Chapter 14 Flashcards
Experienced, effective teachers who have developed solutions for classroom problems. Their knowledge of teaching process and content is extensive and well
organized.
A. Expert teachers
B. Pedagogical content knowledge (PCK)
C. Reflective
A. Expert teachers
Teacher knowledge that combines mastery of academic content with knowing how to teach the content and how to match instruction to student differences.
A. Expert teachers
B. Pedagogical content knowledge (PCK)
C. Reflective
B. Pedagogical content knowledge (PCK)
Thoughtful and inventive. Think back over situations to analyze what they did and why, and to consider how they might improve learning for their students.
A. Expert teachers
B. Pedagogical content knowledge (PCK)
C. Reflective
C. Reflective
As a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version.
A. Lesson study
B. Taxonomy
C. Cognitive Domain
A. Lesson study
Classification system.
A. Lesson study
B. Taxonomy
C. Cognitive Domain
B. Taxonomy
In Bloom’s taxonomy, memory and reasoning objectives.
A. Lesson study
B. Taxonomy
C. Cognitive Domain
C. Cognitive Domain
Objectives focusing on attitudes and feelings.
A. Affective domain
B. Psychomotor domain
C. Constructivist approach
A. Affective domain
Physical ability and coordination objectives.
A. Affective domain
B. Psychomotor domain
C. Constructivist approach
B. Psychomotor domain
Planning is shared and negotiated
A. Affective domain
B. Psychomotor domain
C. Constructivist approach
C. Constructivist approach
Systematic instruction for mastery of basic skills, facts, and information.
A. Direct instruction/explicit teaching
B. Active teaching
C. Basic skills
A. Direct instruction/explicit teaching
Teaching characterized by high levels of teacher explanation, demonstration, and interaction with students.
A. Direct instruction/explicit teaching
B. Active teaching
C. Basic skills
B. Active teaching
Clearly structured knowledge that is needed for later learning and that can be taught step by step.
A. Direct instruction/explicit teaching
B. Active teaching
C. Basic skills
C. Basic skills
Learning strategy in which two students take turns summarizing material and criticizing the summaries
A. Scripted cooperation
B. Seatwork
A. Scripted cooperation
Independent classroom work
A. Scripted cooperation
B. Seatwork
B. Seatwork
Questions with only one right answer—usually factual questions or rote knowledge questions.
A. Convergent Questions
B. Divergent Question
A. Convergent Questions
Questions that have no
single correct answer
A. Convergent Questions
B. Divergent Question
B. Divergent Question
Conversation in which the teacher does not have the dominant role; students pose and answer their own questions.
A. Group discussion
B. Understanding by Design
(UbD)
A. Group discussion
A system of lesson and unit planning that starts with key objectives for understandings and then moves backwards to design assessments and learning activities.
A. Group discussion
B. Understanding by Design
(UbD)
B. Understanding by Design
(UbD)
A flexible approach to teaching that matches content, process, and product based on student differences in readiness, interests, and learning needs. Takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also students’ needs.
A. Differentiated instruction
B. Within-class ability grouping
C. Flexible grouping
A. Differentiated instruction
System of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accommodate student differences.
A. Differentiated instruction
B. Within-class ability grouping
C. Flexible grouping
B. Within-class ability grouping
Grouping and regrouping students based on learning needs.
A. Differentiated instruction
B. Within-class ability grouping
C. Flexible grouping
C. Flexible grouping
Provides all students with challenging instruction and uses supports when needed, but removes these supports as students become able to handle more on their own.
A. Adaptive teaching
B. Assistive technology
C. Universal design
A. Adaptive teaching
Devices, systems, and services that support and improve the capabilities of individuals with disabilities.
A. Adaptive teaching
B. Assistive technology
C. Universal design
B. Assistive technology
Considering the needs of all users in the design of new tools, learning programs, or Web sites.
A. Adaptive teaching
B. Assistive technology
C. Universal design
C. Universal design
Exceptional progress by a student as a result of high teacher expectations for that student; named for mythological king,
A. Pygmalion effect
B. Self-fulfilling prophecy
C. Sustaining expectation effect
A. Pygmalion effect
A groundless expectation that is confirmed because it has been expected.
A. Pygmalion effect
B. Self-fulfilling prophecy
C. Sustaining expectation effect
B. Self-fulfilling prophecy
A. Pygmalion effect
B. Self-fulfilling prophecy
C. Sustaining expectation effect
C. Sustaining expectation effect
