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QuestionAnswer
To provide a form of summative assessment Post-Test
To systematically organize evidence that reflects growth and development Portfolio
To plan and assess learning during instructional activities Formative Assessment
To summarize criteria according to different levels of performance Rubric
Provide information that will enable the teacher to better plan effective instruction Pre-test
Determine teacher effectiveness as related to evidence of student Work Sample
Determine individual student's standing within a group Competitive Evaluation
Require students to apply skills and knowledge in real-life situation Authentic Assessment
Require students to periodically write about social climate and activities Journals and blogs
Students who have difficulty processing complex concepts Concept maps
Students who struggle in mathematics Manipulatives
Students who struggle with reading Recorded books
Students who have difficulty with motor skills Scribes
Hierarchical listing of cognitive domain levels related to critical thinking Bloom's Taxonomy
Clear and measurable statements of instructional intent Objective
State or national mandates of what students should know, understand, and be able to do Standard
Framework of skills in the affective domain covering attitudes, emotions, and values Krathwohl's Taxonomy
Blooms Taxonomy of educational objectives measures cognitive ability at what level? synthesis
What is the purpose of the affective domain? To address feelings, emotions, values, and judgement
students share personal interests as a group activity "ice breaker" this is an example of which taxonomy affective domain
describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. affective domain
Constructivism emphasizes the importance of the learner being actively involved in the learning process
examples of Constructivism Students learn about a subject through the experience of problem solving Jigsaw Classroom where students become "experts" on one part of a group project and teach it to the others in their group
examples of Constructivism Learning is viewed as active Learners with different skills and backgrounds are encouraged to collaborate in tasks and discussions to arrive at a shared understanding of the truth
Some interactive learning approaches for constructivism include: reciprocal teaching, peer collaboration, cognitive apprenticeship, problem-based instruction, web quests, and anchored instruction
suggest that we learn by expanding our knowledge by experiences which are generated through play from infancy to adulthood which are necessary for learning. Piaget's role in the constructivist teaching
all knowledge is constructed from a base of prior knowledge. Children are not a blank slate and knowledge cannot be imparted without the child making sense of it according to his or her current conceptions. Constructivist learning theory ( Dewey and Piaget )
Therefore children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences. Constructivist learning theory ( Dewey and Piaget )
David Jonassen identified three major roles to support students in constructivist learning environments Modeling Coaching Scaffolding
Constructivist assessment KWL(H) Chart, Mind Mapping, Hands on activities, and pretesting.
(What we know, What we want to know, What we have learned, How we know it KWL(H) Chart
list the concepts and ideas relating to a topic Mind Mapping
teachers can use a checklist and observation to assess student success with the particular material. Hands-on activities for constructivist assessments
This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study Pretesting for constructivist assessments
What are the 3 stages of backward design in instructional planning? Identify desired outcomes, assess, plan learning experience and instruction
is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages Backward design
People with mathematical logical learning styles learn best when taught using visual materials, computers, statistical and analytical programs, and hands on projects. Mathematical Logical learning style ((Gardner's eight))
They prefer structured, goal-oriented activities that are based on math reasoning rather than less structured creative activities.Mathematical logical learners would find a statistical study more appealing than analyzing literature or keeping a journal. Mathematical Logical learning style ((Gardner's eight))
Learning outcomes describe what students are able to demonstrate in terms of knowledge, skills, and values upon completion of a course learning outcome statement
serves as the foundation to evaluating the effectiveness of the teaching and learning process Clear articulation of learning outcomes
What is a component of effective direct instruction? Teach basic skills that are fundamental 2 more complex activities
secure learning environment: seating arrangements, smooth transitions Example moving from rug area to desks is done quietly fast and with minimal talking... students know what to expect and feel safe physical components of an effective learning environment
passive listening, watching tv or listening to the radio one-way listening
involves listener in an exchange of information, listeners provide feedback or ask questions. non verbal feedbackincludes a smile of understanding or a frown of confusion,two way listening may include paraphrasing,restating in your own words two-way listening
listening with feeling with an attempt to experience what the speaker is feeling. empathetic listening
first stage in developing writing skills in languag knowledge telling
egbdf every good boy does fine to remember notes in music or other strategies to remember mnemonics
Use Compute Solve Demonstrate Apply Construct APPLICATION
Create Design Hypothesize Invent Develop SYNTHESIS
Analyze Categorize Compare Contrast Separate ANALYSIS
what are the levels of the effective domain in blooms taxonomy receiving, responding, valuing, organizing and Characterizing
The lowest level; the student passively pays attention. Without this level no learning can occur. Receiving is about the student's memory and recognition as well Receiving
The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way Responding
The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge he acquired. Valuing
The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned Organizing
The student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic characterizing
Students passively receive information acquisition of knowledge outside the context in which it will be used Teacher centered approach
Professor's role is to be primary information giver and primary evaluator Teaching and assessing are separate Assessment is used to monitor learning teacher centered approach
Students are actively involved using and communicating knowledge problems in real-life contexts Professor's role is to coach and facilitate Professor and students evaluate learning together student centered approach
Teaching and assessing are intertwined Assessment is used to promote and diagnose learning student centered approach
Active learning Assignments for formative purposes Collaborative learning Community service learning Cooperative learning Online, asynchronous, self-directed learning Problem-based learning student centered approach
an explanation of language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist Lev Vygotsky social interaction theory
think of driving a car, the middle lane is learning, the lane next to it is boredom and the other side is confusion, keep learning between learning and confusion, learning is best when in the zone between what the child knows and doesn't know yet zone of proximal development (ZPD)
what do pauses and silences indicate? These results were interpreted to mean that speakers were engaged in more processing during periods of higher pause time than during periods of lower pause time.The periods of speech associated with higher silent pause times contained more instances of fi
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