Chapter 6

Question 1

explicit curriculum (formal curriculum)

Answer 1

is the state, district, and schools’ formal accounting of what they teach. The explicit or formal curriculum is often laid out in standards or other curricular materials

Question 2

implicit curriculum (informal curriculum)

Answer 2

involves hidden messages that students learn from schooling that aren’t specifically in the standards and possibly aren’t even explicitly taught

Question 3

null curriculum

Answer 3

is made up of those things that are not taught in schools at all for a variety of reasons, such as contributions in science by scholars of color or women

Question 4

standards

Answer 4

Formal documents telling teachers the key information that students should understand in specific content areas at varying grade levels

Question 5

professional learning community (PLC)

Answer 5

Local model of professional development in which teachers, often in the same grade level or content area, come together to plan, analyze assessment data, read a book/article, or engage in other professional development activities.

Question 6

Backward Design Process

Answer 6

planning concept designed by Wiggins & McTighe (1998) that involves identifying desired results and then working backward to design assessment and instruction

Question 7

5 E Model

Answer 7

One common lesson planning structure. The 5 E’s are engage, explore, explain, elaborate, and evaluate

Question 8

inquiry-based model

Answer 8

Model of instruction in which students are encouraged to question and explore instead of receiving information directly from the teacher

Question 9

Herbartian five-step lesson plan

Answer 9

Approach to lesson planning that includes five distinct steps: anticipatory set; introduction of new material; guided practice; independent practice; and closure. Aligns with the gradual release of responsibility and tends to rely on direct instruction

Question 10

Gradual release of responsibility model

Answer 10

Model of lesson planning using direct instruction in which the teacher gradually releases responsibility for learning and demonstrating understanding to the students. Also called “I do, We do, You do.”

Question 11

diagnostic assessment

Answer 11

Type of assessment administered before instruction to learn what students know prior to instruction.

Question 12

formative assessment

Answer 12

Type of assessment given during instruction that gives teachers insight into students’ understanding as it is forming.

Question 13

summative assessment

Answer 13

Type of graded assessment given after instruction to show what students have learned.

Question 14

norm-referenced assessment

Answer 14

Formal assessment scored by comparing students’ performance to other students.

Question 15

criterion-referenced assessment

Answer 15

Formal assessments scored by comparing students’ performance to specific performance
criteria.

Question 16

Bloom’s Taxonomy (revised)

Answer 16

Framework designed by Benjamin Bloom and colleagues in 1956, and later revised in 2001. Divides educational goals/cognitive processes into six categories of increasing complexity: remember, understand, apply, analyze, evaluate, and create.

Question 17

mastery grading

Answer 17

Model of grading in which courses are structured to allow students the time and flexibility to focus on mastering a standard rather than achieving a certain number or letter grade (i.e., often with repeated opportunities to demonstrate mastery).

Question 18

standards-based grading

Answer 18

Approach to grading that breaks down the subject matter into smaller “learning targets” that are scored on a continuum of 1-4 instead of being assigned letter grades or percentages.

Question 19

accountability

Answer 19

Holding teachers, schools, and districts responsible, or accountable, for increasing student learning and performance.

Question 20

reliability

Answer 20

Expectation that an assessment produce consistent (reliable) results.

Question 21

validity

Answer 21

Expectation that an assessment should measure what it is designed to measure.

Question 22

Universal Design for Learning (UDL)

Answer 22

Framework for instructional design to meet the needs of all learners in which teachers develop lessons around three core concepts that support accessibility: engagement, representation, and expression

Question 23

deductive model

Answer 23

Model of instruction in which the teacher provides the rule first, and then students follow it (such as during direct instruction).

Question 24

inductive model

Answer 24

Model of instruction in which students figure out the rules from a completed example (such as in inquiry- based instruction).