As Cl 3

Front 1

*Instructional process includes what 3 steps?

Back 1

*1-Identifying desirable objectives for learning
2-Selecting materials and roviding instruction
3-Assessing whether students have learned

Front 2

*Instructional PLANNING helps the teacher in what 3 ish ways?

Back 2

*
REDUCE anxiety @ lesson
REVIEW subject/material
SELECT ways to START LESSON

Front 3

*Planning is dependent on what 3 ish things?

Back 3

*
CONTEXT of what you're teaching
CLASSROOM CLIMATE that teacher CAN control
CLASSROOM CLIMATE teacher CANNOT control

Front 4

*Most instructional approaches rely on what 4 basic elements (that SHOULD BE included in lesson plans) ?

Back 4

*
-OBJECTIVES
-MATERIALS NEEDED
-TEACHING ACTIVITIES & ACCOMODATIONS
-ASSESSMENT PROCEDURES

Front 5

*Objectives provide what 3 ish things?

Back 5

*
Selecting appropriate methods to teach and resources, Communicating the purpose to others, Planning appropriate assessment.

Front 6

*Well-stated objectives include what 2 things?

Back 6

*
CLEAR description of CONTENT matter
&
BEHAVIOR or PROCESS to be applied to the content

Front 7

*Higher level objectives involve what 5 behaviors?

Back 7

Application
Analysis
Synthesis
Evaluation
KITCH 'knows' A A S E

Front 8

*Teachers must assess the textbook in what light?

Back 8

* to the Unique Needs, Readiness, and Learning Styles of their students

Front 9

*PLANNING LESSONS can be improved by: (part 1)

Back 9

* Knowing students'learning needs
Addressing them while planning
Critically examining textbook/aids for appropriateness
Emphasizing BOTH lower & higher level objectives

Front 10

*PLANNING LESSONS can be improved by: (part 2)

Back 10

* Using range of of strategies,activities
Relating teaching activities to the objectives
Understanding teacher's content/strategy weaknesses
Including assessment in plans

Front 11

*During instruction, the teacher must complete WHICH TWO TASKS?

Back 11

*
Deliver Instruction &
Constantly Assess progress of instruction

Front 12

*Assessment during instruction is more spontaneous and informal. What indicators do teachers focus on?

Back 12

* Body Language
Participation
Facial Expression
Questions Students Ask

Front 13

*What reliability problems are there during Instructional Assessment?

Back 13

* hard to observe all students because of FAST PACE of instruction, and teachers often only observe or call on some, not all students

Front 14

*What validity problems are there during Instructional Assessment?

Back 14

*Teachers tend to lack objectivity @ their own lesson's success, and
tend to judge success by facial expressions and participation, instead of actual achievement.

Front 15

*QUESTIONING is the most valuable strategy to assessing during instruction. Why?

Back 15

* Provides info to teacher @ what kids are learning,
lets students articulate their OWN thoughts, reinforces important parts,
influences the pace of instruction

Front 16

*Good questioning techniques include what?

Back 16

* Both higher and lower level questions
Keeping questions related to objectives
Involving WHOLE class
Allowing enough "wait time" for answers
Probing answers with "follow up" questions to defend or explain
Never demeaning or embarassing a student

Front 17

educate

Back 17

to change the behavior of pupils;
to teach pupils to do things they could not previously do.

Front 18

curriculum

Back 18

curriculum: the Skills, Performances, Attitudes, & Values pupils are expected to learn from schooling.
Includes statements of desired pupil outcomes, descriptions of materials, & planned sequence that will be used to help attain outcomes.

Front 19

instruction

Back 19

instruction:
methods and processes by which pupils' behaviors are changed.

Front 20

achievement

Back 20

achievement:

what one has learned from formal instruction, usually in school

Front 21

ability

Back 21

ability:

what one has learned over a period of time from BOTH school and nonshcool sources;
one's general capability for performing tasks

Front 22

aptitude

Back 22

aptitude:

one's capability for performing a particular task or skill; (usually involves a narrower skill than ability ex.:math aptitude)

Front 23

higher level cognitive thinking

Back 23

h.level cog behavior:

intellectual processes that are more complicated thatn simple memorization; (problem solving, interpretation, analysis, & comprehension)

Front 24

lower level cognitive behavior

Back 24

lower level cog behavior:

Intellectual processes that involve only Memorization ( reciting number facts, writing spelling words, stating a poem from memory)

Front 25

affective behaviors

Back 25

affective behaviors:behaviors related to Feeling, Emotions, Values, Attitudes, Interest, & Personality
(nonintellective behaviors)

Front 26

psychomotor behaviors

Back 26

psychomotor behaviors:
behaviors related to the performance of physical & manipulative activities (holding a pencil, cutting w/scissors, buttoning buttons)

Front 27

goals

Back 27

goals:

broad objectives that define
Comprehensive, Visionary Objectives

Front 28

educational objectives

Back 28

ed. obj.

statements that describe a pupil accomplishment that will result from instruction;
describes Behavior pupil will learn, AND the Content

Front 29

instructional objectives

Back 29

instr. obj.

Specific Objectives
used to plan Daily Lessons