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Intro & Fdns of Sec Educ > Chapter 5 > Flashcards

Chapter 5 Flashcards

1
Q

Instruction can be defined as…

A

The strategies used to convey the curriculum and achieve the desired end result of student learning

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2
Q

Team teaching where teachers of different subjects focus on the contributions of their discipline to a particular subject and all teachers participate in activities related to the topic is…

A

Interdisciplinary instruction

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3
Q

Varying instruction based on the needs of students is…

A

Differentiation of instruction

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4
Q

Dividing a class into different groups to study certain aspects of a subject and then having them report back to their original group with their newly learned information is what instructional strategy?

A

Jigsaw

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5
Q

What instructional strategy is acting something out?

A

Role-playing

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6
Q

“Around the World” with multiplication flashcards is an example of what instructional strategy?

A

Drill and practice

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7
Q

What percentage of American adults are functionally illiterate?

A

25%

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8
Q

Infusing curriculum with reading and writing is referred to as…

A

Reading and writing across the curriculum

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9
Q

What grade level has a devastating lack of reading proficiency?

A

Middle and high school

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10
Q

Pre-reading strategies, meaning of numbers, and other basic concepts are topics taught at what grade level?

A

Early childhood

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11
Q

What grade level uses counting demonstrations, sorting, writing numbers, and choosing correct symbols?

A

Early childhood

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12
Q

What strategy is appropriate for middle school instruction?

A

Demonstrations, cooperative learning, and think-alouds

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13
Q

What grade level includes notebooks for facts and reflections, questioning and choral responses, small-group interaction, and games to illustrate concepts?

A

High school

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14
Q

What is not a step in backwards design?

A

Identify new vocabulary

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15
Q

Weekly and unit plans should be considered in the context of…

A

Long-range plans

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16
Q

Concise statements about what students are expected to learn and be able to do are…

A

Objectives

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17
Q

Students working independently with teacher feedback is called…

A

Guided practice

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18
Q

What are the three components Tomilson says may be differentiated?

A

Content, process, and product

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19
Q

What do teachers do when they differentiate instruction?

A

Begin where students are, hold students to high standards, and use time flexibly

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20
Q

What is true about high expectations?

A

High expectations do not necessarily mean the same expectations for all students

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21
Q

What is the difference between volunteerism and service-learning?

A

Volunteerism: giving time and effort

Service-learning: giving time and service with an added learning component

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22
Q

When teachers really listen to what students have to say is referred to as…

A

Student voice

23
Q

List the three components of service learning

A

Prepare, act, and reflect

24
Q

What is true about service-learning?

A

It may or may not be voluntary

25
Q

Weekly and unit plans should be designed within the context of?

A

Long range plans

26
Q

Concise statements about what students are expected to learn and be able to do are called

A

Objectives

27
Q

Science, art, and service of teaching

A

3D teaching

28
Q

The three components Tomlinson says maybe differentiated are?

A

Content, process, and product

29
Q

When teachers differentiate instruction they do not…

A

Incorporate music and movement into every lesson

30
Q

What is a true statement about high expectations

A

High expectations don’t necessarily mean the same expectations for all students

31
Q

What is the basic difference between volunteerism and service learning

A

Volunteerism is giving time and effort; service learning is giving time and service with an added learning component

32
Q

A climate of respect is fostered when teachers really listen to what students have to say, known as?

A

Student voice

33
Q

According to the Chicago public schools service learning has which three components?

A

Prepare, act, reflect

34
Q

What is an accurate statement about service learning

A

Service learning may or may not be voluntary

35
Q

What are the six levels of Bloom’s taxonomy?

A

Knowledge, comprehension, application, analysis, synthesis, and evaluation

36
Q

Steps of service-learning

A

Prepare, act, reflect

37
Q

Observing , comparing and contrasting, interpreting, analyzing, seeing issues from a variety of perspectives

A

Bloom’s taxonomy

38
Q

Students pursue answers to questions by others or developed on their own

A

Inquiry learning

39
Q

Planning lessons last step

A

Backwards design

40
Q

Knowing how and when to use particular strategies

A

Art of teaching

41
Q

Meeting students needs in affect, readiness, interests, learning profile

A

Differentiating instruction

42
Q

Students’ emotions impact learning

A

Student affect

43
Q

Giving time/effort to support a cause

A

Volunteerism

44
Q

Goal of enhancing students’ social, academic, and civic skills

A

Service-learning

45
Q

Steps of service-learning

A

Prepare, act, reflect

46
Q

Science plan for inquiry-based teaching

A

5-E lesson plan

47
Q

Student collaboration in schools

A

Cooperative learning

48
Q

Any technology-based device that assists teachers in teaching and students in learning

A

Educational technology

49
Q

Vital skills

A

Reading and writing

50
Q

Interdependent with curriculum and instruction

A

Assessment

51
Q

Directing learning choice by choice, day by day

A

Daily lesson plans

52
Q

What students are expected to learn and able to do as a result of the lesson

A

Lesson objectives

53
Q

Involves a theme with daily lesson plans addressing aspects of the theme

A

Unit of study

54
Q

Outline of what should be taught and when it should be taught, designating the order of concepts and skills

A

Pacing guide

Intro & Fdns of Sec Educ (14 decks)

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