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41 Cards in this Set
- Front
- Back
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The major cognitive processes associated with student learning, including (7):
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Critical thinking
Creative thinking Higher-order thinking Inductive and deductive thinking Problem-structuring and problem-solving Invention Memorization and recall |
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Major categories of instructional strategies, including (9):
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Cooperative learning
Direct instruction Discovery learning Whole-group discussion Independent study Interdisciplinary instruction Concept mapping Inquiry method Questioning |
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Direct Instruction
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Madeline Hunter’s “Effective Teaching Model”
David Ausubel’s “Advance Organizers” Mastery learning Demonstrations Mnemonics Note-taking Outlining Use of visual aids |
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Student-Centered Models
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Inquiry Model
Discovery learning Cooperative learning (pair-share, jigsaw, STAF, teams, games, tournament) Collaborative Learning Concept models (concept development, concept attainment, concept mapping) Discussion models Laboratories Project-based learning Simulations |
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Critical thinking
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Evaluating the accuracy and worth of information of arguments.
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Creative thinking
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New and original behavior yields an appropriate and productive result.
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High-order thinking
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Thought that involves going beyond information specifically learned (e.g., application, analysis, synthesis, evaluation)
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Inductive thinking
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Formulating general principles based on knowledge of examples and details
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Deductive thinking
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Drawing conclusions by applying rules of principles; logically moving from a general rule or principle to a specific solution
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Problem solving
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Creating new solutions for problems
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Inquiry method
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Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions
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Discovery learning
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Bruner’s approach, in which students work on their own to discover basic principles- An approach to instruction whereby students develop an understanding of a topic, through firsthand interaction with the physical or social environment.
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Simulations
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The idea that skills and knowledge are tied to simulation in which they were learned and difficult to apply in new settings
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Cooperative Learning
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An approach to instruction whereby students work with their classmates to achieve group goals and help on another learn.
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Direct Instruction
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An approach to instruction that uses a variety of techniques (brief explanations, teacher questioning , rapid pacing, guided and independent practice) to promote learning of basic skills.
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Concept Mapping
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A diagram of concepts within an instructional unit and the interrelationships among them.
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Madeline Hunter “Effective Teaching Model”
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Get students set to learn
Provide information effectively Check for understanding and give guided practice Allow for independent practice (think about lesson plan ttemplate) |
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Mastery Learning
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Mastery Learning – An approach to instruction whereby students learn one topic thoroughly before moving to a more difficult one.
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Mnemonics
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A special memory aid or trick designed to help students learning and remember a specific piece of information.
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Methods for enhancing student learning through the use of a variety of resources and materials:
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Computers, Internet resources, Web pages, e-mail
Audio-visual technologies such as videotapes and compact discs Local experts Primary documents and artifacts Field trips Libraries Service Learning |
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Techniques for planning instruction to meet curriculum goals, including the incorporation of learning theory, subject matter, curriculum development and student development:
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National and state learning standards
State and local curriculum frameworks State and local curriculum guides Scope and sequence in specific disciplines Units and lessons Behavioral objectives: affective, cognitive, psychomotor Learner objectives and outcomes |
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Techniques for creating effective bridges between curriculum goals and students’ experiences:
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Modeling
Guided practice Independent practice, including homework Transitions Activating students’ prior knowledge Anticipating preconceptions Encouraging exploration and problem-solving Building new skills on those previously acquired |
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Types of assessments
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Standardized tests – Tests given, usually nationwide, under uniform procedures
Norm-referenced – Assessment of students’ achievement in relation to one another Criterion-referenced – Testing in which scores are compared to a set performance standard Achievement tests – Standardized test measuring how much students have learned in a given content area. Aptitude tests – Tests meant to predict future performance Structured observations Anecdotal notes Assessment of prior knowledge – reminding students of information they have already learned relative to a new topic Student responses during a lesson Portfolios – A systematic collection of a student’s work over a lengthy period of time Essays written to prompts Journals Self-evaluation – The process of evaluating one’s own performance or behavior Performance assessment – Assessment in which students demonstrate their knowledge and skills in a nonwritten fashion |
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Characteristics of Assessments
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Validity – The extent to which an assessment instrument actually measures what it is intended to measure.
Reliability – The extent to which an assessment instrument yields consistent information about the knowledge, skills, and abilities one is trying to measure Norm-referenced – A score that indicates how a student’s performance on an assessment compares with the average performance of other students (I.e., with the performance of a norm group) |
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Criterion Referenced Assessment
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Criterion-referenced – A test score that specifically indicates what students know and can do.
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Mean
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The arithmetic average of a set of scores. It is calculated by adding all scores and then dividing by the total number of people who have obtained those scores.
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Median
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Middle score in a group of scores
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Mode
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Most frequently occurring score
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Analytical scoring
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Scoring students’ performance on an assessment by evaluating various aspects of their performance separately
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Holistic scoring
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Summarizing students’ performance on an assessment with a single score
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Rubrics
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A list of components that performance on an assessment task should ideally include; used to guide the scoring of students’ responses
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Percentile rank
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A test score that indicates the percentage of people in the norm group getting a raw score less than or equal to a particular student’s raw score.
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Stanine
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A standard score with a mean of 5 and a standard deviation of 2; it is always reported as a whole number
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Raw Score
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Raw score – A test score based solely on the number or point value of correctly answered items
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Grade equivalent score
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Measure of grade level based on comparison with norming samples for each grade
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Standard Deviation
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A statistic that reflects how close together or far apart a set of scores are and thereby indicates the variability of the scores
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Standard error of measurement
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A statistic estimating the amount of error likely to be present in a particular score on a test or other assessment instrument
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Uses of assessments
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Formative evaluation
Summative evaluation Diagnostic evaluation |
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Formative Evaluation
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An evaluation conducted during instruction to facilitate students’ learning
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Summative Evaluation
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An evaluation conducted after instruction is completed and used to assess students’ final achievement
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Major laws related to students’ rights and teacher responsibilities
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Equal education
Appropriate education for handicapped Confidentiality and privacy Appropriate treatment of students Reporting in situations related to possible child abuse |
