Teacher Effectiveness

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John Goodland's study, ____ ____ ____ _____, found that some schools devote approximately sixty-five percent of their time to instruction, whereas others devote almost 90 percent.

A Place Called School

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____ _____ is the time that a teacher schedules for a subject.

Allocated time

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____ _____ is that part of allocated time in which students are actively involved with academic subject matter.

Engaged time

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___ ___ __ is engaged time with a high success rate. Many researchers suggest that students should get 70 to 80 percent of the answers right when working with a teacher.Studies indicate that a high success rate is positively related to student achievement

Academic learning time

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When a teacher uses a questioning method known as ____ ____, he or she asks questions first and then directs his or her questions at a particular student.

group alerting

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The ability that can be characterized as having "eyes in the back of one's head" is known as _____.

withitness (with-it-ness)

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_______ is the ability to do several things in a classroom at once, such as attending to interruptions while continuing the class' lesson.

Overlapping

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_______ is known as the ability to transition from one lesson to the next smoothly and effectively, avoiding a bumpy transition.

Fragmentation

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We can create a productive learning community when rules are...

few in number, fair and reasonable, and appropriate for student maturation.

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Rules must be ____ ____ and convey a sense of moral fairness.

easily understood

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During times of transition, discipline problems can occur _____ as often as in regular classroom instruction.

twice

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Good managers arrange their classrooms so that they teach ____ ___ ____ with students.

eye to eye

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In an effective classroom, teaching materials and supplies should be _____ _____.

readily available

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In an effective classroom, high traffic areas should be free of ______.

congestion

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Procedures and routines should be actively ______.

taught

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Providing a student with ____- ____ _____ can help avoid minor disruptions in class.

decision-making opportunities

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Unlike boys, who engage in overt misbehavior,girls participate in this type of destructive misbehavior.

relational aggression--purposefully ignoring someone, making fun of another's clothes, spreading gossip and rumors, and calling others names such as "ho," "slut," and "loser"

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These are the four moves of the pedagogical cycle:

structure, question, respond, and react.

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_____ ______ likened student-teacher interactions to a pedagogical cycle or game.

Arno Bellack

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In this step of the pedagogical cycle the teacher provides information and direction and introduces the topics.

Step One--Structure

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In this step of the pedagogical cycle, the teacher reacts to the student's answer and provides feedback.

Step Four--React

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In this step of the pedagogical cycle, the teacher asks a question.

Step Two--Question

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In this step of the pedagogical cycle, the student answers the question, or tries to.

Step Three-Respond

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Teachers initiate about ____-___ percent of pedagogical cycles.

eighty-five percent

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Effective _____ _____ sets the stage for learning and occurs mainly at the beginning of the lesson.

academic structure

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Creating an effective academic structure involves ______, or the breaking down of large bodies of information.

clarification

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To create an effective academic structure, one must provide _______, or connections, to help students integrate old and new information.

transitions

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In order to create an effective academic structure, one must motivate his or her students by creating an _____ _____ that attends to the lesson.

anticipatory set

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Part of an effective academic structure is the constant _______ of old material before presenting new information.

review

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Teachers who create effective academic structures let their students know the ______ of each lesson.

objectives

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In an effective academic structure, lessons are ended with _____ or a brief review or summary.

closure

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Teachers who create an effective academic structure exhibit ________.

enthusiasm

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Teachers who create effective academic structures give directions ______ and _____.

distinctly and slowly

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Teachers who create effective academic structures give several _______ ______ during their lessons.

concrete examples

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Teachers who create effective academic structures use a technique called ______: step-by-step practice and well-crafted questions to support and encourage students.

scaffolding

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Research shows that _____students are asked more questions than ____ students.

male students than female students and more white students than black students

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In order to gaurantee that all students have an equal chance to participate in class discussions, one must establish a _____ for ______.

protocol for participation (rule for participation that must be enforced)

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Perhaps the most widely used system for determining the intellectual level of questions is Benjamin ______ ______.

Bloom's taxonomy

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A _____-_____ question can be answered through memory and recall.

lower-order

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A _____-____ question may ask for evaluations, comparisons, causal relationships, problem solving, or divergent, open-ended thinking.

higher-order

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Research indicates that _____ to _____ percent of a teacher's questions are lower-order.

seventy to ninety-five

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When introducing new material, a teacher should ask ____-____ questions.

lower-order

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When working on problem-solving skills, students should be asked ____-____ questions.

higher-order

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If teachers can learn to increase their wait time to ____ to ____ seconds, significant improvements in the quantity and quality of student response usually will take place.

three to five seconds

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Increasing the wait time from one second to ____ to ____ seconds after a student has answered a question is just as important as increasing the wait time after a question is asked.

three to five seconds

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Mary Budd Rowe's research on wait time shows that, after asking a question, teachers typically wait only ____ _____ or less for a response.

one second

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Research indicates that teachers give more wait time to students for whom they hold ____ _____.

higher expectations

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A key benefit of extended wait time in class is an increase in the _____ of student participation.

quality

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Teachers generally use four types of reactions to respond to students' questions. They are ____,_____,______, and ______.

praise, acceptance, remediation, and criticism

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______ comments are those that encourage a more accurate student response.

Remediation

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Teacher comments such as "OK" and "Uh-huh" are _____ types of comments.

acceptance

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This type of teacher response accounts for more than half of all teacher responses.

acceptance

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Praise comprises only _____ percent of all teacher responses.

eleven

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_______ responses are the vaguest type of response that a teacher can offer.

Acceptance

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For praise to be effective, it must be contingent upon _______ _____.

student performance

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When teachers praise, they should be ______ about what aspect of student behavior is noteworthy.

specific

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Praise should attribute success to ______ or ______.

ability or effort

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Corrective feedback should attribute eventual success to ______.

effort

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Corrective feedback should provide a blueprint for _______.

improvement

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Critical comments should focus on student performance and not on _____ ______.

personal character

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An effective classroom environment lets students realize that it is okay to ______ ______.

make mistakes

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In ____ _____, the presentation of new material is followed by student practice and teacher feedback.

direct teaching

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In this model of teaching, the role of the teacher is that of a strong leader.

direct teaching

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The direct teaching model is most effective when students must learn _____ and _____ _____.

new and complex information

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These are the six principles of direct teaching:

daily review at the beginning of class, new material broken down into smaller bits and covered at a brisk pace, guided practice under direct teacher supervision, specific feedback, and independent practice, and weekly and monthly reviews.

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In a classroom using _____ _____, students work on activities in small, heterogeneous groups, and they often recieve rewards or recognition based on the overall group performance.

cooperative learning

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Groups participating in cooperative learning should be _____ and ______.

heterogeneous and small.

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In cooperative learning, groups should have a shared _____ __ ____ as well as shared _____.

division of labor as well as materials

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Research shows that group learning promotes both _____ and ____ growth.

intellectual and emotional growth

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____ _____ is committed to the credo that, given the right tools, all students can learn.

Mastery learning

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In this type of learning, each student moves at an individual pace and focuses on becoming proficient in 10 academic areas, like reading, mathematics, and service learning.

mastery learning

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The success of mastery learning rests on the _____ _____, which is a close match between what is taught and what is tested.

instructional alignment

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In mastery learning, the role of the teacher is that of a _____.

motivator

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This type of learning goes beyond traditional subject areas and delves into real life problems.

problem-based learning

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Problem-based-learning depends on ____ _____.

small groups

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Exploring real and complex issues during problem-based learning requires ____-____ _____.

higher-order thinking

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Students involved in problem-based learning demonstrate what they learn in a very tangible way with _____ and ______.

artifacts and portfolios

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Too often teachers focus on the technology and not the _____ that such technology brings.

reform

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When mastery learning software is matched with traditional in-class learning, the result is called an _____ _____ _____.

integrated learning system

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According to education reformer Ted Sizer, good teachers ____ the amount of content they introduce.

limit

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In ____ _____, teachers work to organize their content around a limited set of key principles and powerful ideas and then engage these students in discussing these concepts.

deep teaching

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In deep teaching, the emphasis is on ______ _____.

problem solving

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_______ ________ organizes instructional activities in response to individual differences.

Differentiated learning

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Carol Ann Tomlinson advocates that standard-based curriculum tells us what curriculum to teach; differentiation tells is ____ to teach.

how

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In _____ ______, teachers ask themselves questions about past lessons and how they handled classroom situations.

reflective teaching

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Teachers must think systematically about their practice and learn from ______.

experience

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In ______, schools promote teachers along with their students, a process that allows the teacher to get to know his or her students for an extra year.

looping

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_____ ______ increases teacher-student contact time by increasing the length of class periods.

Block scheduling

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Created by: styers.barbara