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Teaching strategies
teach strat
| Question | Answer |
|---|---|
| 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 |
Created by:
amjshock
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