Direct Field Experience I Exam

Front 1

Instructional Objectives

Back 1

1) performance, 2) product, 3) condition, 4) criterion

Front 2

Writing Lesson Objectives

Back 2

start with SWBAT, insert a verb that is "measurable", and include PPCC to assess how well the student accomplished the objective

Front 3

Domains of Learning

Back 3

Cognitive (Bloom's taxonomy), Affective (attitudes that promote behaviors), and Psychomotor (perception, set, guided response, mechanism, complex overt response, adaptation, and orientation)

Front 4

List the four criteria for judging the QUALITY of an informational or instructional objective.

Back 4

PPCC (performance product conditions criteria)

Front 5

What is the National Board for Professional Teaching Standards?

Back 5

formed to establish high and rigorous standards for teachers, develop and operate a voluntary system to assess and certify teachers who meet these standards, and to advance related education reforms for the purpose of improving student learning in U.S. schools

Front 6

What is the Interstate New Teacher Assessment and Support Consortium?

Back 6

formed to create "board-compatible" standards that could be reviewed by professional organizations and state agencies as a basis for licensing beginning teachers

Front 7

List the 5 propositions essential to effective teaching from NBPTS

Back 7

1) committed to students and their learning
2) know the subjects you're teaching and how to teach them
3) responsible for managing and mentoring
4) members of learning communities
5) think systematically about teaching and learn from experience

Front 8

List the goals of Reflective Teaching.

Back 8

Achieve empathy, establish cooperative relationships, become realistic, attain confidence, express enthusiasm, become flexible, and become self-reliant

Front 9

List 4 characteristics of classrooms that will affect what you observe in your assigned classroom

Back 9

1) rapid pace 2) interruptions 3) social dynamics 4) immediacy

Front 10

List 4 factors other than instructional ones that can contribute to teacher effectiveness

Back 10

1) learning classroom climate 2) classroom management 3) lesson clarity 4) instructional variety

Front 11

List the 8 "lenses" for teacher/classroom observation

Back 11

1) consider learning climate 2) focus on classroom management 3) look for lesson clarity 4) verify variety 5) observe task orientation 6) examine engagement 7) measure student success 8) look for higher thought processes and performance outcomes

Front 12

List 6 sources of influence on observations from outside ourselves.

Back 12

1) student ability and achievement 2) classroom characteristics 3) participatory and cooperative student behavior 4) experience and education of the teacher 5) school, grade, and subject matter 6) individual and cultural diversity

Front 13

List 3 sources of influence on observations from inside ourselves

Back 13

1) your own experiences in school 2) recent influences and training 3) who might be watching and who might find out

Front 14

What is the learning climate?

Back 14

the classroom's physical and emotional environment

Front 15

What is classroom management?

Back 15

how teachers organize the classroom and anticipate and respond to student behavior to provide an environment for efficient learning

Front 16

What is lesson clarity?

Back 16

a teacher's ability to speak clearly and directly and to organize and structure content at the student's current level of understanding

Front 17

What is instructional variety?

Back 17

the teacher's use of different modes of learning (visual, oral, and tactile) to arouse and maintain student interest and attention

Front 18

What is task orientation?

Back 18

effective teaching practices that help the teacher maintain an instructional focus, such as methods of managing classroom activities efficiently, way of handling misbehavior, reducing instructional time, and maximizing time devoted to content coverage

Front 19

What is student engagement?

Back 19

providing exercises, problem sets, and activities that allow students to think about, act on, and practice what they learn

Front 20

What are higher thought processes?

Back 20

critical thinking, reasoning, and problem-solving behaviors that alone cannot be measured by tests of cognitive achievement

Front 21

What is selective perception?

Back 21

seeing what we want to see or allowing our perceptions to be unduly influenced by factors outside the immediate context of the observation

Front 22

What is professionalism?

Back 22

dressing, acting, and carrying one's self in a way that is deemed acceptable in a work or professional setting

Front 23

List 7 ways to create and maintain a positive relationship with the teacher you are observing

Back 23

introduce yourself, identify your goals for observation, determine where you will sit, find out about the day's lesson you are observing, find out about the students, thank them for letting you observe, be careful what you say about their class outside of their classroom as well

Front 24

List 3 tasks you will be doing during the observation

Back 24

get comfortable, wait out the disturbance of your presence, scan the room broadly

Front 25

What will you be doing during the observation?

Back 25

Thank the teacher, give an example as to why he/she was helpful, then find a quiet place to reflect/review

Front 26

Describe 3 general methods for recording behaviors in a classroom.

Back 26

narrative reports (aka open-ended reports) are the least structured. They don't specify exact behavioral signs but simply describe events, in written form, as they occur. Types include anecdotal reports, ethnographic records, thematic notes, and visual maps. Rating scales are more structured. They record behaviors you observe as well as the degree of behavior observed. Types include checklists, summated ratings, 5-point scales, and 7-point scales. Classroom Coding systems help you record the frequency with which various teacher and student behaviors occur (aka low-inference observation systems). Types include counting systems and sign systems

Front 27

What is factual data?

Back 27

objective and is more useful than interpretive data

Front 28

What is interpretive data?

Back 28

subjective and involves a judgment on the part of the observer

Front 29

List 6 ways of recoding behaviors in the classroom

Back 29

1) thematic notes 2) counting systems 3) ethnographic records 4) visual maps 5) sign systems 6) 5-point scales

Front 30

List the seven step procedure for writing lesson plans

Back 30

1) determine content 2) write objectives 3) plan intro 4) select instructional strategy 5) plan closure 6) plan evaluation 7) redetermine content

Front 31

List the 3 behaviors that set the stage for achieving lesson clarity

Back 31

1) informing learners of the objective 2) providing learners with an advance organizer 3) checking for lesson-relevant prior knowledge before starting the lesson and reteaching, if necessary

Front 32

What is a verbal marker?

Back 32

verbal statements at the beginning of a lesson to indicate how the content will be needed in the future

Front 33

What is an advance organizer? Give an example.

Back 33

a concept presented orally or in visual form, usually at the beginning of a lesson, to give an overview of the day's work as well as topics to which it will subsequently relate. An example would be discussing the origins of pollution before describing its effects.

Front 34

Why is it important to teach at the level of current understanding of the students?

Back 34

several levels of achievement are likely to be present within the classroom

Front 35

What is differentiated instruction?

Back 35

to maximize each student's academic success and personal growth as a learner by meeting each student where he or she is at and providing the needed instruction and resources that lift the learner to the next step on the learning ladder

Front 36

List 6 methods of instruction that can be used to differentiate instruction

Back 36

1) task ability grouping, 2) peer tutoring, 3) learning centers, 4) review and follow-up materials, 5) self-paced software, programmed texts, and audiolingual devices, 6) games, simulations, and role playing

Front 37

List 4 behaviors by students that can be observed when instruction is above the level of the learners

Back 37

1) off-task and inattentive 2) answers questions incorrectly 3) don't understand questions when asked 4) posture and eyes not in tune w/ instruction

Front 38

What is transmediation? Give an example.

Back 38

a method of recasting that is the expression of an idea across media forms. An example would be students who explore the properties of triangles in written form during a lesson might review these properties by creating a simple musical jingle

Front 39

What is social framing? Give an example.

Back 39

the context in which a message, such as a lesson, is received and understood. A teacher implicitly sets a frame for the lesson that conveys what the learner is expected to learn. An example would be, "Today's lesson will expect you to know how to (blank)."

Front 40

List 3 effective framing devices that encourage the development of warmth and respect in the classroom

Back 40

1) self-disclosure 2) humor 3) dialogue