Chapter 3 B&B Vocab

Planning for instruction

Decisions made about organizing, implementing, and evaluating instruction.

Content

The knowledge, skill, rule, concept, or creative process you wish students to learn

Materials

Tangible written, physical, or visual stimuli used in instruction.

Curriculum framework

An organized plan or set of standards defining the content to be learned in terms of clear, definable standards for what students should know and be able to do.

Common Core State Standards

Curriculum standards developed in collaboration with teachers, school admin, and education experts to provide a clear and consistent framework to prepare students for college and the workforce; Coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers.

21st-century learning

Core competencies such as collaboration, digital literacy, critical thinking, and problem-solving.

Backward mapping

a planning tool that prompts you to begin planning by asking the following questions: What intended learning outcomes or goals do you have for your students? How will students demonstrate their achievement or understanding of these learning outcomes?

Course

A complete sequence of instruction covering a major division of the subject matter.

Course planning

involves organizing and scheduling the content to be taught during the time allotted for the course, whether that time is for a year, semester, trimester, or quarter.

Term

the amount of time the school district designates for the length of a marking period (typically 8 to 10 weeks) for report cards

Term planning

Preparation of detailed outlines of content to be covered within a marking period or term.

Unit

a major subdivision of a course involving planned instruction about some central theme, topic, issue, or problem for a period of several days to a maximum of three weeks.

Unit planning

Developing a sequence of daily plans that addresses the topic of the unit in a cohesive way

Weekly planning

Laying out the week’s activities within the framework of the daily schedule throughout the week.

Plan book

used to display weekly plans in a brief way, commonly on a two-page grid format

Lesson

A subdivision of a unit, usually taught in a single class period or occasionally over multiple periods.

Daily planning

Preparing detailed notes about objectives, materials, activities, and evaluation and other information for a lesson for a particular day but in more detail than in the weekly plan.

Linear-rational approach

involves sequential decisions about the formation of goals, specification of objectives, assessment of student needs relative to the stated goals and objectives, selection of strategies and learning activities linked to the objectives, and evaluation of student performance.

Aim

Broad statements about the intent of education, often written by panels or commissions.

Goals

More definite than aims, providing direction for educators without specifying achievement levels.

Subject-specific course goals

More precise translations of district goals and are stated in curriculum guides.

Educational objectives

Statements of what students are expected to achieve through instruction, narrower than subject-specific goals; Commonly used in units.

Instructional objectives

Written for daily lesson plans; stated in terms indicating what is to be observed and measured.

Needs assessment/diagnosis

Understanding a situation to identify students' aptitudes, aspirations, and needs.

Curriculum

The content to be taught.

Curriculum guide

A document identifying objectives and content for a subject at a given grade level.

Teacher-student Planning

the teacher does not make all the decisions about the curriculum and instruction and students are involved to some degree in the planning and decision-making.

Team planning

Collaborative preparation of instructional plans by two or more teachers.

Interdisciplinary planning

Coordinating instructional activities across different subject areas.

Syllabus

A written statement about the content, procedures, and requirements of a course.

Assignment

A written statement specifying a task and the process for accomplishing it.

Motivation

processes that can arouse and initiate student behavior, give direction and purpose to behavior, help behavior to persist, and help the student choose a particular behavior.

Time on task

the time students are actually paying attention and are engaged in action.

Academic learning time

The amount of time a student engages in learning tasks that yield fairly high rates of success.

Response to Intervention (RTI)

a method to ensure that students receive early intervention and assistance before falling too far behind their peers; Requires that these students receive supplementary support, guided by regularly gathered assessment data, referred to as progress monitoring.