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FTCE ELA 6-12 Stack8
Teaching strategies2
| Question | Answer |
|---|---|
| Task analysis | Strategy goals broken into smaller steps and sequenced while keeping pace in focus. |
| Cloze procedure | Use of semantic and syntactic clues to aid in completing sentences |
| Explicit instruction | Teacher clearly outlines learning goals for student, and offers clear, unambiguous explanations of the skills and information structures. |
| Implicit instruction | Teacher doesn’t outline goals or explain overtly, but simply presents info/problem & allows students to make their own conclusions and create their own conceptual structures and assimilate information in the way that makes the most sense to them. |
| Scaffolding | Applying stages to learning content—direct instruction, tutoring, modeling, independence |
| Mediated scaffolding | A strategy that provides cues and prompts, gradually removing them so students can perform and respond independently; offers personal guidance, assistance, support. |
| Authentic learning | Instruction using real world projects and activities to allow students to discover and explore in a more relevant manner. |
| Chunking | Presenting information in small manageable units. Helps students learn large amount of information. |
| Direct Measurement | Assessing actual samples of student work. Best for measuring levels of achievement of student learning on specific outcomes. Checking on student achievement. |
| Learning strategy | Approach that teaches students how to learn and remember a particular event |
| Content enhancements | Techniques to aid in organization and to present content in an understandable manner. Uses powerful teaching devices. |
| Modification | Changing content, material, or delivery of instruction |
| Guided practice | interactive instruction between students and teacher. After teacher introduces new learning, he/she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently. |
| Transfer of stimulus control | a process in which prompts are removed once target behavior is occuring in the presence of stimulus. A behavioral treatment technique. Provide instruction prompts to aid in correct responses. |
| Mnemonic | a device such as a pattern of letters, ideas, or associations that assists in remembering something. |
| Brainstorming | A group activity technique by which efforts are made to find a conclusion for a specific problem a gathering a list of ideas spontaneously contributed by its members. |
| Fluency probe | Teacher calculates number of words read correctly per minute to determine students reading ability. |
| Literacy development | Prior knowledge acts as a lens through which students view and comprehend new information |
| Active student response | Teacher supplies students with notes for a lesson or independent reading. Keeps students engaged in lessons. Measure of engagement. |
| Cues and prompts | Used to provide cues for instruction. Used to help teach, remind. |
| Student interest surveys | Teachers best source of info about a students’ personal experiences for the purpose of promoting their literacy development |
| Strategic instruction | planned, sequential instruction to show similarities between acquired and new knowledge |
| Fluency building | Measure that encourages practice of skills to improve accuracy and rate of use |
| Chaining | Teaching tool that works for home and school. Reinforces individual responses occurring in a sequence to form a complex behavior. Technique where performance is reinforced so he will continue to perform more complex tasks in the sequence |
| Chained response | Breakdown of a task into parts so student finishes the task by starting with first step in the sequence and performing each component until the task is complete |
| Diagnostic prescriptive | outlines the students strengths and weaknesses |
| Facilitated group | Students engage in active learning lessons designed and overseen by teacher but managed by students |
| Contingent teaching | helping when needed, and the eventual fading out of support. Also, the knowledge-building community model approach advocates opportunistic (i.e. on demand as needs emerge) planning on the teacher side. |
| Skill Drill | Repetition of skills |
| Differentiated instruction | Different avenues to learning in terms of acquiring content, processing, constructing or making sense of ideas to help students learn effectively. |
| Cooperative learning | A class divided into groups to work together on a task or activity |
| Generalization | Ability to use skills learned across various settings |
| Naturalistic teaching | Strategy that creates opportunities for children to learn new language skills on the move—at the grocery store, at home during play, and in daycare or classroom environment |
| Systematic feedback | Positive reinforcement and confirmation to improve learning |
| Prompting techniques | Visual, auditory, or tactile cue is presented to facilitate the learning of a task or performing a behavior |
| Learning Center | Specific area for activities that enhance the curricular content and let independent or small group discussion |
| Ability grouping | Placement in education activities according to performance or academic achievement |
| Precision teaching | Approach that identifies the skills to be taught and uses direct daily measure of students performance to acquire the skills |
Created by:
angiescuz
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