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Teacher-Instructional Planning

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Question
Answer
show A teacher presents a single subject and requires students to solve real problems.  
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The Coordination Model   show
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The Integrated Core Model   show
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show Two teachers teach integrated “cores” to the students. One might teach math in the context of science, while the other teaches language arts within the context of social studies.  
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The Self-Contained Core Model   show
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show 1-Single-Subject Integration, 2-The Coordination, 3-The integrated Core, 4-The Integrated Double Core, 5-The Self-Contained Core,  
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Educational Goal Example   show
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Educational Goal Example   show
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show The students will develop good ethical character.  
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Educational Goal Example   show
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show The students will develop good health habits.  
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Educational goal   show
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Informational objective   show
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Instructional objective   show
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show precisely communicate learning intent. Elements: Performance, product (outcome), conditions, criterion (levels of mastery)  
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Informational objectives   show
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Instructional Objective Example   show
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show The student will be able to compute the current in a series or parallel circuit.  
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Objectives can be classified into three primary categories, or domains of learning, based upon their instructional focus:   show
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Objectives in the cognitive domain are...   show
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Bloom's Taxonomy... revised: Remembering   show
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show Construct meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining  
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show Carry out or use a procedure through executing or implementing  
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show Break material into constituent parts; determine how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing  
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show Make judgments based on criteria and standards through checking and critiquing  
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Bloom's Taxonomy... revised: Creating   show
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show Objectives in the affective domain are concerned with the development of students’ attitudes, feelings, and emotions.  
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show Receiving, Responding, Valuing, Organization, Characterization by value  
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Objectives in the psychomotor domain relate to...   show
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show Fundamental movement, Generic movement, Ordinative movement, Creative movement  
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Goal   show
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show Arrow-foundation upon which you can build lessons and assessments  
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show change attitude  
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Psychomotor Objectives   show
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Cognitive Objectives   show
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Affective Objectives   show
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show Observing, initiating, practicing, adapting  
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show Evaluation, Synthesis, Analysis, Application, Comprehension, Knowledge  
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show Check , judge, and critique materials  
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2-Bloom's Taxonomy:Synthesis   show
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3-Bloom's Taxonomy:Analysis   show
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show Use information  
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5-Bloom's Taxonomy:Comprehension   show
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show Remember or recall  
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ABCD's of Writing Objectives   show
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show Who?  
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show What you expect?  
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Condition   show
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show How much? How you'll measure it?  
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Behavior   show
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show defines the materials; what the student will be given or not given (ex without the use of a calculator...)  
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Degree   show
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Step one to planning   show
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Step two to planning   show
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show Planning the instruction; objectives and strategies to use  
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show Teach lesson; what activities  
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Step five to planning   show
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show Reflection; What worked, why it worked, what needs to change for next the next lesson  
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show Follow up; changes, new approaches  
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show 1-identify the desired outcome and results, 2-determine what constitutes acceptable evidence of competency, 3-Plan learning activities to achieve these competency levels  
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Subject-Centered Curriculum   show
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show Activity base, student at the center of learning process, involve multiple content areas  
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show Teaching and learning that draws upon knowledge and skills of a variety of discipline areas... real world situations  
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show Affective, Psychomotor, Cognitive  
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Standards   show
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show 1-Knowledge, 2-Reasoning,3-Performance, 4-Products  
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Knowledge Standard Example   show
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show Identify similes and metaphors  
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Knowledge Standard Example   show
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show List defining characteristics of various literary genres  
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Knowledge Standard Example   show
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show Read aloud with fluency and expression  
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show Demonstrate the use of self-correction strategies  
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show Find and justify the laws of exponents with numeric bases using inductive reasoning  
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Performance Target Examples   show
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Reasoning Target Examples   show
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show distinguish between fact and opinion  
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show Evaluate information from a variety of resources  
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show Classify and compare triangles by sides and angles  
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show Produce a grammatically correct sentence  
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Product Target Examples   show
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Product Target Example   show
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Product Target Example   show
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show can be simply defined as “thinking about thinking.” Thinking skills and study skills are examples of metacognitive skills. They include invisible thinking skills such as self-interrogation, self-checking, self-monitoring, and analyzing.  
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Thinking   show
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show The ability to analyze complex situations critically, using standards of objectivity and consistency  
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Creativity   show
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show The skill of thinking about thinking  
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Separate approach   show
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show Development of thinking skills in conjunction with regular curriculum; thinking skill instruction is followed by applying the skill to the content being studied  
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self-discipline approach   show
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reality therapy   show
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Self-discipline approach   show
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Instructional approach   show
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show View that the teacher should have full regulatory power in the classroom  
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show Classroom activities that are repetitive and follow a common procedure  
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show The accepted and nonaccepted actions in the classroom  
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show Being aware of what is taking place in the classroom  
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show The application of a negative stimulus or removal of a positive stimulus for inappropriate behavior  
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show to identify difficulties and place students  
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Pretest: Nature   show
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Pretest: Frequency of Administration   show
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show To promote learning through feedback  
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show Few questions related to specifics of instruction  
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show Frequently-usually during instruction  
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Posttest (Summative): Purpose   show
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show Many questions related to specific and general knowledge  
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Posttest (Summative): Frequency of Administration   show
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show Evaluation administered prior to instruction for placement purposes  
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Formative evaluation   show
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show A judgement made at the end of a project that determines whether it has been successful or not and commonly used to give grades  
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show Evaluation that forces students to compete with each other  
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Noncompetitive evaluation   show
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show Assessment in which students demonstrate the behaviors to be measured  
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Student work sample   show
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Portfolio   show
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show a score based on the number of standard deviations an individual is from the mean  
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show The point on a distribution of scores below which a given percentage of individuals fall  
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Reliability   show
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Validity   show
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show The suitability of a measurement device for collecting desired data  
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Cumulative records   show
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Norm-Referenced Test   show
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show interpretation is made when you compare an individual's score against a predetermined standard. ex. teacher-made test because students are compared with criteria  
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show the art, science, or profession of teaching  
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show bolting technology on top of what's already being done, leads to incremental development, doesn't improve writing  
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informating   show
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Authoritarian Style   show
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Democratic Style   show
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show is a strategy that helps students take responsibility for examining and solving their own problems. Glasser believes that students are rational beings who can control their behavior if they wish  
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show classroom management in that well-planned and well-implemented instruction will prevent most classroom problems  
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show view that students can evaluate and change to appropriate behavior  
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show View that well-planned and well-implemented instruction will prevent classroom problems  
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show View that teacher should have full regulatory power in the classroom  
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Set Induction   show
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Affective Domain Hierarchy: Receiving   show
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Affective Domain Hierarchy: Receiving Example   show
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Affective Domain Hierarchy: Responding   show
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show Individual answers questions about the book, reads another book by the same author, another book about civil rights, etc.  
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show Showing some definite involvement or commitment  
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Affective Domain Hierarchy: Valuing Example   show
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Affective Domain Hierarchy: Organization   show
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show The individual arranges a civil rights rally  
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show Acting consistently with the new value  
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Affective Domain Hierarchy: Characterization by Value Example   show
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Psychomotor Domain Hierarchy: Observing   show
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show The learner watches a more experienced person. Other mental activity, such as reading may be a pert of the observation process.  
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Psychomotor Domain Hierarchy: Imitating   show
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show The first steps in learning a skill. The learner is observed and given direction and feedback on performance. Movement is not automatic or smooth.  
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show Trying a specific physical activity over and over.  
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show The skill is preated over and over. The entire sequence is performed repeatedly. Movement is moving towards becoming automatic and smooth.  
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show Fine tuning. Making minor adjustments in the physical activity in order to perfect it.  
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Psychomotor Domain Hierarchy: Adapting Example   show
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show Audience, Behavior, Condition, Degree  
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Knowledge   show
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Reasoning   show
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show Ex. Speak foreign language; assessments-observations, rubrics  
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Product Development   show
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Attitudes   show
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7 steps in a model of effective teaching   show
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show are broad and may take an extended period of time to be accomplished  
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Instructional Objectives   show
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Informational Objectives   show
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show Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation,  
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show Receiving, Responding, Valuing, Organization, Characterization by value or value complex  
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show manual or physical skills  
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Psychomotor Domain taxonomy   show
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show Evaluation administered prior to instruction for placement purposes  
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show The use of evaluation in supplying feedback during the course of a program  
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Assessment Concepts: Summative evaluation   show
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Assessment Concepts: Competitive evaluation   show
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show Evaluation that does not force students to compete with each other  
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show Assessment in which students demonstrate the behaviors to be measured  
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Assessment Concepts: Student work sample   show
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Assessment Concepts: Portfolio   show
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Assessment Concepts: Standard scores   show
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show The point on a distribution of scores below which a given percentage of individuals fall  
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show The extent to which individual differences are measured consistently, or the coefficient of stability of scores  
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Assessment Concepts: Validity   show
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show The suitability of a measurement device for collecting desired data  
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6 Facets of Understanding   show
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show a theory of knowledge explaining it as being developed in the human being when information comes into contact with existing knowledge that had been generated from previous experiences  
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Constructivism!!   show
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show divides learning into two types: accommodation and assimilation. The focus is on the individual's desire and ability to learn, and the teacher or therapist is merely there to help guide self-directed learning.  
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show Teacher controls instruction by presenting information and giving directions to the class; associated with teacher-centered, teacher-controlled classrooms; an instructional procedure for teaching content in the most efficient, straightforward way  
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Lecture!!   show
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Presentation!!   show
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show Presentation that relies heavily on visual aids to convey ideas to students  
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show An oral presentation that allows some participation by the students  
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Textbook Teaching!!   show
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show allow for only a few right responses  
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show allow for many correct responses  
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show test the student's recall or recognition of information learned by rote  
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show require that students integrate or analyze remembered or given information and supply a single, correct, predicatable anser  
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productive questions   show
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show require that students put a value on something or make some kind of judgment. these are special cases of productive questions in that they, too, are often open-ended  
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show cognitive/memory; knowledge/comprehension  
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empirical   show
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productive   show
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evaluative   show
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show is a small group activity used to generate ideas  
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round robin brainstorming   show
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buzz group   show
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task group   show
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team pair solo   show
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think pair share   show
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three minute review   show
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panels   show
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show re a special form of the small-group approach. a group of students-usually 5 to 8 prepare in advance an informal discussion about an assigned issue to be presented in front of the class.  
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show is a means by which students engage in problem solving in developing knowledge or skills  
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show basically is a problem-solving technique. unlike discovery, however, the emphasis is placed on the process of investigating the problem, rather than on reaching a correct solution  
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show Discovery, Inquiry, such man inquiry, project based learning  
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show Intentional learning through supervised problem solving following the scientific method  
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Heuristic Methods: Inquiry   show
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Heuristic Methods: Such man inquiry   show
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Heuristic Methods: Project based learning   show
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show Ordinary demonstration, Inquiry demonstration, Socratic method, Concept attainment, Cooperative learning  
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Integrated Methods: Ordinary demonstration   show
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show Individual shows class something without explanation; students observe, make inferences, and reach conclusions  
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Integrated Methods: Socratic method   show
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show Teaching strategy designed to help students learn concepts and practice analytical thinking skills  
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Integrated Methods: Cooperative learning   show
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show Tic tac toe grid, most common meu, kids choose the activity they want to do on specific days, they are not a preassessment, menus are all about extending hat kids already know, menus are used after instruction is finished and can be used as post-assess  
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Cubing   show
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Raft   show
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show The act of withholding judgment to use knowledge and experience in finding new information, concepts, or conclusions  
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show The ability to analyze complex situations critically, using standards of objectivity and consistency  
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show The capacity for producing imaginative, original products or ways of solving problems  
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show The skill of thinking about thinking  
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Separate approach   show
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show Development of thinking skills in conjunction with regular curriculum; thinking skill instruction is followed by applying the skill to the content being studied  
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Order of planning   show
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show Individually, 2 people, group  
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show A few questions, students interview each other. (ex get to know each other, content purpose)  
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Jigsaw   show
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show Pros and cons of a subject  
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show even number of students; face each other in partners, rotate opposite direction, questions or topic (RAPID FIRE)  
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Physical Engagement   show
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show How important something is means you spend more time  
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show Thinking skills for recalling content; self-interrogation, self checking, self monitoring, analyzing, memory aides (mnemonics)  
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Memory Aids   show
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Differentiated Instruction (differentiation)   show
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Podcast   show
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show methodology and lesson procedure  
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show acts as the student motivator-planned patterned behaviors that are definite behaviors that are definite steps by which the teacher influences learning  
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show Sequence of steps that help students reach their learning objectives  
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Backward Design   show
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show mind maps  
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Scribes   show
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show Hands on to get concepts  
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show false writing or pretend  
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show Books on Tape  
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One-way listening   show
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two-way listening   show
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Empathic listening   show
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Pretest   show
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show to promote learning through feedback  
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show to assess overall achievement  
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Rubric   show
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show Demonstrate specific skills  
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Portfolio   show
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show Affective: Receiving, Responding, Valuing, Organization, Characterization by value  
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Harrow   show
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Bloom   show
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show a level to reach-acceptable  
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Objective   show
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Summative   show
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show Receiving, Responding, Valuing, Organization, Characterization by value  
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show Reflex, Basic, Perceptual, Physical, Skilled, Non-Discursive Communication  
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show Knowledge, Comprehension, Application, Analysis, Synthesis, Education  
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show Special tool designed to assist individuals who have special needs  
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ELL   show
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Limited English proficient (LEP)   show
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Metaverbal component   show
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Nonverbal communication   show
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show Person demonstrating or acting as he or she wants others to act and communicating examples of the values, ideas, and behaviors to be acquired by students.  
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Computer-based instruction (CBI)   show
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Reality Therapy   show
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show Self-discipline approach to classroom management conceived by Thomas Gordon that stresses establishment of positive working relationships between teachers and students. Key is based on who owns the problem when one develops-teacher or student.  
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show Ability of a teacher to be aware of what is going on in all parts of the classroom and the ability to communicate this awareness.  
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show Engaging in or supervising several activities simultaneously.  
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Ripple effect   show
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Subject-centered curriculum   show
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show Activity curriculum that focuses on student needs and interests.  
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Curriculum integration   show
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show Anticipated result or product of instruction. Unambiguous statement of instructional intent.  
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Instructional objective   show
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Informational objectives   show
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show participatory process that directly involves students in instructional planning.  
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show Broadest and most general type of instruction planning, usually divided into a sequence of units of study.  
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Unit plan   show
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show Unit of instruction planned by a team of teachers that is organized for interdisciplinary/cross-curricular teaching over a block of time.  
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Weekly plan   show
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Daily lesson plan   show
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show An instructional delivery pattern that divides school time into instructional blocks ranging from 20 to 110 minutes.  
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show Coordination of teachers' instructional approaches among disciplines.  
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show Something a teacher does at the outset of a lesson to get student's undivided attention, arouse their interest, and establish a conceptual framework.  
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show The global plan for teaching a particular lesson consisting of the methodology to be used and the sequence of steps to be followed for implementing the lesson activities.  
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show Planned patterned behaviors that are definite steps through which the teacher influences learning.  
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Minimum competency tests   show
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Diagnostic evaluation   show
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Normal curve   show
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show Extent to which scores are spread out around the mean.  
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show An assessment procedure that has students demonstrate their ability to perform a particular task in real-life situation.  
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show Assessment in which students demonstrate the behaviors to be measured.  
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show Extent to which individual responses are measured consistently. The coefficient of stability of scores.  
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Validity   show
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show Suitability of a measurement device to collect desired data.  
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Checklist   show
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show Lists of written statements regarding attitudes, feelings, and opinions to which the reader must respond.  
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Absolute grading standard   show
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show Student's grades given relative to performance of other students... grading on the curve.  
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show Student work is allocated points and grades are assigned according to an established grade range.  
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show Assignments are given a letter grade, and all grades are weighted in determining the final grade.  
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Percentage grading system   show
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Transfer   show
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show Teaching method in which some authority-teacher, textbook, film, or microcomputer-presents information without over interaction taking place between the authority and the students.  
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show Questions that require the recall of information through the mental processes of recognition and rote memory.  
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show Questions that require students to integrate or analyze remembered or given information and supply a single, correct predictable answer.  
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Productive questions   show
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show Questions that require that a judgment be made or a value be put on something.  
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show Questions used to direct students attention to a lesson or to the content of a lesson.  
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Prompting questions   show
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show Questions that follow a student response and require the student to think and respond more thoroughly than in the initial response.  
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Redirecting   show
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Halting time   show
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Authentic methods   show
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show Instructional technique in which five to eight students prepare and discuss a topic in front of a class. Also known as a roundtable.  
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Constructivist approach   show
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Inquiry demonstration   show
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show Instructional method in which a questioning and interaction sequence is used to draw information out of students.  
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Concept attainment   show
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show Pictorial or graphical ways to organize written or oral information.  
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Simulation   show
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show Fixation of specific associations for automatic recall.  
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Creative thinking   show
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show View suggested by Reuven Feuerstein that students need special, focused instruction on thinking skills.  
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show Method of teaching thinking skills in which desired skill is used in conjunction with and incorporated into regular curriculum.  
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show Thinking that asks students to make generalizations based on knowledge of specific examples and details.  
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show “I hear and I forget; I see and I remember; I do and I understand”  
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