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| new information requires learner to change way of thinking |
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| the process of learning new information |
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| new information is being presented |
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| zone of proximal development |
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| the range of independent ability and potential ability with the help of an "expert" |
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| new information makes sense based on prior knowledge |
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| prior knowledge/background knowledge |
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| the teacher plans tasks students are ready for based on preassessment |
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| standards are derived from/ they are meant to guide national direction for educational choices |
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| learners show what they know by using complex cognitive skills to perform authentic, real-world tasks; tests that measure a skill or behavior directly, as they are used in the world outside the classroom |
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| an observable and measurable behavior; the end product of an instructional lesson or unit |
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| the type of performances required in the real world |
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| behaviors that relate to the development of attitudes, beliefs, and values; receiving, responding, valuing, organizing, and characterizing |
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| thinking about one's thinking to become aware of one's level of knowledge |
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| the degree of performance required to achieve a learning objective |
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| interactive individualized practice |
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| lessons on cd-rom that use questions and prompts to actively engage learners and give them immediate feedback |
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| planning units that integrate knowledge across disciplines or content areas to convey relationships, patterns, and abstractions |
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| refers to whether a test measures what it says it measures |
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| refers to whether a test consistently yields the same or similar scores |
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| the direct instruction strategy of presenting stimulus material and then eliciting practice, directed by the teacher, or the desired behavior |
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| presenting and structuring |
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| the direct instruction strategy for presenting new material in small steps consistent with students' previous knowledge, ability level, and experience, so learners master one point before the teaher introduces the next point |
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| listening to the teacher's answer, reading about the correct answer, or listening to classmates recite the right answer |
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| the direct instruction strategy for handling right or wrong answers |
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| using hand-over-hand assistance to guide the learner to the correct performance |
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| giving a rule, then an example of the rule, and then a repetition of the rule |
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| problem-centered learning |
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| more likely to introduce a graphic organizer to guide learning |
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| a technique in which students working with buddies learn from one anther and get to try out their ideas in a nonthreatening context before presenting them to the class |
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| student-centered learning |
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| allows the student to select the form and substance of the learning experience |
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| reasoning used to draw a conclusion or make a generalization from specific instances |
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| unguided discovery learning |
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| to maintain high levels of student interest, selecting content based on student problems or interests and providing individually tailored feedback |
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| reasoning that proceeds from principles or generalizations to their application in specific instances |
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| designing and sequencing lessons to encourage learners to use their own experiences to actively construct meaning that makes sense to them, rather than to acquire understanding through exposure to a format organized by the teacher |
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| the amount of time a teacher gives a learner to respond when first ased a question |
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| a question that immediately follows a student's response to a question |
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| structuring, soliciting, and reacting, with many possible variations |
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| a question that has many or a broad range of acceptable responses |
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| a teacher's responding to students' answering of questions |
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| questions asked to seek clarification of the student's response to determine its appropriateness or correctness |
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| questions that restructure a discussion with follow-up to get students back on track |
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| reflecting on one's thinking by internalizing, understanding, and recalling the content to be learned |
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| a type of classroom group dialogue in which the teacher expects students to make predictions, ask questions, and summarize, and clarify the text |
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| incorrect or partially correct answers that proved stepping stones for climbing to the next rung of the learning ladder |
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| actively engages students in constructing their own content understanding and meaning |
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| cognitive learning strategy |
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| methods of thinking that improve learning by helping the learning retain, recall, and build knowledge |
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| zone of maximum response opportunity |
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| the level of content difficulty and behavioral complexity form which the learner can most benefit at the moment a response is given |
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| team-oriented cooperative learning |
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| using terms of heterogeneous learners to increase the collaborative skills, self-esteem, and chievement of individual learners |
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| in cooperative learning, specifying the goal, strucuring the task, teaching, and evaluating the collaborative process, monitoring group performance, and debriefing |
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| breaking a larger task into smaller subparts on which separate groups work |
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| gathering feedback about an activity by discussing it, soliciting suggetstions for improving it, and getting observers' viewpoints about it |
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| when a group member does not care about the goal of the group and becomes silent |
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| an arrangement in which students work in groups and are rewarded on the basis of the success of the group |
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| a framework or structure that organizes the content into meaningful parts |
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| aka gaining attention; an instructional event to engage students' interest, curiosity, and attention |
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| a written statement that identifies specific classroom strategies to achieve desired goals and expresses these strategies in a format that allows their affects on learners to be measured |
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| bringing a lesson to its end; looking back at the lesson and reinforcing its key components |
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| behaviors that relate to the development of intellectual abilities and skills: kowledge, comprehension, application, analysis, synthesis, and evaluation |
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| emphasizes the essential attributes that bind seemingly dissimilar data, materials, objects, or events |
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| the first step in planning for indirect instruction ex. advanve organizer |
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| one that limits an answer to a single or a small number of responses |
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| grade, department, or school district specifications about what content must be covered in what period of time |
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| (factual knowledge) facts, concepts, rules, and generalization pertaining to a specific area or topic; intended to be spoken or written |
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| differentiated instruction |
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| a related approach to responding to your learners' individual differences |
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| a teacher-centered, knowledge acquisition, presentation-recitation model for teaching facts, rules, and action sequences |
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| representations of a concept that include all the attributes essential for recognizing it as a member of a larger class |
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| items that fail to represent the concept being illustrated by purposely not including one or more of the attributes essential for recognizing them as members of a larger class |
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| modeling or demonstrating for learners the skill being taught |
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| the direct instruction strategy in which the teacher brings facts and rules together in ways that force simultaneous consideration of all the individual units of a problem and connect the units into a single harmonious sequence of action |
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| teaching strategies that emphasize concept learning, inquiry, and problem solving to teach concepts, patterns, and abstractions |
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| restricted-response questions |
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| one that poses a specific problem for which the student must recall proper information, organize it suitably, derive a defensive conclusion, and express it according to specific criteria |
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| one of higher-order goals of indirect instruction; emphasis on "how we come to know something" more than "what we know" |
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| laterally planned unit of study in which topics are integrated to probide a focs on a specific theme; helps students make connections. |
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either positive or negative;
positive-occurs when providing a desired stimuli or reward after a behavior increases it in frequency
negative- occurs when the frequency of a behavior is increased by ending or removing some painful, uncomfortable, or aversive state |
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| intermittent reinforcement |
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| applied when you are satisfied with a particular behavior and how frequently it occurs to maintain the behavior at present level. |
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| planning units that integrate bodies of knowledge across disciplines or content areas to convey relationships, patterns, and abstractions |
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| the means of achieving learning outcomes |
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| the specific conditions under which learning will occur |
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| the means by which the teacher orients students to the objective of the discussion; provides new or more accurate information; reviews, summarizes, and relates opinions and facts; and redirects the flow of information and ideas back to the objective |
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| the process of observing, mentally recording, and when necessary, redirecting or correcting students' behaviors |
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| a collection of work that shows a learner's growth in proficiency, long-term achievement, and significant accomplishments in a given academic are |
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| a series of assessments for entering a teacher-training program, becoming licensed, and/or for the 1st year of teaching |
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| problem-centered learning |
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| identifies and provides for students in advance all the steps required to solve a particular problem |
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| action sequences or procedures used in a problem-solving or decision-making task; learning action sequences or procedures to follow; knowledge how to do things |
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| promoting intrinsic motication by organizing instruction around the tasks most likely to introduce and support learner interest, effort, and persistence |
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| behaviors that relate to the coordination of physical movements and performance |
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| teaching that is inspired by the tacit or personal knowledge gained from day-to-day experiences; a teacher who is thoughtful and self-critical about his or her teaching |
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| giving a rule, then an example of the rule, and then a repetition of the rule |
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| general expressions of educational values that provide a sense of direction in decision making |
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| grouping your class for a specific period of time by the skills required to learn the material you are presenting |
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| teacher mediated learning |
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| adjusting the instructional dialogue to help students restructure their learning and construct their own meanings from the content |
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| cues, reminders, or instructions to learners that help them correctly perform the skill being taught |
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| a method of developing units in a discipline by arranging the content to be taught hierarchially or in steps and in an order that ensures that all task-relevant prior knowledge required for subsequent lessons has been taught in previous lessons |
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