Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
25 Cards in this Set
- Front
- Back
|
a means of coordinating the implementation of a set of procedures.
|
strategy
|
|
|
the art of planning some course of action and coordinating the implementation of that plan
|
strategy
|
|
|
arranging experiences from which students can learn
|
essence
|
|
|
represent a format in which a teacher brings knowledge, culture, and the world at large to the students
|
classroom lessons
|
|
|
what are the categories of instructional experiences
|
classroom lessons
multimedia presentations guest speakers field trips |
|
|
a means of delivering instruction by specifically explaining or demonstrating a skill and having the students attempt to replicate it
|
direct instruction
|
|
|
an instructional technique that emphasizes the repetition of previously learned information or skills to hone the skill or provide a strong cognitive link to the information to improve remembering it
|
drill and practive
|
|
|
an instructional technique in which the teacher takes the active role of providing information while students take a more passive role by listening. Characterized by limiting dialogue between teacher and student
|
lecture
|
|
|
the process of thinking critically about experiences or observations and making connections with other ideas and/or drawing inferences for further consideration
|
reflection
|
|
|
instructional technique in which the teacher poses questions soliciting content-specific responses from the student
|
question and answer
|
|
|
requires that a student receive information and then consider it with regard to his own experiences and interpretations
|
reflection
|
|
|
what are the three ways to do question and answer
|
the students question the teacher
the teacher questions the students assess the students' acquisition of particular information |
|
|
the process of taking information and creating new ideas or adapting it in original ways
|
divergent thinking
|
|
|
the process of taking one or more sources of information and drawing conclusions about their characteristics or implications
|
convergent thinking
|
|
|
involves the interchange of ideas.
|
discussion
|
|
|
a technique used to foster students' ability to direct their own learning.
|
mental modeling
|
|
|
an approach to instruction that focuses on students' personal experiences as the foundation for conceptual development. students are expected and assisted to use their prior knowledge as a basis for making inferences and drawing conclusions
|
discovery learning
|
|
|
a sophisticated technique that attempts to engage students in generating relevant and meaningful questions about the topic under consideration
|
inquiry
|
|
|
what are the four phase learning cycle
|
introduction
exploration concept development application |
|
|
which parts of the taxonomy is teacher focused
|
direct instruction
drill and practice lecture |
|
|
which parts of the taxonomy is dialogue oriented
|
question and answer
discussion |
|
|
which parts of the taxonomy is student focused
|
mental modeling
discovery learning inquiry |
|
|
observing student academic and social behavior, both individually and collectively, during a variety of activities
|
monitoring
|
|
|
the ability to make adaptations or major changes in diagnostic, instructional, or evaluative procedures based on an awareness of student behavior. it depends on careful monitoring
|
flexibility
|
|
|
those who engage in personal and professional behavior that provides an opportunity for students to observe desirable characteristics in practice
|
role models
|
