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ss Final
| Question | Answer |
|---|---|
| The S in SMART stands for? | Specific |
| The M in SMART stands for? | Measurable |
| The A in SMART stands for? | Achievable |
| The R in SMART stands for? | Relevant |
| The T in SMART stands for? | Time-bound |
| Teacher directed model Most commonly used model Strategy includes methods such as didactic questioning, explicit teaching, practice and drill, and demonstration Effective for providing information or developing step-by-step skills (how-to lesson) | Direct Instruction Model |
| Teacher-centered approach to helping students understand organized bodies of knowledge (lecture) | Presentation Model |
| Student centered Small teams, each with students of different levels of ability, use a variety of learning strategies to improve understanding of the content | Cooperative Learning Model |
| Concepts are not just words, but ideas. Concept definitions tell us about those qualities or attributes that all examples have in common, not about the unique features of particular examples. | Teaching Concepts |
| Chief method used by historians and social scientists to develop new knowledge, and to connect old, mistaken idea. Also used by us, ordinary people, to move through the say and get on in the world. | Teaching with Inquiry |
| The systematic and sequential development of skills is of utmost importance to children because skills are among the tools with which they continue their learning. Skills implies proficiency: the capability to do something well. | Teaching Social Studies Skills |
| is not a separate teaching strategy as much as it is a component of any good strategy. | Asking Good Question's |
| Groups are not formed merely to have children practice cooperative group work; they are formed to get some sort of work done. Size of the group is extremely important. | Teaching with Cooperative Learning Groups |
| What do I know? What do I want to know? What did I learn? | K-W-L charts |
| Visual images are presented to teach concepts and new ideas using a kind of spatial mapping. | Concept Muraling |
| Present information in a diagram in a simplistic manner Identify key information Gives the student control over the text and assists in comprehension | Graphic Organizers |
| Teaching tool utilizing the Internet to aid students in inquiry | WebQuest |
| Also called turn and talk. Teacher poses a question to the group, and each student has a minute or two to think about the question. | Think-Pair-Share |
| Students work on researching their topic with others who have the same topic (their expert group) and then return back to their home group to teach them about the topic. Together, all the pieces come together to form a complete product. | Jigsaw |
| The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. | Numbered Heads Together |
| that helps students personalize their learning and to appreciate ideas and thinking of others. Active listening and paraphrasing by the interviewer develops understanding and empathy for the thinking of the interviewee. | Three-Step Interview |
| The teacher provides a task to which there are multiple possible responses and provides think time. Students take turns passing the paper, each one writing a response or making a contribution before passing it to the next person. | Round Table |
| Refers to the collection, storage, and retrieval of data | Assessment |
| Involves teacher judgment based on the information obtained from the assessment. | Evaluation |
| Very structured assessments that are planned in advance, administered under controlled situations, and have detailed scoring schemes Teacher made test, oral presentations, group projects | Formal Assessments |
| Questions teachers ask to find about what the students know during class activities, discussions, and other activities Those nonverbal cues that teachers use to determine students’ level of attentiveness or confusion (blank stares, daydreaming) | Informal Assessments |
| Assessments conducted after instruction. Used to judge students’ overall achievements at the end of instruction. | Summative Assessments |
| used to identify current knowledge, skills, and/or misconceptions about a topic | Diagnostic Assessment |
| are developed to provide a framework. Most commonly used to assess learning on a variety of cognitive levels Ultimate goal is the HIGHER-LEVEL THINKING SKILLS | Blooms Taxonomy |
| usually seen as biological, referring to the physical characteristics of a person. contested term that is rapidly losing useful meaning for social and natural scientists Socially constructed | Race |
| The word used to describe the cultural identity of a person. These identities can include language, religion, nationality, ancestry, dress, and customs. Socially constructed | Ethnicity |
| The practice of attaching nonphysical characteristics to physical qualities of human beings. Has been and continues to be quite common in the United States and many other societies. | Racism |
| the habit of judging other ethnic groups’ beliefs and behaviors by the standards of one’s own ethnic group: comparing a “them” to “us.” | Ethnocentrism |
| Values, beliefs, and customs (the way of life or lifestyle shared by a group of people or a society) Something we are taught by other human beings | Culture |
| people who cannot afford the basic human needs | Poverty or Poor |
| people who can afford basic necessities at a subsistence level | Working Class |
| people who can meet their basic needs and have some left over for a safety net | Middle Class |
| people in highly esteemed occupations with significant amounts of financial resources | Managerial Class |
| people who make enough from investments to support a wealthy lifestyle without needing to work | Owning Class |
| Reading and writing for pleasure is referred to | Asthenic Reading |
| Reading and writing to find out information is referred to | Efferent Reading |
| Two goals of SS | Social Understanding and Civic Competence |
| What is the grade level for this scope and sequence Awareness of self in a social setting. | Kindergarten |
| What is the grade level for this scope and sequence Family and School. | First grade |
| What is the grade level for this scope and sequence neighborhood . | Second grade |
| What is the grade level for this scope and sequence communities. | Third grade |
| What is the grade level for this scope and sequence regions | Fourth grade |
| What is the grade level for this scope and sequence People of the Americas: The U.S. and its Neighbors. | Fifth grade |
| What is the grade level for this scope and sequence People and Cultures: The Eastern Hemisphere. | Sixth grade |
| is not limited to the study of politics and society; it also encompasses participation in classrooms and schools, neighborhoods, groups, and organizations. | Civics |
| The study of how people (and governments and businesses and societies) decide to use limited resources | Economics |
| The study of human beings in their cultures and environments. | Anthropology |
| Broad social science that is concerned with social organizations- the way people organize themselves into groups, subgroups, social classes, and institutions | Sociology |
| is a field of study that enables us to find answers to questions about the world around us – about where things are and how and why they got there. derives from a Greek word meaning “writing about the Earth.” | Geography |
| What took place yesterday, the week before, and the century before is what. | History |
Created by:
karlie2004