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D658

Planning Instructional Strategies for Meaningful Learning

TermDefinition
Backward design start with end goals and plan lessons and assessments to achieve them
scaffolding giving temporary support then gradually removing help as they gain independence
spiraling curriculum reintroducing topics with intensity at different grade levels
national standards guidelines what students across the entire country should know
zone of proximal development learner can do without help and what they can achieve with guidenece
state standards standards required by state
academic standards learn and achieve at each grade level
scope and squence charts progression of standards
direct instruction teacher led approach
indirect instruction learner centered, problem solving, case studies
discovery/experiential learning real world experiences, exploration, reflection, "aha" moment
culturally responsive pedagogy recognizes/values students cultural backgrounds, experiences and identities
accommodations "HOW" same goal, different way
modifications "WHAT" different goal
condition "context" the situation, materials or tools
Behavior "verb" what the student will actual do or perform
Measurable criterion "count or quality" how the students are expected to perform
competency based education students progress by demonstrating mastery of skills and knowledge
culturally responsive teaching teaching that honors and incorporates students cultural backgrounds, experiences into learning
multi-tiered systems of support different levels of support to meet students academic and behavioral needs
summative assessments happens at the end of an instructional periods
formative assessments ongoing feedback to monitor student learning during instruction
Behaviorism learning through rewards and punishment
Cognitivism learning through thinking and mental processes
Constructivism: learning by building your own understanding through experiences and scaffolding
Humanism: learning focused on personal al growth and feelings
Functional scaffolding helps learners understand how to use and/or interpret ex: tutorials, instructions
Process scaffolding helps learners understand how to do something ex: sequencing
Content scaffolding helps the learner figure out an answer ex: accessing prior knowledge
Metacognitive scaffolding helps the learner to be aware of his/her own learning through reflection, monitoring, and self-assessment
Blooms taxonomy It ensures that students have a comprehensive learning experience.
Created by: kenziebp123
 

 



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