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8 Cards in this Set

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specified skills and tasks (and the quantity to be given) should be able to be accomplished both physically and mentally by a learner at a participate age and/or stage of development. The knowledge to be taught is also to judged to be suitable for a particular age in terms of interest and in terms of topics and presentations seen as suitable for young persons.
analysis level
the fourth level of thinking in Bloom's taxonomy, in which learners break a complex problem into parts. This is considered to be a higher level of thinking.
application level
the third level of thinking in Bloom's taxonomy, in which students must use or apply knowledge they have learned in some manner by solving, constructing, demonstrating, and so forth. The application level is considered lower-level thinking.
determining how much learning has taken place.
authentic activities/conditions
activities that support real-world connections by attempting to include products and performances that are from or seem more connected to the real world in their applications (writing a letter that will be sent rather than just copying a form, etc.)
at the end of a topic and/or lesson, teachers ask students to sum up or reflect on the important parts of the lesson in some way.
comprehension level
the second level of thinking in Bloom's taxonomy, in which learners demonstrate their understanding by explaining, illustrating, comparing, and so forth. The comprehension level is considered a lower level of thinking.
cooperative learning
instruction that is structured for partners or small groups to work together.