FOE Final Review
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| heidi hayes jacob | communication about teaching methods, prepare for future, prevents gaping
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| how do we assess knowledge | essential ?s, content, skills, testing, activities, resources
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| ralph tyler | goal-how-organize-assessment
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| decker walker | consensus
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| elliot eisner | evaluate anytime
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| influences | teachers decide the how, not what
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| curriculum mapping | communication between teachers about teaching
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| null curriculum | don't express opinions, avoid politics and religion, cant influence students
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| taxonomy | hierarchy of intelligence
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| Benjamin Bloom's Taxonomy | knowledge, comprehension, application, analysis, synthesis, evaluation
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| synectics | working to promote critical and/or creative thinking
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| influences on curriculum | federal govt, parents and community groups, school board, teachers, textbooks, mandated assessment, national/state standards
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| development | prescriptive, descriptive, critical perspectives
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| prescriptive | goal, how?, organize, evaluate
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| descriptive | best of many ways to form consensus
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| critical perspective | evaluate any time, not the end
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| types of learners | imaginative, analytic, common sense, dynamic
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| Chpt 15 | Chpt 15
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| Standards | Curriculum content, performance, opportunity to learn standards
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| Assessment | increase strengths and weaknesses, compare students, assist those who need it, evaluate schools
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| Needed for all tests | absence of bias, reliability, validity
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| absence of bias | fair to all, covers what was taught
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| reliability | consistently gives some results
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| validity | measure what it claims to measure
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| Chpt 8 | Chpt 8
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| Lesson Plan | breif instructional sequence, focus on one or 2 objectives, set/logical structure, related activites, quided practice
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| lessons | opening, body, closing
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| opening | state objective and purpose
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| body | concepts related to objective
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| closing | consolidate and extend learning, summary and closure
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| ethnic group | a subgroup of society that has a common background, heritage, culture, language
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| mass media | communication that reaches a national audience
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| socioeconomic status | determined by a level of edu., wealth, power, prestique, job position
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| society | group of people with common culture, govt, set of institutions, and social relationships
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| socialization | long process, how people learn or are conditioned for the norms of popular culture
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| exceptionalities | not avg, gifted or talented or have physical or mental deficiencies ro different
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| learning disability | delayed development in one or more of life's processes, think, speak, read, write, listen and do math
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| ADHD | can't focus or engage, not with it, 3-7% of pop have it, have more resources now
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| socialization agents | family, peers, media, tech, school, church
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| purpose of schools | functionalist, conflict, interrationist, diversity
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| functionalist | teach right and wrong
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| conflict | gray area
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| interactionist | combination
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| diversity | language, immigration
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| diversity | differences we celebrate
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| hispanic americans | live in cities, not strong edu, poor, run down schools
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| afro americans | live in cities, similar to hispanic
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| asian americans | high standards, hard working
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| native americans | tribes and languages, mostly west, drop out, low support
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| Chpt 9 | Chpt 9
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| Muliculturalism | another word for diverisity
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| culture | our norms, big picture
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| microculture | details about self
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| macroculture | non specific
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| enculturalization | a process by which a child learns about their culture, parents and school and church
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| verve | how much energy and enthusiasm you have, needed for success
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| diverget thinking | brainstorm, debate, open ended discussion, gets people thinking
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| multiculutre education | teach all students
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| James Banks | exceptional culturally different-teach all, human relations-celebrate difference, single group study-promote equality, multicultural education-need diverse faculty, multicultural social-schools for social justice
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| teaching strategies | verbal interaction, divergent thinking, cooperative thinking, relate to the world
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| verbal interaction | discussion, conversing, talking
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| cooperative learning | groups with roles for all, all contribute
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| relation to world | why need to know?
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| inclusion | include everyone, all students are together as much as possible despite deficiency
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| compensatory education | opportunity for laws
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| IDEA | federal law, individuals with diasabilities edcuation act, all school must follow, kids 3-21
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| disabled | mental retardation, speech hearing, visual impairments, learning disabilities, physical autism
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| CSE | committee for special education
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