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SPED 440 (ESL/ELL) > Week 1 Notes (Instructional Planning and Discourse) > Flashcards

Week 1 Notes (Instructional Planning and Discourse) Flashcards

1
Q

Describe scope and sequence in regards to curriculum?

A

Scope: The depth and breadth of the content to be taught at a specific grade level and the development of the content across grade levels.

Sequence: The order in which the content should be taught for the best learning (building on past knowledge) within a grade level and across grade levels.

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2
Q

Describe scope in regards to curriculum?

A

Scope: The depth and breadth of the content to be taught at a specific grade level and the development of the content across grade levels.

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3
Q

Describe sequence in regards to curriculum?

A

Sequence: The order in which the content should be taught for the best learning (building on past knowledge) within a grade level and across grade levels.

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4
Q

What are the 4 core teaching skills to mention in an interview related to lesson planning?

A

Curriculum, assessment, creativity and critical thinking are the 4 core teaching skills to mention in an interview related to lesson planning?

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5
Q

What is the DREAM Act (Development, Relief, and Education for Alien Minors Act)?

A

What is the American legislative proposal for a multi-phase process for qualifying alien minors in the United States that would first grant conditional residency and, upon meeting further qualifications, permanent residency.

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6
Q

Define conference

A

A formal meeting for discussion is defined as…

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7
Q

A form of conference in which one engages in one-way communication….

A

Speech

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8
Q

A form of speech conference in which delivery of findings and ideas on specific topics to the audience with similar knowledge (best for when one has. a lot of info to deliver)….

A

Presentation is a form of speech conference in which…

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9
Q

A form of speech conference used for delivery of knowledge to the audience with less knowledge level

A

Lecture

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10
Q

A form of conference in which one interacts….

A

Communication

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11
Q

A form of communication conference used for exchanging research findings through reports and discussion/debate
led by authorities of special issues

A

Seminar

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12
Q

A form of communication conference used for slightly informal meetings to discuss/converse on a particular subject

A

Symposium

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13
Q

A form of communication conference used for a combination of seminar and symposium more focused on the aspects of debate

A

Colloquium

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14
Q

A form of communication conference used for a brief intensive educational program for a small group of people who focused on techniques and skills in a particular field (Usually more hands on)

A

Workshop

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15
Q

A form of communication conference used for meeting of equally knowledgeable professionals (key- note speakers) for discussion sharing same rights and thoughts.

A

Round Table/Panel

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16
Q

What are the three areas of assessment?

A

Purpose, Methods, and Formats

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17
Q

What are the three steps of assessment in relation to purpose?

A

Screening, monitoring, evaluating.

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18
Q

In relation to purpose, of assessment, which happens Before instruction, to find out what they already know. (Key Word = Data collection)

A

Screening

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19
Q

In relation to purpose, of assessment, which happens During instruction, to see whether they are following along.

A

Monitoring

20
Q

In relation to purpose, of assessment, which happens After instruction, to see whether my instruction was effective.

A

Evaluate

21
Q

What are the three primary methods used for assessment?

A
  1. ) Interview (not interrogation)
  2. ) Direct/indirect observation
  3. ) Testing
22
Q

What are the two formats of Assessment?

A

Formal and informal

23
Q

A format of assessment in which standardized and norm-referenced assessment are used….

A

Formal Assessment

24
Q

A format of assessment in whichEverything else teachers use in class to find out students’ level of performance.

A

Informal Assessment

25
Q

Give two examples of teaching literature in which informal Assessment is used…

A

Curriculum Based Measurement (CBM) and Generalized Outcome Measurement (GOM) because they are ongoing and do not have a norm or standard.

26
Q

What is CBM Assessment?

A

Curriculum-based measurement, or CBM, is also referred to as a general outcomes measures (GOMs) of a student’s performance in either basic skills or content knowledge.

27
Q

What is GOM Assessment

A

Generalized Outcome Measurement is a generic way of measuring student progress. It is a simple set of procedures for repeated measurement of student growth.

28
Q

The following tasks happen in which EdTPA task?: Contents and topics, Goals and objectives, Formats of
lesson, Verbal & non- verbal languages will be used in class, Plan audio-visual aids,
Screening (PLEP), identifying scope and sequence

A

Task 1 (Planning)-Before Class

29
Q

Which 7 areas are involved in task 1 (Planning)?

A
  1. Contents and topics
  2. Goals and objectives
  3. Formats of lesson
  4. Verbal & non- verbal languages will be used in class
  5. Plan audio-visual aids
  6. Screening (PLEP)
  7. Identifying Scope and Sequence
30
Q

Which 5 areas are involved in task 2 (Instruction)?

A 
1. Activate
background
knowledge/Review of
previous lessons
2. Teach, Lead, Test (I do, we do, you do/modeling, guided practice, Independent practice)
3. Review at the end of each activity
4. Review of the lesson  (wrap it up)
5. Monitoring (Assessment for acquisition "Assets obtained")
31
Q

The following tasks happen in which EdTPA task?: Activate
background
knowledge/Review of
previous lessons, Teach, Lead, Test (I do, we do, you do/modeling, guided practice, independent practice), Review at the end of each activity, review of the lesson, Monitoring.

A

Task 2 (Instruction)-during class

32
Q

The following tasks happen in which EdTPA task?: Review of the lesson by yourself, appropriate amount of materials, coverage, and activities, What worked best and what didn’t work in class, what things can be done differently, evaluation (instructional effectiveness)

A

Task 3 (Assessment) After Class

33
Q

Which 5 areas are involved in task 3 (Instruction)?

A
  1. Review of the lesson by yourself,
  2. appropriate amount of materials, coverage, and activities,
  3. What worked best and what didn’t work in class,
  4. what things can be done differently,
  5. evaluation (instructional effectiveness)
34
Q

An assessment of a student’s performance in either basic skills or content knowledge.

A

Curriculum-based measurement

35
Q

a generic way of measuring student progress. It is a simple set of procedures for repeated measurement of student growth.

A

Generalized Outcome Measurement

36
Q

What are the three types of Objective statements?

A
  1. Primary (content objective)
  2. Supportive (Behavior objective)
  3. Academic (Direction and language of content vocabulary)
37
Q

an approach to teaching English language learners which integrates language and content instruction.

A

Sheltered Instruction

38
Q

… The dual goals of sheltered instruction are: to provide access to mainstream, grade-level content, and. to promote the development of English language proficiency.

A
  1. to provide access to mainstream, grade-level content, and

2. To promote the development of English language proficiency.

39
Q

What are the 3 major components and procedures of discourse ?

A
  1. Data Collection
  2. Data Analysis
  3. Data Utilization
40
Q

In addition to task/ miscue analyasis-what is making appropriate instructional plans for conferencing through written or spoken communication is referred to as…

A

Discourse

41
Q

The 5 steps in context for learning are:

A
  1. Select a student (or a group of students) from an ESL class
  2. Interview the student and write “The Big Story”
  3. Fill the “Four Box Assessment” and rate the student’s 4 basic language
    skills and write down the standard you compare
  4. Review the file or talk to the teacher to get information about the student you missed by direct data collection
  5. Refer to Chapter 6 of ELL companion on your D2L
42
Q

What is miscue analysis?

A

Task analysis

43
Q

In general, what is scope and sequence?

A

Deciphering how much I want to teach and in what order.

44
Q

assessing for AMSG’s, consideration of standards, order of the skills to teach, and culturally appropriate supplements as well as providing rationale are all a part of building….

A

Scope and sequence

45
Q

Task 1 (planning) with Sheltered Instruction, and best practices, are all a part of making an…

A

instructional blueprint

46
Q

cultural background, family structure, student’s interests, student’s strength and weaknesses, and student’s experience data…..

A

Anecdotal Data

47
Q

any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities is referred to as…..

A

Inclusive teaching strategies

SPED 440 (ESL/ELL) (2 decks)

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