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Ftce professional ed
| Question | Answer |
|---|---|
| 6 E Learning cycle model | teaching framework that expands the standard 5-E model by adding E-search to Engage, Explore, Explain, Expand, and Evaluate. |
| Engage (6 e learning cycle model) | Stimulate curiosity and connect with students' prior knowledge through questions or videos. |
| Explore (6 e learning model) | Allow students to gather information through hands-on activities or electronic resources. |
| Explain (6 e learning model) | Provide students with definitions and explanations, using their previous experiences as a foundation. |
| Expand (6 e learning model) | Extend the learning by connecting new concepts to prior knowledge and encouraging students to think more deeply. |
| Evaluate (6 e learning model) | Assess student understanding and skills throughout the learning process. |
| E-search (6 e learning model) | Integrate the use of electronic media, such as databases, videos, or online tools, into any of the other five stages to provide more opportunities for discovery and skill development. |
| The engagement stage | The Engagement stage involves using objects, events, or questions to activate prior knowledge and spark student interest, forming connections between what students know and can do. |
| The elaboration stage | The Elaboration stage involves extending learning by applying concepts in new contexts and building upon earlier understanding and skills. |
| The explain stage | The Explain stage includes reflection on the plausibility of ideas and forming generalizations to solidify learning. |
| The exploration stage | In the Exploration stage, students engage in hands-on activities, form hypotheses, and collect data to deepen their understanding. |
| 6+1 lesson plan model | refers to a framework for lesson planning that includes six core instructional components plus an overarching guiding component, often integrated with the Florida B.E.S.T. Standards. |
| 6 + 1 lesson planning model | Target; teach; talk for understanding, takeaway, test, team |
| Target | Target: The lesson objective or goal is clearly stated for all learners. |
| Teach | A concise, explicit teaching session where the teacher presents new content. |
| Talk for understanding | Students engage in peer-to-peer conversation to explain their comprehension of the material. |
| Takeaway | Students summarize what they learned and what they need to remember. |
| Test | The teacher assesses student understanding through a short activity. |
| Team | Students collaborate on a task or project related to the lesson's content. |
| Focus component | The Focus component is designed to engage students, spark interest, and connect the lesson to prior knowledge or learning. |
| Closure | Closure focuses on summarizing the lesson, reviewing its importance, and connecting it to future learning. |
| Guided practice | Guided Practice allows students to practice new concepts while teachers offer feedback, monitor progress, and re-teach when necessary. |
| Practice and assessment stage | This stage involves assigning independent tasks, such as homework, and assessing how well students have mastered the lesson's objectives. |
| Which component of an IEP includes the conditions for desired behavior and criteria for measuring progress? | IEP goals specify the desired behavior, conditions for achieving it, and the criteria for assessing progress, providing measurable benchmarks for student growth. |
| Which type of instructional objective focuses on thinking and intellectual capabilities? | Cognitive objectives emphasize the development of thinking and intellectual skills, such as comprehension, analysis, and problem-solving. |
| Bloom’s taxonomy | is a hierarchical framework for classifying educational learning objectives into levels of complexity, originally developed by Benjamin Bloom and his committee in 1956. |
| Bloom’s taxonomy | Remember, understand, apply, analyze, evaluate, create |
| Bloom’s taxonomy domains | Cognitive, affective (emotions, attitudes and values), psychomotor |
| Think, pair, share | involves students working individually, pairing up to discuss their findings, and then sharing the results with the class. |
| Jigsaw cooperative learning | Student have home groups and each student is given a topic to master. Then they meet with other experts and the master their topic. Then they go back to their home group to teach what they learned |
| Direct instruction | In direct instruction, the teacher takes on the role of an authority figure, delivering content explicitly in a structured and teacher-centered manner. |
| What is another term commonly used to refer to direct instruction? | Direct instruction is often referred to as systematic teaching because of its structured and step-by-step approach to delivering curriculum. |
| Focus of PBL | Problem-based learning emphasizes active student engagement in solving real-world problems, encouraging critical thinking and self-directed learning. |
| Teacher role in PBL | In problem-based learning, the teacher serves as a facilitator, guiding and supporting students, whereas in direct instruction, the teacher takes a more active role in delivering content. |
| From which educational field did the concept of problem-based learning originate? | Problem-based learning originated in the medical school model, where it was designed to develop critical thinking and problem-solving skills in students. |
| Fishbone diagram | a visual tool used to brainstorm and organize the potential causes of a specific problem or effect. The head is the problem, and the bones represent categories of causes |
| What is an acronym | An acronym is a mnemonic device formed by the initial letters of a name or phrase, helping students remember information. |
| Paired reading | Paired reading is also called buddy reading, where a higher-level reader supports a lower-level reader, improving fluency and comprehension. |
| Concept map | a visual tool that organizes and illustrates the hierarchical relationships between different concepts, ideas, or information. |
| Reciprocal questioning | Reciprocal questioning is an interactive instructional strategy in which teachers and students work together to explore and analyze content through questioning. |
| Cloze reading | is a reading comprehension technique where a passage has missing words, and the reader mustm in to make sense of the text. It assesses and improves vocabulary, language skills, and reading fluency by requiring students to use context clues |
| Norm referenced assessment | compares a student's performance to the average scores of a large, representative peer group. |
| Criterion referenced assessment | measures an individual's performance against a fixed set of pre-determined criteria, standards, or skills, rather than comparing them to other test-takers. |
| LEA- Language experience approach | an instructional method for teaching reading and writing that uses a student's own oral language and personal experiences as the basis for learning materials. |
| Linguistic intelligence | Linguistic intelligence is associated with a preference for words, both spoken and written, and activities like reading and storytelling. |
| Right hemisphere of brain | associated with artistic and creative functions, including imagination, intuition, and holistic thinking. |
| Left hemisphere of brain | primarily handles analytical tasks such as logic, language, reasoning, and mathematical abilities, while also controlling the right side of the body. |
| Howard Gardener | developed the theory of multiple intelligences, which identifies various ways individuals process and engage with information. |
| Blooms taxonomy | categorizes learning into three domains: Cognitive (mental skills), Affective (emotions/attitudes), and Psychomotor (physical skills). |
| In the revised Bloom’s Taxonomy, which of the following is the new term for the highest level of cognitive skill originally known as "Evaluation"? | In the updated Bloom's Taxonomy, "Creating" replaced "Evaluation" as the highest cognitive skill, reflecting a more active and creative form of thinking. |
| Cognitive domain | The cognitive domain focuses on the development of intellectual abilities and skills such as knowledge recall, reasoning, and problem-solving. |
| At what age does Piaget's "Sensorimotor" stage typically end? | Piaget's "Sensorimotor" stage spans from birth through ages 18–24 months, during which infants interact with their environment through sensory and motor activities. |
| Which of Piaget's stages involves children developing symbolic thought and language use but still relying on intuitive reasoning? | In the Preoperational stage (ages 18–24 months to 7 years), children develop symbolic thinking and language but their reasoning is still intuitive and not yet logical. |
| At which stage of Piaget’s cognitive development do children begin to understand logical concepts and engage in concrete thinking? | The Concrete operational stage (ages 7–12) is marked by the development of logical thinking and the ability to understand concrete concepts such as cause and effect. |
| According to Piaget, which cognitive development stage begins in adolescence and continues into adulthood, characterized by abstract thinking and complex reasoning? | The Formal operational stage, beginning in adolescence, involves abstract thinking and the ability to reason about hypothetical and complex situations. |
| Which of the following abilities is typically developed during Piaget’s Preoperational stage? | In the Preoperational stage, children develop the ability to understand time, memory, and imagination, which allows them to distinguish between past and future events. |
| What key characteristic is present in Piaget's Concrete Operational stage that was not present in the Preoperational stage? | In the Concrete operational stage, children gain the ability to understand cause and effect, which they were unable to comprehend during the Preoperational stage. |
| What cognitive ability is developed during Piaget's Formal Operational Stage? | The Formal Operational Stage allows adolescents to think logically about abstract concepts, such as algebra and science, and consider multiple variables in systematic ways. |
| Depth of Knowledge | a) Level 4: Extended Thinking b) Level 3: Strategic Thinking c) Level 2: Skills and Concepts d) Level 1: Recall and Reproduction |
| Dok level 1 | involves tasks that require the recall or recognition of facts and basic concepts with minimal transformation of the information. |
| DOK level 2 | involves comparing, contrasting, classifying, and explaining information or relationships, requiring more than simple recall. |
| DOK level 3 | tasks demand higher-order thinking, such as analysis and evaluation, to solve real-world problems with a clear set of outcomes. |
| DOK level 4 | requires extended use of strategic thinking, including synthesis, reflection, and conducting investigations to solve complex, real-world problems with unpredictable outcomes. |
| Ways to support ELLs during classroom instruction | Provide visuals, vocabulary support, and adjust delivery |
| Culturally responsive teaching | Approach that recognizes the importance of including students’ cultures in all aspects of learning, to promote learning from all students. |
| Pre- production/ silent period (ELL) | The learner takes in new language but doesn’t speak it |
| Early production (ELL) | Learner produces limited words and simple sentences. The emphasis is still on listening and absorbing the new language |
| Speech emergence | Speech becomes more frequent, words and sentences are longer, but the learner still relies heavily on context clues and familiar topics |
| Intermediate fluency (ELL) | The learner begins to communicate in more complex sentences to verbally express thought and feelings |
| Advanced fluency (ELL) | The learner accurately produces varied grammatical structures and vocabulary and speaks comparably to native-speaking peers |
| Comprehensible input | Information that can be understood despite language barriers. Legally required to be provided to all ELL students under the statute set by Lau vs Nochols |
| Metacognition | Thinking about one’s own thinking |
| Convergent questions | Questions with a finite number of answers that can be explored. Example: what is the theme of little women |
| Knowledge centered approach | Classroom approach that integrates subjects to further understanding |
| Student centered approach | Allows students to ask questions and seek answers in order to learn. |
| Indirect instruction | Student- led approach to instruction in which the teacher is the facilitator and students are discovering new knowledge |
| Anticipation guide | A series of statements used to review and activate prior knowledge before reading a text |
| Evaluative questions | Questions that require making a judgement about a subject. (Should cloning be regulated? And why) |
| Assessment centered approach | Teaching content specific to what will be on state assessment |
| Divergent questions | Has many correct answered that can be explored and discussed (what qualities of hitler caused many people to believe in his teaching and leadership?) |
| Cognitive memory questions | Questions that require rote memory recall (what is 9x5?) |
| Concrete examples | Hands on materials or real world scenarios used to illustrate abstract concepts |
| Multimodal teaching | employing multiple instructional methods, strategies, and modes of communication to support diverse learning styles. (Auditory, visual, tactile /kinesthetic, reading/writinh) |
| Backward design | Also known as backward planning. approach to lesson planning where a teacher starts with the goal (usually an objective derived from the state standards) and works backward to identify all skills and activities needed to ensure student success. |
| Concept mapping | Students connect prior learning to new concepts and concepts from other core classes |
| Jigsaw activity | Students work in small groups to learn about different topics and then come together to teach each other what they've learned |
| Intentional teaching | Teachers set specific goals, and the lesson is planned around them. |
| Project-Based Learning | Learning occurs through completing projects. |
| Experiential Teaching | Teachers create experiences to teach new skills |
| Inquiry based learning/ student centered learning | Students drive instruction by asking questions and creating projects to answer the questions. |
| Cooperative learninh | Students work in small groups to learn new skills. |
| Didactic teaching | Teachers provide the information through a lecture or other method of direct teaching, and students practice new skills independently. |
| Cognitive modeling | Teachers provide an example, generally one-step at a time, to guide students through a process such as setting up a journal or solving a math problem. |
| Thematic instruction | An interdisciplinary instructional approach that structures curriculum around a theme, question, or topic and integrates all disciplines as the theme is investigated. |
| Embedded approach | An instructional approach in which the teacher uses small "teachable moments" throughout the school day to teach key skills or concepts as they arise. |
| Concept based curriculum | Information is presented holistically and all subject areas are integrated. |
| Problem based curriculum | Information is presented as a real-world problem and students learn through creating solutions. |
| Computer based curriculum | Information is presented through technology and students work independently. |
| Program based curriculum | Individual schools create or buy a program that drives curriculum. |
| Teachers use quantitative data (numbers) and qualitative data (observation) to make instructional decisions | The level of mastery (or lack thereof) students demonstrate should determine the next steps |
| Formative assessments | are assessments for learning. They are used to guide instruction meaning they're administered to assess students' progress toward meeting a learning objective so teachers can adjust instruction as needed. |
| Summative assessments | are assessments of learning. They are used to gauge instruction by determining whether or not students have mastered a learning objective. |
| Stanines | are used to scale a test and provide a score of 1-9. The average score is 5, and the standard deviation is 2. To convert scores, they are listed in numerical order and then divided into 9 groups. |
| Piagets 4 stages of cognitive development | Sensoriomotor, pre-operational, concrete operational, formal operational |
| Sensiorimotor stage | Birth-2. React to sensory experiences such as shaking a rattle or making sounds to get attention. Object permanence |
| Pre-operational stage | Age 2-7. Language development, beginning to think symbolically |
| Concrete operational stage | 7-11. Understand logical reasoning, not yet understanding abstract thought |
| Formal operational stage | 12-adulthood. Thinking abstractly |
| Behaviorism | Learning is behavior changes that occur due to response to stimuli in the environment |
| Cognitivism | Learning is connecting new information to existing information through mental processes |
| Constructivism | Learning is knowledge built through experience |
| Transfer | which is the ability to use knowledge or skills in new situations |
| Constructivism | learning theory based on the belief that learners construct their own knowledge. |
| Experiential learning | Learning by doing or experiencing and reflecting on that learning (reflection is the key–not just hands-on |
| zone of proximal development | The center circle represents what the learner can do independently, without any support or aid. The outer ring represents what the learner cannot do. The zone of proximal development lies between the two, |
| Cognitivism | learning theory focused on mental processes. It explores how information is received, organized, stored, and retrieved by the mind. |
| Classical conditioning | (also known as Pavlovian conditioning) is a learning process that occurs when a positive stimulus is paired with a neutral stimulus and repeated. |
| Operant conditioning | developed by B. F. Skinner) is a method of reinforcing behavior through rewards and punishments. Through operant conditioning, an individual makes an association between a particular behavior and result by repeating the behavior |
| Formative assessment | Periodic checks (could be formal or informal) |
| Maslow hierarchy of needs | Physiological needs: food, water Safety: security, freedom from fear Love/belonging: relationships, family Esteem: confidence, feelings of achievement Self-actualization: meeting potential, creative abilities |
| Anecdotal records | is a brief, factual, and objective description of a student's behavior or performance used by teachers to inform instruction and communicate with parents. |
| Blended instruction | is an educational approach that combines traditional face-to-face classroom teaching with online learning activities. |
| Performance assessment | evaluate student knowledge and skills by requiring them to apply their learning to create a product, presentation, or demonstration |
Created by:
Amclark