Teacher-Instructional Planning
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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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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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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
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Created by:
DanceLots
Popular Miscellaneous sets