Competency 3 (Becoming An Ec-6 Teacher In Texas)

Front 1

age appropriateness

Back 1

planning & providing learning based on the age or growth of a child

Front 2

analysis level

Back 2

breaking apart a complex problem into parts (Blooms' Taxonomy)

Front 3

application level

Back 3

applying what has been learned (Bloom's Taxonomy)

Front 4

authentic activities/conditons

Back 4

making real-world connections in activities

Front 5

closure

Back 5

summing up a lesson or reflection on the lesson

Front 6

comprehension level

Back 6

demonstration that understanding (Bloom's Taxonomy)

Front 7

connections to the community

Back 7

part lesson that connects new learning to a place in student's world

Front 8

cooperative learning

Back 8

working in small groups or in pairs

Front 9

diagnosis

Back 9

determining instruction that matches a child's needs

Front 10

evaluation level

Back 10

making judgements (Bloom's Taxonomy)

Front 11

focus

Back 11

something used to entice students into the lesson

Front 12

goal

Back 12

what the teacher wants the students to learn; objectives

Front 13

integrated or thematic approach

Back 13

integrating many subjects under one umbrella

Front 14

interdisciplinary

Back 14

makes connections with various subjects or content areas

Front 15

intradisciplinary

Back 15

makes connections within one specific area

Front 16

knowledge level

Back 16

recalling information (Bloom's Taxonomy)

Front 17

long-range goals

Back 17

teacher's aims for the entire year in all subject areas

Front 18

long-range plans

Back 18

knowledge and skills to be taught during a specific time

Front 19

mean

Back 19

an average

Front 20

median

Back 20

a score in the middle of a range of scores

Front 21

miniclosure

Back 21

pausing during the lesson to sum or reflect on the lesson

Front 22

mode

Back 22

most frequent occurring score

Front 23

objective

Back 23

the measurable degree of what is expected of a student

Front 24

observable behavior

Back 24

behaviors for objectives that can be measured

Front 25

play

Back 25

voluntary suspended reality; (i.e., games)

Front 26

prior knowledge

Back 26

knowledge that a student already possesses

Front 27

project (project learning)

Back 27

long-term study of a subject, becoming "expert" in area

Front 28

rationale

Back 28

reasoning behind a lesson

Front 29

raw score

Back 29

how many items answered correctly on a test

Front 30

rubric

Back 30

outline of expectations of an assigment; assessment tool

Front 31

scaffolding

Back 31

a gradule change in support moving from guided practice to individual as child progresses

Front 32

scale score

Back 32

comparison of score with minimum standard

Front 33

scope

Back 33

how deep a teacher goes into a topic

Front 34

sponge activity

Back 34

an individual activity for student to focus until actual lesson begins

Front 35

state/district goals

Back 35

standards or guidelines teachers have to consider

Front 36

student background

Back 36

information about the student that the teacher should consider

Front 37

student choice

Back 37

allowing students to choose how they demonstrate learning

Front 38

student interests

Back 38

what students like that can cause students to be more drawn into particular subjects

Front 39

synthesis level

Back 39

put togther or applying new concepts (Bloom's Taxonomy)

Front 40

TAKS

Back 40

state test that tests students knowledge of the TEKS (replaced by STAAR)

Front 41

teacher input

Back 41

part of the lesson where the teacher utilizes guided practice to help students gain new information

Front 42

TEKS

Back 42

standers set forth by the state then tested on the TAKS test

Front 43

thematic units

Back 43

many lesson that fall under one topic

Front 44

transition

Back 44

moving from one activity, lesson or content to another