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53 Cards in this Set
- Front
- Back
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3 essential teacher characteristics
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knowledge, skills, dispositions
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3 basic teaching functions
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planning, implementing, assessing
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reflection
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thinking about education in a way that involves the ability to take responsibility for actions and make rational choices
constant improvements |
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planning
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organizing and decisions about implementing and evaluating
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percentage of time spent planning
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10-20%
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4 planning phases
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preplanning
active planning ongoing planning post planning |
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preplanning
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mental prep before instruction
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active planning
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decisions made
commitment to a specific plan |
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ongoing planning
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during instruction, fine-tuning
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post planning
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evaluate instruction, reflect, how to improve
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linear-rational model
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plan>instruct>assess is an ongoing cycle
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mental image approach
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mental picture>written plans
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aims
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broad, abstract, general
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goals
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statements of purpose, things you'll accomplish in a subject
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learning objectives
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what students will be able to do
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performance objectives
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daily, stated in behavioral term
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backward mapping
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begin with end in mind and what outcome is to be achieved
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team planning
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by subject or grade level
interdisciplinary planning |
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teacher-student planning
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taking student suggestions in mind when planning
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aspects to using academic time wisely
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time on task
academic learning time task itself must be relevant and lead to a successful outcome |
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course planning
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year/semester/trimester/quarter
goals for course outline of content syllabus |
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term planning
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content within grading period
curriculum guides for pacing, goals, and sequencing weekly plans |
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unit planning
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subdivision of course based on theme
organize into file folders |
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5 steps in unit planning
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goals
rationale outline content sequence lessons evaluation |
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weekly plans
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plan book daily
objectives, strategies, resource books, page #'s, assignments |
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3 parts of an effective lesson
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introductory activities
developmental activities closing activities |
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2 types of closing activities
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content and procedural
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3 parts of a performance objective
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action, condition, criterion
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action statement
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what students will be able to do or what they will know as a result of lesson
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condition statement
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materials, time limits, location
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criterion statement
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standard of performance
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Bloom's taxonomy
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higher levels more complex (4-6)
lower levels more simple (1-3) knowledge comprehension application analysis synthesis evaluation |
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3 learning domains
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cognitive, affective, psychomotor
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cognitive
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mental/intellectual skills
80% |
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affective
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attitudes toward learning
10% |
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psychomotor
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physical movement
10% |
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3 elements of curriculum that can be differentiated
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content, process, products
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4 types of instructional strategies
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direct, inductive, social, independent
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direct instruction
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teacher-centered
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inductive instruction
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teacher-assisted, inquiry
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social instruction
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peer-assisted, teacher as facilitator
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independent instruction
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student-centered
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3 aspects of UDL
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multiple means of representation
multiple means of expression multiple means of engagement |
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10 sources of student diversity
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cognitive area
affective area physical area learning styles gender language cultural diversity exceptionalities students at risk socioeconomic status |
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left-brain
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analytical, logical, concrete, sequential
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right-brain
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visually/spatially oriented and wholistic in thinking
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sensory modality
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visual, auditory, kinesthetic
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field-dependent learners
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the way people process info and use strategies in responding to tasks
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how many ELL's
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1 in 9
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3 principles of language
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instruction in primary language aids achievement
good ELL instruction is similar to good instruction for all students ELL's require instructional accommodations |
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readiness
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entry point into certain skill
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learning profile
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way individuals learn best
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3 student characteristics that teachers can differentiate
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readiness, interest, learning profile
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