Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Introduction to Instructional Planning and Presentation > Deck 1 > Flashcards

Deck 1 Flashcards

1
Q

Bloom’s Taxonomy

A

Cognitive domain - Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Krathwohl

A

In 2001 revised Bloom’s Taxonomy - Remember, Understand, Apply, Analyze, Evaluation, Create

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Krathwohl Taxonomy

A

Affective Domain - Receiving, Responding, Valuing, Organization, Characterization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Harrow Taxonomy

A

Psychomotor Domain - Observing, Imitating, Practicing, Adapting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Cognitive Domain

A

Bloom’s Taxonomy - intellect, knowledge, thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Affective Domain

A

Krathwohl - attitudes and beliefs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Psychomotor Domain

A

Harrow - performing something, body movement, physical skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Metacognition

A

awareness and knowledge of one’s own cognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Round Robin Brainstorming

A

a group technique that is used to generate answers to a question

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Buzz Group

A

an instructional technique where small groups are formed to share opinions, viewpoints, and reactions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Three-minute Review

A

a clarification activity that involves forming a small group for three minutes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Panels

A

an instructional technique in which students prepare and discuss a topic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Socratic Method

A

an instructional method in which a questioning and interaction sequence is used to draw information from students

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

7 Steps to Teaching Excellence

A

diagnosing the learning situation, planning the course, planning the instruction, guiding learning activities, evaluating learning, reflecting, and following up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

3 Step Backward Design

A

identify desired outcome, determine what constitutes competency, and plan to meet the competency area

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

4 Elements of Instructional Objective

A

audience, behavior, condition, degree (criterion)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Condition of an objective

A

How will the student be assessed and under what circumstances. How will the student demonstrate competency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Degree or Criterion

A

How much mastery is needed to demonstrate competency. Example: with an 80% accuracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Academic Vocabulary

A

word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

How to introduce a new word

A

Pronounce slowly, provide meaning, examine word parts, write it on the board, use it in a sentence, and then ask a question using the word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

BICS

A

Social Language for ESL/ELL students

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

CALP

A

Cognitive Academic Language Proficiency for ESL/ELL students

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Goals

A

a broad, generalized statements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Objectives

A

a specific, measurable, short term, observable student behavior

25
Q

Instructional objectives

A

precisely communicate the learning intent

26
Q

Informational objectives

A

abbreviated instructional objective, only mention the performance and the product

27
Q

4 Levels of Planning

A

curriculum mapping (course planning), unit (specific theme framework), week, and daily lesson planning

28
Q

Authenticity

A

how you use a behavior in daily life must always be how it is taught. Example: using a microscope to identify single-celled animals; you would assess the students ability to identify single-celled animals without assistance

29
Q

Selectivity

A

emphasizing the content most important to the lesson

30
Q

Variety

A

changing up the modalities of instruction and instructional activity

31
Q

Instructional Strategies

A

teacher-centered and student-centered

32
Q

Teacher-centered

A

Examples: lecture, presentation, drill, practice, and worksheets

33
Q

Student-centered

A

Examples: discussion mostly between students, cooperative learning, games, simulations, and problem solving with real life problems

34
Q

Grade Contract

A

students know exactly what they must do to receive a certain grade. Example: Receive satisfactory on 10 projects to receive an A.

35
Q

Noncompetitive Evaluation

A

Examples: authentic assessment, performance assessment, portfolios, rubrics, and student work samples

36
Q

Authentic Assessment

A

present real-world situations that require students to apply their skills and knowledge and students are evaluated using a rubric

37
Q

Competitive Evaluation

A

standing within a group “normal curve”, standard deviation (the extent to which scores are spread out around the mean), and normal curve (50% is normal)

38
Q

3 Important Qualities of a Measurement Device

A

reliability, validity, and usability

39
Q

Reliability

A

the consistency of a result when the measurement is repeated

40
Q

Validity

A

the extent to which a device measures what it is supposed to measure

41
Q

Usability

A

how well a measurement device is suited to gather the desired information

42
Q

Absolute Grading Standard

A

student grades given relative to performance against an established criterion. Example: 90%-100% A; 80%-89% B; 70%-79% C; 60-69% D

43
Q

Relative Grading Standard

A

students grades given relative to performance of other students; grading on the curve

44
Q

Point Grading System

A

student work is allocated points and grades are assigned according to an established grade range

45
Q

Weighted Grading System

A

assignments are given a letter grade, all grades are weighed to arrive at a final grade. Example: A=4; B=3; C=2; D=1; F=0

46
Q

Bloom’s - Knowledge

A

Memorizing or remembering but not understanding

47
Q

Bloom’s - Comprehension

A

Paraphrasing and restating in own words

48
Q

Bloom’s - Application

A

Using to solve problems, identifying connections and relationships and how they apply

49
Q

Bloom’s - Analysis

A

identifying, recognizing

50
Q

Bloom’s - Synthesis

A

Combining information to form a unique product; creating, inventing

51
Q

Bloom’s - Evaluation

A

Making decisions, understanding one’s own views,

52
Q

Krathwohl - Receiving

A

Attending or watching; being made aware of

53
Q

Krathwohl - Responding

A

Actively attending; measure the ideas, to follow

54
Q

Krathwohl - Valuing

A

commitment to new behavior; to support

55
Q

Krathwohl - Organization

A

Internalizing to value system; to discuss, formulate, examine

56
Q

Krathwohl - Characterization

A

Act consistently; to revise, to avoid, resolve,

57
Q

Formative Assessment

A

Assessments that occur during the lesson. Examples: Informal and Portfolio

58
Q

Summative Assessment

A

Assessments that occur after the lesson. Examples: Achievement, Performance, and Product

Introduction to Instructional Planning and Presentation (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions