Teacher-Instructional Planning
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Single-Subject Integration | show 🗑
|
||||
| show | Two or more teachers cooperate in teaching integrated single subjects.
🗑
|
||||
| show | A single teacher remains with students for two or three periods. A teacher might teach science in the context of math or social studies as the “core” around which the rest of the school day is planned.
🗑
|
||||
| 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.
🗑
|
||||
| show | A single teacher with multiple credentials teaches one group of students all day within a single meaningful context.
🗑
|
||||
| Objective Models | show 🗑
|
||||
| show | The students will develop a command of Standard English.
🗑
|
||||
| show | The students will expand their leisure activities.
🗑
|
||||
| Educational Goal Example | show 🗑
|
||||
| Educational Goal Example | show 🗑
|
||||
| show | The students will develop good health habits.
🗑
|
||||
| show | The student will develop computer literacy.
🗑
|
||||
| show | The student will be able to use a word-processing software program.
🗑
|
||||
| show | Given a set of specific requirements, the student will be able to use a word-processing program to write a one-page paper with no errors.
🗑
|
||||
| Instructional objectives | show 🗑
|
||||
| show | are abbreviated instructional objectives.
🗑
|
||||
| show | Given the voltage and resistance, the student will be able to calculate the current in a series and parallel circuit with 100% accuracy.
🗑
|
||||
| Informational Objective Example | show 🗑
|
||||
| Objectives can be classified into three primary categories, or domains of learning, based upon their instructional focus: | show 🗑
|
||||
| show | concerned with students’ thinking and reasoning abilities.
🗑
|
||||
| show | Retrieve, recognize, and recall relevant knowledge
🗑
|
||||
| show | Construct meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining
🗑
|
||||
| show | Carry out or use a procedure through executing or implementing
🗑
|
||||
| Bloom's Taxonomy... revised: Analyzing | show 🗑
|
||||
| show | Make judgments based on criteria and standards through checking and critiquing
🗑
|
||||
| Bloom's Taxonomy... revised: Creating | show 🗑
|
||||
| Objectives in the affective domain are... | show 🗑
|
||||
| Affective Domain (Taxonomy) | show 🗑
|
||||
| Objectives in the psychomotor domain relate to... | show 🗑
|
||||
| show | Fundamental movement, Generic movement, Ordinative movement, Creative movement
🗑
|
||||
| show | TARGET-broad, generalized statements about what is to be learned
🗑
|
||||
| Objective | show 🗑
|
||||
| show | change attitude
🗑
|
||||
| Psychomotor Objectives | show 🗑
|
||||
| Cognitive Objectives | show 🗑
|
||||
| show | Characterization by value, organization, valuing, responding, receiving
🗑
|
||||
| show | Observing, initiating, practicing, adapting
🗑
|
||||
| show | Evaluation, Synthesis, Analysis, Application, Comprehension, Knowledge
🗑
|
||||
| 1-Bloom's Taxonomy:Evaluation | show 🗑
|
||||
| show | Put materials together to create something new
🗑
|
||||
| show | Break information into parts
🗑
|
||||
| 4-Bloom's Taxonomy:Application | show 🗑
|
||||
| show | Obtain meaning
🗑
|
||||
| show | Remember or recall
🗑
|
||||
| ABCD's of Writing Objectives | show 🗑
|
||||
| show | Who?
🗑
|
||||
| Behavior | show 🗑
|
||||
| Condition | show 🗑
|
||||
| Degree | show 🗑
|
||||
| Behavior | show 🗑
|
||||
| show | defines the materials; what the student will be given or not given (ex without the use of a calculator...)
🗑
|
||||
| show | is the objective achieved (ex percentage, time limit)
🗑
|
||||
| Step one to planning | show 🗑
|
||||
| show | Planning course: what will be taught and sequence
🗑
|
||||
| Step three to planning | show 🗑
|
||||
| Step four to planning | show 🗑
|
||||
| show | Evaluate Learning; assessments
🗑
|
||||
| show | Reflection; What worked, why it worked, what needs to change for next the next lesson
🗑
|
||||
| Step seven to planning | show 🗑
|
||||
| Background design | show 🗑
|
||||
| show | Most used; content base, content areas taught in isolation
🗑
|
||||
| Student-Centered Curriculum | show 🗑
|
||||
| Curriculum integration | show 🗑
|
||||
| show | Affective, Psychomotor, Cognitive
🗑
|
||||
| Standards | show 🗑
|
||||
| Standards Targets | show 🗑
|
||||
| Knowledge Standard Example | show 🗑
|
||||
| Knowledge Standard Example | show 🗑
|
||||
| show | List defining characteristics of various literary genres
🗑
|
||||
| show | List defining characteristics of various literary genres
🗑
|
||||
| Knowledge Standard Example | show 🗑
|
||||
| Performance Target Examples | show 🗑
|
||||
| show | Demonstrate the use of self-correction strategies
🗑
|
||||
| Performance Target Examples | show 🗑
|
||||
| show | Model, identify and describe square, prime and composite numbers
🗑
|
||||
| show | Make a prediction based on evidence
🗑
|
||||
| Reasoning Target Examples | show 🗑
|
||||
| Reasoning Target Examples | show 🗑
|
||||
| Reasoning Target Examples | show 🗑
|
||||
| show | Produce a grammatically correct sentence
🗑
|
||||
| Product Target Examples | show 🗑
|
||||
| Product Target Example | show 🗑
|
||||
| Product Target Example | show 🗑
|
||||
| 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.
🗑
|
||||
| Thinking | show 🗑
|
||||
| Critical thinking | show 🗑
|
||||
| Creativity | show 🗑
|
||||
| Metacognition | show 🗑
|
||||
| Separate approach | show 🗑
|
||||
| show | Development of thinking skills in conjunction with regular curriculum; thinking skill instruction is followed by applying the skill to the content being studied
🗑
|
||||
| self-discipline approach | show 🗑
|
||||
| show | is a strategy that helps students take responsibility for examining and solving their own problems.
🗑
|
||||
| show | View that students can evaluate and change to appropriate behavior
🗑
|
||||
| Instructional approach | show 🗑
|
||||
| show | View that the teacher should have full regulatory power in the classroom
🗑
|
||||
| show | Classroom activities that are repetitive and follow a common procedure
🗑
|
||||
| Limits | show 🗑
|
||||
| show | Being aware of what is taking place in the classroom
🗑
|
||||
| show | The application of a negative stimulus or removal of a positive stimulus for inappropriate behavior
🗑
|
||||
| show | to identify difficulties and place students
🗑
|
||||
| show | Many questions relate general knowledge
🗑
|
||||
| Pretest: Frequency of Administration | show 🗑
|
||||
| show | To promote learning through feedback
🗑
|
||||
| Formative: Nature | show 🗑
|
||||
| show | Frequently-usually during instruction
🗑
|
||||
| Posttest (Summative): Purpose | show 🗑
|
||||
| Posttest (Summative): Nature | show 🗑
|
||||
| show | Once-usually final phase of instruction
🗑
|
||||
| show | Evaluation administered prior to instruction for placement purposes
🗑
|
||||
| show | The use of evaluation in supplying feedback during the course of a program
🗑
|
||||
| Summative | show 🗑
|
||||
| show | Evaluation that forces students to compete with each other
🗑
|
||||
| show | Evaluation that does not force students to compete with each other
🗑
|
||||
| Performance assessment | show 🗑
|
||||
| show | Collection of students work over a sufficiently long period of time
🗑
|
||||
| show | Asystematic, organized collection of evidence that documents growth and development and that represents progress made toward reaching specified goals and objectives
🗑
|
||||
| show | a score based on the number of standard deviations an individual is from the mean
🗑
|
||||
| Percent | show 🗑
|
||||
| Reliability | show 🗑
|
||||
| show | The extent to which measurement corresponds with criteria-that is, the ability of a device to measure what it is supposed to measure
🗑
|
||||
| Usability | show 🗑
|
||||
| show | holds the information collected on students over the school years
🗑
|
||||
| show | Interpretation is made when you compare a student's score with that of a norm group in obtaining meaning. it compares individuals with one another.
🗑
|
||||
| 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
🗑
|
||||
| show | the art, science, or profession of teaching
🗑
|
||||
| show | bolting technology on top of what's already being done, leads to incremental development, doesn't improve writing
🗑
|
||||
| show | are you giving people access to information they've never had before
🗑
|
||||
| show | leadership is characterized by power, domination, pressure, and criticism
🗑
|
||||
| Democratic Style | show 🗑
|
||||
| Reality Therapy | show 🗑
|
||||
| Instructional approach | show 🗑
|
||||
| show | view that students can evaluate and change to appropriate behavior
🗑
|
||||
| show | View that well-planned and well-implemented instruction will prevent classroom problems
🗑
|
||||
| Desist approach | show 🗑
|
||||
| show | is what you do at the outset of a lesson to get students undivided attention, arouse their interest and establish a conceptual framework fro the information that follows
🗑
|
||||
| show | Being aware of or attending to something in the environment
🗑
|
||||
| Affective Domain Hierarchy: Receiving Example | show 🗑
|
||||
| show | Showing some new behaviors as a result of experience
🗑
|
||||
| Affective Domain Hierarchy: Responding Example | show 🗑
|
||||
| Affective Domain Hierarchy: Valuing | show 🗑
|
||||
| Affective Domain Hierarchy: Valuing Example | show 🗑
|
||||
| Affective Domain Hierarchy: Organization | show 🗑
|
||||
| Affective Domain Hierarchy: Organization Example | show 🗑
|
||||
| Affective Domain Hierarchy: Characterization by Value | show 🗑
|
||||
| show | The individual is firmly committed to the value, perhaps becoming a civil rights leader
🗑
|
||||
| Psychomotor Domain Hierarchy: Observing | show 🗑
|
||||
| Psychomotor Domain Hierarchy: Observing Example | show 🗑
|
||||
| Psychomotor Domain Hierarchy: Imitating | show 🗑
|
||||
| Psychomotor Domain Hierarchy: Imitating Example | show 🗑
|
||||
| show | Trying a specific physical activity over and over.
🗑
|
||||
| show | The skill is preated over and over. The entire sequence is performed repeatedly. Movement is moving towards becoming automatic and smooth.
🗑
|
||||
| Psychomotor Domain Hierarchy: Adapting | show 🗑
|
||||
| Psychomotor Domain Hierarchy: Adapting Example | show 🗑
|
||||
| ABCD's of Objectives | show 🗑
|
||||
| show | Ex. Spell words correctly; assessments-quizzes, essays, questioning
🗑
|
||||
| Reasoning | show 🗑
|
||||
| Performance | show 🗑
|
||||
| show | Ex. create a web page; assessments-rubrics
🗑
|
||||
| show | Ex. Positive attitudes; assessments-observations
🗑
|
||||
| show | Diagnosing the learning situation, planning the course, planning the instruction, guiding learning activities, evaluating learning, reflecting, following up
🗑
|
||||
| show | are broad and may take an extended period of time to be accomplished
🗑
|
||||
| Instructional Objectives | show 🗑
|
||||
| show | are abbreviated instructional objectives. Whereas instructional objectives contain the four elements noted earlier, informational objectives specify only the student performance and the product.
🗑
|
||||
| show | Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation,
🗑
|
||||
| Affective Domain Taxonomy | show 🗑
|
||||
| Psychomotor | show 🗑
|
||||
| Psychomotor Domain taxonomy | show 🗑
|
||||
| show | Evaluation administered prior to instruction for placement purposes
🗑
|
||||
| show | The use of evaluation in supplying feedback during the course of a program
🗑
|
||||
| show | A judgment made at the end of a project that determines whether it has been successful or not and commonly used to give grades
🗑
|
||||
| Assessment Concepts: Competitive evaluation | show 🗑
|
||||
| Assessment Concepts: Noncompetitive evaluation | show 🗑
|
||||
| show | Assessment in which students demonstrate the behaviors to be measured
🗑
|
||||
| Assessment Concepts: Student work sample | show 🗑
|
||||
| Assessment Concepts: Portfolio | show 🗑
|
||||
| show | A score based on the number of standard deviations an individual is from the mean
🗑
|
||||
| Assessment Concepts: Percent | show 🗑
|
||||
| show | The extent to which individual differences are measured consistently, or the coefficient of stability of scores
🗑
|
||||
| Assessment Concepts: Validity | show 🗑
|
||||
| Assessment Concepts: Usability | show 🗑
|
||||
| show | Explain, Interpret, Apply, Perspective, Empathize
🗑
|
||||
| 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
🗑
|
||||
| Constructivism!! | show 🗑
|
||||
| Constructivism!! | show 🗑
|
||||
| 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
🗑
|
||||
| show | Teacher presents information, with no overt interaction with students
🗑
|
||||
| Presentation!! | show 🗑
|
||||
| show | Presentation that relies heavily on visual aids to convey ideas to students
🗑
|
||||
| show | An oral presentation that allows some participation by the students
🗑
|
||||
| Textbook Teaching!! | show 🗑
|
||||
| Convergent questions | show 🗑
|
||||
| divergent questions | show 🗑
|
||||
| factual questions | show 🗑
|
||||
| show | require that students integrate or analyze remembered or given information and supply a single, correct, predicatable anser
🗑
|
||||
| show | do not have a single, correct answer, and it may be impossible to predict what the answer will be
🗑
|
||||
| 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
🗑
|
||||
| show | cognitive/memory; knowledge/comprehension
🗑
|
||||
| show | convergent thinking; application/analysis
🗑
|
||||
| productive | show 🗑
|
||||
| evaluative | show 🗑
|
||||
| show | is a small group activity used to generate ideas
🗑
|
||||
| round robin brainstorming | show 🗑
|
||||
| buzz group | show 🗑
|
||||
| show | sets out to solve a problem or complete a project. unlike other types of discussion however, task groups involve students in some kind of work or activity, and each group member has a role or an assignment that is clearly defined for all group members.
🗑
|
||||
| show | is a combination of team and individual problem-solving activity. students do problems first as a team, then with a partner, and finally on their own
🗑
|
||||
| think pair share | show 🗑
|
||||
| show | is a group clarification activity
🗑
|
||||
| panels | show 🗑
|
||||
| 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.
🗑
|
||||
| discovery learning | show 🗑
|
||||
| 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
🗑
|
||||
| show | Discovery, Inquiry, such man inquiry, project based learning
🗑
|
||||
| show | Intentional learning through supervised problem solving following the scientific method
🗑
|
||||
| show | Flexible yet systematic process of problem solving
🗑
|
||||
| Heuristic Methods: Such man inquiry | show 🗑
|
||||
| Heuristic Methods: Project based learning | show 🗑
|
||||
| Integrated Methods | show 🗑
|
||||
| show | Individual shows and explains something to class
🗑
|
||||
| show | Individual shows class something without explanation; students observe, make inferences, and reach conclusions
🗑
|
||||
| show | Questioning and interaction to draw information out of students
🗑
|
||||
| show | Teaching strategy designed to help students learn concepts and practice analytical thinking skills
🗑
|
||||
| Integrated Methods: Cooperative learning | show 🗑
|
||||
| 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
🗑
|
||||
| show | is a way for kids to look at what is being taught at different angles. 6 sides, describe, compare, associate, analyze, apply argue for/against or evaluate
🗑
|
||||
| Raft | show 🗑
|
||||
| Thinking | show 🗑
|
||||
| Critical thinking | show 🗑
|
||||
| show | The capacity for producing imaginative, original products or ways of solving problems
🗑
|
||||
| Metacognition | show 🗑
|
||||
| Separate approach | show 🗑
|
||||
| Infusion approach | show 🗑
|
||||
| show | Curriculum Mapping, Unit, Weekly, Daily
🗑
|
||||
| show | Individually, 2 people, group
🗑
|
||||
| show | A few questions, students interview each other. (ex get to know each other, content purpose)
🗑
|
||||
| show | Student's are the experts (assigned material, teach assigned group)
🗑
|
||||
| Structured Academic Controversy | show 🗑
|
||||
| show | even number of students; face each other in partners, rotate opposite direction, questions or topic (RAPID FIRE)
🗑
|
||||
| show | Moving around
🗑
|
||||
| show | How important something is means you spend more time
🗑
|
||||
| Metacognition | show 🗑
|
||||
| Memory Aids | show 🗑
|
||||
| show | instruction or curriculum that has been modified from standard approach to meet the needs of particular students
🗑
|
||||
| show | is a digital medium of an episodic series of audio, video, PDF or ePub files from the web and downloaded
🗑
|
||||
| Instructional strategy | show 🗑
|
||||
| show | acts as the student motivator-planned patterned behaviors that are definite behaviors that are definite steps by which the teacher influences learning
🗑
|
||||
| show | Sequence of steps that help students reach their learning objectives
🗑
|
||||
| Backward Design | show 🗑
|
||||
| Concept maps | show 🗑
|
||||
| show | Someone writing info
🗑
|
||||
| Manipulatives | show 🗑
|
||||
| show | false writing or pretend
🗑
|
||||
| Recorded Books | show 🗑
|
||||
| One-way listening | show 🗑
|
||||
| show | involve and exchange information
🗑
|
||||
| Empathic listening | show 🗑
|
||||
| Pretest | show 🗑
|
||||
| Formative | show 🗑
|
||||
| show | to assess overall achievement
🗑
|
||||
| show | Summarization of the performance in levels
🗑
|
||||
| show | Demonstrate specific skills
🗑
|
||||
| show | Collection of students work and progress
🗑
|
||||
| show | Affective: Receiving, Responding, Valuing, Organization, Characterization by value
🗑
|
||||
| show | Psychomotor: Reflex, Basic Perceptual, Physical, Skilled, Non-Discursive Communication
🗑
|
||||
| Bloom | show 🗑
|
||||
| show | a level to reach-acceptable
🗑
|
||||
| Objective | show 🗑
|
||||
| Summative | show 🗑
|
||||
| RRVOC | show 🗑
|
||||
| RBPPSN | show 🗑
|
||||
| show | Knowledge, Comprehension, Application, Analysis, Synthesis, Education
🗑
|
||||
| show | Special tool designed to assist individuals who have special needs
🗑
|
||||
| ELL | show 🗑
|
||||
| show | A designation for students with limited ability to understand, read, speak, or write English whose first or primary language isn't English.
🗑
|
||||
| show | Underlying, or hidden, message that cannot be directly attributed to the meaning of the words or how they are spoken.
🗑
|
||||
| Nonverbal communication | show 🗑
|
||||
| Modeling | show 🗑
|
||||
| show | Use of computers for presenting instructional information, asking questions, and interacting with students. Individualized instruction administered by a computer.
🗑
|
||||
| Reality Therapy | show 🗑
|
||||
| Teacher effectiveness training (TET) | show 🗑
|
||||
| Withitness | show 🗑
|
||||
| Overlapping | show 🗑
|
||||
| show | Spread of behaviors from one individual to others through imitation.
🗑
|
||||
| show | School curriculum patterns wherein subjects are separated into distinct courses of study.
🗑
|
||||
| show | Activity curriculum that focuses on student needs and interests.
🗑
|
||||
| Curriculum integration | show 🗑
|
||||
| Objective | show 🗑
|
||||
| Instructional objective | show 🗑
|
||||
| Informational objectives | show 🗑
|
||||
| Teacher-student planning | show 🗑
|
||||
| Course planning | show 🗑
|
||||
| show | Plan that links goals and objectives, content, activities, resources and materials, and evaluation for a particular unit of study for a course.
🗑
|
||||
| show | Unit of instruction planned by a team of teachers that is organized for interdisciplinary/cross-curricular teaching over a block of time.
🗑
|
||||
| show | Condensed version of a week's daily lesson plans, written on a short form provided by the school.
🗑
|
||||
| Daily lesson plan | show 🗑
|
||||
| Block scheduling | show 🗑
|
||||
| show | Coordination of teachers' instructional approaches among disciplines.
🗑
|
||||
| Set induction | show 🗑
|
||||
| Instructional strategy | show 🗑
|
||||
| Methodology | show 🗑
|
||||
| Minimum competency tests | show 🗑
|
||||
| show | Evaluation administered prior to instruction to assess students' knowledge and abilities so that appropriate instruction can be provided.
🗑
|
||||
| show | Bell-shaped distribution. Mathematical construct divided into equal segments that reflect the natural distribution of all sorts of things in nature.
🗑
|
||||
| Standard deviation | show 🗑
|
||||
| Authentic assessment | show 🗑
|
||||
| show | Assessment in which students demonstrate the behaviors to be measured.
🗑
|
||||
| Reliability | show 🗑
|
||||
| show | Ability of a test to measure what it purports to measure.
🗑
|
||||
| show | Suitability of a measurement device to collect desired data.
🗑
|
||||
| show | List of criteria or characteristics against which a performance or an end product is to be judged
🗑
|
||||
| show | Lists of written statements regarding attitudes, feelings, and opinions to which the reader must respond.
🗑
|
||||
| Absolute grading standard | show 🗑
|
||||
| Relative grading standard | show 🗑
|
||||
| show | Student work is allocated points and grades are assigned according to an established grade range.
🗑
|
||||
| Weighted grading system | show 🗑
|
||||
| Percentage grading system | show 🗑
|
||||
| show | Ability to use classroom-acquired information outside the classroom or in different subjects.
🗑
|
||||
| Exposition teaching | show 🗑
|
||||
| Factual questions | show 🗑
|
||||
| Empirical questions | show 🗑
|
||||
| show | Broad, open-ended questions with many correct responses that require students to use their imagination, think creatively, and produce something unique.
🗑
|
||||
| Evaluative questions | show 🗑
|
||||
| Focusing questions | show 🗑
|
||||
| Prompting questions | show 🗑
|
||||
| show | Questions that follow a student response and require the student to think and respond more thoroughly than in the initial response.
🗑
|
||||
| show | Asking different individuals to respond to a question in light of, or to add new insight to, the previous responses.
🗑
|
||||
| show | teacher's pause in talking, used for giving students time to think about presented materials and directions
🗑
|
||||
| show | Student-centered instruction with a wide range of participatory activities.
🗑
|
||||
| show | Instructional technique in which five to eight students prepare and discuss a topic in front of a class. Also known as a roundtable.
🗑
|
||||
| Constructivist approach | show 🗑
|
||||
| Inquiry demonstration | show 🗑
|
||||
| Socratic method | show 🗑
|
||||
| show | Strategy designed to teach concepts through the presentation of examples and non examples.
🗑
|
||||
| show | Pictorial or graphical ways to organize written or oral information.
🗑
|
||||
| Simulation | show 🗑
|
||||
| Drill | show 🗑
|
||||
| Creative thinking | show 🗑
|
||||
| Separate approach | show 🗑
|
||||
| show | Method of teaching thinking skills in which desired skill is used in conjunction with and incorporated into regular curriculum.
🗑
|
||||
| show | Thinking that asks students to make generalizations based on knowledge of specific examples and details.
🗑
|
||||
| constructivism perspective | show 🗑
|
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.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
DanceLots
Popular Miscellaneous sets