Deck 4 Flashcards
For gifted learners you should…
not repeat material already mastered; (2) present instruction at a flexible pace. condense the curriculum. encourage students to be self-directing and self-evaluating in their work. use grading procedures that do not discourage students from intellectual risk taking or penalize them for choosing complex learning activities. provide resources beyond basal textbooks. provide horizontal and vertical curriculum enrichment. encourage supplementary reading and writing; and encourage the development of hobbies and interests.
For the struggling learners in your class@ you should…
(1) frequently vary instruction@ develop lessons around students’ interests@ provide an encouraging@ supportive environment@ use cooperative learning and peer tutors for students needing remediation. provide study aids@ teach content in small sequential steps with frequent checks for comprehension; use individualized materials and individualized instruction whenever possible; use audio and visual materials for instruction; and (9) take steps to develop each student’s self-concept.
Formal Groups
carefully designed so that a heterogeneous mix of students works together on specific learning tasks.
four major instructional models for serving English language learners
- Instructional methods using the student’s first language (which are transitional programs)|2. Instructional methods using the first language as support|3. Instructional methods using English as a second language|4. Content-based instruction or sheltered instructional methods
Goals
a broad@ generalized statements
Goals
Derived from standards. Contain more specific information about what must be accomplished at a particular grade level.
Grade Contract
students know exactly what they must do to receive a certain grade. Example: Receive satisfactory on 10 projects to receive an A.
Grade equivalent score
a method of scoring that takes performance of the students in the norm group at specified grade levels (ex: 6.4 - grade 6 month 4)
Gradual release of responsibility
a model in which cognitive work shifts slowly and intentionally from teacher-as-model@ to joint responsibility between teacher and student@ to independent practice and application by the learner
Gradual release of responsibility
I do (focus lesson)@ we do (guided instruction)@ you do (collaborative)@ and you do (independent)
Guided inquiry
involves the teacher providing the data and then questioning the students in order to help them arrive inductively at an answer@ conclusion@ generalization@ or solution
Harrow Taxonomy
Psychomotor Domain - Observing@ Imitating@ Practicing@ Adapting
How do we plan for discussions?
Four areas must be addressed - |1. consider goals and student preparation needed to b successful|2. decide whether group should be small or whole group|3. seating and ground rules must be considered. Seating should be such that students can look each other in the eyes. |4. finally - how much time should be allotted for the activity.
How do you plan for small group discussion and what is the optimal group size?
Student must have clear guidelines regarding their task and responsibilities. A group leader should be appointed to keep the group on task@ guide them towards completion of the task and ensure all group members participate. Optimal size is 5-7
How to introduce a new word
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
