Deck 2

Question 1

3 Important Qualities of a Measurement Device

Answer 1

reliability@ validity@ and usability

Question 2

3 Step Backward Design

Answer 2

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

Question 3

3-Part Measurable Objective

Answer 3

Given/using/following-__(condition)@ students will______________(behavior) to a degree of _____accuracy (criterion).

Question 4

4 Elements of Instructional Objective

Answer 4

audience@ behavior@ condition@ degree (criterion)

Question 5

4 Levels of Planning

Answer 5

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

Question 6

7 Steps to Teaching Excellence

Answer 6

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

Question 7

21st century skills

Answer 7

collaboration@ digital literacy@ critical thinking and problem solving are said to be

Question 8

Ability grouping

Answer 8

Clustering of students who are judged to be similar in their academic ability into classes for instruction.|1.Between-class grouping: Separate classes for students with different abilities. |2. Within-class grouping: Create homogenous sub-groups in a classroom

Question 9

Absolute Grading Standard

Answer 9

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

Question 10

Absolute grading sysyem

Answer 10

grades are assigned based on the number of items answered correctly. 100-90 As@ 89-80 Bs@ etc

Question 11

Academic Vocabulary

Answer 11

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

Question 12

Affective Domain

Answer 12

Krathwohl - attitudes and beliefs

Question 13

Affective domain

Answer 13

student’s attitudes@ feelings@ and emotions.||Levels and verbs|1.Receiving - follow@ select@ rely@ choose@ ask hold@ locate| 2. responding - read@ conform@ help answer@ practice present@ report|3.valuing - Initiate@ ask@ invite@ share@ join@ follow@|4.organizing-defend@alter@ integrate@ synthesize@ listen|5.Characterization by a value or value complex - adhere@ relate@ act@ serve@ use@ verify@ questions@ confirm

Question 14

anchoring activities

Answer 14

activities that are setup with expectation that students will turn to when they are done with their work; it is connected and is meaningful to the lesson

Question 15

Authentic instructional methods

Answer 15

typically student centered providing a wide range of participatory activities and usually require a considerable amount of planning

Question 16

Authenticity

Answer 16

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

Question 17

Base Groups

Answer 17

long-term@ heterogeneous groups that stay together across tasks throughout the year. Base groups provide student-to-student support and a sense of routine in the classroom

Question 18

Behavioral objectives

Answer 18

act@ conditions@ criterion

Question 19

Behavioral Objectives

Answer 19

State what is to be learned in language that specifies student actions@ testing conditions@ and performance criterion.

Question 20

BICS

Answer 20

Social Language for ESL/ELL students

Question 21

Bloom’s - Analysis

Answer 21

identifying@ recognizing

Question 22

Bloom’s - Application

Answer 22

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

Question 23

Bloom’s - Comprehension

Answer 23

Paraphrasing and restating in own words

Question 24

Bloom’s - Evaluation

Answer 24

Making decisions@ understanding one’s own views@

Question 25

Bloom’s - Knowledge

Answer 25

Memorizing or remembering but not understanding

Question 26

Bloom’s - Synthesis

Answer 26

Combining information to form a unique product; creating@ inventing

Question 27

Bloom’s Taxonomy

Answer 27

Cognitive domain - Knowledge@ Comprehension@ Application@ Analysis@ Synthesis@ Evaluation||In 2001 Krathwohl revised Bloom’s Taxonomy - Remember@ Understand@ Apply@ Analyze@ Evaluation@ Create

Question 28

brain based teaching

Answer 28

a term that means teaching the way the brain learns

Question 29

Buzz Group

Answer 29

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

Question 30

CALLA

Answer 30

a program that integrates content area instruction with language development activities and explicit instruction in learning strategies

Question 31

CALP

Answer 31

Cognitive Academic Language Proficiency for ESL/ELL students

Question 32

civil discourse

Answer 32

conversation to enhance understanding of content

Question 33

Cognitive Domain

Answer 33

Bloom’s Taxonomy - intellect@ knowledge@ thinking

Question 34

Cognitive domain

Answer 34

student’s thinking and reasoning abilities.||Levels and verbs associated|1.Knowledge -identify@ define@ list@ match@ name@ label |2.comprehension-translate@ convert@ generalize@ paraphrase@ summarize|3.application- use@ operate@ produce@ change@ solve@ show|4.analysis - disriminate@ select@ distinguish@separate@ |5.synthesis - design@ plan@ compile@ compose@ organize arrange@ construct|6. evaluation - appraise@ compare@ justify@ criticize@ exxpalin@ interpret.

Question 35

Cognitive

Answer 35

Set of all mental abilities and processes related to knowledge attention@ memory@ judgment@ evaluation@ reasoning & decision making. Cognitive process use existing knowledge to generate new knowledge.

Question 36

Common Core State Standards

Answer 36

A state-led effort to establish a shared set of clear educational standards |-knowledge and skills students should have within their K-12 education so that they will graduate from high school able to succeed in college and the workforce|-currently over 40 states have adopted it