Chapter 3 Vocabulary

Question 0

Analysis level

Answer 0

The fourth level of thinking in bloom’s

taxonomy, in which children breakapart a complex problem into parts; considered to be a higher level

Question 1

Age appropriateness

Answer 1

Specified skills and task (and the quantity to be assigned) that can be accomplished both physically and mentally by a child at a particular age and/or stage of development; the knowledge/skills to be taught should be suitable for the age in terms of interest and in terms of topics and/or presentation

Question 2

Application level

Answer 2

The third at six levels of thinking and bloom’s taxonomy, in which children must use or apply what they have learned in some manner by solving, constructing, demonstrating, and so forth; categorized as a lower level of thinking

Question 3

Authentic activities/condition

Answer 3

Those which meaningfully support real – world connections by attempting to include products and/or performances that mirror real life (or are real life) and their applications (E. G., Writing a letter that will be sent rather than just copying a form)

Question 4

Closure

Answer 4

At the end of a topic and/or lesson, teachers sum up or reflect on the most important parts of the lesson in some way or employ an activity that does so

Question 5

Comprehension level

Answer 5

The second level of thinking in Bloom’s taxonomy, in which children demonstrate that they understand by explaining, illustrating, comparing, etc.; considered to be a lower level of thinking

Question 6

Connections to the community

Answer 6

The part of the lesson plan in which a teacher makes a connection between new learning and where a child might find that particular learning in his or her world

Question 7

Cooperative learning

Answer 7

Instruction structured for partners or small groups to work together

Question 8

Diagnosis

Answer 8

Using state assessment results or other data to determine further instruction that matches children’s needs

Question 9

Evaluation level

Answer 9

Judging; a higher level in Bloom’s taxonomy, in which children make supported judgments of outcome, decided merit, critique, and so forth

Question 10

Focus

Answer 10

(Sometimes called an “anticipatory set”, “hook”, “introductory session”, or “stage setting”) is an event that a teacher plans so as to entice children into the lesson

Question 11

Goal

Answer 11

A general idea of what the teacher (and others interested in education) want children to learn

Question 12

Integrated or thematic approach

Answer 12

Refers to teaching units in which many subject areas are included under one “umbrella” topic or central idea and where the lines between these subject areas are often blurred

Question 13

Interdisciplinary

Answer 13

Integration that makes connections with various subjects/content areas somewhere within each lesson within integrated thematic units (i.e., math with science, history with music, and so forth)

Question 14

Intradisciplinary

Answer 14

Integration that makes connections within a discipline (for example, within social studies, connections between economics, history, and government)

Question 15

Knowledge level

Answer 15

The lowest level of thinking in bloom’s taxonomy, in which children must only recall information or knowledge

Question 16

Long-range goals

Answer 16

A general map of a teacher’s aims for the entire school year in all subject areas that she or he teaches; normally required to be on file at one’s school

Question 17

Long-Range plans

Answer 17

A logical, sequential map of the general knowledge and skills to be taught during units of time (can be for the year, semester, six-week, unit, etc.); matches long-range goals

Question 18

Mean

Answer 18

An average score

Question 19

Median

Answer 19

A score that is exactly in the middle of a distribution of scores

Question 20

Miniclosure

Answer 20

During the course of a lesson, the teacher may pause at different points to sum up and reflect on the parts of the lesson that children have just covered

Question 21

Mode

Answer 21

The most frequently occurring score

Question 22

Objective

Answer 22

A specific statement of observable, measurable learning behavior given in terms of who the learner is, what the behavior is, the conditions under which learning will take place (usually the task), and the degree of accomplishment expected

Question 23

Observable behavior

Answer 23

Behaviors or objectives (or a student product) must be able to be seen or heard so that teachers can measure and assess how well an objective and/or a task has been learned; using bloom’s taxonomy helps accomplish this

Question 24

Play

Answer 24

Voluntary, meaningful action initiated by children where reality is suspended; in play, skills can be practiced, symbolism employed, rules followed in games, etc.; many types of play have been identified and connected to children’s ages and/or stages of development

Question 25

Prior knowledge

Answer 25

Knowledge about or skill in some area of study that a children already possesses; if teachers tap into this, the chance is greater that children will be able to engage their schema and add to it more quickly

Question 26

Project (project learning)

Answer 26

The long-term study of a particular subject that involves having learners become “experts”, usually on a topic of their choice

Question 27

Rationale

Answer 27

The part of the lesson plan that specifies a meaningful reason for teaching or learning a lesson; having learners know where they will use the knowledge or skills to be taught

Question 28

Raw score

Answer 28

A report of exactly how many items were answered correctly on the test

Question 29

Rubric

Answer 29

Clear assessment details for expectations on an assignment given ahead of time

Question 30

Scaffolding

Answer 30

In this context making connections to prior and/or future learning so as to build and support new information

Question 31

Scale score

Answer 31

TAKS reports this statistic, which compares a score with a minimum passing standard based upon the difficulty of a test

Question 32

Scope

Answer 32

How much (or how deeply) into a topic that instruction will delve

Question 33

Sponge activity

Answer 33

And activity employed when children enter a room where the lesson will not for a moment (all children are not there yet, the teacher needs to take lunch count or attendance, etc.); an individual or group activity that can be done independently to help children began to focus and remain in their seat until lesson formally begins

Question 34

State/district goals

Answer 34

Many districts and campuses have aims, guidelines, and/or standards for their children that teachers must consider when planning

Question 35

Student background

Answer 35

The child’s home situation, prior learning, and so forth that teachers consider when preparing lessons

Question 36

Student choice

Answer 36

Allowing children to have choices in how they demonstrate learning

Question 37

Students interests

Answer 37

If teachers can tap into what children like and are interested in a particular grade level and time, students may be more drawn to the information or skill and work in a more motivated manner

Question 38

Synthesis level

Answer 38

A high level of thinking in Bloom’s Taxonomy, in which children put together or apply new concepts in a different setting or create something new

Question 39

TAKS

Answer 39

Texas assessment of knowledge and skills; a state examination that tests the TEKS

Question 40

Teacher input

Answer 40

The part of the lesson plan in which the teacher arranges for children to gain new information through guided practice (where the teacher supports children knowledge and/or skills) and independent practice

Question 41

TEKS

Answer 41

Texas Essential Knowledge and Skills set by the state of Texas that provide curriculum guidelines for basic knowledge and skills for each grade level and most content areas; are tested through the TAKS

Question 42

Thematic Units

Answer 42

An organizational method in which a number of lesson plans are designed to fall under one topic (shapes, apples, pumpkins, cause-and-effect, and so forth)

Question 43

Transition

Answer 43

Moving from one activity to another, one content area to another, or one setting to another