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34 Cards in this Set
- Front
- Back
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Socioeconomic Status |
(SES) Degree of wealth or level of poverty |
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Race |
Skin Color |
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Ethnicity |
Shared nationality groups |
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Academically Challenged |
Low achievers |
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Academically Gifted |
High achievers or advanced creative ability |
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Multicultural Education |
How all students learn about adapting to shared similarities and differences.
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Culturally-relevant Teaching |
teaches to students with respect and regards to diversity |
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Interdisciplinary Planning |
Creating lesson plan and guiding instruction based on diversity |
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Long-range Goals |
What is to be accomplished through instruction at the end of the lesson, unit, etc. |
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Long-range Plans |
Lesson plans that are created for an extended period of time. (i.e. semester, six-weeks, thematic unit, etc.
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Formula for Writing Objectives |
ABCD= Audience+Behavior+Condition+Degree |
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Observable Behaviors |
Written into objectives to determine the specific behaviors to be observed at the lesson's end. |
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Comprehension Level |
An understanding of knowledge. |
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Analysis Level |
Dividing up a complex problem into manageable parts. |
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Synthesis Level |
Using learned concepts to develop something new. |
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Evaluation Level |
Students display creation and support of their judgements. |
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Degree if Proficiency |
At what degree and point can you confirm that a child has learned the material. |
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Elements of a Good Objective |
the exact learner (student)+observable/measurable behavior (progress)+ circumstance/condition under which the behavior will be measured (Measure)+ assessment of behavior (assess) |
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Rationale |
The ultimate reason why students should learn something new. |
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Integrated Subjects |
aka: interdisciplinary studies
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Intradisciplinary (integration) |
Ensuring that sub-categories within a content area overlap |
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Interdisciplinary (integration) |
making connections between and among other subject areas somewhere within each lesson or within integrated thematic units. |
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Focus Activity |
aka: hoot, intro, induction, anticipatory set |
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Authentic Activities |
Creating objectives and teaching strategies that are more "real world" |
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Rubric |
An assessment table that defines student expectations and is available prior to assignments |
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Sponge Activity |
an independently completed assignment that allow children to focus and complete work during a the start of the day or during a prolonged transition. |
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Bidialectism |
speaking a home/casual or school/business dialect at the appropriate time |
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Cognitive Academic Language Proficiency (CALP) |
as a language learner, being able to use a language for abstract, academic purposes (5-7 y/o) |
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Hidden Curriculum |
what is learned by students that the teacher did not explicitly teach. |
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Least Restrictive Environment (LRE) |
By law, students labled "differently-abled," are to be placed in regular ed classrooms. |
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Sheltered English Program |
a plan in which second language children are placed in classes where content is taught in modified English |
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Constructivism |
the role of the learner to build his/her own understanding while making sense of the world |
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Convergent Thinking |
one answer and/or one way to arrive at an answer |
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Operant Conditioning |
learning as a result of reinforcement or punishment from the environment |
