe grid, most common meu, kids choose the activity they want to do on specific days, they are not a preassessment, menus are all about extending hat kids already know, menus are used after instruction is finished and can be used as post-assess
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| Cubing | is a way for kids to look at what is being taught at different angles. 6 sides, describe, compare, associate, analyze, apply argue for/against or evaluate
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| Raft | Role, audience, format, topic
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| Thinking | The act of withholding judgment to use knowledge and experience in finding new information, concepts, or conclusions
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| Critical thinking | The ability to analyze complex situations critically, using standards of objectivity and consistency
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| Creativity | The capacity for producing imaginative, original products or ways of solving problems
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| Metacognition | The skill of thinking about thinking
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| Separate approach | Program that focuses instruction on thinking skill development without regard to content
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| Infusion approach | Development of thinking skills in conjunction with regular curriculum; thinking skill instruction is followed by applying the skill to the content being studied
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| Order of planning | Curriculum Mapping, Unit, Weekly, Daily
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| Think, Pair, Share | Individually, 2 people, group
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| Step Interview | A few questions, students interview each other. (ex get to know each other, content purpose)
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| Jigsaw | Student's are the experts (assigned material, teach assigned group)
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| Structured Academic Controversy | Pros and cons of a subject
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| Inside Outside circles | even number of students; face each other in partners, rotate opposite direction, questions or topic (RAPID FIRE)
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| Physical Engagement | Moving around
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| Time allocation | How important something is means you spend more time
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| Metacognition | Thinking skills for recalling content; self-interrogation, self checking, self monitoring, analyzing, memory aides (mnemonics)
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| Memory Aids | Mnemonics
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| Differentiated Instruction (differentiation) | instruction or curriculum that has been modified from standard approach to meet the needs of particular students
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| Podcast | is a digital medium of an episodic series of audio, video, PDF or ePub files from the web and downloaded
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| Instructional strategy | methodology and lesson procedure
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| Methodology | acts as the student motivator-planned patterned behaviors that are definite behaviors that are definite steps by which the teacher influences learning
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| Lesson procedure | Sequence of steps that help students reach their learning objectives
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| Backward Design | 1-Identify desired outcomes and results; 2-Determine what constitutes acceptable evidence of competency, 3-Plan learning activities to achieve these competency levels
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| Concept maps | mind maps
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| Scribes | Someone writing info
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| Manipulatives | Hands on to get concepts
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| Pseudo Writing | false writing or pretend
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| Recorded Books | Books on Tape
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| One-way listening | listen without talking
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| two-way listening | involve and exchange information
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| Empathic listening | Listening with feeling
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| Pretest | to identify difficulties and place students
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| Formative | to promote learning through feedback
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| Posttest (Summative) | to assess overall achievement
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| Rubric | Summarization of the performance in levels
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| Performance assessment | Demonstrate specific skills
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| Portfolio | Collection of students work and progress
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| Krathwohl | Affective: Receiving, Responding, Valuing, Organization, Characterization by value
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| Harrow | Psychomotor: Reflex, Basic Perceptual, Physical, Skilled, Non-Discursive Communication
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| Bloom | Cognitive-Learning: Knowledge, Comprehension, Application, Analysis, Synthesis, Education
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| Standard | a level to reach-acceptable
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| Objective | result or product of instruction
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| Summative | Summary or sum of items that are understood and comprehension
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| RRVOC | Receiving, Responding, Valuing, Organization, Characterization by value
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| RBPPSN | Reflex, Basic, Perceptual, Physical, Skilled, Non-Discursive Communication
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| KCAASE | Knowledge, Comprehension, Application, Analysis, Synthesis, Education
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|
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| Assistive Technology (AT) | Special tool designed to assist individuals who have special needs
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|
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| ELL | Learners who are beginning to learn English as anew language or have already gained some proficiency in English
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| Limited English proficient (LEP) | A designation for students with limited ability to understand, read, speak, or write English whose first or primary language isn't English.
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| Metaverbal component | Underlying, or hidden, message that cannot be directly attributed to the meaning of the words or how they are spoken.
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| Nonverbal communication | Nonlingustic communication or the sending of messages without the use of words. facial language; body language (kinesics); use of the voice; use of space, motion, and time.
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|
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| Modeling | Person demonstrating or acting as he or she wants others to act and communicating examples of the values, ideas, and behaviors to be acquired by students.
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|
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| Computer-based instruction (CBI) | Use of computers for presenting instructional information, asking questions, and interacting with students. Individualized instruction administered by a computer.
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|
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| Reality Therapy | William Glasser's personality theory of therapy in which individuals are helped to become responsible and able to satisfy their needs in the real world.
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|
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| Teacher effectiveness training (TET) | Self-discipline approach to classroom management conceived by Thomas Gordon that stresses establishment of positive working relationships between teachers and students. Key is based on who owns the problem when one develops-teacher or student.
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|
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| Withitness | Ability of a teacher to be aware of what is going on in all parts of the classroom and the ability to communicate this awareness.
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|
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| Overlapping | Engaging in or supervising several activities simultaneously.
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|
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| Ripple effect | Spread of behaviors from one individual to others through imitation.
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|
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| Subject-centered curriculum | School curriculum patterns wherein subjects are separated into distinct courses of study.
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|
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| Student-centered curriculum | Activity curriculum that focuses on student needs and interests.
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|
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| Curriculum integration | Form of teaching and learning that draws upon the knowledge and skills of a variety of discipline areas as they become necessary in problem solving.
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|
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| Objective | Anticipated result or product of instruction. Unambiguous statement of instructional intent.
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|
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| Instructional objective | Narrow four-component statement of learning intent. The components are the performance, a product, the conditions, and the criterion.
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|
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| Informational objectives | Statements of instructional intent that are an abbreviation of instructional objectives with only the performance and product specified.
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|
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| Teacher-student planning | participatory process that directly involves students in instructional planning.
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|
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| Course planning | Broadest and most general type of instruction planning, usually divided into a sequence of units of study.
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|
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| Unit plan | Plan that links goals and objectives, content, activities, resources and materials, and evaluation for a particular unit of study for a course.
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|
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| Thematic unit | Unit of instruction planned by a team of teachers that is organized for interdisciplinary/cross-curricular teaching over a block of time.
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|
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| Weekly plan | Condensed version of a week's daily lesson plans, written on a short form provided by the school.
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|
||||
| Daily lesson plan | A detailed outline used to structure instructional activities for a single day and to help with the flow of the instruction.
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|
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| Block scheduling | An instructional delivery pattern that divides school time into instructional blocks ranging from 20 to 110 minutes.
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|
||||
| Team Planning | Coordination of teachers' instructional approaches among disciplines.
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|
||||
| Set induction | Something a teacher does at the outset of a lesson to get student's undivided attention, arouse their interest, and establish a conceptual framework.
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|
||||
| Instructional strategy | The global plan for teaching a particular lesson consisting of the methodology to be used and the sequence of steps to be followed for implementing the lesson activities.
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|
||||
| Methodology | Planned patterned behaviors that are definite steps through which the teacher influences learning.
🗑
|
||||
| Minimum competency tests | exit tests designed to ascertain whether students have achieved basic levels of performance in basic skill areas-such as reading, writing, and computation-before they can graduate or continue to the next level.
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|
||||
| Diagnostic evaluation | Evaluation administered prior to instruction to assess students' knowledge and abilities so that appropriate instruction can be provided.
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|
||||
| Normal curve | Bell-shaped distribution. Mathematical construct divided into equal segments that reflect the natural distribution of all sorts of things in nature.
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|
||||
| Standard deviation | Extent to which scores are spread out around the mean.
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|
||||
| Authentic assessment | An assessment procedure that has students demonstrate their ability to perform a particular task in real-life situation.
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|
||||
| Performance assessment | Assessment in which students demonstrate the behaviors to be measured.
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|
||||
| Reliability | Extent to which individual responses are measured consistently. The coefficient of stability of scores.
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|
||||
| Validity | Ability of a test to measure what it purports to measure.
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|
||||
| Usability | Suitability of a measurement device to collect desired data.
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|
||||
| Checklist | List of criteria or characteristics against which a performance or an end product is to be judged
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|
||||
| Questionaire | Lists of written statements regarding attitudes, feelings, and opinions to which the reader must respond.
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|
||||
| Absolute grading standard | Students grades given relative to performance against an established criterion-for ex 90-100% A
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|
||||
| Relative grading standard | Student's grades given relative to performance of other students... grading on the curve.
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|
||||
| Point grading system | Student work is allocated points and grades are assigned according to an established grade range.
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|
||||
| Weighted grading system | Assignments are given a letter grade, and all grades are weighted in determining the final grade.
🗑
|
||||
| Percentage grading system | Percentage correct is recorded for each assignment, and an average is calculated to determine a final grade.
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|
||||
| Transfer | Ability to use classroom-acquired information outside the classroom or in different subjects.
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|
||||
| Exposition teaching | Teaching method in which some authority-teacher, textbook, film, or microcomputer-presents information without over interaction taking place between the authority and the students.
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|
||||
| Factual questions | Questions that require the recall of information through the mental processes of recognition and rote memory.
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|
||||
| Empirical questions | Questions that require students to integrate or analyze remembered or given information and supply a single, correct predictable answer.
🗑
|
||||
| Productive questions | Broad, open-ended questions with many correct responses that require students to use their imagination, think creatively, and produce something unique.
🗑
|
||||
| Evaluative questions | Questions that require that a judgment be made or a value be put on something.
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|
||||
| Focusing questions | Questions used to direct students attention to a lesson or to the content of a lesson.
🗑
|
||||
| Prompting questions | Questions that include the use of hints to aid students in answering or in correcting an initial response.
🗑
|
||||
| Probing questions | Questions that follow a student response and require the student to think and respond more thoroughly than in the initial response.
🗑
|
||||
| Redirecting | Asking different individuals to respond to a question in light of, or to add new insight to, the previous responses.
🗑
|
||||
| Halting time | teacher's pause in talking, used for giving students time to think about presented materials and directions
🗑
|
||||
| Authentic methods | Student-centered instruction with a wide range of participatory activities.
🗑
|
||||
| Panel | Instructional technique in which five to eight students prepare and discuss a topic in front of a class. Also known as a roundtable.
🗑
|
||||
| Constructivist approach | Approach to learning that emphasizes that individuals actively construct knowledge and understanding.
🗑
|
||||
| Inquiry demonstration | Instructional method in which students are asked only to observe in silence.
🗑
|
||||
| Socratic method | Instructional method in which a questioning and interaction sequence is used to draw information out of students.
🗑
|
||||
| Concept attainment | Strategy designed to teach concepts through the presentation of examples and non examples.
🗑
|
||||
| Graphic organizers | Pictorial or graphical ways to organize written or oral information.
🗑
|
||||
| Simulation | Instructional technique in which students are involved in models of artificial situations and/or events designed to provide no-risk experiences for students. Also referred to as educational games.
🗑
|
||||
| Drill | Fixation of specific associations for automatic recall.
🗑
|
||||
| Creative thinking | Process of assembling information to develop a whole new understanding of a concept or idea. Four stages generally associated with creative thought are preparation, incubation, illumination, and verification.
🗑
|
||||
| Separate approach | View suggested by Reuven Feuerstein that students need special, focused instruction on thinking skills.
🗑
|
||||
| Infusion approach | Method of teaching thinking skills in which desired skill is used in conjunction with and incorporated into regular curriculum.
🗑
|
||||
| Inductive thinking | Thinking that asks students to make generalizations based on knowledge of specific examples and details.
🗑
|
||||
| constructivism perspective | “I hear and I forget; I see and I remember; I do and I understand”
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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DanceLots
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