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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

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2
Q

Krathwohl

A

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

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3
Q

Krathwohl Taxonomy

A

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

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4
Q

Harrow Taxonomy

A

Psychomotor Domain - Observing, Imitating, Practicing, Adapting

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5
Q

Cognitive Domain

A

Bloom’s Taxonomy - intellect, knowledge, thinking

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6
Q

Affective Domain

A

Krathwohl - attitudes and beliefs

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7
Q

Psychomotor Domain

A

Harrow - performing something, body movement, physical skills

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8
Q

Metacognition

A

awareness and knowledge of one’s own cognition

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9
Q

Round Robin Brainstorming

A

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

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10
Q

Buzz Group

A

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

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11
Q

Three-minute Review

A

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

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12
Q

Panels

A

an instructional technique in which students prepare and discuss a topic

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13
Q

Socratic Method

A

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

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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

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15
Q

3 Step Backward Design

A

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

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16
Q

4 Elements of Instructional Objective

A

audience, behavior, condition, degree (criterion)

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17
Q

Condition of an objective

A

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

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18
Q

Degree or Criterion

A

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

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19
Q

Academic Vocabulary

A

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

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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

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21
Q

BICS

A

Social Language for ESL/ELL students

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22
Q

CALP

A

Cognitive Academic Language Proficiency for ESL/ELL students

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23
Q

Goals

A

a broad, generalized statements

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24
Q

Objectives

A

a specific, measurable, short term, observable student behavior

25
Instructional objectives
precisely communicate the learning intent
26
Informational objectives
abbreviated instructional objective, only mention the performance and the product
27
4 Levels of Planning
curriculum mapping (course planning), unit (specific theme framework), week, and daily lesson planning
28
Authenticity
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
Selectivity
emphasizing the content most important to the lesson
30
Variety
changing up the modalities of instruction and instructional activity
31
Instructional Strategies
teacher-centered and student-centered
32
Teacher-centered
Examples: lecture, presentation, drill, practice, and worksheets
33
Student-centered
Examples: discussion mostly between students, cooperative learning, games, simulations, and problem solving with real life problems
34
Grade Contract
students know exactly what they must do to receive a certain grade. Example: Receive satisfactory on 10 projects to receive an A.
35
Noncompetitive Evaluation
Examples: authentic assessment, performance assessment, portfolios, rubrics, and student work samples
36
Authentic Assessment
present real-world situations that require students to apply their skills and knowledge and students are evaluated using a rubric
37
Competitive Evaluation
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
3 Important Qualities of a Measurement Device
reliability, validity, and usability
39
Reliability
the consistency of a result when the measurement is repeated
40
Validity
the extent to which a device measures what it is supposed to measure
41
Usability
how well a measurement device is suited to gather the desired information
42
Absolute Grading Standard
student grades given relative to performance against an established criterion. Example: 90%-100% A; 80%-89% B; 70%-79% C; 60-69% D
43
Relative Grading Standard
students grades given relative to performance of other students; grading on the curve
44
Point Grading System
student work is allocated points and grades are assigned according to an established grade range
45
Weighted Grading System
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
Bloom's - Knowledge
Memorizing or remembering but not understanding
47
Bloom's - Comprehension
Paraphrasing and restating in own words
48
Bloom's - Application
Using to solve problems, identifying connections and relationships and how they apply
49
Bloom's - Analysis
identifying, recognizing
50
Bloom's - Synthesis
Combining information to form a unique product; creating, inventing
51
Bloom's - Evaluation
Making decisions, understanding one's own views,
52
Krathwohl - Receiving
Attending or watching; being made aware of
53
Krathwohl - Responding
Actively attending; measure the ideas, to follow
54
Krathwohl - Valuing
commitment to new behavior; to support
55
Krathwohl - Organization
Internalizing to value system; to discuss, formulate, examine
56
Krathwohl - Characterization
Act consistently; to revise, to avoid, resolve,
57
Formative Assessment
Assessments that occur during the lesson. Examples: Informal and Portfolio
58
Summative Assessment
Assessments that occur after the lesson. Examples: Achievement, Performance, and Product

Introduction to Instructional Planning and Presentation (7 decks)

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