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29 Cards in this Set

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*Instructional process includes what 3 steps?
*1-Identifying desirable objectives for learning
2-Selecting materials and roviding instruction
3-Assessing whether students have learned
*Instructional PLANNING helps the teacher in what 3 ish ways?
*
REDUCE anxiety @ lesson
REVIEW subject/material
SELECT ways to START LESSON
*Planning is dependent on what 3 ish things?
*
CONTEXT of what you're teaching
CLASSROOM CLIMATE that teacher CAN control
CLASSROOM CLIMATE teacher CANNOT control
*Most instructional approaches rely on what 4 basic elements (that SHOULD BE included in lesson plans) ?
*
-OBJECTIVES
-MATERIALS NEEDED
-TEACHING ACTIVITIES & ACCOMODATIONS
-ASSESSMENT PROCEDURES
*Objectives provide what 3 ish things?
*
Selecting appropriate methods to teach and resources, Communicating the purpose to others, Planning appropriate assessment.
*Well-stated objectives include what 2 things?
*
CLEAR description of CONTENT matter
&
BEHAVIOR or PROCESS to be applied to the content
*Higher level objectives involve what 5 behaviors?
Application
Analysis
Synthesis
Evaluation
KITCH 'knows' A A S E
*Teachers must assess the textbook in what light?
* to the Unique Needs, Readiness, and Learning Styles of their students
*PLANNING LESSONS can be improved by: (part 1)
* Knowing students'learning needs
Addressing them while planning
Critically examining textbook/aids for appropriateness
Emphasizing BOTH lower & higher level objectives
*PLANNING LESSONS can be improved by: (part 2)
* Using range of of strategies,activities
Relating teaching activities to the objectives
Understanding teacher's content/strategy weaknesses
Including assessment in plans
*During instruction, the teacher must complete WHICH TWO TASKS?
*
Deliver Instruction &
Constantly Assess progress of instruction
*Assessment during instruction is more spontaneous and informal. What indicators do teachers focus on?
* Body Language
Participation
Facial Expression
Questions Students Ask
*What reliability problems are there during Instructional Assessment?
* hard to observe all students because of FAST PACE of instruction, and teachers often only observe or call on some, not all students
*What validity problems are there during Instructional Assessment?
*Teachers tend to lack objectivity @ their own lesson's success, and
tend to judge success by facial expressions and participation, instead of actual achievement.
*QUESTIONING is the most valuable strategy to assessing during instruction. Why?
* Provides info to teacher @ what kids are learning,
lets students articulate their OWN thoughts, reinforces important parts,
influences the pace of instruction
*Good questioning techniques include what?
* 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
educate
to change the behavior of pupils;
to teach pupils to do things they could not previously do.
curriculum
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.
instruction
instruction:
methods and processes by which pupils' behaviors are changed.
achievement
achievement:

what one has learned from formal instruction, usually in school
ability
ability:

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

one's capability for performing a particular task or skill; (usually involves a narrower skill than ability ex.:math aptitude)
higher level cognitive thinking
h.level cog behavior:

intellectual processes that are more complicated thatn simple memorization; (problem solving, interpretation, analysis, & comprehension)
lower level cognitive behavior
lower level cog behavior:

Intellectual processes that involve only Memorization ( reciting number facts, writing spelling words, stating a poem from memory)
affective behaviors
affective behaviors:behaviors related to Feeling, Emotions, Values, Attitudes, Interest, & Personality
(nonintellective behaviors)
psychomotor behaviors
psychomotor behaviors:
behaviors related to the performance of physical & manipulative activities (holding a pencil, cutting w/scissors, buttoning buttons)
goals
goals:

broad objectives that define
Comprehensive, Visionary Objectives
educational objectives
ed. obj.

statements that describe a pupil accomplishment that will result from instruction;
describes Behavior pupil will learn, AND the Content
instructional objectives
instr. obj.

Specific Objectives
used to plan Daily Lessons