SED 4330 Midterm

Parts of a behavioral objective

audience, behavior, condition, and degree

Diagnostic Assessment

sets of written questions (multiple choice or short answer) that assess a learner's current knowledge base or current views on a topic/issue to be studied in the course; before learning

Formative Assessment

to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning; during learning

Summative Assessment

to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark; after learning

Differentiated Instruction

the process of tailoring lessons to meet each student's individual interests, needs, and strengths

4 ways to differentiate

process, content, product, and learning environment

Literacy

The way we interact with the world around us, how we shape it and are shaped by it; ability to read, write, speak, and listen

6 steps to introducing vocabulary

1\.Teacher – Explain term, connect to prior knowledge, use imagery

2\.Student – Explain term in own words

3\.Student – Create pictorial representation

4\.Student – Engage in activities to deepen knowledge

5\.Student - Discuss new term

6\.Student – Periodically play games to review term

experiences that lead to higher reading scores

• Reading assigned books outside of class \n • Reading 3+ hours per week outside of class \n • Writing one or two major research papers \n • Completing short writing assignments frequently • Making several oral presentations \n • Reading technical materials frequently

how to determine if students are having difficulty reading

•Inability or reluctance to read aloud \n •Failure to complete assignments that require reading •Inability to spell or write \n •Inability to follow directions \n •Inability to read chalkboard, bulletin board, posters•Inability to locate information in manual or catalog

differentiate content

The information, ideas, and skills students will take in or grapple with to reach the learning goals

differentiate process

The activities through which students take in and make sense of key ideas in the content using essential knowledge and skills.

differentiate product

How students demonstrate and extend what they know, understand, and can do as a result of a unit or series of lessons.

differentiate learning environment

where students do the learning