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32 Cards in this Set
- Front
- Back
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Seven sequential steps of effective teaching |
1. Diagnosing the learning situation 2. Planning the course 3. Planning the instruction 4. Guiding learning activities 5. Evaluating learning 6. Reflecting 7. Following up |
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All of the learning experiences, intended and unintended, that take place under the sponsorship of the school |
Curriculum |
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A technique for gathering data on what is actually being taught through the course of a school year |
Curriculum Mapping |
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Backward Design Model |
1. Identify desired outcomes and results 2. Determine what constitutes acceptable evidence of competency 3. Plan learning activities to achieve these competency levels |
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Regards learning primarily as cognitive development and the acquisition of knowledge and information |
Subject-centered curriculum |
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Focuses on student needs, interests, and activities. |
Student-centered curriculum |
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A form of teaching and learning that draws upon learning knowledge and skills of a variety of discipline areas as they become necessary in problem solving |
Curriculum integration |
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A statement of what your students should be able to do after instruction Place emphasis on student outcomes or performance |
Objective |
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Teachers are responsible for the quality of their instruction and the progress of their students |
Teacher Accountability |
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1. Establishment of Objectives 2. Instructional Activities 3. Evaluation |
Three-stage Accountability Model |
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Broad statements used to describe the purposes of schooling or the purposes of a course "The student will develop computer literacy" |
Educational Goals |
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Precisely communicates learning intent 1. Performance 2. Product 3. Conditions 4. Criterion "Given a set of specific requirements, the student will be able to use a word-processing program to write a one-page paper with no errors." |
Instructional Objectives |
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Abbreviated instructional objectives. - omits conditions and criterion Specify only the student performance and the product. "The student will be able to use a word-processing program." |
Informational Objectives |
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Objectives concerned with students' thinking and reasoning abilities |
Cognitive Domain |
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The simple recall or recognition of previously learned materials "The student will be able to name the food groups represented on the food pyramid." |
Knowledge |
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Extending beyond the memorization of previously learned material to change its form or make simple interpretations. First level of understanding "The student will be able to describe how vitamins and minerals help the body remain healthy." |
Comprehension |
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Putting learned information to use in reaching a solution or accomplishing a task "Given a list of various food items, the student will be able to categorize the items according to their food groups with 90% accuracy." |
Application |
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Breaking down complex material into its component parts so it can be better explained "Given the menu from a fast-food restaurant, the student will be able to identify the nutritious elements (if any) of a fast-food meal." |
Analysis |
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Combining available elements to form a new whole with a new and unique form "Given an imaginary budget, the student will plan 1 week's menu of nutritious meals aligned with the food pyramid guidelines." |
Synthesis |
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Making a judgement to the value of materials or ideas. Criteria or standards must be given or determined. "The student will write a persuasive letter to the school principal to precipitate change in the cafeteria menu." |
Evaluation |
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Objectives concerned with the development of students' attitudes, feelings, and emotions |
Affective Domain |
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Being aware of and willing to attend freely to stimuli and messages in the environment "The student will demonstrate awareness that there is a class pet in the classroom" |
Receiving |
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Freely attending to stimuli and voluntarily reacting to those stimuli. "The student will volunteer to clean the hamster's cage." |
Responding |
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Voluntarily giving worth to an idea, a phenomenon, or a stimulus "After seeing a classmate poke items in the hamster's cage, the student will state three reasons why the hamster is entitled to a safe, peaceful existence." |
Valuing |
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Building an internally consistent value system. A set of criteria is established and applied in choice-making. "The student will conduct and share additional research about how class pets help children learn to care for themselves and others." |
Organizing |
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Consistently acting according to a value and being firmly committed to the experience "The student will organize a fund raising effort to earn money to buy class pets for all of the school's classrooms." |
Characterizing by a Value or Value Complex |
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Objectives relate to the development of muscular abilities that range from simple reflex movements to precision and creativity in performing a skill |
Psychomotor Domain |
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Movements that form the basic building blocks for the higher level movements "The student will be able to stand on a stationary skateboard without falling off. |
Fundamental Movement |
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Carrying out the basic rudiments of a skill when given directions and under supervision "Under supervision, the student will be able to propel the skateboard without stopping for at least 5 minutes." |
Generic Movement |
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Competence in performing a skill ably and independently "The student will be able to perform a kickflip without pausing to think." |
Ordinate Movement |
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The ability to produce and compose motor options that serve the personal purposes of the performer "Using proper safety equipment, the student will be able to perform a skateboard routine using multiple surfaces, three tricks, and some personal razzle-dazzle." |
Creative Movement |
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Blooms Taxonomy |
