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| Term | Definition |
|---|---|
| Most efficient way to teach information for whole group needs? | Through lecture |
| mnemonic devices help students to remember what type of information | a specific set of order information |
| Knowledge (lowest) Comprehension Application Analysis Synthesis Evaluation (highest) | Killing Cats Almost Always Seems Evil - mnemonic device to help remember Bloom's Taxonomy |
| Analysis | the process of breaking down complex topics into smaller parts |
| Norm-referenced (NRT) | compare large groups of students. (EX- SAT) |
| A multiple choice exam | fastest type of of assessment a teacher can use to determine whether students know certain facts |
| Standard error of measurement | difference between the actual score and the hypothetical score the student achieves |
| Evaluation | directing students to make a judgement or form an opinion about something |
| Aggregate data | data that is combined from several parts into one whole (ex: average math score for the entire grade) |
| Disaggregate data | data that is separated into parts (ex: math test scores broken up by race) |
| When a student appears to be under a great deal of stress, what should be a teacher's first course of action | Refer the student to a professional help provider (like a school counselor) |
| When a student has been absent for awhile, what is the most important accommodation to provide them | Time to complete past assignments |
| What is an effective strategy to provide students who are anxious about test taking | Tell them to complete the easier problems first, then working on harder problems |
| Through lecture | Most efficient way to teach information for whole group needs? |
| A specific set of order information | mnemonic devices help students to remember what type of information |
| Knowledge (lowest) Comprehension Application Analysis Synthesis Evaluation (highest) | Killing Cats Almost Always Seems Evil - mnemonic device to help remember Bloom's Taxonomy |
| Analysis | the process of breaking down complex topics into smaller parts |
| Norm-referenced (NRT) | compare students to each other and rant them according to performance, scores, on these types of tests come in the form of percentile, grade level equivalency or stanine using a normal shape curve (ex: SAT and ACT) |
| A multiple choice exam | fastest type of of assessment a teacher can use to determine whether students know certain facts |
| Standard error of measurement | difference between the actual score and the hypothetical score the student achieves |
| Evaluation | directing students to make a judgement or form an opinion about something |
| Aggregate data | data that is combined from several parts into one whole (ex: average math score for the entire grade) |
| Disaggregate data | data that is separated into parts (ex: math test scores broken up by race) |
| Refer the student to a professional help provider (like a school counselor) | When a student appears to be under a great deal of stress, what should be a teacher's first course of action |
| Time to complete past assignments | When a student has been absent for awhile, what is the most important accommodation to provide them |
| Tell them to complete the easier problems first, then working on harder problems | What is an effective strategy to provide students who are anxious about test taking |
| If the student is older, then yes. Poor spelling is often an indicator of learning disabilities | If a student struggles with spelling words, is this a cause for concern |
| Educational strategies; some educational problems seem to be a the root of misbehavior | when dealing with difficult students, should a teacher's focus be on discipline or on creating educational strategies |
| How should a teacher deal with a very intelligent student who is dominating a conversations | 1. Shift the focus of the discussion so that multiple response are allowed are considered carefully 2. Do not reprimand the student unless their behavior is inappropriate 3. Do not isolate the student from the rest of the class with busy work |
| Proactive engagement strategy Non verbal cues Adjust instruction Private conversation if presistent | When a student is not paying attention to the lesson, but not disrupting others, what is the correct course of action |
| Synectics | a teaching model that encourages students to see old ideas in new ways. |
| Socratic approach | asking students a series of questions designed to guide them toward understanding of a concept |
| Prior | learning always influences new learning |
| What are the 4 steps of learning | 1. Acquisition 2. Fluency 3. Generalization 4. Adaptation |
| Acquisition | demonstrate to introduce new skills |
| Fluency | provide opportunities to practice |
| Generalization | provide opportunities to review |
| Adaptation | practice skills in a new setting |
| When is the appropriate time to introduce the organizational structure of content | only after students have been given specific information about the topic, which helps students to make sense of the organizational structure |
| organizational structure helps students to | connect and remember |
| what is a rule relationship | Principles, laws, correlations |
| what are the 4 steps to planning a lesson | 1. Determine the goals 2. Write measurable objectives 3. Task analysis is completed to guide the lesson plan 4. Determine necessary prerequisite knowledge |
| What is the best way to promote student comprehension | 1. Divide major objectives into small learning units 2. Write objectives and assessments of each unit |
| Why do students benefit from rule relationships | organize and categorize individual units of knowledge |
| The purpose of training students is to | prepare students to apply what they have learned |
| Not ideal to measure student's master of a process | a written test |
| Most people do not transfer what they have learned unless | they are required or encouraged to do so |
| Telling students what they will learn in class helps to focus what | Student attention |
| How can a teacher create connections between prior concepts and new learning | by starting with what they already know and showing how they connect |
| Explicit instruction | effective, meaningful direct teaching |
| Implicit instruction | instruction does not provide specific guidance on what is to be learned from the task |
| What should a teacher do to focus on reading material | Establish a purpose for the reading to evaluate, to discover, to be entertained |
| What should a teacher follow with after engaging the students in inquiry based instruction | follow with direct instruction to ensure that all students understand what has occurred during inquiry portion |
| Inquiry/ discovery learning | learning involves students using materials themselves to discover a concept in a structured lesson |
| Direct instruction/ active teaching | teaching is categorized by a teaching presenting the concepts directly to the students |
| Students retain information better when they | use it, especially in an analytical way |
| Procedures are best taught through | demonstration |
| When introducing a new concept, comparing and contrasting allows students to | generalize, or form a definition of the concept using examples and non examples |
| If behavior problems involve individual students, who should benefit from rewards | the rest of the class |
| When a student is misbehaving, is asking them to explain why they are misbehaving an appropriate response to managing the situation | no, the student has already ignored the teacher's expectations |
| When a student is not paying attention to the lesson, but not disrupting other student's what is the correct course of action | proximity (move close) , this indicates you have noticed the behavior |
| How can teacher tell when classroom rules are working | when students recognize their violations and correct their behavior on their own |
| What is the key to good classroom discipline in regards to attention and consequences | immediate attention, not immediate consequences |
| A teacher should avoid reprimands (criticism or disapproval) that | 1. ask questions of the student 2. are too vague 3. imply different standards of behavior for girls and boys |
| What is token economy | type of behavior modification in which desire behavior is reward with tokens (stickers, tickets, privileges) |
| What is negative reinforcement | attaching an undesirable consequence to an undesirable behavior |
| What is partial reinforcement | only sometimes reinforcing a behavior |
| What is operant conditioning | use of positive and negative stimulus to get a certain outcome. (Ex: coming to class late means a write up and coming to class on time means the teacher gives positive feedback) |
| What is classical conditioning | the concept that a idea is associated. With a specific thing. Wearing a baseball cap incentivizes the child to believe you are going to play baseball every time you wear the cap, he believe you are taking him to play baseball. |
| How should a teacher grade cooperative group assignments | 1. assign each student a role 2. don't grade group as whole 3. student's cant rate each other 4. provide written evaluation accomplished by a grade |
| In order to know whether the learning objectives of the unit have been met, the objectives must be | measured/ measurable |
| students learn best when | they are actively involved, teachers should not be more involved than the students |
| Fluency | the combination of speed and accuracy |
| Induction/ inductive thinking | from specific to general, using rules, patterns, or hypotheses to create probable conclusions |
| Deduction/ deductive thinking | from general to specific, which test rules or apply known principles to create conclusions that are certain |
| How much practice will help student to acquire a skill | Frequent initial practice |
| Generalization | to apply knowledge, skills, or concepts learned in one context to new situations or subjects |
| Convergent thinking | find a single correct solution |
| Divergent thinking | generating many possible solutions |
| What type of questions draw out the widest range of possible answers | why questions, they are the most open ended, the answers don't run out quickly, so the discussion tends to be interesting |
| How much time do students need to think through an answer to a question | they need a various about of time, allowing them to answer quickly stops the thinking process for other students |
| When a student is unsure of their answer to a question, what should the teacher do before asking them to explain how they figured out the answer | confirm whether their answer is correct or not |
| When posing higher order thinking questions, typically a question is asked and followed by what | a brief pause to allow students to formulate an answer then the teacher chooses a volunteer to answer |
| What can not be maintained if the students know the teacher will provide all the answers to their own questions | student interest |
| How should a teacher respond if a student asks a question that was previously asked in the class period | restate the answer using different language and examples |
| After teaching new difficult concepts the teacher should call on whom to provide answers to follow up questions | volunteers, the risk is high on theses questions; students who volunteer are willing to take the risk |
| When in the teaching process is it appropriate to call on random students to answer | after students have been allowed time to practice new concepts |
| What are parents most concerned with when it comes to their child's progress | the students weaknesses, and how to help their child succeed |
| What should a teacher provide in order for students to assess their own work and make adjustments before turning it is | grading criteria/ a rubric |
| What is the best way for teachers to check students general progress toward toward mastery during independent work periods | circulate around the room and check student work while they are working, this is the least disruptive way to assess their progress |
| In class work time allows the teacher to provide the students with what | feedback |
| When should class rules be changed | only when necessary |
| When a student does poorly in class, what should the teacher be focused on protecting them from | 1. embarrassment 2. violation of their privacy 3. do not share lack of success with other students |
| What is a great nonverbal cue that shows the teacher has recognized something that needs attention but also gives the student opportunity to correct the behavior on the spot | proximity (closeness) |
| All students should be accountable for learning what | the objectives |
| If students are struggling meeting the objectives, what should a teacher do | provide additional help and work on weak areas together |
| If you continue to comment on habitually disruptive student behavior, you are actually doing what | reinforcing the behavior, student parents and admin should be involved to help the student realize their actions are detrimental (causing harm) |
| When you are needing to reinforce class rules, how should teachers do this | 1. show them how disruptive their behavior is (act out as needed) 2. have a discussion about why rules are important |
| How should a teacher handle an instance that you suspect cheating is occurring | 1. Make a broad statement about your expectation for test taking , homework, etc. 2. don't call out specific students |
| What is a appropriate way to incentive good behavior | award individual points towards a group goal |
Created by:
miramason