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;
18 Cards in this Set
- Front
- Back
|
Individual Work |
Assess student’s capabilities and skills in a particular curricular concept. |
|
|
Directed silent reading |
For proficient readers. give pre reading activities. Use info from passage, discussion or paper. Students must be able to have time, motivation and comprehension. |
|
|
Internet Search |
Access to a lot of info. Can work in pairs. Learn internet research skills |
|
|
Portfolio |
Student work that demonstrates level of achievement. Good for goals, and growth. Increases student interest and motivation. |
|
|
Projects |
Fits student, part of the lesson. teacher creates boundaries, but student pursues within boundary. |
|
|
Short Term Project |
completed in class. flow of curriculum. easy to monitor. |
|
|
Long Term Project |
After curricular goals have been meet. In class and at home, Checkpoints. |
|
|
Minute Paper |
3-5 Sentence narrative. personal essay on what was learned. What are the holes? |
|
|
Double Entry Notebook |
Note taking, personal message. organization. retention, communication. All can write in it. Notes or question on class notes. Students process information. |
|
|
Highlighting |
Important concepts, ideas, skills. Fun and adds color. Emphasizes important parts of lesson/steps. |
|
|
Differentiation |
Treat students based on academic needs. Assess students, and then teach lessons with a variety of methods to meet the need of each student. All students held to equal accountability. |
|
|
Summary Activities |
Independent curricular based projects students can personalize. |
|
|
Open-eded assignments |
target curricular process, creative problem solving, critical thinking, freedom. hands on projects. Ind and Group |
|
|
Authentic Situations |
allow students to understand difficult concepts in real world terms that they can relate to in meaningful and specific ways. The authenticity should reflect community values, vernacular, and other localized characteristics. |
|
|
Learning Centers |
allow students varying amounts of time to complete multiple tasks which increases the opportunity for differentiation. |
|
|
Flexible Grouping |
group students with similar academic characteristics. Fluid |
|
|
Flexible pacing |
Provide additional time for struggling learnings. |
|
|
Tiered lessons (or Tiered curriculum) |
layered lessons, pick what works with your learning style. Teacher is facilitator. |
