Chapter 3- Instructional Delivery Flashcards
Direct instruction
A teacher lead instructional strategy in which the teacher as a subject matter expert provide systematic and explicit instruction, followed by monitored and guided student practice, to ensure that students are making progress toward mastery of specific skills and content.
Constructivist instruction
Collaboration and the teachers guidance and support, often in the form of scaffolding
“Learning is an active process that has social aspects, and that is context specific”
Discovery learning
Designed to encourage students to be active learners bag sporting new concepts, developing new skills, and figuring things out for themselves.
Inquiry-based Learning
A process in which students engage when they have identified a problem to be solved. This requires students to use critical thinking skills.
Project based learning
Students investigate real-world problems and then share their findings.
Thematic Learning
Intradisciplinary (within a discipline) or interdisciplinary (involving two or more disciplines)
Reciprocal teaching
Developed by Palincsar and Brown
Designed to increase students reading comprehension, consisting of interactive dialogue between teacher and students
Summarizing, clarifying, and predicting
Simulations, role-playing, and games
Designed to allow students to learn through their experiences in a learning activity.
Simulation reflects reality
Role-playing is a necessary part of simulations where students act out
Games are learning experiences that have rules and involve students in competitive situations
Differentiate instruction
The practice of matching instruction to student needs (MTSSS)
Individualized instruction
A shift in responsibility for learning from the teacher to the student.
Computer assisted instruction (CAI): Drill and practice, tutorial, simulation, problem-solving, and utility programs.
Independent student centers
Carefully designed, designated places in the classroom where students can go to explore and learn, either individually or with others, using a variety of materials and resources.
Peer tutoring
He train student tutor teaches a seam each classmate or a younger student
Interdisciplinary instruction
The result when teachers combine several disciplines into one or more lessons.
The idea is teacher she designed instruction that reflects the complexity of real world in order to prepare students for life.
Marzano’s high-yield instructional strategies (9)
Identifying similarities and differences
Summarizing and notetaking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representation
Cooperative learning
Setting goals and providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Attributions
The causes students assigned to their successes or failures
Ability
Effort
Task difficulty
Luck
Locus of control
Reflects degree to which students feel they have power over forces in their lives
Internal locus of control: students believe the experiences are under their own control
External locus of control students believe yeah they are under the control of other people or forces outside of themselves
Self efficacy
Students that believe in their own ability to be successful
Probing
The technique of eliciting more information from students, often for the purpose of clarifying students contributions or obtaining justification for the answers.
Prompting
Asking leading questions in the technique of providing hints or suggestions to encourage students to keep trying and not give up.
Redirecting
The technique of posing a question or prompt to students for a response or to add new insights.
Drawing inferences
The process of reaching conclusions based on implications from students input.
Bloom’s taxonomy of higher order thinking skills
Knowledge level thinking: recalling or remembering information
Comprehension level thinking: interpreting previously learned material
Application level thinking: applying knowledge to produce a result
Synthesis level thinking: putting together ideas or elements to form a whole
Evaluation level thinking: judging the quality of an idea or solution
Creative Thinking
The mental process of generating new ideas, recognizing and finding solutions to problems, and making informed decisions.
Metacognition
The process of thinking about and monitoring one’s own thinking.
Reflection
Understanding
Control
Direct explanation
The teacher explains a metacognitive strategy, why the strategy is helpful, and when to use it.
Modeling
The teacher models the strategy and how to apply it by doing a “think-aloud”
Guided practice
The students practice the strategy under the direct guidance and feedback of the teacher.
Application
While the teacher monitors, the students are given multiple opportunities in individual and group situations to apply and practice the strategy on their own, with automaticity being the ultimate goal.
Logical Reasoning
Higher-Level thinking processes
Inductive Reasoning: Specific to General
Deductive Reasoning: General to Specific
Inductive Arguments
Hasty Generalization: generalizing from a few atypical examples
Faulty analogy: assuming that two things alike in some aspects are alike in all aspects
False cause: assuming that a first thing caused a second thing because the first thing preceded the second thing in time
Deductive arguments
Affirming the consequent: assuming the first part of a conditional statement must be true when the second part of true.
Denying the antecedent: assuming that when the first part of a conditional statement is not true, then the second part must also be false
Scientific Inquiry
- Define the problem
- Research the topic
- Formulate a hypothesis
- Gather Evidence
- Draw Conclusions
Problem Solving
- Identifying and clarifying the problem
- Brainstorm possible ways to solve the problem and devise a plan
- Carry out the plan
- Look back to see whether the problem has been solved
National Education Technology standards (NETS)
Teachers must stay up to date on technology literacy
