Instructional Planning and Presentation
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| Allowing students to choose punishment for peers | NOT an activity for civil discourse
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| Assertion Jar | activity for civil discourse
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| Behavior | Measurable and observable
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| Condition | Prompts a response from students
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| Cooperative Learning | Students work together to perform specific tasks in small mixed-ability groups with shared responsibility for learning.
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| Criterion | States the performance level for mastery
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| Debate | Competitive discussion of topic between individuals or teams of students
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| Debate/Discussion | activity for civil discourse
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| Deductive Strategies | the teacher starts with a known principle or concept followed by examples of the
concept
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| Demonstration | Teacher exhibits or displays an experiment, process, or skill to the class and discusses concepts embedded in lesson
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| Differentiated Instruction | Students engage in different pathways to learning designed to meet their needs and abilities.
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| Direct Command | NOT an activity for civil discourse
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| Discovery | Students take an active role in their learning process by answering a series of questions or solving problems designed to introduce a concept or skill
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| Discussion | Students are active in processing information, defining problems, understanding different points of view.
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| Formal | Grouping Strategy used to intentionally for longer periods of time (reading-ability groups)
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| Goal | a group of objectives (or daily learning targets)
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| Ground Rule For Discussion | activity for civil discourse
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| Heterogeneous | Mixed ability grouping (geared towards activity based learning
goals)
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| Homogeneous | Like ability grouping
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| Independent Study | Student works with teacher to define a topic or concept for an individualized plan of study
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| Inductive Strategies | the lesson begins with examples, and the students examine the examples in an effort to identify the main principle or
concept.
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| Informal | Grouping strategy used to quick peer collaboration (shoulder partner)
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| Inquiry | Students explore course content and learn to ask questions, make discoveries, or solve problems.
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| Integration of Curriculum | cross-curricular activities and assessments
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| K of the KWL Chart | What I know about ___________________
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| KWL Chart | +prompts prior knowledge
+allows students to use a metacognitive
+strategy during the lesson
+allows closure to the lesson
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| Lecture | Teacher-directed lesson with teacher verbalizing for a majority of the class time with questions often asked and answered
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| Letter to the Editor | activity for civil discourse
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| L of the KWL chart | What I learned about _________________________
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| Long-Term | are higher level on Bloom's Taxonomy and will take longer amounts of time to complete
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| Metacognitive | How you monitor and assess your thinking
-Thinking about thinking
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| Metacognitive Strategy: Pre-Assessment | encouraging students to reflect on what they already know about a topic to guide their learning
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| Metacognitive Strategy: Retrospective Post Assessment | allowing students to recognize changes in thinking.
(Before this lesson I thought evolution was ____, now I know that evolution is____)
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| Metacognitive Strategy: Think Aloud | Teacher models how to think through problem strategy
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| Modeling | Teacher clearly describes the skill or concept often in multi-sensory manner (tactile, visual, auditory, kinesthetic) and thinks aloud during modeling.
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| Objective | written for daily lesson plans and are stated in terms that indicate what is to be observed and measured
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| Prior Learning | Allows learners in on what is to take place in the classroom
Allows learners an opportunity to find a connection to informatOuion that they already know. Engages the learner in the topic of the day (HOOK)
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| Constructivist Theory | Learners construct meaning and understanding through prior knowledge and apply that knowledge to new and current situations
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| PBL or Problem Based Problem | Students are presented with a problem
Students describe what is creating the
problem
Students identify solutions
Students gather data and try solutions
Students analyze the data
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| Putting Students on trial | NOT an activity for civil discourse
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| Role of the student in PBL | Students will be using resources and most likely peers to work on identifying a potential solution to a problem (inside the circle)m
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| Role of the teacher in PBL | Teachers are facilitators during the process (outside the circle)
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| Role Playing | Students act out roles or situations followed by a debriefing to define what they have learned.
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| Short-Term | are lower level on Bloom's Taxonomy and can be completed in one or few lessons
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| Simulation | Participation in a mock event
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| Simulation/Games | Students engage by becoming directly involved in mock events or conflict.
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| Socratic | Teacher uses questions to draw out student thinking and analysis
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| Standard | parameters specified usually from the state level to indicate the learning that should be attained during a specific grade
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| Student's Role in Metacognition | Use of reflective thinking, about progress towards a goal
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| Talk it over | activity for civil discourse
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| Teacher's Role in Metacognition | Model how to use critical thinking skills
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| Teaching Controversy | activity for civil discourse
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| Think-Pair-Share | Often used as groups of 2 to discuss or collaborate about a topic
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| W of the KWL Chart | What I want to know about ____________________
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| Patterns, functions, and algebraic structures | Practice solving equations using a balance or create a graph based on time and distance
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| Number sense, properties, and operations | Use number properties to rewrite expressions
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| Shape, dimension, and geometric relationships | Read a book about finding circumference and area
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| Data analysis, statistics, and probability | Play a game that involves rolling two sets of dice and examining the outcomes
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| Reciprocal Teaching | A student summarizing the material
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| Jigsaw | Each student expert gives a formal presentation to the class
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| STAD | Heterogeneous group that takes a pre-test or a post-test. The winning team increases their team the most.
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| Task-Force | A particular problem is investigated with possible solutions presented to the whole class
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| Panel | A student group presents different perspectives of an issue to the class, who then asks group members questions
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| Learning Centers | Student groups move complete different learning activities in different areas of the classroom.
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| Symposium | Each student expert gives a formal presentation to the whole class
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| TGT | A homogenous group that takes a pre-test/post-test. The competition is within the group.
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| TAI | A combination of individualized instruction and team learning. Each student studies individualized materials.
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| Whole Group Instruction | A topic is discussed by all members of the class together
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| Within Class Grouping | short-term homogenous groups within the class. Best used with flexible grouping strategies.
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| Between Class Grouping | Having separate classes for different ability groups. (Tracking)
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| Peer Tutoring | a higher-ability student is paired with a lower-ability student.
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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.
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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.
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