Good Words List- Praxis 5205 Kathleen Jasper Studybook

Accommodations

Modifying instruction or using supports to help special education students achieve. Accommodations do NOT involve lowering the standard or delaying learning

Action Research

The process of evaluating data in the classroom to identify issues and implementing effective and quick actions to solve problems.

Assessments

Using formative and summative data to monitor progress and measure outcomes.

Authentic instruction

Providing students with meaningful, relevant, and useful learning experiences and activities.

Balanced literacy

Reading and writing instruction that uses a variety of literary genres including literary and informational texts.

Bilingual instruction

Helping students use elements of their first language to support learning in English.

Celebrate culture

Finding materials and resources to celebrate the different cultures represented in your classroom.

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.

Close reading

The process of reading and rereading a piece of text multiple times for different purposes. This helps students with their comprehension.

collaborative learning

These are strategies that are student-centered and self-directed rather than led by the teacher. Collaboration can also be working with colleagues or stakeholders to improve, create, or produce something.

concept map

Visual representation of content. Especially useful for illustrating concepts like cause and effect, problem and solution, compare and contrast, etc.

Critical thinking

Higher-order thinking skills that involve evaluating, analyzing, creating, and applying knowledge.

Cultural responsiveness

Instruction as a pedagogy that empowers students intellectually, socially, and emotionally by celebrating and learning about other cultures. This includes recognizing the importance of including students’ cultural references in all aspects of learning and designing a productive learning environment.

Data-driven decisions

Using scores, writing samples, observations, and other types of qualitative and quantitative data to make instructional decisions

Developmentally appropriate instruction (DAP)

Choosing text, tools, and activities that are appropriate for the students’ grade level.

Differential instruction

Providing all learners in a diverse classroom with different methods to understand instruction

Diversity as an asset

Seeing diversity in the classroom as an opportunity to learn new things through the perspectives of others.

Evidence-based

Providing instruction using materials with the best scientific evidence available

Flexible grouping

The heart of differentiated instruction. It provides opportunities for students to be part of many different groups based on their readiness, interest, or learning style.

High expectations for ALL learners

Holding all students to high academic standards regardless of the students’ achievement level, ethnicity, language, socioeconomic status.

Horizontal alignment

Organization and coordination of standards and learning goals across content areas in the same grade level.

Inclusive

Providing students with resources and experiences that represent their culture and ethnicity.

Interdisciplinary activities

Activities that connect two or more content areas; promotes relevance and critical thinking.

Interventions

Provides students with an opportunity to increase reading, writing, test taking, and study skills at their instructional level.

Intrinsic motivation

Answers that promote autonomy, relatedness, and competence are ways to apply intrinsic motivation. Be on the lookout for these answer choices.

Mentor texts

Pieces of literature that both teacher and student can return to and reread for many different purposes. They are texts to be studied and imitated.

Metacognition

Analysis of your own thinking

Modeling

Demonstrating the application of a skill or knowledge.

Modifications

Changes to the curriculum and learning environment in accordance to a student’s IEP. Modifications change the expectations for learning and the level of assessment.

Outcomes

The results of a program, strategy, or resources implemented in the classroom.

Performance assessment

An activity assigned to students to assess their mastery of multiple learning goals aligned to standards.

Primary resource

These are materials and information in their original form like diaries, journals, songs, paintings, and autobiographies.

Prior knowledge

What students know about a topic from their previous experiences and learning

Progress monitor

Keeping track of student or whole class learning in real time. Quantifiable measures of progress, conferring, observing, exit tickets, and student self-assessments.

Recursive Teaching Methods

Using information or skills that is already known and acquired to learn new skills and knowledge.

Relevance, real-world, and relatable

Be sure to choose answers that promote real world application and make learning relatable to students’ lives.

Reliable

Consistent. Producing consistent results under similar conditions.

Remediation

Correcting or changing something to make it better.

Rigorous

A word used to describe curriculum that is challenging and requires students to use higher order thinking skills.

Scaffolding

Using supports to help students achieve a standard that they would not achieve on their own.

Secondary resource

These are materials and information derived from the original like newspaper articles, history textbooks, and reviews.

Self-assessment

An assessment or evaluation of oneself or one’s actions and attitudes, performance, and skills.

Specific and meaningful feedback

More than just a grade at the top of a paper, effective feedback includes positive aspects and how students can apply those positive aspects to improving. In addition, feedback should contain specific things the student should do to improve.

standards-aligned

Ensuring that curriculum and instruction is aligned to the state-adopted standards.

Student-centered/learner- centered

A variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that address students’ distinct learning needs, interests, or cultural backgrounds.

Validity

Accuracy. How accurately knowledge or skills are measured.

Vertical alignment

Organization of standards and learning goals across grade levels. Structure for which learning and understanding is built from grade level to grade level.

vocabulary in-context

Always teach vocabulary in context. It helps to relate the vocabulary to the real world

Wait time

Time between a question and when a student is called on or a response to a student’s reply

Word consciousness

Students are aware and interested in words and word meanings. Students who are word conscious also notice when and how new words are used. Word conscious students are motivated to learn new words and to be able to use them skillfully