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Instructional Models > Inst. Models midterm > Flashcards

Inst. Models midterm Flashcards

1
Q

What 3 things does teaching require?

A

A broad understanding of instruction, the content to be taught, and the students to be taught

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2
Q

Teachers have an ethical and moral obligation to…?

A

Ensure every student has an equal access to opportunity.

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3
Q

Why is it important for critical teachers to study strategies, methods, and techniques?

A

So you can know how to employ each one and understand why you are using a technique at a given moment

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4
Q

What are the “external influences” on instruction?

A

Politics at Federal level, business groups, and advocacy groups

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5
Q

One role or responsibility of teachers is to inform who of your professional concerns?

A

Parents, school patrons, and policymakers

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6
Q

Why should you as a teacher inform parents, school patrons, and policymakers of your professional concerns?

A

Because the public has a role in educational policy making

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7
Q

What is pluralism?

A

different types of people, nationalities, races, classes, religions, occupational groupings, philosophies, value systems, and economic beliefs.

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8
Q

Why do teachers need to understand pluralism in order to foster positive social interactions and relationships?

A

Because, there will be different and sometimes conflicting points of view.

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9
Q

Why does thinking about diversity in ALL dimensions make for a richer educational environment?

A

Because the US is an amalgam of a broad spectrum of individuals, therefore schools reflect a diverse range of ethnic, language, racial, and religious groups.

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10
Q

Teachers who have a strong pedagogical competence also have…

A

students showing greater academic ability

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11
Q

Why is teaching an Art and a Science?

A

Because a teacher makes decisions from both a technical and creative perspective.

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12
Q

What are the different kinds of diversity?

A 
Cultural
Racial & Ethnic
Linguistic
Economic
Gender
Learning
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13
Q

How can embracing diversity impact your teaching?

A

Teachers who embrace diversity and use it to shape instructional practices and inform curriculum stand the best chance of achieving high-quality, successful programs.

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14
Q

Cultural Diversity

A

The common denominator in ALL schools; encompasses student beliefs, attitudes, values, and perceptions

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15
Q

Racial & Ethnic Diversity

A

Racial groups are defined by physical characteristics

Ethnic groups are defined by common cultural beliefs, languages, perspectives, and ancestry

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16
Q

Linguistic Diversity

A

Languages; bilingual, multilingual, or fluent in a language other than English

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17
Q

Economic Diversity

A

Economic levels; poverty affects grades, health, exposure to guns & violence, drop out rates; stress

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18
Q

Gender Diversity

A

Male/female, gender identification, gender role behaviors, sexual orientation; gender equity

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19
Q

Learning Diversity

A

Range of learning abilities; identified disabilities, learning disabilities, emotional disorders, speech/language impairments, physical disabilities, autism spectrum, gifted

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20
Q

Learning Diversity and the brain

A

It is important to remember that the brain is especially interested in visual stimuli and that excitement or emotional arousal enhances learning and memory.

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21
Q

In regards to learning diversity, why should you know a student’s background?

A

Because a struggling student may not have had enriching experiences. Learning experiences influence and change their brain. Supplementing their experiential foundation can have and impact on their learning

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22
Q

Students need scaffolding and support to connect information and make sense of it. What are some ways? Why is this important?

A

Graphic organizers, concept maps, and modeling

This leaves more brain energy for learning new concept or skill

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23
Q

Students will remember and retrieve more information if it’s…

A

modeled or presented visually

24
Q

To promote engagement and enhance learning, find a way to connect learning or the curriculum to…

A

students’ lives, interests, and preferences

25
Q

Name the teaching strategies for diverse learners.

A 
Universal Design
Differentiation
Culturally Responsive Teaching
RTI
Supporting English Language Learners
Co-Teaching
Grouping Students
Assistive Technology
26
Q

Universal Design for Learning (UDL)

A

Teaching content and skills in a variety of ways with different means of engaging due to varied interests and abilities and using varied ways of demonstrating what the students have learned

27
Q

Differentiation

A

similar to UDL; provides multiple options of instruction to suit the needs and abilities of the individual student

28
Q

Culturally Responsive Teaching

A

using strategies that are culturally relevant to the student; consider the student’s culture when planning lessons

29
Q

Response to Intervention (RTI)

A

provides effective instruction and monitors progress for all students; mostly used for students with exceptionalities.

30
Q

3 Tiers of RTI

A

Tier I - general education settings (regular classroom)
Tier II - collaborative general & special education
Tier III - special education services

31
Q

Supporting English Language Learners

A

Provide sheltered or supported instruction;
Provide instruction in English language w/focus on BICS (Basic Interpersonal Communication Skills & CALP (Cognitive Academic Language Proficiency);
Use student’s background knowledge for base of lessons;
Provide explicit and enhanced vocabulary instruction;
Identify the language demands in lessons and units

32
Q

Co-Teaching

A

Collaboration of general ed teacher and special ed teacher in the same classroom;
Co- teaching models: one teaches/one observes; parallel; station; teaming; alternative

33
Q

Grouping Students

A

Mixed ability groups: cooperative learning, project grouping, buddy grouping, interest grouping, subject grouping, research grouping, learning station grouping
Focused groups: subject grouping, research grouping, skills grouping

34
Q

Assistive Technology

A

“Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve the functional capabilities of a child with a disability.” IDEIA

35
Q

How can you self assess your own perceptions about your students (diversity)?

A

Are you a member of this diversity group? Do you have personal experiences with this group? Have you studied this group in one or more courses?

36
Q

What is an excellent way we read about to invite parents to share knowledge about their children with the teacher? Why?

A

Parent Homework Bridges the Teacher-Student Gap;
It helps you to know and understand that student in a way you would not before; gives you background knowledge and perspective from someone who knows and loves that student

37
Q

What are Howard Gardner’s Multiple Intelligences?

A 
Linguistic
Logical-mathematical
Musical
Bodily-kinesthetic
Interpersonal
Intrapersonal
Spatial
Naturalist
Existential
38
Q

Why can Gardner’s Multiple Intelligences be helpful in differentiating instruction and/or providing a variety of instructional methods?

A

Neuroscience research shows that our brains learn best when provided with multiple pathways to learning. Addressing multiple intelligences addresses learning diversity.

39
Q

What are the steps of Language Acquisition?

A

Silent period- they are listening and receiving language
Early production stage- one or two word sentences
Speech emergence- attempting phrases, short sentences
Intermediate fluency- grammatical errors are fewer

40
Q

Sheltered Content Instruction requires two main things:

A
  1. the teacher must modify while having the same expectations of achievement of content standards -this involves a focus on Academic vocabulary involved and methods of comprehensible input
  2. Verbal interaction in a comfortable, stress-free setting where they can focus on the Academic language they need to learn. (These modifications benefit ALL learners.)
41
Q

Specific modifications you can make for ELL

methods of comprehensible input

A

modeling, realia, speak slowly, use gestures, lots of visuals, hands-on materials, word walls, graphic organizers, word bank, mnemonic devices

42
Q

Overall considerations for effective planning

A

Students- know them!
Content & Process-
Time-
Resources-
Teacher- how knowledgeable are you about subject
Technical/Technology-
School considerations- standards, graduation requirements, legalities

43
Q

Planning Resources

A
  1. Curriculum guides- what should be taught in each grade and content area
  2. Standards & Goals- Common Core, Arkansas Frameworks
  3. Textbooks- supplementary readings, practice aids, evaluations
  4. Other resources teachers use for planning- colleagues, the internet, libraries, museums, historical sites, gov’t agencies
44
Q

Different types of units

know these can overlap each other

A

Interdisciplinary-
Integrated-
Thematic-

45
Q

Stages in the Instructional Cycle

A

Stage 1- Preplanning
Stage 2- Unit and lesson planning
Stage 3- Post lesson activities

46
Q

Six research-based findings about instructional planning of teachers…

A
  1. Researchers have neither identified nor validated any widely accepted or consistently practical planning model
  2. Teachers use a variety of lesson plan formats
  3. Planning serves as a guide to action
  4. Teachers tend to carry much of their planning in their minds rather than on paper
  5. Teachers rarely plan in the linear model often encouraged in textbooks
  6. The best teachers apply planning flexibly
47
Q

If planning is the heart of teaching, what can novice teachers do to begin their “treasury of teaching materials?”

A

Save and collect anything related to your instruction (especially the successful ones)
Keep last years plans

48
Q

How does “Problem-Based Learning” instructional model align with the “Core Skills of Thinking?”

A

-Perception of a problem or issue
-Ability to gather relevant information
-Competence in organizing data
-Analysis of data patterns, inferences, sources of errors
-Communication of the results
All these skills are used (in the same order) in problem-based learning. PBL follows this process.

49
Q

Basic tenets of “inquiry teaching”

A
  • Inquiry methods require learner to develop processes associated with inquiry
  • Teachers & principals must support the concept of inquiry and learn to adapt their own styles to the concept
  • Students have a genuine interest in discovering something new & providing or solving unanswered questions/problems
  • The Solutions are not found in textbooks- use reference materials like scientists do
  • The objective of inquiry teaching is the process (not the product)
50
Q

More basic tenets of “inquiry teaching”

A
  • All conclusions must be considered tentative not final
  • Inquiry learning cannot be gauged by the clock
  • Learners are responsible for planning, conducting, & evaluating their own efforts
  • Students have to be taught the processes in a systematic manner
  • Inquiry learning complicates & expands the teacher’s work
  • Administrative support is needed since critical thinking requires students to be just that - critical
51
Q

Which theory of learning supports inquiry teaching?

A

Constructivism

52
Q

What’s most challenging for teachers about preparing and inquiry learning experience, unit or lesson?

A

fill in later

53
Q

How can collaboration benefit teachers who work together to plan in both long-term and short-terms ways?

A

fill in later

54
Q

In what ways is literacy integrated into unit planning according to the ELA Common Core requirements/standards?

A

fill in later

55
Q

Digital resources for teachers

A

lesson plans; lesson plans with embedded links; online texts; online texts with audio recording and second language readings; videos; podcasts

56
Q

Internet sites for teachers

A

Readwritethink; Edutopia; Teaching Channel; PARCC; Common Core State Standards Initiative; National Writing Project; Teacher Vision

57
Q

What are the sources for “standards” teachers need to use as a guide for instruction?

A

Common Core for Language & Math
Arkansas Frameworks for Social Studies
Next Generation Science Standards for Science

Instructional Models (2 decks)

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