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teach strat

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Teaching Strategies and Methods   explicit and implicit  
Explicit instruction   teacher provides the info and content to support the learning process  
Implicit instruction   focus on the student as an active and involved learner who constructs knowledge by using previously learned info  
Ability grouping   placement in educ activities according to performance and academic achievement  
Accommodation   adjustment that lets a student participate in educ activities  
Active student response   measure of engagement of learner in tasks and activities  
Adaptation   change made to environment or curriculum  
Authentic learning   instruction using real world projects and activities to allow students to discover and explore in a more relevant manner  
Chained response   break down of a task into parts so student finished the task by starting w/first step in the sequence and performing each component until the task is completed  
Chaining   technique where performance is reinforced so he will continue to perform more complex tasks in the sequence  
Choral responding   oral response of students in unison to question or problem presented by the teacher  
Chunking   strategy allows student to remember and organize large amount of info  
Cloze procedure   use of semantic and syntactic clues to aid in completing sentences  
Concept generalization   ability for students to show concept knowledge by applying the info to other setting without teacher prompts  
Content enhancements   techniques to aid in organization and delivery of curriculum – guided notes, graphic organizer, mnemonics, and visual displays  
Contingent teaching   strategy for helping a student and eventually fading out the support as mastery  
Cooperative learning   class divided in groups to work together complete task or activity  
Cues and prompts   provides assistance to ensure adequate support of instruction  
Diagnostic-prescriptive method   individualized instruction to develop strengths and remediate weakness  
Differentiated instruction   address varying abilities, strengths, etc by imposing choice of learning activity,task suit learning style, student groupings, authentic lesson, and problem based activities  
Direct instruction   systematic teaching approach w/specific goals, active learner engagement, positive reinforcement for student performance – synonymous w/explicit instruction  
Direct measurement   checking on student achievemt during period for specific opportunity to perform and recording the response  
Facilitated groups   students engage in active learning lessons design and overseen by teacher but managed by the students  
Fluency building   measure that encourages practice of skills to improve accuracy and rate of use  
Generalization   ability to use skills learned across various settings  
Graphic organizer   visual-spatial organization of info to help students understand presented concepts  
Guided practice   give opportunities to gain knowledge by offering cues, prompts, added sequential info  
Learning center   specific area or activities enhance the curricular content and let independent or small group instruction  
Learning strategy   approach that teaches students how to learn and remember particular event  
Mediated scaffolding   procedure provides cues and prompts, gradually removing them so students can perform and respond independently  
Mnemonics   strategy enhances memory through key words, acronyms, or acrostics  
Modeling   method that helps make connections between material to be learned and process to learn it by acting out sequences while students observe and imitate the task.  
Modification   changing content, material, or delivery of instruction  
Multiple intelligence strategies 9 areas of learning addressed in classroom instruction   Linguistic,logical-mathematical,spatial,Musical,bodily-kinesthetic,interpersonal,Intrapersonal,naturalistic,existential  
Naturalistic teaching   procedures involve activities interesting to students w/naturally occurring consequence  
Peer tutoring   teacher guided, non disabled student helps in area of study  
Precision teaching   approach that identifies the skills to be taught and uses direct daily measure of student’s performance to acquire the skills  
Prompting technique –   visual, auditory, or tactile cue is presented to facilitate completion of a task or to perform a behavior  
Remediation   program techniques to teach students to overcome an exceptionality through training and educ  
Repetition   continual work on specific skill or content concept to help build rote memory skills  
Response cards   method that allows all students to answer simultaneously with signs, cards, or items help up to demonstrate response  
Scaffolding   applying stages to learning content and tasks by first observing student to see what she can do then help her understand the how and why until mastery by herself – direct instruction, tutoring, modeling, independence  
Skill drill   repetition and practice of new skills until learner performs without cues and prompts  
Strategic instruction   planned, sequential instruction to show similarities and difference between acquired and new knowledge  
Systematic feedback   provide positive reinforcement and confirmation to improve learning  
Task analysis   strategy goals broke into smaller steps and sequenced while keeping pace in focus  
Time trial   procedure that improves fluency of new skills through time limits  
Transfer of stimulus control   provide instruction prompts to aid in correct responses  
Universal design   everything in environment, in learning and products, should be accessible to all  


   





 
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Created by: amjshock on 2009-04-20



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