5022 Flashcards
contructivism
students learn by building on prior knowledge and by doing
Bronfenbrenner Ecological Model
Microsystem, mesosystem, exosystem, macrosystem
domains of learning
cognitive, language, physical, social - emotional, adaptive
Learning theories
cognitive, behavioral, developmental, psychodynamic, sociological, ecological and eclectic
developmental theory
level of readiness must be reached to learn
sociological theory
children learn through their observations of others
ecological theory
influences from home, school and community affect how well the student will learn
strategies for teaching
developmentally appropriate practice, integration, scaffolding, cooperative learning, questioning, task analysis, content enhancements, graphic organizers, wait time, peer tutoring, student responses, instructional pacing, feedback
Aids for ELL learners
use language above abilities, repeat key words, slow speech rate, clearly articulate, avoid using difficult words, simplify materials
enrichment strategies
self - paced instruction, mentoring, ability grouping, compacting, telescoping, tiered lessons
performance tasks
complete a problem or project with an explanation for an answer
observation
anecdotal records and checklist to record students being observed doing tasks
journal writing
determine student learning from thinking processes, formation of ideas and development of skills in creative and factual writing
portfolios
collection of completed student work selected by the student and the teacher
achievement test
formal tool measuring student proficiency of a subject area already learned
alternative assessment
solve realistic problems and completing projects using close to real - life situations
anecdotal record
informal measurement based on observation of student work or performance
aptitude test
formal measure of tests to evaluate student ability to acquire skills
authentic assessment
determines a student’s understanding and performance of specific questions
criterion - referenced test
formal measure that evaluates a student on a subject area by answering specific questions
curriculum - based measure
determines student progress and performance based on lessons presented in curriculum
dynamic assessment
determines student’s ability to learn in certain situation
diagnostic assessment
collect information about a student to use in assessment throughout the period of instruction
direct daily measurement
daily assessment of a student’s performance on the skills taught each day and used to modify instruction
ecological - based assessment
informal observation of student interacting with the environment
norm - referenced test
formal standardized evaluation comparing a student to other peers in the same age group
standards - based assessment
formal evaluation that measures student progress towards meeting goals
factors that predict reading achievement
recognize and name letters of the alphabet, print knowledge, phonemic awareness
skills needed to read
word recognition, comprehension and fluency
language skills are developed
based on experiences they have and materials presented
linguistic awareness
ability to understand sound structure of language
activities to gain language knowledge
sound games, syllable clapping, rhyming songs , poems, jokes and silly rhythms, pictures in books
gain print knowledge
read aloud, children talk about the story, independent reading center, environmental print, alphabet and word games
purpose of teaching reading
gain information from text, improve communication, increase pleasure
curriculum for reading include
phonemic awareness instruction, phonics,spelling, reading fluency, grammar, writing, reading comprehension strategies
decoding skills
process of understanding letters in text represent phonemes speech
skills needed to decode
print concepts, letter knowledge, alphabetic principle
literature analysis needs
genre, content, structure, language of text, prior knowledge
narrative texts include
new vocabulary, descriptive words, realistic viewpoints of people and environment
poetry instruction helps
literal and figurative meanings of words, metaphors, smilies, patterns of language
five spelling stages
pre communicative, semiphonetic, phonetic, transitional, correct
precommunicative spelling
uses symbols from the alphabet but no knowledge of letter - sound correspondence
