Elementary Education Test 2

difference between curriculum and standards

____ is the plan or framework to be taught and ____ are things that students should know

characteristics of curriculum

controlled by individual school or district

characteristics of standards

controlled by the nation and state

difference between scope and sequence

___is how your educational goals are achieved through what you teach and ___ is the order that you’re teaching the content

curriculum maps

tells you where you have been and where you need to go to make informed decisions about instruction

pacing plans

allocates time for certain standards

layers of curriculum

formal

operational

taught

assessed

learned

hidden

levels of planning

long range

units

weekly plans

lesson/daily plans

steps in planning units

Identify learning objectives

select appropriate instructional strategies

develop assessments

gather resources

create a timeline

differentiate instruction

reflect and adjust.

unit versus lesson plans

___are connected by a theme or topic and ___ is a focused lesson on a limited number of objectives within the theme

difference between bell work and anticipatory set

___is typically a short activity or tasks that student complete independently as soon as they enter the classroom. ___ is a brief activity to spark students' interest and prepare them for the upcoming lessons by making connections to the new content.

strategies to make planning more effective

Breaking down tasks into smaller steps

using technology tools for organization

setting clear objectives

incorporating varied instructional methods to keep students engaged.

importance of planning

It helps you stay organized

ensures that you cover all necessary content

allows you to sequence your lessons effectively.

characteristics of all lesson plan structures

structure and an objective

structures of lesson plans

madeline hunter

5E

problem solving

parts of an instructional objective

Audience

Behavior

Condition

Degree

characteristics of lesson closure

a quick assignment that allows students to show what they learned from the lesson

purpose of lesson closure

allows teacher to see if additional practice is needed, what needs to be retaught, and if you can move on to the next portion of the unit

objective clarification

you tell students what they will be learning in the class period and give them something to work toward

learning theory

A framework that helps us understand how people learn. Behaviorism, cognitive, constructive.

how similarities in instruction support learning

Structural, functional,and conceptual.

how differences in instruction support learning

Contraceptive, degree, categorical

how non-linguistic representation supports learning

elaborates and shows connections between concepts or knowledge

types of non-linguistic representation

Involves using visuals, diagrams, charts, graphs, and visual aids to convey information.

consolidation

connecting new knowledge with prior knowledge

working memory

A cognitive system that temporarily hold and manipulated information needed for complex tasks such as learning, reasoning, and comprehension

encoding

processing and making meaning of raw inputs of information into the mind

purposes of assessment

to recognize strengths and weaknesses

monitor student progress

assign grades

guide lesson content

provide feedback

types of assessment

selected response

constructed response

essays

oral questioning

teacher observation

student self-assessment

formative versus summative assessment

___ guides and monitors the process while it is still in progress and ___ judges the success of a process or product at the end

traditional versus authentic assessment

___ is a simple, distinct task that is easy to score objectively, and requires low'-level thinking TEST BREADTH OF KNOWLEDGE

__ is a complex task that involves interrelated sub-tasks that are complex to score and encourages critical and creative thinking to arrive at the best answer TEST DEPTH OF KNOWLEDGE

characteristics of high-quaity classroom assessment

clear and appropriate learning targets

alignment of assessment methods and learning targets

fairness

positive consequences

practicality and efficiency

validity

realiability

roles of assessment in instruction

It helps teachers identify areas where students may need additional support, adjust teaching strategies to meet students needs, and track progress towards learning foals.

3 methods of gathering data in the classroom

targeted questioning

standardize the format

show me

measurement vs evaluation

___ refer to the collection of data to quantify student performance or progress, while ____ involves analyzing this data to make judgments about student learning and instructional effectiveness

characteristics of effective written instruction

clear, precise, and simple writing

thorough understanding of the procedure

ability to visualize the procedure in detail

best practices for slide format

5×5

high color contrast

simple body text

no smaller than 16-18 point

high quality images

formatting written instructions

headings: bold, italics

lists: numbered vertical lists, simple

characteristics of effective parent newsletters

include white space

tell parents what they can do

include key terms to know

call to action

active vs passive voice

In the ___ voice, the subject performs the action, while in the ___ voice, the subject receives the action

how to make effective eye contact

look at every part of the audience

look directly at one person and speak to them for 2 seconds

smile with your eyes

good examples of effective body language

Good posture, open gestures, and smiling

bad examples of body language

Slouching, crossed arms, and fidgeting

effective use of voice in instruction

Vary your tone and pitch

adjust volume

pacing

pause for effect

clarity and enunciation

expressiveness.