Chapter 8 Instructional Strategies

Front 1

Teacher-directed instruction:

Back 1

Approach to instruction in which the teacher is largely in control of the content and course of the lesson.

Front 2

Learner-directed instruction:

Back 2

Approach to instruction in which students have considerable control regarding the issues they address and the ways to address them.

Front 3

Instructional goals:

Back 3

Desired long-term outcome of instruction.

Front 4

Instructional objectives:

Back 4

Desired outcome of a lesson or unit.

Front 5

Backward design:

Back 5

Approach to instructional planning in which a teacher first determines the desired end result (i.e., what knowledge and skills students should acquire), then identifies appropriate assessments, and finally determines appropriate instructional strategies.

Front 6

Standards:

Back 6

General statements regarding the knowledge and skills that students should gain and the characteristics that their accomplishments should reflect.

Front 7

Common Core State Standards:

Back 7

Set of standards that most U.S states have adopted to guide instruction and assessment in English-language arts and mathematics.

Front 8

Bloom’s taxonomy:

Back 8

Taxonomy of six cognitive processes, varying in complexity that lessons might be designed to foster.

Front 9

Task analysis:

Back 9

Process of identifying the specific behaviors, knowledge, or cognitive processes necessary to master a particular topic or skill.

Front 10

Lesson plans:

Back 10

Predetermined guide for a lesson that identifies instructional goals or objectives, necessary materials, instructional strategies, and one or more assessment methods.

Front 11

Teachable moment:

Back 11

o Situation or event (often unplanned) in which students might be especially predisposed to acquire particular knowledge or skills.

Front 12

Expository instruction:

Back 12

Approach to instruction in which information is presented in essentially the same form in which students are expected to learn it.

Front 13

Advanced organizer:

Back 13

Introduction to a lesson that provides an overall organizational scheme for the lesson.

Front 14

Direct instruction:

Back 14

Approach to instruction that uses a variety of techniques (e.g., explanations, questions, guided and independent practices) in a fairly structured manner to promote learning of fundamental knowledge and skills.

Front 15

Intelligent tutoring system:

Back 15

Computer-based instructional program that provides individually tailored instruction and practice, plus ongoing guidance and feedback, related to a particular topic and set of skills.

Front 16

Computer-based instruction (CBI):

Back 16

Academic instruction provided by means of specially designed computer software and/or Internet websites.

Front 17

Lower level questions:

Back 17

Introduction to a lesson that provides an overall organizational scheme for the lesson.

Front 18

Higher-level questions:

Back 18

Question that requires students to use previously learned information in a new way- that is, to engage in complex cognitive processes.

Front 19

Mastery learning:

Back 19

Approach to instruction in which students learn one topic thoroughly before moving to a subsequent one.

Front 20

Cooperative learning:

Back 20

Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn.

Front 21

Hypermedia

Back 21

Collection of computer-based and electronically linked multimedia materials (e.g., text, pictures, sound, animations) that students can examine in a sequence of their own choosing.

Front 22

Peer tutoring:

Back 22

Approach to instruction in which one student provides instruction to help another student master a classroom topic.

Front 23

Service learning:

Back 23

Activity that promotes learning and development through participation in a meaningful community service project.

Front 24

Standard English:

Back 24

Form of English generally considered acceptable at school, as reflected in textbooks and grammar instruction.

Front 25

Dialect:

Back 25

Form of a language that has certain unique pronunciations, idioms, and grammatical structures and is characteristic of a particular region or ethnic group.

Front 26

African American English:

Back 26

Dialect of some African American communities that is characterized by certain pronunciations, idioms, and grammatical constructions different from those of Standard English.

Front 27

IRE cycle:

Back 27

Adult-child interaction marked by adult initiation (usually a question), child response, and adult evaluation.

Front 28

Differentiated Instruction:

Back 28

Practice of individualizing instructional methods-and possibly also individualizing specific content and instructional goals- to align with each students’ existing knowledge, skills, and needs.