Chapter 3 Vocabulary Flashcards
Analysis level
The fourth level of thinking in bloom’s
taxonomy, in which children breakapart a complex problem into parts; considered to be a higher level
Age appropriateness
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
Application level
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
Authentic activities/condition
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)
Closure
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
Comprehension level
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
Connections to the community
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
Cooperative learning
Instruction structured for partners or small groups to work together
Diagnosis
Using state assessment results or other data to determine further instruction that matches children’s needs
Evaluation level
Judging; a higher level in Bloom’s taxonomy, in which children make supported judgments of outcome, decided merit, critique, and so forth
Focus
(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
Goal
A general idea of what the teacher (and others interested in education) want children to learn
Integrated or thematic approach
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
Interdisciplinary
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)
Intradisciplinary
Integration that makes connections within a discipline (for example, within social studies, connections between economics, history, and government)
Knowledge level
The lowest level of thinking in bloom’s taxonomy, in which children must only recall information or knowledge
Long-range goals
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
Long-Range plans
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
Mean
An average score
Median
A score that is exactly in the middle of a distribution of scores
Miniclosure
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
Mode
The most frequently occurring score
Objective
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
Observable behavior
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
Play
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
Prior knowledge
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
Project (project learning)
The long-term study of a particular subject that involves having learners become “experts”, usually on a topic of their choice
Rationale
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
Raw score
A report of exactly how many items were answered correctly on the test
Rubric
Clear assessment details for expectations on an assignment given ahead of time
Scaffolding
In this context making connections to prior and/or future learning so as to build and support new information
Scale score
TAKS reports this statistic, which compares a score with a minimum passing standard based upon the difficulty of a test
Scope
How much (or how deeply) into a topic that instruction will delve
Sponge activity
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
State/district goals
Many districts and campuses have aims, guidelines, and/or standards for their children that teachers must consider when planning
Student background
The child’s home situation, prior learning, and so forth that teachers consider when preparing lessons
Student choice
Allowing children to have choices in how they demonstrate learning
Students interests
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
Synthesis level
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
TAKS
Texas assessment of knowledge and skills; a state examination that tests the TEKS
Teacher input
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
TEKS
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
Thematic Units
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)
Transition
Moving from one activity to another, one content area to another, or one setting to another
