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FOE Final Review
| Question | Answer |
|---|---|
| heidi hayes jacob | communication about teaching methods, prepare for future, prevents gaping |
| how do we assess knowledge | essential ?s, content, skills, testing, activities, resources |
| ralph tyler | goal-how-organize-assessment |
| decker walker | consensus |
| elliot eisner | evaluate anytime |
| influences | teachers decide the how, not what |
| curriculum mapping | communication between teachers about teaching |
| null curriculum | don't express opinions, avoid politics and religion, cant influence students |
| taxonomy | hierarchy of intelligence |
| Benjamin Bloom's Taxonomy | knowledge, comprehension, application, analysis, synthesis, evaluation |
| synectics | working to promote critical and/or creative thinking |
| influences on curriculum | federal govt, parents and community groups, school board, teachers, textbooks, mandated assessment, national/state standards |
| development | prescriptive, descriptive, critical perspectives |
| prescriptive | goal, how?, organize, evaluate |
| descriptive | best of many ways to form consensus |
| critical perspective | evaluate any time, not the end |
| types of learners | imaginative, analytic, common sense, dynamic |
| Chpt 15 | Chpt 15 |
| Standards | Curriculum content, performance, opportunity to learn standards |
| Assessment | increase strengths and weaknesses, compare students, assist those who need it, evaluate schools |
| Needed for all tests | absence of bias, reliability, validity |
| absence of bias | fair to all, covers what was taught |
| reliability | consistently gives some results |
| validity | measure what it claims to measure |
| Chpt 8 | Chpt 8 |
| Lesson Plan | breif instructional sequence, focus on one or 2 objectives, set/logical structure, related activites, quided practice |
| lessons | opening, body, closing |
| opening | state objective and purpose |
| body | concepts related to objective |
| closing | consolidate and extend learning, summary and closure |
| ethnic group | a subgroup of society that has a common background, heritage, culture, language |
| mass media | communication that reaches a national audience |
| socioeconomic status | determined by a level of edu., wealth, power, prestique, job position |
| society | group of people with common culture, govt, set of institutions, and social relationships |
| socialization | long process, how people learn or are conditioned for the norms of popular culture |
| exceptionalities | not avg, gifted or talented or have physical or mental deficiencies ro different |
| learning disability | delayed development in one or more of life's processes, think, speak, read, write, listen and do math |
| ADHD | can't focus or engage, not with it, 3-7% of pop have it, have more resources now |
| socialization agents | family, peers, media, tech, school, church |
| purpose of schools | functionalist, conflict, interrationist, diversity |
| functionalist | teach right and wrong |
| conflict | gray area |
| interactionist | combination |
| diversity | language, immigration |
| diversity | differences we celebrate |
| hispanic americans | live in cities, not strong edu, poor, run down schools |
| afro americans | live in cities, similar to hispanic |
| asian americans | high standards, hard working |
| native americans | tribes and languages, mostly west, drop out, low support |
| Chpt 9 | Chpt 9 |
| Muliculturalism | another word for diverisity |
| culture | our norms, big picture |
| microculture | details about self |
| macroculture | non specific |
| enculturalization | a process by which a child learns about their culture, parents and school and church |
| verve | how much energy and enthusiasm you have, needed for success |
| diverget thinking | brainstorm, debate, open ended discussion, gets people thinking |
| multiculutre education | teach all students |
| James Banks | exceptional culturally different-teach all, human relations-celebrate difference, single group study-promote equality, multicultural education-need diverse faculty, multicultural social-schools for social justice |
| teaching strategies | verbal interaction, divergent thinking, cooperative thinking, relate to the world |
| verbal interaction | discussion, conversing, talking |
| cooperative learning | groups with roles for all, all contribute |
| relation to world | why need to know? |
| inclusion | include everyone, all students are together as much as possible despite deficiency |
| compensatory education | opportunity for laws |
| IDEA | federal law, individuals with diasabilities edcuation act, all school must follow, kids 3-21 |
| disabled | mental retardation, speech hearing, visual impairments, learning disabilities, physical autism |
| CSE | committee for special education |
Created by:
stophammertime1290
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