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30 Cards in this Set

  • Front
  • Back
Framework for Teaching
Useful organizer for examining the important responsibilities of a teacher.
1) Planning and Preparation
2)Classroom Environment
4)Professional Responsibilities
Reflective Practice
Problem solving strategy where people can improve practice by reviewing all aspects of the teaching environment
Reflective Teaching
Being able to teach brief lessons multiple times and reflect on that. Sometimes its recorded to be able to critique.
Academic Learning Time
Time a student engage in learning tasks with general success
Linear-Rational Model of Planning
Sequential decisions about the a) goals b) specific objectives c) student assessment d) strategies and learning activities and e) evaluate student performance
Performance Objectives
Written for Daily lesson plans, in a way that can be observed and measured.
Cognitive Domain
Levels of Intellectual Thinking
2. Comprehension
Course Planning
Organizing and Scheduling the content to be to be taught in the allotted time
Daily Planning
Preparing notes about objectives, materials, activities, evals, and any other info needed for particular day. Most amount of detail.
Weekly Planning
Laying out the weeks activities within the framework of the daily schedule throughout the week
Alternative or Differentiated Assignments
Assignments that have been modified in length, difficulty or time, generally require differentiated evaluation.
Brain Hemisphericity
Another aspect of student preferences for learning environment. Left side more analytical, Right side more visually oriented.
Independent Instructional Approaches
Allows students to pursue content independently with less teacher direction, this includes learning centers, contracts and independent work
Social Instructional Approaches
Where students work together in various ways to gather, process and learn the information or skills needed. Teachers act as a facilitator rather than instructors. Includes, discussions, cooperative learning and simulations.
Deductive Strategies
Instructional approaches that start with a known principle and move to an unknown principle
Direct Teaching Strategies
Teachers tell the students the concept or skill to be learned and then lead students through most of the instructional activities designed to lead to student learning. Examples: Direct Instructions, Demonstrations and Homework
Inductive Strategies
Instructional approach to start with an unknown principle and move to a known principle
Probing Questions
Questions intended to seek clarification, and to guide students to a more complete answer
Prompting Questions
Includes hints and clues to aid students in answering questions, usually a rewording of the original question
Constructivist Approach
Students constructing meaning out of information that they have been exposed to through active engagement and investigation.
Promotes: Student POV, teacher student interaction and questioning to promote student thought.
Cooperative Learning
Involves students working together in small, mixed ability learning teams to address specific instructional task, aiding and supporting each other during the learning process.
Discovery Learning
Teacher can create situations where students learn on their own. Promotes curiosity in students to learn and be interested in things on their own.
Guided Inquiry
Involves teacher providing the data and then questioning the student in order to help the inductively to arrive at an answer.
Unguided Inquiry
Open ended inquiry, the students take more responsibility for examining the data, objects or events. Usually done individually
Advance Organizers
Provides a preview of content to be addressed, take the surprise off what is to come, help students retrieve what they already know and focus on the new info
Graphic Organizers
Combine linguistic mode, use words and phrases, and non linguistic mode, use pictures and symbols.
Examples: Time lines and Cause and Effect Patterns
Reciprocal Teaching
Technique where on student leader guides the rest of the students in summarizing the info. Student led and clarified.
The speed at which the lesson progresses.
Whole-Group Instruction
Entire class is taught as a large group.
Examples: Lectures and demonstrations
For giving broad instructions, Intro info, or to sum up info.
Teacher-Centered Approaches
Lectures, Demonstrations, Q & A. Explicit and fully dependent on the teacher being there and pre-prepared.