Deck 3 Flashcards
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)
Concept Attainment
an inductive instructional approach where students are provided a topic@ examples and nonexamples and they are expected recognize which belong to the topic
Condition of an objective
How will the student be assessed and under what circumstances. How will the student demonstrate competency
Construction (directions and format) and location
how to adapt assessments for Special Needs
Constructivism promotes
(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.
Constructivism
a theory about learning that says students will construct their own understanding of the world through experiencing things and reflecting on those experiences.
content@ materials@ strategies@ teacher behaviors@ structure@ learning environment@ the students@ duration@ and location
factors that should be considered when planning
content@ process@ and product
3 areas that can be differentiated
contract grading
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.
Convergent Questions
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
Cooperative learning group
Students work in small groups to help one another to learn academic content. (Ex: Jigsaw@ investigations@ etc)
CREDE Model
a model that has to do with responsive assistance in the zone of proximal development; dialogue and responsive teaching
Criterion-referenced
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
curriculum framework
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
Debates
a formal discussion approach consisting of set speeches by participants of two opposing teams and a rebuttal by each participant
Deductive learning
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.
Deductive
a teacher would first present the principle and then ask students to generate and test hypotheses based on this principle.
Degree or Criterion
How much mastery is needed to demonstrate competency. Example: with an 80% accuracy
Descriptive Objectives
Indicate what the students are to learn without using language that specifies observable behavior; they state the student performance and the product of learning.
Direct instruction (approach)
-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
Direct Teaching Steps
- 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.
Direct teaching
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
Discussion method
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
Divergent Questions
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?
