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Planning

Teacher-Instructional Planning

Question	Answer
Single-Subject Integration	A teacher presents a single subject and requires students to solve real problems.
The Coordination Model	Two or more teachers cooperate in teaching integrated single subjects.
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.
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.
The Self-Contained Core Model	A single teacher with multiple credentials teaches one group of students all day within a single meaningful context.
Objective Models	1-Single-Subject Integration, 2-The Coordination, 3-The integrated Core, 4-The Integrated Double Core, 5-The Self-Contained Core,
Educational Goal Example	The students will develop a command of Standard English.
Educational Goal Example	The students will expand their leisure activities.
Educational Goal Example	The students will develop good ethical character.
Educational Goal Example	The students will formulate an appreciation for all people.
Educational Goal Example	The students will develop good health habits.
Educational goal	The student will develop computer literacy.
Informational objective	The student will be able to use a word-processing software program.
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.
Instructional objectives	precisely communicate learning intent. Elements: Performance, product (outcome), conditions, criterion (levels of mastery)
Informational objectives	are abbreviated instructional objectives.
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.
Informational Objective Example	The student will be able to compute the current in a series or parallel circuit.
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).
Objectives in the cognitive domain are...	concerned with students’ thinking and reasoning abilities.
Bloom's Taxonomy... revised: Remembering	Retrieve, recognize, and recall relevant knowledge
Bloom's Taxonomy... revised: Understanding	Construct meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining
Bloom's Taxonomy... revised: Applying	Carry out or use a procedure through executing or implementing
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
Bloom's Taxonomy... revised: Evaluating	Make judgments based on criteria and standards through checking and critiquing
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
Objectives in the affective domain are...	Objectives in the affective domain are concerned with the development of students’ attitudes, feelings, and emotions.
Affective Domain (Taxonomy)	Receiving, Responding, Valuing, Organization, Characterization by value
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.
Psychomotor Domain (Taxonomy)	Fundamental movement, Generic movement, Ordinative movement, Creative movement
Goal	TARGET-broad, generalized statements about what is to be learned
Objective	Arrow-foundation upon which you can build lessons and assessments
Affective Objectives	change attitude
Psychomotor Objectives	build skills
Cognitive Objectives	Increase knowledge
Affective Objectives	Characterization by value, organization, valuing, responding, receiving
Psychomotor Objectives	Observing, initiating, practicing, adapting
Bloom's Taxonomy	Evaluation, Synthesis, Analysis, Application, Comprehension, Knowledge
1-Bloom's Taxonomy:Evaluation	Check , judge, and critique materials
2-Bloom's Taxonomy:Synthesis	Put materials together to create something new
3-Bloom's Taxonomy:Analysis	Break information into parts
4-Bloom's Taxonomy:Application	Use information
5-Bloom's Taxonomy:Comprehension	Obtain meaning
6-Bloom's Taxonomy:Knowledge	Remember or recall
ABCD's of Writing Objectives	Audience, Behavior, Condition, Degree
Audience	Who?
Behavior	What you expect?
Condition	How they are going to do it?
Degree	How much? How you'll measure it?
Behavior	verb that describes an observable activity (ex solve compare list explain identify
Condition	defines the materials; what the student will be given or not given (ex without the use of a calculator...)
Degree	is the objective achieved (ex percentage, time limit)
Step one to planning	Diagnosing the learning situation: curriculum, standards, levels of knowledge
Step two to planning	Planning course: what will be taught and sequence
Step three to planning	Planning the instruction; objectives and strategies to use
Step four to planning	Teach lesson; what activities
Step five to planning	Evaluate Learning; assessments
Step six to planning	Reflection; What worked, why it worked, what needs to change for next the next lesson
Step seven to planning	Follow up; changes, new approaches
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
Subject-Centered Curriculum	Most used; content base, content areas taught in isolation
Student-Centered Curriculum	Activity base, student at the center of learning process, involve multiple content areas
Curriculum integration	Teaching and learning that draws upon knowledge and skills of a variety of discipline areas... real world situations
Bloom's 3 Taxonomy's	Affective, Psychomotor, Cognitive
Standards	Year End Target
Standards Targets	1-Knowledge, 2-Reasoning,3-Performance, 4-Products
Knowledge Standard Example	Identify sight words
Knowledge Standard Example	Identify similes and metaphors
Knowledge Standard Example	List defining characteristics of various literary genres
Knowledge Standard Example	List defining characteristics of various literary genres
Knowledge Standard Example	Count and group concrete manipulative by ones, tens, and hundreds to 1,000
Performance Target Examples	Read aloud with fluency and expression
Performance Target Examples	Demonstrate the use of self-correction strategies
Performance Target Examples	Find and justify the laws of exponents with numeric bases using inductive reasoning
Performance Target Examples	Model, identify and describe square, prime and composite numbers
Reasoning Target Examples	Make a prediction based on evidence
Reasoning Target Examples	distinguish between fact and opinion
Reasoning Target Examples	Evaluate information from a variety of resources
Reasoning Target Examples	Classify and compare triangles by sides and angles
Product Target Examples	Produce a grammatically correct sentence
Product Target Examples	Develop a proper paragraph in a written composition
Product Target Example	Compose a written composition using the five-step writing process
Product Target Example	Create a design with more than one line of symmetry
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.
Thinking	The act of withholding judgment to use knowledge and experience in finding new information, concepts, or conclusions
Critical thinking	The ability to analyze complex situations critically, using standards of objectivity and consistency
Creativity	The capacity for producing imaginative, original products or ways of solving problems
Metacognition	The skill of thinking about thinking
Separate approach	Program that focuses instruction on thinking skill development without regard to content
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
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
reality therapy	is a strategy that helps students take responsibility for examining and solving their own problems.
Self-discipline approach	View that students can evaluate and change to appropriate behavior
Instructional approach	View that well-planned and well-implemented instruction will prevent classroom problems
Desist approach	View that the teacher should have full regulatory power in the classroom
Routines	Classroom activities that are repetitive and follow a common procedure
Limits	The accepted and nonaccepted actions in the classroom
Monitoring	Being aware of what is taking place in the classroom
Punishment	The application of a negative stimulus or removal of a positive stimulus for inappropriate behavior
Pretest: Purpose	to identify difficulties and place students
Pretest: Nature	Many questions relate general knowledge
Pretest: Frequency of Administration	Varied-usually before instruction
Formative: Purpose	To promote learning through feedback
Formative: Nature	Few questions related to specifics of instruction
Formative: Frequency of Administration	Frequently-usually during instruction
Posttest (Summative): Purpose	To assess overall achievement
Posttest (Summative): Nature	Many questions related to specific and general knowledge
Posttest (Summative): Frequency of Administration	Once-usually final phase of instruction
Diagnostic evaluation	Evaluation administered prior to instruction for placement purposes
Formative evaluation	The use of evaluation in supplying feedback during the course of a program
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
Competitive Evaluation	Evaluation that forces students to compete with each other
Noncompetitive evaluation	Evaluation that does not force students to compete with each other
Performance assessment	Assessment in which students demonstrate the behaviors to be measured
Student work sample	Collection of students work over a sufficiently long period of time
Portfolio	Asystematic, organized collection of evidence that documents growth and development and that represents progress made toward reaching specified goals and objectives
Standard scores	a score based on the number of standard deviations an individual is from the mean
Percent	The point on a distribution of scores below which a given percentage of individuals fall
Reliability	The extent to which individual differences are measured consistently, or the coefficient of stability of scores
Validity	The extent to which measurement corresponds with criteria-that is, the ability of a device to measure what it is supposed to measure
Usability	The suitability of a measurement device for collecting desired data
Cumulative records	holds the information collected on students over the school years
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.
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
pedagogy	the art, science, or profession of teaching
automating	bolting technology on top of what's already being done, leads to incremental development, doesn't improve writing
informating	are you giving people access to information they've never had before
Authoritarian Style	leadership is characterized by power, domination, pressure, and criticism
Democratic Style	Teacher is kind, caring, and warm but also firm
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
Instructional approach	classroom management in that well-planned and well-implemented instruction will prevent most classroom problems
self-discipline approach	view that students can evaluate and change to appropriate behavior
Instructional approach	View that well-planned and well-implemented instruction will prevent classroom problems
Desist approach	View that teacher should have full regulatory power in the classroom
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
Affective Domain Hierarchy: Receiving	Being aware of or attending to something in the environment
Affective Domain Hierarchy: Receiving Example	Individual reads a book passage about civil rights
Affective Domain Hierarchy: Responding	Showing some new behaviors as a result of experience
Affective Domain Hierarchy: Responding Example	Individual answers questions about the book, reads another book by the same author, another book about civil rights, etc.
Affective Domain Hierarchy: Valuing	Showing some definite involvement or commitment
Affective Domain Hierarchy: Valuing Example	The individual demonstrates this by voluntarily attending a lecture on civil rights
Affective Domain Hierarchy: Organization	Integrating a new value into one's general set of values, giving it some ranking among one's general priorities
Affective Domain Hierarchy: Organization Example	The individual arranges a civil rights rally
Affective Domain Hierarchy: Characterization by Value	Acting consistently with the new value
Affective Domain Hierarchy: Characterization by Value Example	The individual is firmly committed to the value, perhaps becoming a civil rights leader
Psychomotor Domain Hierarchy: Observing	Active mental attending of a physical event
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.
Psychomotor Domain Hierarchy: Imitating	Attempted copying of a physical behavior
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.
Psychomotor Domain Hierarchy: Practicing	Trying a specific physical activity over and over.
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.
Psychomotor Domain Hierarchy: Adapting	Fine tuning. Making minor adjustments in the physical activity in order to perfect it.
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.
ABCD's of Objectives	Audience, Behavior, Condition, Degree
Knowledge	Ex. Spell words correctly; assessments-quizzes, essays, questioning
Reasoning	Ex. Solve math problems; assessments-essays, observations
Performance	Ex. Speak foreign language; assessments-observations, rubrics
Product Development	Ex. create a web page; assessments-rubrics
Attitudes	Ex. Positive attitudes; assessments-observations
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
Educational Goals	are broad and may take an extended period of time to be accomplished
Instructional Objectives	precisely communicate learning intent
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.
Bloom's Taxonomy!!	Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation,
Affective Domain Taxonomy	Receiving, Responding, Valuing, Organization, Characterization by value or value complex
Psychomotor	manual or physical skills
Psychomotor Domain taxonomy	Fundamental movement, generic movement, ordinative movement, creative movement
Assessment Concepts: Diagnostic	Evaluation administered prior to instruction for placement purposes
Assessment Concepts: Formative evaluation	The use of evaluation in supplying feedback during the course of a program
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
Assessment Concepts: Competitive evaluation	Evaluation that forces students to compete with each other
Assessment Concepts: Noncompetitive evaluation	Evaluation that does not force students to compete with each other
Assessment Concepts: Performance	Assessment in which students demonstrate the behaviors to be measured
Assessment Concepts: Student work sample	Collection of students' work over a sufficiently long period of time
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
Assessment Concepts: Standard scores	A score based on the number of standard deviations an individual is from the mean
Assessment Concepts: Percent	The point on a distribution of scores below which a given percentage of individuals fall
Assessment Concepts: Reliability	The extent to which individual differences are measured consistently, or the coefficient of stability of scores
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
Assessment Concepts: Usability	The suitability of a measurement device for collecting desired data
6 Facets of Understanding	Explain, Interpret, Apply, Perspective, Empathize
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
Constructivism!!	a type of learning theory that explains human learning as an active attempt to construct meaning in the world around us.
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.
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
Lecture!!	Teacher presents information, with no overt interaction with students
Presentation!!	Teacher presents information, with limited overt interaction with students
Illustrated Talk!!	Presentation that relies heavily on visual aids to convey ideas to students
Teaching lecture!!	An oral presentation that allows some participation by the students
Textbook Teaching!!	Talking about and teaching from the textbook
Convergent questions	allow for only a few right responses
divergent questions	allow for many correct responses
factual questions	test the student's recall or recognition of information learned by rote
empirical questions	require that students integrate or analyze remembered or given information and supply a single, correct, predicatable anser
productive questions	do not have a single, correct answer, and it may be impossible to predict what the answer will be
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
factual	cognitive/memory; knowledge/comprehension
empirical	convergent thinking; application/analysis
productive	divergent thinking; synthesis
evaluative	evaluative thinking; evaluation
brainstorming	is a small group activity used to generate ideas
round robin brainstorming	is a small group activity used to generate answers to a question
buzz group	is a work group of relatively short duration. Such a group is established quickly to share opinions, viewpoints, or reactions
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.
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
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.
three minute review	is a group clarification activity
panels	which are referred to as roundtables
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.
discovery learning	is a means by which students engage in problem solving in developing knowledge or skills
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
Heuristic Methods	Discovery, Inquiry, such man inquiry, project based learning
Heuristic Methods: Discovery	Intentional learning through supervised problem solving following the scientific method
Heuristic Methods: Inquiry	Flexible yet systematic process of problem solving
Heuristic Methods: Such man inquiry	Inquiry approach whereby students are presented with and asked to explain discrepant events
Heuristic Methods: Project based learning	Teaching technique in which projects are given for students to independently or cooperatively complete
Integrated Methods	Ordinary demonstration, Inquiry demonstration, Socratic method, Concept attainment, Cooperative learning
Integrated Methods: Ordinary demonstration	Individual shows and explains something to class
Integrated Methods: Inquiry demonstration	Individual shows class something without explanation; students observe, make inferences, and reach conclusions
Integrated Methods: Socratic method	Questioning and interaction to draw information out of students
Integrated Methods: Concept attainment	Teaching strategy designed to help students learn concepts and practice analytical thinking skills
Integrated Methods: Cooperative learning	Students work together as a team on assigned tasks
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
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
Raft	Role, audience, format, topic
Thinking	The act of withholding judgment to use knowledge and experience in finding new information, concepts, or conclusions
Critical thinking	The ability to analyze complex situations critically, using standards of objectivity and consistency
Creativity	The capacity for producing imaginative, original products or ways of solving problems
Metacognition	The skill of thinking about thinking
Separate approach	Program that focuses instruction on thinking skill development without regard to content
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
Order of planning	Curriculum Mapping, Unit, Weekly, Daily
Think, Pair, Share	Individually, 2 people, group
Step Interview	A few questions, students interview each other. (ex get to know each other, content purpose)
Jigsaw	Student's are the experts (assigned material, teach assigned group)
Structured Academic Controversy	Pros and cons of a subject
Inside Outside circles	even number of students; face each other in partners, rotate opposite direction, questions or topic (RAPID FIRE)
Physical Engagement	Moving around
Time allocation	How important something is means you spend more time
Metacognition	Thinking skills for recalling content; self-interrogation, self checking, self monitoring, analyzing, memory aides (mnemonics)
Memory Aids	Mnemonics
Differentiated Instruction (differentiation)	instruction or curriculum that has been modified from standard approach to meet the needs of particular students
Podcast	is a digital medium of an episodic series of audio, video, PDF or ePub files from the web and downloaded
Instructional strategy	methodology and lesson procedure
Methodology	acts as the student motivator-planned patterned behaviors that are definite behaviors that are definite steps by which the teacher influences learning
Lesson procedure	Sequence of steps that help students reach their learning objectives
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
Concept maps	mind maps
Scribes	Someone writing info
Manipulatives	Hands on to get concepts
Pseudo Writing	false writing or pretend
Recorded Books	Books on Tape
One-way listening	listen without talking
two-way listening	involve and exchange information
Empathic listening	Listening with feeling
Pretest	to identify difficulties and place students
Formative	to promote learning through feedback
Posttest (Summative)	to assess overall achievement
Rubric	Summarization of the performance in levels
Performance assessment	Demonstrate specific skills
Portfolio	Collection of students work and progress
Krathwohl	Affective: Receiving, Responding, Valuing, Organization, Characterization by value
Harrow	Psychomotor: Reflex, Basic Perceptual, Physical, Skilled, Non-Discursive Communication
Bloom	Cognitive-Learning: Knowledge, Comprehension, Application, Analysis, Synthesis, Education
Standard	a level to reach-acceptable
Objective	result or product of instruction
Summative	Summary or sum of items that are understood and comprehension
RRVOC	Receiving, Responding, Valuing, Organization, Characterization by value
RBPPSN	Reflex, Basic, Perceptual, Physical, Skilled, Non-Discursive Communication
KCAASE	Knowledge, Comprehension, Application, Analysis, Synthesis, Education
Assistive Technology (AT)	Special tool designed to assist individuals who have special needs
ELL	Learners who are beginning to learn English as anew language or have already gained some proficiency in English
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.
Metaverbal component	Underlying, or hidden, message that cannot be directly attributed to the meaning of the words or how they are spoken.
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.
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.
Computer-based instruction (CBI)	Use of computers for presenting instructional information, asking questions, and interacting with students. Individualized instruction administered by a computer.
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.
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.
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.
Overlapping	Engaging in or supervising several activities simultaneously.
Ripple effect	Spread of behaviors from one individual to others through imitation.
Subject-centered curriculum	School curriculum patterns wherein subjects are separated into distinct courses of study.
Student-centered curriculum	Activity curriculum that focuses on student needs and interests.
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.
Objective	Anticipated result or product of instruction. Unambiguous statement of instructional intent.
Instructional objective	Narrow four-component statement of learning intent. The components are the performance, a product, the conditions, and the criterion.
Informational objectives	Statements of instructional intent that are an abbreviation of instructional objectives with only the performance and product specified.
Teacher-student planning	participatory process that directly involves students in instructional planning.
Course planning	Broadest and most general type of instruction planning, usually divided into a sequence of units of study.
Unit plan	Plan that links goals and objectives, content, activities, resources and materials, and evaluation for a particular unit of study for a course.
Thematic unit	Unit of instruction planned by a team of teachers that is organized for interdisciplinary/cross-curricular teaching over a block of time.
Weekly plan	Condensed version of a week's daily lesson plans, written on a short form provided by the school.
Daily lesson plan	A detailed outline used to structure instructional activities for a single day and to help with the flow of the instruction.
Block scheduling	An instructional delivery pattern that divides school time into instructional blocks ranging from 20 to 110 minutes.
Team Planning	Coordination of teachers' instructional approaches among disciplines.
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.
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.
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.
Diagnostic evaluation	Evaluation administered prior to instruction to assess students' knowledge and abilities so that appropriate instruction can be provided.
Normal curve	Bell-shaped distribution. Mathematical construct divided into equal segments that reflect the natural distribution of all sorts of things in nature.
Standard deviation	Extent to which scores are spread out around the mean.
Authentic assessment	An assessment procedure that has students demonstrate their ability to perform a particular task in real-life situation.
Performance assessment	Assessment in which students demonstrate the behaviors to be measured.
Reliability	Extent to which individual responses are measured consistently. The coefficient of stability of scores.
Validity	Ability of a test to measure what it purports to measure.
Usability	Suitability of a measurement device to collect desired data.
Checklist	List of criteria or characteristics against which a performance or an end product is to be judged
Questionaire	Lists of written statements regarding attitudes, feelings, and opinions to which the reader must respond.
Absolute grading standard	Students grades given relative to performance against an established criterion-for ex 90-100% A
Relative grading standard	Student's grades given relative to performance of other students... grading on the curve.
Point grading system	Student work is allocated points and grades are assigned according to an established grade range.
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.
Transfer	Ability to use classroom-acquired information outside the classroom or in different subjects.
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.
Factual questions	Questions that require the recall of information through the mental processes of recognition and rote memory.
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.
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”

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