Deck 5

Question 1

Krathwohl Taxonomy

Answer 1

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

Question 2

KWL Chart

Answer 2

Know|Want to know|Learned

Question 3

Learning contract

Answer 3

a contract between a teacher and a student about what and how it is expected to be learned

Question 4

Learning together

Answer 4

cooperative approach in which students are organized into teams that include a cross section of ability levels. Each team is given a task or project to complete@ and each team member works on a part of the project that is compatible with his or her own interests and abilities. The team members receive the same grade.

Question 5

Long-term goals

Answer 5

goals that might take up to a full academic year to achieve.

Question 6

Long-term objectives

Answer 6

might take several lessons or several weeks to achieve

Question 7

Measurement

Answer 7

a component of classroom assessment that answers the how or how the student will be assessed

Question 8

Mental Operative Questions

Answer 8

Four category system that combines cognitive and memory categories of the Guilford model.|1. Factual questions - test the students recall or recognition learned by rote|2. Empirical questions - require that students integrate or analyze remembered or given information and supply a single correct predictable answer.|3. Productive questions - do not have a single correct answer. They are open ended and call for students to use their imagination and think creatively. “what are some possible solutions to world hunger?”|4. Evaluative Questions - Require that students put a value on something and make a judgement. Open ended but difficult to answer. Some criteria must be established for making the judgement and the responses can be predicted or limited the the number of choices. “Which of these two stories is the best?”

Question 9

Metacognition

Answer 9

awareness and knowledge of one’s own cognition

Question 10

Metacognition

Answer 10

the ability to monitor@ regulate and evaluate one’s own comprehension in order to take control of and improve learning.

Question 11

Metaverbal

Answer 11

the meaning beyond the words

Question 12

Noncompetitive Evaluation

Answer 12

Examples: authentic assessment@ performance assessment@ portfolios@ rubrics@ and student work samples

Question 13

Norm-Referenced Evaluation

Answer 13

Refers to standardized test that are designed to compare and rank test takers in relation to one another. Reports if test taker performs better or worse than hypothetical average student.

Question 14

Norm-referenced

Answer 14

test interpretation made by comparing a student’s score with that of a norm group to obtain meaning. standardized testing

Question 15

Normal curve

Answer 15

distribution of the scores based on mean and standard deviation

Question 16

Objectives

Answer 16

a specific@ measurable@ short term@ observable student behavior

Question 17

Objectives

Answer 17

The most specific of the three. Usually include the condition in which students must demonstrate the behavior and a minimum level of proficiency - criterion.

Question 18

one way listening

Answer 18

occurs when you listen without talking or transmitting nonverbal messages to a speaker. One way listening gives speakers the the opportunity to develop thoughts and ideas without being unduly influenced by the listeners. Common examples - watching tv@ taking in a lecture@ or serving as a sounding board for the speaker’s ideas or problems. One way listening has limited value for teachers.

Question 19

Panels

Answer 19

an informal discussion approach of 4-6 members in which students prepare and discuss a topic@ while the rest of the class listens

Question 20

Panels

Answer 20

an instructional technique in which students prepare and discuss a topic

Question 21

percentage grading

Answer 21

relies on the calculation of the percentage correct of the responses attempted.

Question 22

Planning for instruction

Answer 22

-helps teachers create@ arrange@ and organize instructional events | -helps to arrange the appropriate flow and sequence of instructional |-helps manage time and events.|-made weekly and is reviewed by the principal

Question 23

Point Grading System

Answer 23

student work is allocated points and grades are assigned according to an established grade range

Question 24

pretest

Answer 24

use this to compact lesson and to just teach what they NEED

Question 25

Probing Questions

Answer 25

aim at correcting@ improving@ or expanding a student’s initial response. They compel a student to think more thoroughly about the initial response. You may want to ask a probing questions for purpose of clarification. “What are you saying?” or “why do you believe that?”

Question 26

Probing

Answer 26

a teacher seeks clarification and provides guidance in answering correctly

Question 27

Problem-based instruction

Answer 27

a form of student-centered inquiry; in which students are presented a problem and they have to explore and identify and test solutions to the problem

Question 28

Problem-based learning (PBL)

Answer 28

is a student-centered pedagogy in which students learn about a subject through the experience of creating a problem. Students learn both thinking strategies and domain knowledge

Question 29

problem-based learning@

Answer 29

students learn by doing@ not by listening to you teach or being asked to read and memorize.

Question 30

Project-based inquiry

Answer 30

students take part in learning experiences framed around answering Big Questions or addressing Big Challenges. Students practice in the classroom the way that scientists and engineers do. They work in collaborative groups to solve problems and explore challenges.

Question 31

Prompting Questions

Answer 31

use clues that help students answer questions or correct initially inaccurate responses. Thus@ a prompting question is usually a rewording of the original question with added clues. Use prompting questions instead of moving on to another student. The use of prompting questions should lead to a sense of success when they finally answer correctly.

Question 32

Prompting

Answer 32

includes hints and clues to aid students in answering a question or correcting an initial response

Question 33

Psych-motor Development

Answer 33

Development of Skills involving both mental and motor/muscular activities. For Example@ infant rolling over@ 5 year old tie shoelaces.

Question 34

Psychomotor Domain

Answer 34

Harrow - performing something@ body movement@ physical skills

Question 35

psychomotor domain

Answer 35

muscular abilities that range from simple reflex movements to precision and creativity in performing a skill. Relevant to PE@ music@ drama@ art and vocational courses. ||Levels and verbs|1.fundamental movement- track@ crawl@ hear@ react@ grasp@ walk|2. generic movement- drill@ construct@ dismantle change hop@clean manipulate@ follow@ use |3. ordinative movement - play@ connect@ fasten make@ sketch@ weigh@ wrap@ manipulate|4. creative movement-create@ invent@ construct@ manipulate@ play@ build@ perform