Elementary Subtest 2 Flashcards
standards-based learning
clear learning goals a student must meet; instruction and assessments are aligned
cognitive domain
mental skills: facts, information, ideas, and concepts that one can learn, understand and apply
Affective domain
emotional attitudes
psychomotor
physical skills
blooms taxonomy
levels of knowledge:
can do without support,
can do but teacher support,
cannot do/have not mastered still
observable behavior
behaviorist learning theory which can be prosed that because internal mental or emotional state cannot be externally observed
ARE MEASURABLE!!! - can be changed
measurable outcomes
must be observable, evidence that the student learned something
thematic instruction
reflects a holistic belief that learning is best in the context of a coherent whole and connected to real life
Verticle alignment
what a student learns in 4th grade to move into 5th grade
Horizontal alignment
the process through which different sections of the same course are standardized such that one student learns in a section is similar
cognitive learning theory
individuals seek to establish and maintain equilibrium or balance to keep things the same
metacognition - how ones thought process influences learning
social learning theory
importance of observing, modeling, and imitating the behaviors, attitudes, and emotional reactions of others
constructivism
the student constructs or builds his/her knowledge and understanding of the world
direct instruction
teacher-centered instruction, structured instruction using uniform lesson plans
indirect instruction
In student-centered instruction, students construct or transform the material into new or different meaningful responses
SWOT
strengths - weakness - opportunity - threats
represents gaps and what is needed to move forward in lessons or even a career of knowledge to be qualified for the job
informal assessment
performance and content-driven
criterion-reference = comparing the student to themselves - shows growth one has made
formal assessment
data-driven method of evaluating students
norm-referenced = comparing students to other students
example: ACT
summative assessment
given after a whole unit - think of a final or midterm
norm-referenced
comparing students to other students
example: ACT
criterion- referenced
comparing the student to themselves - shows growth one has made
interdisciplinary instruction
also known as cross-curricular instruction
applies knowledge, principles, and values to multiple school disciplines and subjects concurrently.
helps students apply and integrate knowledge across subjects, which isolates skills instruction DOES NOT help raise students’ motivation
cognitive information processing theory
encode new information related to existing knowledge, store new information in memory and retrieve information as needed from storage
RTI
responsive to the intervention model
1: research-based core classroom instruction
2: targeted instruction for students in need of additional challenges or support
3: intensive instruction for those not responding to tier 1 or 2
