EDUC 1010 - CTE State Test Review

Principal

The person ultimately responsible for the operations of an individual school.

Personal philosophy of education

An explanation of personal values and beliefs as they relate to teaching.

Multiculturalism

People from many different cultures learning together in a classroom with mutual respect.

Diversity

An understanding that each individual is unique and recognizing our individual differences.

Disability

A physical or mental impairment that substantially limits one or more major life activities.

Academic learning needs

The gap between a learner's current knowledge and the knowledge needed to complete or perform a task or set of tasks.

Linguistic needs

Providing curriculum in both the primary language and secondary language.

Personal characteristics

Qualities such as gender, race, ethnicity, and sexual orientation that contribute to the uniqueness of each individual.

Socio-economic status (SES)

Three levels (high, middle, and low) that describe the three places a family and/or individual may fall based upon income, education, and occupation.

Learning intentions

Statements written by educators that define the day-to-day learning goals aligned to state standards.

Success criteria

How educators and students will know if they have met the learning intentions.

Administrative careers in education

Superintendent, Principal, and Assistant Principal.

Academic teacher roles

Arts, Career and Technical Education, Foreign Languages, Health/Physical Education, Language Arts, Mathematics, Science, Social Studies, and Special Education.

Support services roles

Counselor, Librarian, Paraprofessional, Psychologists, and Social Workers.

What does self-awareness as a learner involve?

Exploring personal histories, values, and beliefs to identify and compare the impact on personal attitudes towards education.

What are the components of the Utah High Quality Instructional (HQI) Cycle?

Goals and Outcomes, and connecting learning intentions and student success criteria to standards and student data.

Formative assessment

An ongoing evaluation of student learning that is administered multiple times during a lesson, unit, or course.

Lesson plan

A teacher's plan for teaching an individual lesson.

Scope and sequence

An instructional map and calendar to outline the strands and standards, lessons, activities, and assessments of a course.

Unit of study

A framework that guides students through a process of learning concepts or content.

Explicit instruction

An instructional approach that is structured, sequenced, and led by teachers.

Universal Design for Learning (UDL) instruction

Tailored instruction to meet individual needs.

Cooperative instruction

A technique that allows students to learn from each other and gain important interpersonal skills.

Inquiry-based instruction

A student center approached where the teacher guides the students through a driving question.

Instructional technology

A technique that uses technology and other electronic devices/software in its delivery.

Classroom management

A variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during class.

Classroom culture

Creating an environment where students feel safe and supported to be involved.

Consistency

Steadfast adherence to the same principles, course, form, etc. regardless of bias and/or personality.

Planning

The process of being prepared.

Procedures

An established or official way of doing something.

Proximity

Nearness in space, time, or relationship.

Rapport

A close and harmonious relationship in which the teacher and students understand each other's feelings or ideas and communicate well.

Rules

A set of explicit or understood regulations or principles governing conduct within the learning environment.

Norms

A set of co-developed standards for engaging in productive classroom discussions.

DuFour's first critical question

What do we want all students to know and be able to do?

DuFour's second critical question

How will we know if they learn it?

DuFour's third critical question

How will we respond when some students do not learn?

DuFour's fourth critical question

How will we extend the learning for students who are already proficient?

Universal Design for Learning (UDL) guidelines

Engagement, Representation, and Action & Expression.

Instructional components

Student agency, Customized support, Opportunities to read, write, speak, and listen, and Multiple opportunities to show mastery over time.

Adaptation strategies

Extending and deepening learning, Providing appropriate interventions, and Incorporating feedback.