Deck 3

Question 1

Competitive Evaluation

Answer 1

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)

Question 2

Concept Attainment

Answer 2

an inductive instructional approach where students are provided a topic@ examples and nonexamples and they are expected recognize which belong to the topic

Question 3

Condition of an objective

Answer 3

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

Question 4

Construction (directions and format) and location

Answer 4

how to adapt assessments for Special Needs

Question 5

Constructivism promotes

Answer 5

(1) the student point of view@ (2) teacher-student interaction@ (3) questioning to encourage student thought@ and (4) the importance of nurturing student reflection and thought@ rather than a primary focus on a single correct answer or product.

Question 6

Constructivism

Answer 6

a theory about learning that says students will construct their own understanding of the world through experiencing things and reflecting on those experiences.

Question 7

content@ materials@ strategies@ teacher behaviors@ structure@ learning environment@ the students@ duration@ and location

Answer 7

factors that should be considered when planning

Question 8

content@ process@ and product

Answer 8

3 areas that can be differentiated

Question 9

contract grading

Answer 9

teacher promises to award a specific grade for specified performance. EX - iif you do A@ B and C and complete 90% of the homework and complete 4 of 6 optional activites you will receive a B.

Question 10

Convergent Questions

Answer 10

Questions regarding concrete facts that have been learned and committed to memory. Ex- what is 2+2? May also require students to recall and integrate info for determining one expected correct answer. Additionally@ most yes/no and t/f are convergent bc responses are limited

Question 11

Cooperative learning group

Answer 11

Students work in small groups to help one another to learn academic content. (Ex: Jigsaw@ investigations@ etc)

Question 12

CREDE Model

Answer 12

a model that has to do with responsive assistance in the zone of proximal development; dialogue and responsive teaching

Question 13

Criterion-referenced

Answer 13

interpretation is made when you compare and individuals scores against a predetermined standard. Teacher made tests are generally criterion referenced bc the students are compared with criteria specified by the teacher

Question 14

curriculum framework

Answer 14

is an organized plan or set of standards that defines the content to be learned in terms of clear@ definable standards for what students should know and be able to do

Question 15

Debates

Answer 15

a formal discussion approach consisting of set speeches by participants of two opposing teams and a rebuttal by each participant

Question 16

Deductive learning

Answer 16

a type of student centered instruction where activities begin with explanation and lead to student discovery; starts with the main topic and breaks it down. Example: a teacher would first present the principle and then ask students to generate and test hypotheses based on this principle.

Question 17

Deductive

Answer 17

a teacher would first present the principle and then ask students to generate and test hypotheses based on this principle.

Question 18

Degree or Criterion

Answer 18

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

Question 19

Descriptive Objectives

Answer 19

Indicate what the students are to learn without using language that specifies observable behavior; they state the student performance and the product of learning.

Question 20

Direct instruction (approach)

Answer 20

-Teacher-centered instructional strategies |- the teacher instructional objectives@|the corresponding content@ and the instructional strategies that will be used in a lessons. The teacher structures the learning environment and is primarily the conveyer of information in teacher-directed instructional activities (e.g.@ presentations@ demonstrations@ recitations@ drill and practice). Students generally are not involved in the selection of objectives@ content@ or instructional strategies. |Students have a relatively passive role in the process@ often responding to teacher-specified directions to achieve the learning outcomes. |- lower level of the revised Bloom’s taxonomy

Question 21

Direct Teaching Steps

Answer 21

1. state learning objectives and orient students to the lesson. tell students what they will learn and what is expected of them.|2. review prerequisites. Go over any skills or concepts students will need to understand the lesson. Provide advance organizers to give students a framework for understanding new material|3. present new material. teach the lesson@ presenting information@ giving concrete and varied examples and non examples@ demonstrating concepts@ and so on|4. provide guided practice and conduct learning probes. Pose questions to students to assess their level of understanding and correct their misconceptions. Have students summarize in thier own words. Reteach as necessary.

Question 22

Direct teaching

Answer 22

a structured@ teacher centered approach that is characterized by teacher direction and control@ higher teacher expectations for students’ progress@ maximizing time students spend on academic tasks and efforts by the teacher to keep negative affect to a minimum. Sometimes called systematic teaching. It is a skill-building instructional model with the teacher being the major information provider

Question 23

Discussion method

Answer 23

not the regurgitation of facts but the discussion of controversial topics giving thought and opinion. Teachers role is that of facilitator. For this to be effective the students must be thoroughly prepared regarding content knowledge

Question 24

Divergent Questions

Answer 24

Prompt students to think and should be frequently used. They are questions calling for opinion@ hypotheses@ or evaluation - “why do you suppose we entered world war 2?

Question 25

Educational objective

Answer 25

a statement of intended learning outcomes of the instruction.|- statements of what is hoped that students will achieve through instruction|- are narrower in scope than subject-specific goals|- are commonly used in units and weekly plans.|-The school board may write them

Question 26

Educational objectives serve several purposes

Answer 26

(1) provide a focus for instruction|(2) provide guidelines for learning|(3) provide targets for formative and summative assessments|(4) convey instructional intent to others|(5) provide for evaluation of instruction

Question 27

ELL’s benefit from

Answer 27

1 clear goals and objectives 2 well-designed instructional routine 3 active engagement and participation 4 informative feedback 5 opportunities to practice and apply new learning and transfer it to new situations 6 periodic review and practice 7 opportunities to interact with other students and 8 frequent assessments@ with reteaching as needed

Question 28

Epicurean intelligence

Answer 28

one of Gardner’s eight intelligences that is skilled in intuition (they just know)

Question 29

ESL

Answer 29

enrichment@ visuals@ demonstrations@ and avoid fluency getting in the way of content knowledge

Question 30

Evaluation

Answer 30

a component of classroom assessment that interprets the data

Question 31

Evidence Based Instructional Strategies

Answer 31

an instructional program or collection of practices should have been tested and shown to have a record of success. eEducators compile@ analyze@ and use objective evidence to inform the design an academic program or guide the modification of instructional techniques.

Question 32

example of informal groups

Answer 32

pair and share

Question 33

Examples of inquiry learning

Answer 33

concept attainment strategies@ inquiry and discovery lessons@ problem-based strategies@ and projects@ reports@ and problems

Question 34

Existentialist

Answer 34

one of Gardner’s eight intelligences that is skilled in the meaning or purpose of life

Question 35

Focusing Questions

Answer 35

may be factual@ empirical@ productive@ or evaluative@ are used to direct student attention. Can be used to determine what has been learned by the students@ arouse student interest@ and check student understanding.