Chapter 14 Teaching Every Student Flashcards
Experienced, effective teachers who have developed solutions for classroom problems. Their knowledge of teaching process and content is extensive and well organized
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
Pedagogical content knowledge (pck)
Thoughtful and inventive. Reflective teachers think back over situations to analyze what they did and why, and to consider how they might improve learning for their students
Reflective
As a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version
Lesson Study
Taxonomy
Classification system
In Bloom’s taxonomy, memory and reasoning objectives
Cognitive domain
Affective domain
Objectives focusing on attitudes and feelings
Physical ability and coordination objectives
Psychomotor domain
Systematic instruction for mastery of basic skills, facts, and information
Direct instruction/explicit teaching
Teaching characterized by high levels of teacher explanations, demonstration, and interaction with students
Active Teaching
Clearly structured knowledge that is needed for later learning and that can be taught step by step
Basic Skills
Learning strategy in which two students take turns summarizing material and criticizing the summaries
Scripted Cooperation
Seatwork
Independent classroom work
Questions with only one right answer-usually factual questions or rote knowledge questions
Convergent Questions
Questions that have no single correct answer
Divergent Knowledge
Conversation in which the teacher does not have the dominant role; students pose and answer their own questions
Group Discussion
A system of lesson and unit planning that starts with key objectives for understanding and then moves backwards to design assessments and learning activities
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 subject being taught but also students’ need
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
Within-class ability grouping
Grouping and regrouping students based on learning needs
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
Adaptive teaching
Devices, systems. and services that support and improve the capabilities of individuals with disabilities
Assistive technology
Considering the needs of all users in the design of new tools, learning programs, or websites
Universal Design
Exceptional progress by a student as a result of high teacher expectations for that student
Pygmalion Effect
A groundless expectation that is confirmed because it has been expected
Self-fulfilling prophecy
Student performance is maintained at a certain level because teachers don’t recognize improvements
Sustaining expectation effect
